Are you looking for a summer youth program that combines education and enjoyment? KidsU at University of Houston-Clear Lake (UHCL) is now open for enrollment. Every summer, the Center for Educational Programs at UH-Clear Lake offers KidsU camps, which provide campers with opportunities to learn about science, math, reading, literacy, technology, and culture. KidsU offers enrichment programs for children from pre-kindergarten to 12th grade, allowing them to explore a world of opportunities and foster growth and discovery. These programs offer learning and fun-filled activities tailored to each age group, creating memorable experiences for every participant at both the Clear Lake campus and UHCL at Pearland.

Over the course of seven weeks, students can choose from classes like knitting, claymation, intro to graphic design, game design and development, bookmaking, Roblox, animation, creating with Canva, and more. The cost for KidsU at the Clear Lake campus is $180 per course, and it runs from June 3, 2024 to Aug.2. The cost for KidsU at UHCL at Pearland has special pricing available through May 19. Science camps are $130, technology camps are $100, and discounts will be applied at checkout. Camps at this location also run from June 3, 2024 to Aug.2.

For more information and a list of KidsU summer camp classes at the Clear Lake Campus, visit www.uhcl.edu/education/centers-initiatives/center-educational-programs/kids-u/summer-camps-clear-lake. For a list of summer camp classes at UHCL at Pearland, visit www.uhcl.edu/education/centers-initiatives/center-educational-programs/kids-u/summer-camps-pearland. 

Farming isn’t usually the first thing that comes to mind when people think of Houston, but it was the focus of a recent faculty panel discussion at the Alfred Neumann Library. University of Houston-Clear Lake (UHCL) faculty members Dr. Dawit Woldu, Dr. Christine Kovic, and urban farmer Constance Ungola, spoke during the event. The presentation, “Sustainability and Refugee Urban Farmers in Houston: The Case of Plant It Forward,” highlighted the many valuable farming contributions of immigrants and refugees in the city. 

“This lecture was part of a five-part series created by the Human Sciences and Humanities (HSH) associate dean, Dr. Shreerekha Subramanian,” said Kovic, an anthropology professor. “She wanted to create a platform for faculty to share their ongoing research with their colleagues and the rest of the university community. The topic of the farming lecture is relevant to people in the city as it relates to fighting food deserts, flooding, and climate change.”

Kovic, Woldu, and Dr. Femi Ayadi, a UH-Clear Lake healthcare administration professor, spoke with farmers of the Houston community-based organization Plant It Forward to learn more about urban agriculture. This organization provides land to refugee farmers from Africa to grow and sell food in the Houston region. One of the study’s goals was to determine if urban agriculture could transform immigrant communities and build a socially sustainable society.

“We carried out interviews with the farmers of Plant It Forward, visited various farms, and joined several workdays,” said Woldu, an associate professor of anthropology. “Our research attempts to explore refugee farmers’ experience growing different kinds of produce, and how they connect themselves to these agricultural products both at the economic and cultural level.”

A sustainability grant from the UHCL institute formerly known as IHAPS allowed the faculty to conduct the interviews, visit the farms, and engage in other observations. Cross-Cultural Studies Master of Arts student Pete Torres assisted in some of the interviews and other aspects of the research. The professors’ discoveries address how the farmers apply their knowledge and expertise from their home countries to the city of Houston. Kovic, Woldu, and Ayadi also noted how these individuals connect with other Houstonians through farming. 

“In our presentation, we shared examples of how the farms make visible the work of producing the food we eat in Houston and some of the ways the farms support sustainability in the Houston region,” said Ayadi. “Our findings show that farming provided an opportunity for these individuals to introduce themselves to different vegetables and fruits from other cultures. It also created the opportunity to educate students from Houston school districts about how food is produced.”

The farmers provided information on what crops they grow at Plant It Forward farms and details on great creativity and cross-cultural communication. Roselle, cassava, chipilin, and sweet potato greens are just a few of the many plants currently growing on the farms.

Although it’s called a “faculty lecture series,” this series is a collaborative effort involving staff, students, and the community. Kovic said some other faculty colleagues have already expressed interest in supporting the overall mission of the series.

Whether you’re a faculty member, staff member, student, or community member, there are ways for you to get involved in the project, too. To learn more about Plant It Forward, including opportunities to volunteer, go to plantitforward.farm/takeaction/.

