For students exploring future careers in science and technology, a week at the University of Houston-Clear Lake offered more than hands-on research. It provided a glimpse of what their future could become.

As a key partner in the 2026 JASON Learning Argonaut Liftoff Expedition: From Data to Design to Impact, UHCL welcomed Teacher and Student Argonauts from across the country for a week of scientific discovery, research collaboration, and mentorship. Throughout the experience, UHCL faculty, Doctoral Curriculum and Instruction (EDCI) students, UHCLTeach students, and Argonaut Alumnus Eloy Sanchez worked side by side with participants, helping them transform field-collected environmental data into meaningful research and professional-quality presentations, while exposing them to college life and STEM career pathways.

For Dr. Carol Waters, professor in the College of Education and a former JASON Teacher Argonaut herself, the partnership represents an opportunity to give students the same kind of transformational experience that once shaped her own career.

"The conversation created a valuable exchange between emerging researchers and K–12 educators and students," Waters said. "The doctoral students were able to learn directly from the Argonauts' experiences while also helping them think critically about their data and research questions."

Learning through mentorship

During the expedition, Argonauts collected environmental data using databots at the Houston Advanced Research Center in The Woodlands and Armand Bayou Nature Center near UHCL’s Bay Area campus before bringing their findings to UHCL. Then, doctoral students in Waters' Learning in Cognition in STEM Education course and Sanchez met with the participants to discuss their research, ask questions, and help them refine their thinking.

The learning continued the following day as UHCLTeach Master Teacher Dr. Lorie Batrez and Fredy Rubio, UHCLTeach student organization president, led a workshop on creating effective scientific research posters and communicating scientific findings to diverse audiences. The workshop emphasized poster design, visual communication, and audience engagement. Afterward, Batrez, Rubio, EDCI doctoral student Leander Taylor, and Waters met individually with each Argonaut to offer personalized feedback on research questions, poster design, data visualization, and presentation skills. The mentoring sessions encouraged participants to think like scientists while learning to communicate their discoveries effectively.

For McKenzie Brooks, an upcoming freshman from central Ohio, those mentoring sessions made an immediate impact.

"One of the mentors gave us a presentation on how to make a great poster," Brooks said. "Everything she taught us is reflected in my poster."

Inspiring future scientists

Brooks said the expedition itself has already become one of the defining experiences of her young academic journey.

"When I was in sixth or seventh grade, I learned about the expedition and thought it sounded awesome," she said. "But I wasn't old enough to participate."

A year later, another opportunity appeared.

"The next year, I saw there wasn't an age requirement, and I knew I wanted to do it," Brooks said. "I had no idea what to expect, and I thought it might be boring, but it ended up being one of the greatest decisions I've ever made."

Now considering a future in astronomy or space-related fields, Brooks said visiting Houston and interacting with researchers, educators, and UHCL students expanded her perspective.

"It was great," she said after touring NASA's Neutral Buoyancy Laboratory (NBL). "I learned about the spacesuits astronauts use and the Artemis and Apollo programs. It was awesome."

A partnership that opens doors

While the expedition introduces students to authentic scientific research, it also intentionally helps them envision themselves in higher education.

Jude Kesl, JASON Learning expedition leader, said UHCL has become an invaluable partner because of the university's willingness to invest time and expertise in each participant.

"One of the things Dr. Waters does is bring her students in as mentors," Kesl said. "When we came to UHCL, her doctoral students sat down one-on-one with the teachers and students to talk through their poster presentations, offering support and coaching throughout the process."

That interaction, she said, creates an experience that extends well beyond the science.

"Parents also love that their students have the opportunity to spend time on a college campus," Kesl added.

The collaboration also connects students to professionals who have followed similar educational pathways. Those examples reinforce what students heard throughout the week — that careers in aerospace, engineering, and environmental science are built through education, internships, and hands-on experience.

"It's about showing students the kinds of careers that are possible," Kesl said. "You don't have to be a scientist to work in the space industry. There are so many ways to be part of it."

For some students, those experiences provide clarity about their future.

Kesl recalled one participant who visited aerospace manufacturer Arrow Science and Technology during the expedition.

