Steven Gill
“My ultimate goal is to create a classroom environment where students are excited to learn, feel empowered to express their voices, and are equipped to challenge societal inequalities.”
Steven Gill is an educator, sociologist, curriculum developer, and learning leader with experience teaching social studies, sociology, psychology, history, speech, and debate across middle school, high school, and adult education settings. Their work has taken them from the classroom to curriculum development, professional learning, and organizational leadership, giving them a broad perspective on how people learn at different stages of life. Steven is particularly interested in making complex ideas accessible and helping students connect what they are learning to the world around them. Their approach is grounded in curiosity, empathy, thoughtful questioning, and creating learning environments where students feel supported to engage deeply with challenging ideas.
Steven earned a Bachelor of Arts in Sociology from Minot State University in 2017, where they were recognized as the Undergraduate Sociology Student of the Year. Their studies also included history, economics, and political science, giving them a broad interdisciplinary foundation in the social sciences. They went on to earn a Master of Arts in Teaching from Simpson College in 2021, where their graduate research examined teacher preparation programs and their responsiveness to the needs of LGBTQ+ students. Steven was also recognized as Simpson College’s Outstanding Graduate Student.
In 2023, Steven earned a Master of Education with a concentration in Trauma and Resilience from Spring Arbor University. Their research explored kindness, empathy, and supportive classroom practices as tools for creating productive and psychologically supportive learning environments. Steven later expanded their expertise in adult learning, earning a Master of Science in Sociology in Adult Education from Grand Canyon University in 2025. Together, their three master’s degrees bring together teacher preparation, sociology, adult education, and trauma- and resilience-informed practice.
Steven has taught courses including Global Studies, Ancient World History, U.S. History, sociology, psychology, speech, and debate. As a high school social studies teacher and curriculum leader with Aurora Public Schools, they taught across the social studies curriculum while contributing to district-level assessment and curriculum development. They collaborated with subject-matter experts to create common and cumulative assessments used across multiple schools, combining their classroom experience with a strong interest in thoughtful curriculum design.
Their work with adult learners has been equally extensive. At the Community College of Denver, Steven served as a GED instructor and curriculum developer, creating learning materials across Mathematics, Science, Social Studies, and Reasoning Through Language Arts. They have also developed online curricula for remote learners and coached competitive speech and debate, helping students strengthen their research, communication, argumentation, and critical-thinking skills.
Today, Steven also brings their experience in learning and leadership to organizational operations and employee development. Across their work in education and beyond, they are motivated by the same goal: helping people make sense of complex ideas, develop confidence in their own thinking, and find meaningful ways to engage with what they are learning.
In Steven’s words
School is often challenging for students and filled with stressors ranging from academic pressures to social dynamics. As an educator, I make my classroom a safe and supportive space where open and honest communication is the norm. My philosophy of education is an amalgamation of Marxism, Post-Modernism, and Queer Theory, focusing on the marginalized and the uneven distribution of power in society. This perspective influences my teaching methods and the content I choose to present to my students.
I believe that education has two main purposes: acquiring knowledge and perpetuating societal power structures. As a teacher, I empower students to challenge these power structures. In my classroom, I create an atmosphere that caters to diverse learning needs, offering both traditional and innovative setups. Each year, my classes revolve around different themes, such as the LGBTQ+ community or feminism, to encourage students to conduct in-depth research and understand societal dynamics. I aim to help students recognize and dismantle existing power structures by fostering an intersectional approach to education.
I incorporate flexibility and student choice in my assignments to make school a place where students feel valued and heard. For major projects, students have multiple options for completion, and I participate alongside them, allowing them to grade my work as I grade theirs. This approach makes learning more engaging and helps students see themselves as active participants in their education. My ultimate goal is to create a classroom environment where students are excited to learn, feel empowered to express their voices, and are equipped to challenge societal inequalities.
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