Speed dating has been helping singles meet since the late ‘90s, but for a University of Houston-Clear Lake (UHCL) research team, it inspired an award-winning research project that ultimately enhanced student connections in the classroom. Five faculty members from the College of Human Sciences and Humanities (HSH) worked on the research project: Drs. Christal Seahorn, Lisa Sublett, Amanda Johnston, Christine Walther, and Georgina Moreno. 

Also part of the research team was Latoya Brownlee, a UH-Clear Lake alumna, who contributed to the research by collecting data and identifying key themes from the data. They named the project “Speed-Interviewing for Classroom Group Formation: How a Clever Twist on the Classic ‘Speed-Dating’ Tradition Enhances Small Group Coursework.”

The project’s inception dates back to 2013 when Seahorn presented on the topic of "Collaboration in the 21^st Century” after winning the Teaching Innovation Award. After repeatedly allowing her students to choose their groups in her writing classes, she noticed that many chose based on friendships or proximity. This led her to develop the speed-dating activity to encourage students to “prioritize topic investment and work styles when selecting group partners.”

Realizing the approach’s benefits, Johnston began implementing the activity in one of her psychology classes.  After seeing the benefits in her classroom over the years, she later suggested developing a research project to track student feedback and test the activity’s effectiveness. She and Seahorn then recruited the rest of the research team to develop the study.

“Our research examined the effectiveness of an innovative group formation activity in higher education classrooms, inspired by the speed-dating exercises commonly featured in popular culture,” said Johnston. “HSH’s courses in writing, psychology, and industrial/organizational psychology served as a platform to explore our innovative ‘speed-dating’ activity in forming groups in classroom settings.”

Johnston and her colleagues implemented the “speed-dating” activity during their individual classes — 15-40 students per class — by first breaking their students up in small groups of three to five. Each student selected a topic of interest and spent 60 seconds with each classmate in their group to discuss the topic. The immediate goal of the activity was to find the most effective student combinations for future group assignments. After the discussions, students completed a structured rating sheet to list their preferred partners for these assignments.

“This creative approach to team formation allowed students to select their preferred teammates, instilling a sense of ownership and commitment to the team's success,” explained Seahorn. “Nevertheless, the final groupings were determined by the professors, simulating real-world scenarios where team assignments are often made by supervisors or managers.”

At the end of the semester, students had the option to share their thoughts anonymously on the activity. The research team then analyzed the qualitative and quantitative responses, many of which were positive.

“We determined several benefits, including its time efficiency and strategic group formation based on topic interest alignment,” Sublett said. “It enabled active student engagement through feedback and effectively reduced common biases.”

Walther added that many students enjoyed the experience and are looking forward to participating in the activity again in other classes, with other professors.

“This unique activity was well-received by students, many of whom expressed enthusiasm for future participation and recommended its adoption by other professors,” she said. “Our findings indicate that the activity enhanced student connections and fostered greater interaction, proving especially effective in facilitating team formation based on shared interests.”

Although other faculty members can use the activity, the research team suggests it be limited to classes with no more than 40 students. The team also mentioned the required time dedication, for which classroom projects it would be ideal, and when the best time is to execute it.

“The ‘speed-dating’ activity does require a significant amount of time, ranging from 45 minutes to 2 hours, depending on the class size,” Sublett said. “We suggest this activity be used for projects where topic congruence is a priority. Implementing this activity at the beginning of the semester, when students are not yet acquainted, maximizes its benefits.”

According to Moreno, one of these benefits involved the students’ overall vibe about the class after completing the activity. She said it positively impacted the overall classroom atmosphere, especially during the first couple weeks of the semester.

“It motivated students to interact with peers they might not normally engage with, promoting a more inclusive and welcoming environment from the outset,” she said. “Students valued the opportunity for groups to form based on meaningful attributes, such as shared topic interests.”

The research team members published their speed-dating activity and findings in Teaching of Psychology. They were also acknowledged by UHCL’s Center for Faculty Development, which annually honors faculty members who demonstrate intellectual inquiry, scholarship, and creative engagement. The Center awarded Sublett, Johnston, Walther, Seahorn, Moreno, and Brownlee with the Scholarship to Improve Higher Education for publishing their data to improve academia.

If you’re a professor interested in using the speed-dating activity in your classroom, you can find detailed instructions on Figshare.

Declaring a major in college is an important decision and carries considerable weight, shaping your career path as you work your way through the coursework in a particular discipline. But undergraduate students might want to give equal consideration to choosing a minor, which is a way to explore a subfield of your major or another field that complements it. A minor can also be a way to add another credential, and it can be a way to show you’re a motivated student who can handle the extra classes—traits that most employers think will play well in the workplace.