"At Arrow Science and Technology, I overheard a student say, 'I wasn't sure what I wanted to do, but after this, I'm going to go into aerospace engineering,'" Kesl said. "It was one of those moments where you could see the experience had really made an impact."

Preparing the next generation of STEM leaders

The week concluded with the JASON Argonaut Poster Presentation Showcase hosted at UHCL, where students presented their research to university leadership, faculty members, and representatives from organizations including Science Applications International Corporation (SAIC), Space Center Houston, Texas A&M University, the University of Houston, and JASON Learning alumni.

For Waters, the showcase represents the culmination of something much larger than a research project.

"This experience exemplifies the power of experiential learning," Waters said. "By working alongside researchers, educators, university students, and industry professionals, Argonauts gain not only technical skills but also the confidence to communicate their ideas and pursue STEM pathways."

Now in its third year, the partnership between UHCL and JASON Learning continues to demonstrate how meaningful mentorship, authentic research experiences, and collaboration with educators and industry professionals can help students discover new possibilities long before they begin college. By opening its classrooms, connecting students with faculty and graduate mentors, and creating opportunities to engage with real scientific challenges, UHCL is helping the next generation envision and prepare for a future in STEM.

Of course, finding a degree program led by accomplished faculty matters deeply; it’s the first thing students look for when imagining their future. But just as important is something harder to measure: the feeling of truly belonging. Students want to step onto a campus where they’re supported, seen, and encouraged—both in the classroom and out in the everyday moments that make a university feel like home.

That’s what newly admitted students to the University of Houston-Clear Lake describe in sharing why they visited UHCL prior to making it their home for the next chapter of their lives.

For Javier Haywood, a transfer student from Galveston, the search wasn’t only about academics, it was about connection. “The main thing I wanted to gain (from my visit) is an understanding of the campus, to see the atmosphere, and experience the culture,” Haywood said. “I have been welcomed by everyone—the advisors, faculty, the (staff) team members, and the students. I like what I’m seeing so far.”

That sense of being welcomed echoed for Traci Howard of Katy, who will major in education to become an elementary school teacher.  “Coming here allowed me to meet faculty, my advisors, make friends, and learn more about the teaching program. Touring Hunter Hall also made the idea of living on campus feel real.

The new Hawks said they admired and appreciated UHCL’s academic reputation, citing it as a key reason they applied to UHCL.

“I knew (UHCL) had a good education program for teachers in its College of Education, and I’m going to major in biological life sciences with grades 7-12 teaching certification,” Charley Meadows said. “I have talked to a bunch of great faculty members with the education program who have given me insight into what to expect in the upcoming semester.”

Haywood, who will major in human resources management, conveyed the same sentiment about the College of Business. “This is an amazing campus. The setting, the location … and the College of Business is accredited both nationally and worldwide (by the Association to Advance Collegiate Schools of Business). I want to be a part of that.”

A mechanical engineering major offered by the College of Science and Engineering attracted Steven Rubio of Houston, but he also appreciates more. “I applied to UHCL for its mechanical engineering program but not only do I want to obtain the education required for my major, I also want to experience campus life.”

“The environment and the events at UHCL for people like me are things I appreciate,” current Goose Creek High School student Adrian Zepeda said. “My sister came to UHCL, and she talked about the great experiences here and the amazing campus life.”

Students also said UHCL’s commitment to making college affordable and accessible was crucial in their decision.

Zepeda said he has a full ride scholarship to UHCL, something that is “important to take advantage of.” And Howard said financial aid was important in her decision to choose UHCL: “The difference that made me apply to UHCL was that UHCL is supportive of their students, including in the scholarships they provide. That really inspired me to look into this university and see what it had to offer.”

Parents also see the value of UHCL, saying they are proud that their students made the decision to apply here. Howard was accompanied by her mother, Nicole Burnley, who echoed the welcoming atmosphere of UHCL: “I enjoy the atmosphere, and I feel this will be a really good fit for Traci. I want to make sure she feels secure and safe but also that she is going to enjoy the college experience. We didn’t know a lot about UH-Clear Lake so coming out to the campus was riveting.”

