On May 8, Michael Rodriquez, professor in the Department of Educational Psychology’s quantitative methods in education program and Campbell Leadership Chair in Education and Human Development, delivered CEHD’s commencement keynote address.

In case you missed it, here’s the script from his talk.

Regent Anderson, Dean Quam, faculty, staff, family, friends, and GRADUATES, I am happy to be here this afternoon. I would like to start with an observation: The world is in these seats before us – and how beautiful it is.

This brings me hope… that people from around the world can come together, study, learn, explore, solve problems, meet challenges, and build productive relationships. 

Because the world is here in these seats and in this arena, we can be examples of how the world could be. Our job is to take care of ourselves, take care of each other, and take care of this planet. With advanced degrees, you are uniquely positioned to do this. Some would say we have a responsibility to do more because of our advanced degrees. 

In moments like this, as a I reflect on my own commencement ceremony 20 years ago, I call on my ancestors – ancestors with indigenous roots, who lived and died so that I could be here in this moment. All of their lives and their work brings us here today, in this space, at this time. We are here because of them. 

I am the great-great grandson, great grandson, and grandson of immigrants. I grew up in a house with four generations of family – listening to stories about the immigrant experiences on both sides of the family. I may be a fifth generation Minnesotan, but I am the first in my family to go to college. I am not an immigrant, but I know the challenges my ancestors faced to support the family – to support me. I have achieved more success than I ever imagined, and I did not do that alone – none of us did. 

For many of us, we can point to family members, or a teacher, a counselor, a coach, a religious leader, who supported and guided us. When we in turn take on the support role, we will be better equipped to take care of each other, ourselves, and our planet. 

I am very happy to address you today. I am especially happy because in those seats are two of my advisees and a family member. I am going to say just a few things about my two graduating advisees and my nephew – this is my speech after all. 

Let us start with José. José finished high school in Mexico, and after arriving in Minnesota, he learned English and worked his way through college. I first met José in a coffee shop. At that time, he was working with immigrant students and families in St. Paul schools. As a graduate student, José has contributed to several innovative measurement projects, including the measurement of early language development of 4 and 5 year olds in English and Spanish, and more recently exploring how graduate programs at the University assess graduate student learning outcomes. He is an award-winning scholar and has already contributed to the knowledge base in important ways – confronting persistent challenges to promote educational equity. 

Next, there is Kory. When Kory was exploring graduate school opportunities, he sent me an email asking about what kinds of opportunities exist in educational measurement. He knew he wanted to work in education – but in a way that would involve his interests in statistics and research, and would allow him to remain connected to his community. Knowing first-hand of the challenges his family endured as Hmong refugees in America, he set forth a path to achieve advanced academic credentials. He has already published on the topic of positive development of Hmong youth – empirically studying the assets and supports that promote success among Hmong youth. Kory is an award-winning researcher and is now the first Hmong psychometrician in the history of the field. 

Then there is Troy – my nephew, which makes him a 6th generation Minnesotan. One day when Troy was in second grade, his teacher sent a note home: “Troy spends his free time in the school library – he should be outside playing with the other kids.” His teacher was concerned because he was reading too much! Several years later when he was in high school, Troy spent a couple of weeks with me in Guatemala, where I was working on a USAID project. There he observed a level of poverty that we do not really see in Minnesota – created by politically sanctioned segregation in a deeply bifurcated society. He is now looking forward to being a high school English teacher. A high school English teacher – bless his heart! An avid reader with global awareness – he is ready to make a difference. Troy, thank you for your service. We should all thank a teacher today for their service! Of course teaching is a profession – but it is also so much more. 

As you take on roles as teachers, school counselors, school psychologists, social workers, school leaders, early childhood educators, future faculty, and many other roles that work with young people, families, and communities, the world will be with you – just as it is here with you today. There are many Josés, Korys, and Troys in those seats – each with a unique and important story. 

Finally, I know that some of you still have work to do to complete your degree requirements – so complete those final papers, theses, and dissertations – because your work has just begun. We look forward to watching how you take care of yourselves – how you take care of each other – and how you take care of our planet. 

On behalf of your faculty, we look forward to all the great works you will do. 

Good luck and congratulations.
Buena suerte y felicidades.