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For ten years, the Santa Clara University School of Education & Counseling Psychology (ECP) has offered a fellowship called SEMILLA, which means “seed” in Spanish. Developed to recruit and prepare high-quality teachers and to expand the number of bicultural and bilingual teachers to serve in high-need schools, the fellowship, complete with a 50% tuition discount, is available to Master of Arts in Teaching & Teaching Credential (MATTC) candidates who are driven by social justice values and are especially keen on serving their students and families in culturally relevant ways. ECP connected with SEMILLA alum and current EdD student Erik Ugalde about his journey that inspired him to eventually join the fellowship, his experience in the program, and how he’s applying the experience to his work. Learn more about our SEMILLA program by clicking here.

Before delving into SEMILLA in particular, I’d love to hear more about what motivated you to become an educator. Can you point to any specific life experiences that may have inspired this passion?

A: I would say my educational journey and the context in which it took place really shaped me into the advocate I am today. My parents are Mexican immigrants who moved to the U.S. in their teenage years, eventually settling in East San Jose. Because English wasn’t my first language, I struggled to keep up with the pace of school and eventually was held back in the fourth grade. I felt ashamed to have let my parents and younger brother down as a role model. 

But a family trip to Mexico in fifth grade marked a turning point for me. While in Mexico, I was challenged to live the reality of our family back home. I picked peanuts with my uncles from 5AM to 4PM for weeks, and watched them give all the money they’d earned to elders in the family. The experience really put things into perspective for me – I learned the value of grit, determination, and selflessness, in addition to a renewed appreciation for the life my parents had built for me in the U.S. I returned to school more driven and motivated than ever, attending reading classes before school and after school programs. By eighth grade, I was caught up with my peers and graduated high school in the top 10% of my class.

Growing up as a student identifying from a historically marginalized community, I was able to experience firsthand the racial inequities and social justices present in school, with one being the lack of educators that looked like me. I now know the difference it could have made to have more mentors that look like myself that I could better relate to, and decided that I wanted to be that person for the next generation.

What incited your interest in the SEMILLA program?

A: In order to achieve the goals I’d set for myself, I decided to pursue a Master’s and teaching credential. I was on the fence between SCU and Columbia University, but ultimately chose to attend SCU because I aligned with the values of not only the school, but the SEMILLA program in particular. 

When I looked at the SEMILLA fellowship, I was immediately drawn to the presence of diverse backgrounds within the faculty and fellow cohort members, and I loved the idea of meeting other colleagues with similar values and passions that I could network with. I also appreciated that the 50% scholarship was making the degree more accessible, and showed the school was willing to  invest in students so they can then go out into the world and enact change.

Can you share a bit about the highlights that defined your experience in the SEMILLA program?

A: SEMILLA really embodies this “servant leadership” mindset, where we learn how to become more effective leaders and educators through service. This manifested through my favorite part of the fellowship, which was the opportunity to meet students and their families in East San Jose. In the classroom, we’d discuss theoretical frameworks that we could then apply to real conversations with families. It enabled us to humanize their stories, and understand how to provide long-term support for families and students beyond the 30 hours of community service required by the fellowship. I loved the encouragement to leave the university campus and listen to stories that are so often overlooked. I still apply takeaways from these conversations to my work today. 

How have you been able to apply the SEMILLA way to your work? 

A: In addition to developing equity-based scaffolds and support systems tailored to the diverse needs of my students in the classroom, I’ve really been able to apply my learnings in SEMILLA to my doctoral work. My dissertation delves into critical questions surrounding the sense of belonging among unaccompanied youth in a Silicon Valley high school, and explores how this perception shapes their post-educational and occupational aspirations. Additionally, I’ve been investigating how actively engaged unaccompanied youth, functioning as co-researchers, redefine leadership roles within their school district, assuming roles as contributors, partners, and stakeholders in their education. 

Like my time in SEMILLA, I’m listening to the stories of these people and looking for ways we can rebuild support systems in place or create new support systems where one historically hasn’t existed. I’m hoping that through my research, I’ll be able to work with school districts on how to better support them through high school, college, and the working world.

What is the most rewarding aspect of your work?

A: What’s most rewarding to me is seeing students who traditionally haven’t had access or opportunities to be in certain classes, such as advanced STEM classes, step into these spaces and flourish. It’s beautiful to see them demonstrate that they belong in these kinds of classes and not feel the need to be confined to certain parameters. Knowing that I had even a small part in that is truly rewarding. 

About Erik: 

Erik is a dedicated doctoral student currently pursuing his doctorate in Social Justice Leadership with a specialized focus on Pre-K to 12 education and an administrative credential, set to graduate as part of the inaugural cohort from Santa Clara University. Passionate about addressing social and educational inequities, Erik emphasizes community cultural wealth, project-based learning, and migrant education programs and services. Currently serving as an elementary school teacher in the Santa Clara Unified School District, Erik brings extensive experience across various grade levels, including kindergarten, third grade, fifth/sixth grade newcomers, and sixth-eighth grade English Learner classes. Erik's teaching philosophy revolves around backward mapping state standards and curriculum to meticulously craft learning targets, ensuring the development of equity-based scaffolds and support systems tailored to the diverse needs of his students. Project-based learning is the cornerstone of Erik's instructional approach, showcasing his commitment to fostering engaging and inclusive educational environments, particularly by introducing computer science, robotics, and coding to all students, with a specific focus on underserved students. 

Erik initiated his educational journey in 2016, earning a Bachelor of Arts in Sociology with a Minor in Mexican-American Studies from San José State University. During this period, he delved into understanding the impact of social origins, ascribed status, and socioeconomic status on occupational opportunities and success. As a participant in the Ronald E. McNair Post Baccalaureate Achievement Program, Erik not only gained theoretical comprehension but also conducted valuable social and behavioral sciences research. In 2018, Erik furthered his academic achievements by earning a Master of Arts in Teaching and a Multiple Subject Teaching Credential from Santa Clara University. Throughout this period, he honed his skills in promoting equity within the classroom, solidifying his commitment to creating an inclusive and supportive learning environment. Beyond the academic realm, Erik finds joy in his downtime through activities such as running, biking, and exercising, often accompanied by his new goldendoodle, Aulani.  He loves traveling the world with his wife, Anna Santana. Erik is not only a devoted educator but also a lifelong learner dedicated to integrating pragmatic and equitable approaches, following the principle of "top-down support for bottom-up reform" to enhance learning opportunities for all.