Brumley goes even further; a first-grade teacher, she has been advancing her education to become a learning support specialist and special education teacher and plans to transfer to UHCL after completing her current program.

Because while college decisions often focus on where students can go, the deeper question is where they can see a path forward, one that connects what they want to study with what they want to do.

At UHCL, students are increasingly answering that question with confidence and clarity.

For them, choosing UHCL is not only a decision that makes sense. It is a decision they feel confident making.

For Tabitha Hernandez, that moment of razor-sharp insight came almost at the end of her journey at the University of Houston-Clear Lake. The spring 2026 graduate faced hardships that might have deterred others on the way to a bachelor’s degree in education (social studies 4-8) but Hernandez realized she would make it shortly after starting her student-teaching internship at Dr. Ronald E. McNair Junior High School in Alvin.

“Originally, I was nervous but during my fourth observation, I felt everything fall into place,” she said. “My supervisor DeeDee Baker looked at me and said, ‘You got this!’ and I just knew it was going to happen.”

That confidence took some time to manifest itself. Hernandez, a 47-year-old wife and mother of four, faced financial hardship, saw her father battle cancer, was a full-time caregiver for her mother, and dealt with her own cancer diagnosis while on the path to her degree. Any one of those challenges could have derailed her, much less all of them.

Hernandez said resilience, transformation and purpose guided her throughout her journey.

“Returning to college changed my life. Every experience led me to where I am now, as a teacher ready to help students.”

Moved by the students she was teaching, Hernandez saw her purpose.  “A lot of the kids said they weren’t going on to high school. But I had a teacher who inspired me when I was their age, and I thought I could do that for others who needed it. For me, it’s all about the kids.”

The years leading up to enrolling at UHCL saw Hernandez experience numerous changes. Working as a medical assistant for 22 years and earning an associate’s degree at Alvin Community College, she saw her father battle cancer and then lose his job and almost lose the family home. And then her mother contracted swine flu in 2009. The after-effects of the illness caused seizures and blindness.

Bolstered by her husband Edgar, Hernandez became a full-time caregiver to her mom for 15 years until she passed away. She then enrolled at UHCL to complete her teaching degree because of its reputation for educating and training teachers.

Nervous to be back in the classroom at first, Hernandez cites the support she received from fellow students as crucial to her success. “At my age, going to classes with students just coming out of high school seemed intimidating. But it didn’t matter about my age; they were great. I loved the sense of support and community at UHCL.”

Professor of Curriculum and Instruction Kent Divoll also inspired her. “I was quiet and too nervous to speak in front of class. But Dr. Divoll opened that window for me. He told me I had a voice and helped me learn how to use it.”

She also was able to continue her education through UHCL’s online curriculum even as she herself battled cervical cancer. “I was able to go to school throughout my treatment doing the online program since I was on bed rest.” UHCL’s online process coupled with her own determination to keep going kept her on track.

“When the journey required me to keep going, I kept going.”

The hardships she faced gave her strengths that proved to be meaningful for her life as a student. “Being a caregiver to my mom and facing cancer myself taught me patience and compassion. It also taught me to show up for myself and my family and gave me a level of maturity and perspective.”

The significance of her accomplishment culminated at UHCL’s Ring Ceremony, held shortly before her graduation. The event hit her deeply, resonating all the more because it was held near the fourth anniversary of her mother’s death. With her entire family present, Hernandez found that receiving her Class of 2026 ring was a deeply personal experience, representing not an endpoint to her education but a significant step toward the future.

“I got very emotional at the Ring Ceremony,” she said. “I want my family – my children and now my grandson – to know that it is never too late to go after your goals.”

Cancer-free now for a year-and-a-half, she hopes her children – Marretta, Joselinne, Angellica and Junies – take her life as an example to keep going, even when the end isn’t yet in sight, Hernandez said.

“Life doesn’t happen in a straight line. You just need to persevere, no matter what season of life you are in.”

As graduates filled NRG Arena on Saturday, May 9, for the University of Houston-Clear Lake’s Spring 2026 Commencement, Nicolas (Nico) Martinez and Ana Perales celebrated more than the completion of a degree program. Alongside more than 900 graduates crossing the stage that day, the married couple each earned a Master of Science in School Counseling, marking the end of a two-year journey defined by perseverance, partnership, and a shared passion for helping students succeed.