University of Houston-Clear Lake’s Director of Academic Advising in the College of Human Sciences and Humanities Erick Ortiz said that all advisors were well prepared to guide students through the process of deciding whether or not adding minor is the right option for them.

“We look at the general electives in your degree plan, and the first thing we try to figure out is if adding a minor will add much time to your graduation,” Ortiz said. “Generally, all minors in the College of Human Sciences and Humanities are 15 credit hours, or five courses. We look at what’s there and instead of choosing random elective courses, we try to be more strategic. If you want to add a minor, let’s add something that would be beneficial to your career path.”

Ortiz said a communication major might consider a science minor, to show the kind of supplemental knowledge that employers who work in the science or technology industry might like to see.

“Those employers can look at a person with a communication major and a minor in something like biology and feel confident the person they’re interviewing can integrate science knowledge with communication,” he said. “That’s an opportunity to build your resume and get exposure in another field. The key is to sell yourself and demonstrate your knowledge to have a successful interview.”

There are some majors that would do well to have a minor. “For example, a psychology major might do well to have a sociology minor,” he said. “Or, an anthropology major might explore literature or writing. In a minor, you don’t have to fully commit. You can just get some good skills from taking those five courses.”

Ultimately, he said it’s about exploring other interest and finding ways to supplement your degree plan and build your career options, with many additional excellent resources available in Career Services.

“Be strategic about your decision,” he said. “Ask yourself, will this minor help your career? Does it fit in your time frame? And, does your major have courses that also help satisfy a minor? All of this can be discussed with your advisor. Together, we will look at your goals and make your major and minor align.”

UHCL has  minors in all four Colleges. For more information, visit www.uhcl.edu/registrar/enrollment/earning-minor. Visit UHCL’s Career Services at www.uhcl.edu/career-services/  and speak to counselors who can offer resources and guidance in your degree and career path. 

Latinx culture is rich with stories and superstition, and its literature brimming with folklore and ghost tales. As we move to the second half of Hispanic Heritage Month and closer to Halloween, University of Houston-Clear Lake’s Clinical Associate Professor of Humanities Wanalee Romero has plenty of suggestions for bewitching literature by Latinx authors that will get readers in the mood for a good scare. 

Romero, who also teaches in UH-Clear Lake's  First-Year Seminar and the Women’s and Gender Studies program, said Mexican and American gothic were among her specialties, is sharing what she calls her “essential Mexican American gothic reading  list” with those who enjoy stories about spirits, hauntings and perhaps a bit of horror.

1.       “Bless Me Ultima,” by Rudolfo Anaya. “This is considered a classic, and I wanted to include it even though it was published in 1988,” Romero said. “It’s a coming-of-age story about a boy whose  family's friend, Ultima, comes to stay with the family one summer. She is a ‘curandera,’ or a healer, which is often mistranslated as ‘witch doctor.’”

The story explores the relationship between the boy and Ultima, whose healing powers are a combination of Catholicism and folk remedies, which Western cultures consider “witchy,” but Latin American culture calls “folk medicine.”

Romero said this is an engaging read for someone who hasn’t read much about Latin culture.

2.       “Calligraphy of the Witch,” by Alicia Gaspar De Alba

Romero said this was a good one for those who enjoy getting lost in a good historical fiction plot. “This takes place during the Salem witch trials, and it’s juxtaposed with Latin American history,” she said. “It’s a strange story, with one character moving to Massachusetts at the same time as the trials to be a servant. She actually meets Tituba, who’s often blamed for triggering the events that resulted in the witch trials. This story reimagines what a certain historical event would have been like through a different set of eyes.”

3.       “Collection: Her Body and Other Parties,” by Carmen Maria Machado

This collection of stories is not as “gothic” as the others, but Romero said they were all haunting in their own way. “In particular, the story, ‘Real Women Have Bodies’ is amazing,” she said. “It’s speculative fiction, set a bit in the future, in a time when women are losing their bodies. The less their voices are heard, the less their bodies are visible; they’re actually fading away. They’re still around, but just in spirit form.” The women’s spirits speak of the abuse of their bodies, the abuse they suffer in textile factory labor as they make garments, but aren’t considered worthy enough to even wear them. “It makes a statement about whose body counts and whose doesn’t, about womanness, using haunting to make a statement about gender, economics and voice,” she said.

4.       “Mexican Gothic,” by Silvia Moreno-Garcia

“This is classic haunted house story, set in Mexico, and it hits all the notes with a haunted house, concerns about belonging, and ancestral claims,” Romero said. “These are all preoccupations of the gothic. A young woman marries an Englishman who lives in a manor house sends a letter to her cousin saying she doesn’t feel well, she sees strange things and she feels that she might be losing her mind.”

