Student Spotlight: Caleb Sawicki, BA '26

Caleb Sawicki ’26 is an undergraduate student in the Community Education & Social Change program whose work focuses on supporting teachers and strengthening student learning. Through his senior thesis in the Commonwealth Honors College, Caleb is developing a Multimodal Metacognitive Practice Database designed for elementary educators. The digital resource provides teachers with tools and strategies to help students reflect on their thinking, strengthen critical thinking skills, and build motivation in the classroom.

What Inspired You To Pursue A Career In Education?

I’m pursuing a career in education because of my mom, though not in the obvious way. She isn’t an educator, but the values she and my dad instilled in me, like kindness, awareness, and passion, shaped the path I chose. Ten years ago, she signed me up for the Tanner’s Torch Club at the Boys & Girls Club of Woburn, and that experience became a turning point for me. What started as simply participating eventually turned into a job, and through that experience I realized how much I enjoyed working with youth. Becoming an educator felt like the natural next step.

What Is Your Senior Thesis About And What Inspired This Focus?

For my senior thesis through the Commonwealth Honors College, advised by Torrey Trust and Bob Maloy, I am designing a Multimodal Metacognitive Practice Database for elementary teachers. This digital resource provides practical tools that help strengthen student metacognition, including critical thinking, motivation, and self-regulation. My inspiration for this project came from my experience working in classrooms as a substitute teacher and as a paraprofessional. I often noticed that students struggled to see the value in what they were learning. This project is my way of supporting teachers and helping students better understand their own learning.

Why Is This Work Important To You Personally Or Professionally?

This work is personally important to me because I have always loved school, and I want to inspire that same feeling in my future students. During my time at UMass, I have often been asked to think about my own thinking, which is a very metacognitive process. Elementary students are rarely asked to do that in the same way. My project aims to help bridge that gap by giving younger students the opportunity to show the depth of their understanding. Ultimately, I hope to become a teacher who creates an encouraging and open classroom environment where students enjoy learning and feel excited to come to school.