For Martinez and Perales, the moment represented far more than academic achievement. It was the culmination of long nights balancing full-time teaching careers, graduate coursework, and married life, all fueled by a shared mission to make a bigger difference in students’ lives.

From teachers to counselors

Before pursuing their degrees, Martinez and Perales spent years in education as teachers. While they loved working in the classroom, they said they often wanted to support students beyond academics.

“We always wished we could give more personalized attention to some students at a socio-emotional level,” they shared.

Perales, who already held a bachelor’s degree in psychology, dreamed of combining her background in mental health with her classroom experience. Martinez, who worked as a college and career teacher, discovered that school counseling naturally aligned with his passion for guiding students toward their futures.

Choosing to pursue the same degree together became more than a career decision. It became a partnership in growth.

“Embarking on this journey together provided us with a once-in-a-lifetime opportunity to build on each other’s strengths and lift us up to the next stage in our careers and in our lives,” they said.

Their story began years earlier in 2017 at a mutual friend’s bachelorette party, where a conversation turned into a lifelong connection. Perales was temporarily living in the United States as an Au Pair, a cultural exchange program in which participants provide childcare for a host family while experiencing life abroad, while Martinez had already built his life in Houston after moving from Mexico during middle school. Since then, the two have remained inseparable.

Finding community and confidence at UHCL

Living in Cypress, the couple sought a program that offered flexibility without sacrificing quality. UHCL’s hybrid-online school counseling program provided exactly that. But what impacted them most was the sense of connection they found inside the classroom.

“We enjoyed the in-person classes the most,” they said. “The hands-on activities prepared by our professors, together with role-playing exercises, provided us with real-world counseling experiences.”

The couple credits UHCL faculty and classmates for helping them develop the confidence needed to enter the counseling profession.

“Our professors prepared us very well to the point where we feel we won’t have to fake it till we make it,” Martinez and Perales explained. “The curriculum taught us to appreciate the unique perspectives of people with diverse backgrounds, ethnicity, culture, and personalities.”

Through practicum experiences during their final year, both served as intern counselors at their schools, gaining firsthand insight into the emotional and personal challenges students face every day.  Martinez and Perales said that the experience strengthened their counseling abilities.

The support of their cohort also became a defining part of the journey.

“We got along very well with our cohort teammates,” they said. “They made the experience more enjoyable.”

Balancing marriage, work, and a dream

Pursuing graduate school while working full-time was not easy.

“Being full-time teachers while we pursued our master’s was not for the faint of heart,” Martinez and Perales admitted.

Balancing coursework, careers, and personal responsibilities required discipline, patience, and mutual support. Fortunately, they said their professors understood those pressures because many had once been teachers and counselors themselves.

Outside of school and work, Martinez and Perales leaned on one another and made time for activities they loved, including running and climbing mountains together.

Their advice for future students reflects the lessons they learned along the way:

“Do one thing at a time, never give up, and the two years will go by before you know it. Find the right balance between your personal life and responsibilities by allowing yourself to relax,” they advised.

 The next chapter

Now, the couple plans to return to UHCL to pursue Licensed Professional Counselor (LPC) certification, with the hope of eventually opening a private practice or working in the healthcare industry.

Still, among all the accomplishments and future ambitions, one thing stands above the rest for them: completing the journey side by side.

“Accomplishing this milestone together was both an opportunity and a privilege,” they said. “The journey brought us closer together. We got to learn more about each other and to appreciate our relationship in a meaningful way. We highly recommend earning a degree alongside your partners.”

As hundreds of graduates celebrated new beginnings at NRG Arena that Saturday, Nico Martinez and Ana Perales embodied something especially powerful: the reminder that success becomes even more meaningful when it is shared.

For more information about UHCL’s Master of Science in School Counseling, visit www.uhcl.edu/academics/degrees/school-counseling-ms.

Students from the University of Houston-Clear Lake College of Education (COE) partnered with Pasadena Independent School District (ISD) and Holly Yoes Glass, Pasadena ISD K–4 science specialist, to bring science to life during the district’s annual STEAM Fair, creating hands-on learning experiences for elementary students across the community.