Her cousin goes to visit her and also begins to encounter strange things. “I’d put this on the Top 10 list of things to read if you like horror stories,” Romero said. “This is a really immersive, gothic, ghostly book.”

5.       “Woman Hollering Creek and Other Stories,” Sandra Cisneros

“This is a collection of stories as well, with the title story about ‘Woman Hollering Creek’ focusing on a classic bogeyman known in Mexican-American literature,” she said. “La Llorona is the weeping woman from an old legend in Mexican folklore. The story changes according to the time period or place, but the basic tale is about a woman who was wronged by her man with whom she has children. She drowns the children when he leaves her, then realizes she’s gone insane to have done that, and so her destiny is to weep at the river for all eternity, for her children's return.”

Cisneros’ rendition of the story is that a young Mexican woman marries a man in the U.S. and moves to Seguin, Texas where there is a river called Woman Hollering Creek.

“The man abuses her, and Cisneros blends her story with the tale of La Llorona,” Romero said. “There is a moment where the woman, who has a child and is pregnant, is sitting by the creek. She realizes she can escape her life without drowning her child--she is La Llorona, but with a voice. She gets a nurse to listen to her and help get her out. At the end, the woman is getting away, laughing and driving across the creek, singing in La Llorona’s voice. ”

To read these books, or to receive more recommendations about books by Hispanic authors, visit the Alfred R. Neumann Library. 

Academic advising provides college students with the support and guidance to make informed decisions about college majors and careers; that lead to staying on track and graduating. That’s why University of Houston- Clear Lake’s Senior Academic Advisor Gabrianna McDowell, who advises students in the College of Human Sciences and Humanities, said she is very intentional when advising students. She makes sure they have plans in place and explores their options with them.

“You go above and beyond when you have a passion for what you do. I’ve never had that ‘that’s not my job’ attitude,” McDowell said. “I really enjoy helping students get started and explaining things that prevent them from making mistakes later on. I believe in being proactive and setting the standard that students have to meet requirements to keep their financial aid and remain in good financial standing with the university.”

McDowell added that her passion for helping students is driven by being a first-generation college student herself. She is the oldest of three children, and neither of her parents received a high school diploma. Because she had caring individuals to take her under their wing and guide her, she knows how it feels and wants to be a valuable resource to her students.

“It plays a role in how I am with my students. I was that student that didn’t know anything. I participated in the upward bound program in high school and luckily got a scholarship,” McDowell said.

The Academic Advising office in each of the four Colleges also assists students that would like to change their major. Majors can be changed within a college, or to another college. The process differs for each student depending on individual needs. The best way for a student to start, is by scheduling an appointment with their assigned academic advisor through the Navigate app.

Ashlee Galloway, is pursuing a Bachelor of Science in Psychology, and will graduate this fall. She said the College of HSH's Academic Advising office has been a big help during her time at the university.

“The advisors, specifically Gabrianna McDowell, would sit down and meet with me. I could e-mail or call her whenever I needed help figuring out my remaining hours and courses to fit those hours, she helped me with fulfilling my degree, while also accommodating my busy schedule as a single mom,” Galloway said.

 Galloway said being able to speak with McDowell about her goals, reassured her that she was on the right path, which eliminated having to change her major.

“Meeting with my advisor gave me the confidence I need going into my career. Academic advisors are there to assist us with our academic plans and schedules,” she said. “They also help with making decisions towards our personal education goals. Having them is a major asset.”

Galloway wants students to know that they are not alone in their struggles, and uncertainty about future careers and life choices is something a lot of young students go through.

 “This is the time to not only learn academically, but about yourself. Taking advantage of the resources that are available to you on campus can help open your mind to different interests,” she said. “Dig deep about the things you really want out of this life, and then chase them. Take risks. After all, the most expensive ‘no’ of your life, is the chance you don’t take.”

McDowell said she wants her students to feel confident, supported and empowered after their academic advising session.

“I try my best to help students understand that life is a curve. It is not a straight line or path for any of us,” she said. “If you put your mind to something you can do it. Success is the result of hard work and preparation. When students know that they have someone in their corner, they are more likely to reach out for assistance and stay in the academic environment.”

McDowell said advising is focused on academic, career or personal goals. But the advising office wears different hats, including advising students on life experiences.