Inside the district’s CTE Mobile Learning Lab, young learners explored interactive science activities designed to spark curiosity and connect classroom concepts to real-world applications. From engineering mini robots to explosive “Elephant Toothpaste” experiments, the event encouraged students to see science, technology, engineering, arts, and mathematics as exciting pathways for discovery and innovation.

For UHCL’s students, the event represented more than community outreach. It was an opportunity to put educational leadership into practice while inspiring the next generation of learners.

“Getting to work with the kids at the STEAM Fair was such a fun experience,” said UHCL science methods student Sara Bobo. “Assisting with the Elephant Toothpaste station and seeing their curiosity and excitement during the experiment was so rewarding. Moments like that remind me how important it is for students to experience learning, not just hear about it, and why I chose to become an educator.”

Meghan Pavone, a Doctoral Curriculum and Instruction (EDCI) student, reflected on the impact of experiential learning throughout the event. “My experience at the Pasadena STEAM Fair was extraordinary,” she said. “Students rotated through STEAM experiences, discovering new ways of thinking and problems to solve.”

District leaders also praised the partnership between UHCL and Pasadena ISD. Yoes Glass noted that UHCL students “did an excellent job engaging and educating the young scientists and engineers” and emphasized the district’s appreciation for the continued collaboration with the UHCL COE.

The STEAM Fair, held in March, highlighted the shared commitment between UHCL and Pasadena ISD to community engagement, innovative teaching, and creating meaningful educational experiences that inspire children long after the event ends.

Dr. Carol Waters, UHCL’s assistant professor of STEM Education and STEM conference coordinator, said that volunteering at the Pasadena ISD Elementary STEAM Fair reminds her why partnerships between universities and school districts matter so deeply.

“Watching our science methods students and EDCI doctoral students engage with children and create meaningful learning experiences shows the true impact of educator preparation beyond the classroom.”

Furthermore, these experiences not only inspire young learners to see themselves in STEM fields but also strengthen UHCL’s future educators’ commitment to service, innovation, and community engagement.

“We are proud of our continued partnership with Pasadena ISD and look forward to expanding opportunities that keep curiosity, creativity, and the love of learning alive for students across our region,” said Waters.

Learn more about how UHCL’s COE is preparing future educators to lead, serve, and inspire through hands-on community engagement at www.uhcl.edu/education/.

For Dylan Britain and Sunny Xuan Hoang, pursuing graduate school at the University of Houston-Clear Lake was not just an individual decision. It was a shared commitment.

The married couple deliberately chose to continue their education together, recognizing a unique window in their lives to focus on their future.

“We wanted to finish school together,” Sunny said. “Right now is the right time for us. We don’t have children yet, so we can really focus on our studies.”

That intentional decision set the foundation for a journey defined by discipline, partnership, and a shared sense of purpose.

Balancing Life, Work, and Graduate School

Like many UHCL students, Dylan and Sunny are not traditional, full-time students. Their days are shaped by competing responsibilities, including careers, coursework, and the everyday demands of life.

Dylan works full-time as a software engineer at Odyssey Space Research, often adjusting his schedule to attend evening classes. Sunny balances her graduate studies in teaching with multiple roles, including working in the Dean of Students Office and gaining hands-on experience in local school districts.

Their schedules are demanding and, at times, exhausting. Still, they have found a rhythm.

“It’s a lot of time management,” Dylan said. “Most weekdays, I’m working and then going straight to class. The weekends are usually for studying and working on my thesis.”

For Sunny, the pace can feel overwhelming but also deeply rewarding.

“At the end of the day, I feel like I’ve done something meaningful,” she said. “I try to stay motivated, and Dylan helps keep me on track.”

That mutual support has become essential to their success.

“I don’t think I’d be able to do it without her,” Dylan said. “Just having someone there who understands what you’re going through and supports you every day makes all the difference.”

Making It Possible

While determination drives their progress, financial support has played a critical role in making their journey sustainable.

Both Dylan and Sunny have received scholarship support during their time at UHCL, including alumni-funded awards. For them, the impact has been immediate and tangible.

“It takes a big weight off,” Dylan said. “There are times when life just piles things on, such as medical expenses or car issues, and not having to worry as much about tuition allows us to focus on school.”

That relief extends beyond finances. It creates space for learning, growth, and long-term planning.

“Instead of stressing about how to pay for everything, we can focus on our classes and doing well,” he said.

Their experience reflects the broader impact of donor support across the university, removing barriers and enabling students to stay focused on their goals.

Building the Future in Different Ways

Although they share the same campus and support system, Dylan and Sunny are pursuing very different paths, each with its own vision for the future.

For Dylan, that future is rooted in innovation and engineering. His work at Odyssey Space Research has already provided hands-on experience, including contributing to projects involving rover technology.

“That’s what really sparked my interest in computer engineering,” he said. “Now, in my graduate program, I’m able to connect the theory with what I’m actually doing at work.”

For Sunny, the impact she hopes to make is closer to home but no less significant.

“I want my students to enjoy coming to school every day,” she said. “Not just to learn lessons, but to feel motivated and supported. I want to help them grow, both academically and personally.”

Her goal is to create a classroom environment where students feel encouraged, engaged, and confident in their ability to succeed.

Together, their paths reflect two powerful forms of impact. One advances innovation. The other shapes future generations.

A Community That Supports Success

Both Dylan and Sunny point to UHCL’s supportive environment as a defining part of their experience.

From flexible work opportunities to faculty who take a personal interest in student success, they have found a campus culture that meets them where they are. Sunny credits her experience working in the Dean of Students Office, where her supervisors prioritize her academic schedule and provide flexibility as her responsibilities shift.

“They always remind me that I’m a student first,” she said. “That support means a lot.”

She also highlights faculty members who go above and beyond to guide students, offering both academic direction and personal encouragement.

Dylan has found a similar sense of connection, particularly in the relationships he has built with professors and classmates.

“It feels like a community,” he said. “You can talk to your professors, ask questions, and really build those relationships. Everyone is working toward something, and you support each other along the way.”

Looking Ahead

As they continue their graduate studies, Dylan and Sunny remain focused on what lies ahead. They are building careers that reflect their passions and a future they have intentionally shaped together.

At UHCL, they have found more than a place to earn degrees. They have found a community that supports their ambitions and a pathway to achieving them together. For Dylan, the experience can be summed up simply.

“Everyone here is working to better their future and the future of others.”

And for Sunny, the feeling is just as clear.

“I’m proud to be a UHCL student.”

For 10 University of Houston-Clear Lake students, saying “yes” to an unpaid internship this spring came with a cost: fewer work hours, tighter budgets, and added financial pressure.

The UHCL Bright Futures Intern Scholarship helped ease that burden, providing up to $1,300 to students completing unpaid, credit-based internships in their fields of study. Created to reduce financial barriers and expand access to hands-on learning, the scholarship supports students who demonstrate financial need and are enrolled in qualifying internship courses.

This semester’s recipients are Xiomarica Crawley, Areli Gorrostieta, Alexandra Benitez Briseno, Esmeralda Bustos, Evelyn Castillo, Andrea Gutierrez, Carmen Gutierrez Hernandez, Katherine Mai, Akpene Yaa Dawa Sekyi, and Carylon Wyant.

For many of them, the award was more than financial assistance; it was reassurance that their decision to pursue hands-on experience was possible.

Choosing growth over a paycheck

Esmeralda Bustos, a communication major completing her final semester, said accepting an unpaid internship carried significant risk.

“Receiving this scholarship honestly took a huge weight off my shoulders,” she said. “I chose to accept an unpaid internship at Texas Weddings Magazine during my final semester because I knew it would give me the real-world experience I needed for my career. But that decision also meant losing two to three days of income each week.”

With rent, car payments, utilities, groceries, gas, and medical expenses to cover, Bustos said the financial gap felt overwhelming. The Bright Futures Intern Scholarship helped close that gap.

“After receiving the scholarship, I was able to shift my focus,” she said. “I could walk into my internship thinking about how to grow, contribute, and learn, not how I was going to pay for my next specialist appointment or make up missed work hours.”