“I want students to understand wherever they are, it’s okay. Even for my students on academic probation. Don’t beat yourself up about where you are or have a seat at a barrier and stare at it,” she said. “Find a way to move around it and pursue your goals. I am always here to create independence and build professionals.”

For more information about academic advising at UHCL, visit https://www.uhcl.edu/academics/advising/.

When you enter a university and decide on a degree plan, you know you will have a number of course requirements that must be fulfilled. However, there are certain courses you might not have considered taking that could be both professionally and personally valuable.

University of Houston-Clear Lake’s Director of Career Services Chuck Crocker, and Lecturer in Marketing Lynn Place offer students guidance and support they need to leverage all their interests and find internships and opportunities that can launch careers. Both say that if a student has an opening in their schedule for an extra course, it might be worthwhile to consider a class that helps develop some skills that position you as the kind of well-rounded candidate that employers across all industry seek.  

Tip 1: Learn to work productively in groups. “Take a class in which you have to work and communicate with others on a team,” Place said. “Writing, public speaking, communication and making presentations are so important.  Learning to express an opinion adds to the value that you bring to any job, as well as helping you communicate and express yourself in other areas of your life.”

Tip 2: Expand your knowledge of people who aren’t like you. Social and cultural science classes are engaging and current, promote understanding and empathy, and can help shape your view of the world, which is beneficial in all areas of life. “A sociology or anthropology class brings you together with international communities or with cultures different from yours, and you learn that not everyone thinks the same way,” Crocker said. “That’s helpful and employers appreciate people who have understanding of other perspectives.”

Tip 3: Mental health issues have significant implications in the workplace and in life.  Emotional or mental issues that are left unaddressed can affect your work and your overall well-being and quality of life. “It’s important to understand mental health issues, for others and for your own self-care,” Crocker said. “Taking a class in psychology or in something related to human behavior shows you want to be aware of signs and symptoms of problems in this area. This will benefit you as an employee and as a person.”

Tip 4: Consider adding a minor to your degree plan. “This can make a big impact,” Place said. “For example, if you’re a business or technology major, consider minoring in communication. That is critical to technology and business; skills in communicating and relationship building can help you get the job. It means you’re a problem solver and you have critical thinking skills in another area than your major.”

Tip 5: Travel abroad. With resources and assistance available at UHCL’s Education Abroad and Scholar Services, studying internationally is more accessible than you think. Traveling and living in another culture can add immeasurable value, both on your resume and in your life. “This kind of experience demonstrates your willingness to learn about others, and that applies to anything,” Crocker said. “It offers a breadth of understanding that you can’t get in the classroom. Especially if you don’t have much work or internship experience, studying abroad shows you bring an additional element to your major that you wouldn’t have gotten otherwise.”

Consider college as a catalyst to advance your personal growth as well as your academic and professional development. For more information about how to find internships and other resources to help you showcase your main skills as well as your other interests on your job search, visit Career Services at www.uhcl.edu/career-services.

Many jobs and internships require a cover letter as part of the application process, but even if they don’t, including one can give you an edge over other applicants. For a student who doesn’t have any experience with applying for an internship or job, the thought of writing a cover letter can be overwhelming. Various questions can arise, like what should a cover letter include, and how long it should be. The following are three key components that every cover letter should include:

A Catchy, Effective Introduction

The first few words of the cover letter are critical because they should grab the audience’s attention and prompt them to want to continue listening or reading. Hiring managers might receive dozens of applications for a certain position, which means they’re reading – or skimming – through dozens of cover letters.

After a while, many of them may start to sound the same. That’s why career experts recommend starting out with a personal anecdote or something else that personalizes the letter and can’t be confused with the other letters. The anecdote should serve as a lead-in for, and be relevant to, the job or internship. The intro should also clearly state the position and your interest in it as an applicant.

Proof That You’re Qualified for the Position

A second element that you should include in the cover letter is a statement of a few sentences proving that you’re qualified for the position. Think of this part of the letter as a more detailed version of the bulleted “experience” section of the resume. Within a paragraph or two, list all of your skills and experience relevant to the position in sentence form. For example, if the role calls for beginner knowledge of CSS and JavaScript, and you just completed a course on both, mention the course and the skills you acquired.

It’s one thing to include this information in summary form as a bulleted list in a resume, but providing more details about your skills and experience is another. The detailed cover letter version gives the employer a clearer picture of who you are, what you’ve done, and how your experience aligns with the requirements of the position.

A Strong Closing Statement

The final key element of a cover letter is a strong culminating statement. This should consist of a few sentences and should summarize your qualifications and why you feel you’re the best fit for the role. You should also express your interest in meeting the hiring manager and being part of the team. If appropriate, you might also want to consider briefly circling back to your anecdote (if you included one).

To find resources and guidance on cover letter and resumes, as well as other helpful information as you begin your job hunt,  visit Career Services at www.uhcl.edu/career-services/

As employers receive more applications every year, many of their baseline standards for have changed. They’re not necessarily simply seeking the top students with the best grade point average anymore. Although those factors remain important, employers are looking for a more well-rounded workforce—a staff who is motivated, but also shows leadership, time commitment and initiative demonstrated through involvement in extra-curricular activities.

La’Quinta Payne, a career counselor in University of Houston-Clear Lake’s Career Services, said it’s important for students to be involved on campus because it builds leadership skills and exposure. She shares five ways students may be positively impacted by joining a student organization.

1.       Building your network. Making connections, meeting new people, and building relationships will all help when applying for a job. Payne said that many student organizations are professionally focused and host events with access to local professionals. “Students never know who they are going to meet and collaborate with. Building connections with the right people at the right time could be the key to taking their careers to the next level,” she said. Employers will be excited to hire someone who has extracurricular experience, and has been active throughout their college career outside of the classroom. 

2.       Making new friends. “You have to find your group in order to feel like you are making a difference to your campus environment,” she said. “Join organizations that align with your interests. You’ll meet like-minded individuals and learn a lot from them. For example, if a student is interested in astronomy, join the Physics and Astronomy Club.” This allows students to form lifelong friendships, and expand their social circles.

3.       Building hard skills and soft skills. “Employers not only want to see that you excelled in your courses, they also want to see other skills, such as interpersonal skills,” she said. “How do you communicate with others? How do you connect with your peers or coworkers? Do you work well with a team?”

Students gain this experience, and develop strong “people skills” by being involved on campus. Students can learn how to communicate with both individuals and large groups. Payne advised to go beyond just being a participating member, but serve in a leadership role. “Oversee a project, connect with external partners, join an executive board,” she said.

4.       Continuous learning. Often, the best learning happens outside of the typical classroom setting. “Without joining organizations, students may not be privy to certain information, occupations and opportunities. The knowledge they can obtain is so vast from being involved on campus,” she said. “There are processes to everything. Students can learn the different processes of organizations and what they do on campus.”

5.       Finding your place. “Students that are more involved on campus are more likely to return, and are most likely to graduate because they have a sense of belonging,” she said. “That is something I personally struggled with in my first year of going to college. I didn’t feel like I belonged or that I found my niche because I wasn’t involved on campus. As I began to get involved that made all the difference.”

Payne said she found groups that were right for her and discovered her likes and dislikes. She added that students learning their goals, passions and strengths leads to self-awareness that will be beneficial in their future careers.   

For more information about UHCL’s student organizations and how to get involved on campus, visit www.uhcl.edu/student-affairs/student-engagement/student-involvement/student-organizations/.

Most employers spend only about a half a minute reviewing a resume. To pass through that quick, initial glance a hiring manager might cast upon one resume among many, University of Houston-Clear Lake Career Counselor Cory McGregory said being more strategic about what you put on your resume could be more impactful than adding more details and extra information that employers don’t need.

McGregory said everyone on the  Career Services team is here to connect students with the resources they need to prepare for the job market. Because resumes are generally the first contact a hiring manager has with an applicant, he shares five things to avoid putting on your resume in order to make the best possible first impression.

1.       Inaccuracies about qualifications or experience; fudging on job titles. “If you say you were involved with the organization of an event, but you really didn’t do much, that will become evident soon,” he said. “If your role in an event was checking in guests,  but stated you coordinated the event, that could become a problem.” He said that if you complete tasks that are outside the typical parameters of your job description, it’s fine to list those as a bullet point. “But, be careful,” he cautioned. "For example, if you were a sales person and sometimes you trained a new employee, you would not change your job title to ‘trainer.’ You can articulate your tasks in bullet points, but maintain your accurate job title.”

2.       Embellishing technical skills. “If you say you’re proficient in a certain technical platform when you’ve only done it once will cause a problem,” he said. “This will come up quickly in your job duties and could become a real catch point. An employer often looks at your resume during the interview and asks you about it. It’s best not to overstate your skills.” He added that employers are not always looking for technical mastery; proficiency could suffice. “Saying you’ve ‘mastered’ a tech platform means you know everything about it. But saying you’re ‘proficient’ means you’ve got skills to a certain level.”

3.       Language proficiency. “People often say they’re fluent in a language, but in reality, they just understand it a little and don’t speak much,” he said. “When employers say they would like someone who is proficient in a language, they mean that they require someone who can confidently communicate and converse with clients in another language. If that’s the case, then put it in your resume.” Adding words like “beginner” or “intermediate level” are also to be avoided in reference to language skills. “Those words are subjective,” he said. “It’s hard for an employer to know what you mean by ‘beginner.’”

4.       Listing too many “soft skills.” McGregory said the “skills” section of the resume should focus on technical skills. “When you list things like ‘great communicator’ or ‘attention to detail,’ those should be presented  in your bulleted tasks under 'experience'," he said. “Instead of saying those things, demonstrate them in a well-written resume and cover letter with all needed documents attached correctly.”

5.       Adding photos, other images or icons to your resume. “The data shows us that employers don’t want to see these things because they open the door to discrimination issues,” he explained. “Many resumes are received by applicant tracking systems that read resumes and see how well they match the job posting. Key words are vital, but images and incorrect formatting can throw off the tracking system and your resume could be lost in the shuffle.”

Looking for help with writing a resume, cover letters, improving interviewing skills, or career exploration? Career Services at UH-Clear Lake can help you begin developing your career path long before you graduate. For more information and to learn about additional resources, visit www.uhcl.edu/career-services/.

But there are many other works of art, large and small, that don’t always get the same recognition.  Some are tucked away in areas of campus that don’t receive a lot of foot traffic or in buildings that many students and employees never have a reason to visit. Others do receive a lot of traffic, but only from a distance.

Some of the art pieces on campus have a permanent home at UH-Clear Lake while others are on display temporarily as part of a public art exhibition. Regardless of how they got to UHCL, each tells a unique story. Each speaks to its audience in different ways, and all should be celebrated. Here are just a few of the secluded art pieces on campus worthy of a visit:

“Steel Study,” 1977

With its combination of round and straight edges and reflective surface, this sculpture sits boldly in the STEM Building lobby as part of Public Art of the University of Houston System’s temporary exhibition. Artist William Crovello created this stainless-steel structure in 1977 after learning classical calligraphy while serving in the U.S. Air Force in Japan and Korea in the ‘50s. Feeling inspired by the artistic elements in this writing style, he often included them in his sculptures, including his “Steel Study.”

“The Firebird,” 1978

Nestled on the lawn near the rear entrance to the Bayou Building is this sculpture made from welded cor-ten steel in 1978 by world-renowned sculptor Richard Hunt. Also a talented metalworker and welder, Hunt created this and other pieces to demonstrate his interest in forming hybrid figures “derived from anthromorphic, zoomorphic, or plant-based forms.”

His creations span over seven decades and have been featured all over the country. Dozens of cars drive past “The Firebird” daily, but since it can blend in with the adjacent trees, it takes some intentional observation, on foot, to truly appreciate it. This sculpture was added to the campus, courtesy of Public Art of University of Houston System.

Untitled running figure, circa 2008

This untitled artwork can be found behind the Arbor Central Building, courtesy of a UHCL student enrolled in the Bachelor of Fine Arts program.  Associate Professor of Art Jason Makepeace shared his recollection of the piece. “The running figure was created in ceramics by an international exchange student from Czech Republic more than 15 years ago,” he said. “He worked with former ceramic professor Nick de Vries and was a part of the former international arts consortium which was ran by Nick and Sandra Hu.”

Untitled metal sculptures, circa 2011

According to Makepeace, these sculptures were created about 12 years ago. “The figure was created by Jason Shaw, and the three folded paper style planes were created by Cameron Rowe,” he said. “Jason and Cameron are local and are BFA alumni, and their pieces were created under my guidance in ARTS 4311 Process Sculpture.”

The hollow figure features elements akin to a human skeleton, with a ribcage protecting a large heart. The airplanes portray the clever artistic contradiction of paper airplanes, made out of metal. Both can be found next to each other behind the Arbor Central Building.

“Moldable Subtractions,” 2014

Every student who has taken a course in any of the Arbor Buildings since 2014 has likely walked past this towering red figure near the Arbor Building sidewalks and parking lot. Others who have noticed it have seen only from the parking lot or street. Made of concrete and powder coated steel, this work of art reflects the personal interests of its creator,  who happens to be Makepeace.

An experienced kayaker, Makepeace fashioned this piece to celebrate his fascination with the continuity of the basic design of the kayak, despite centuries of technological advancements. “Representing the underlying structure of a modern kayak, Makepeace uses red to heighten and to give a bold and balanced contrast to its base, which has been made to resemble a tree stump. This juxtaposition of these two forms results in the illusion of the kayak being carved straight from the tree,” the plaque reads.

The handprints on the “Spiritus Mundi” sculpture belong to the sculptor

Situated in front of the Bayou Building, the prominent bronze “Spiritus Mundi” (Spirit of the World) sculpture greets drivers and pedestrians as they approach the campus. This bulbous piece of art has existed for almost as long as the university, with a plaque in front that provides details about the history and sculptor, Pablo Serrano. What it doesn’t provide is info about the handprints and castings. They belong to none other than the late sculptor. Serrano also included a casting of his medicine bottle, which once contained his asthma medication.

Patio Café snack prices are cheaper than vending snacks

The many vending machines on campus offer the convenience of a quick snack without having to wait in line or pay a cashier. Another perk is that vending machines don’t have set hours of operation like the Patio Café. However, the Patio Café can one-up the campus vending machines in one substantial way: cost. After a recent price increase, many vending snacks now cost around $2. The Patio Café sells many of the same items sold in vending machines, but for less money. For example, a small bag of M&Ms from a campus vending machine costs $2, but at the Patio Café, it’s only $1.61.

Arbor was the first building constructed on campus

When UHCL first opened its doors in September 1974, all 1,096 students took their courses in the Arbor Building and only the Arbor Building. It was the first building constructed on the UHCL campus, followed by the Bayou Building in 1975. Administration and faculty offices were initially located at the Vanguard Building on Gemini Avenue, located about two miles from campus. Today, the Arbor houses education centers and teaching labs as well as paintings, ceramics, weaving, and photography studios.

The university has a time capsule

Time capsules are a fun way to give future generations a glimpse into the past. On July 4, 1976, a group of community members joined in on the fun when they buried one, called the Clear Lake Bicentennial Time Capsule, on the UHCL campus. An abstract sculpture with the inscription “Man Passes From the Scene But His Work Remains” marks the site of the capsule, located on the Horsepen Bayou Bridge. The contents include a United States flag that was carried aboard Apollo 7, a correspondence from President Gerald Fold, photographs, and many other items. The capsule will be dug up and opened on July 4, 2076, so a new generation can see what life was like a century in the past.

The original Delta Building was a solar-powered rec center

What is now the Delta Building was constructed in the spring of 1979, but it was originally called the Developmental Arts Building. It featured a dance studio as well as other health, leisure, and recreational activities. It also offered a theater program in a room called the Satellite Theater, but one of the most unique aspects of the building was its roof. As an operational test site selected by the Energy Research and Development Administration, the structure was built with 18,000 square feet of solar panels and monitored by NASA’s George C. Marshall Space Flight Center in Alabama. But the panels never worked properly and were eventually removed. The building was later completely renovated and renamed the Delta Building. It reopened in 1995 as a state-of-the-art computing facility with classrooms, computer labs, and some faculty offices.

To learn more about UHCL’s history or campus dining options, visit the UHCL Archives and Dining webpage.

Yes, there’s actually a date set aside every year for the nation to celebrate – and eat – junk food. That day is  today! Although many people make some unhealthy food choices every day, this date serves as a fun way to give the healthy eaters the opportunity to splurge without guilt. Ice cream, cotton candy, cookies, greasy cheeseburgers, loaded nachos, hot dogs, deep-fried foods – the list goes on and on.

National Junk Food Day can also serve as a reminder of the many food options available at University of Houston-Clear Lake, for those who plan to celebrate it while on campus. Although the Patio Café offers a variety of healthy food options, diners can find some less-healthy snacks, too, to satisfy their cravings. The “sweet” inventory includes Sour Patch Kids, M&Ms, and other candies as well as Pop Tarts and cookies. For the fried food lovers, there’s French fries, tater tots, curly fries, chicken tenders, bagged chips, onion rings, and more.

Students with the Boost mobile app can order their food ahead of time and pick up their order at designed Boost pick-up window, instead of waiting in the café while it’s prepared. Orders can be placed via the app from 8-10:30 a.m. and in person at the Patio Café from 11 a.m. to noon, every Friday during the summer.

UH-Clear Lake also offers the option to grab a quick snack from one of the many vending machines peppered throughout campus, with many of the same selections as the Patio Café. These include various candies, cookies, bagged chips, and pastries. However, many vending machine items cost more than those sold at the Patio Café.

To learn more about the dining options at UHCL, visit the Dining Services webpage.