Bustos has balanced school, two jobs, an unpaid internship, and ongoing health appointments. She said the scholarship did not erase every challenge, but it gave her “breathing room,” space to prioritize her health while staying committed to graduating strong.

“There have been afternoons when I would normally be clocking in at one of my jobs, and instead I was fully present at my internship,” she said. “Instead of rushing out or worrying about lost wages, I could stay engaged in conversations, ask questions, and really absorb what I was learning.”

Her internship has also marked a shift in how she sees herself professionally. While previous roles at Burlington, Kroger, and 7Brew strengthened her adaptability and communication skills, she said the internship has helped her think more critically and communicate in a manner aligned with her degree.

“It’s helped me start seeing myself not just as a student or employee, but as a future professional,” Bustos said.

A renewed sense of purpose

For Katherine Mai, pursuing a Bachelor of Science in Education, the scholarship motivated her at a pivotal moment in her academic journey.

“When receiving the scholarship, I was overjoyed, and it did boost my motivation to continue my schooling,” she said. After taking a long break from school, she admitted she was “a bit rusty,” and the financial support eased her transition back into academic life.

Mai, who is completing a teaching internship at the Pearland Independent School District (ISD), said the scholarship allowed her to focus more fully on her responsibilities without the same financial strain. Before receiving the award, she had paused therapy sessions for one to two months due to cost. With the additional support, she felt more confident and healthier in pursuing her needs without guilt.

“I am also caring for my sick grandfather, and he found joy in the fact that I was able to receive this scholarship,” she said, explaining that it gave her family hope and encouragement during a difficult time.

During her internship, Mai said she learned the importance of vigilance, flexibility, and giving herself grace under pressure.

“When it came to teaching, I felt I had to maximize every outlet possible to cater to someone else’s family and child while neglecting my own because I was too overstimulated,” she said. “There will always be a tomorrow with endless to-dos. It’s just important to refresh perspective to make it more manageable.”

Being named a Bright Futures Intern Scholarship recipient, Mai added, means knowing that “someone truly empathizes with my situation and that I am not without resources.”

Investing in opportunity

The Bright Futures Intern Scholarship specifically supports students participating in unpaid internships tied to academic credit, with preference given to those who demonstrate financial need through FAFSA or TASFA applications. Awards are based on available funding and student interest. For this spring’s recipients, the impact extends beyond an award. It has meant the difference between turning down an opportunity and stepping fully into it.

Bustos said receiving the scholarship gave her the confidence to pursue an unpaid internship that once felt out of reach.

“Choosing an unpaid internship felt risky,” she said. “Receiving the scholarship reminded me that someone believed in my potential enough to invest in it. That gave me confidence to keep pushing forward instead of playing it safe.”

She hopes other students facing similar pressures will apply.

“Balancing work, school, health, and finances isn’t easy,” Bustos said. “But there are resources out there, and applying for help doesn’t mean you’re failing; it means you’re determined. Don’t count yourself out before giving yourself a chance.”

Bernie Streeter, Strategic Partnerships program manager, said that the Bright Futures Intern Scholarship does more than ease financial stress. It empowers students to remain focused, complete their degrees, and fully engage in meaningful, real-world work within the industries they have worked so hard to enter.

“By reducing economic barriers, we create space for recipients to grow, thrive, and step confidently into their professional purpose,” she said.

As the spring 2026 cohort continues their internships, the Bright Futures Intern Scholarship at UHCL serves as a reminder that experiential learning should be accessible and that sometimes, a single investment can open the door to a student’s next chapter.

Participating in an unpaid internship for academic credit this summer? Apply for scholarship funding to support your experience. Intern Scholarships are awarded every semester, and the summer 2026 application will be open from April 27 to May 29, 2026. Students can apply online by logging into E-Services and selecting “Financial Aid” to access UHCL scholarships.

 For more information about internship opportunities or the Bright Futures Intern Scholarship, contact Strategic Partnerships at strategicpartner@uhcl.edu or 281-283-2074.

The 10th Annual Greater Houston Area STEM Conference, held March 28 at the University of Houston–Clear Lake, brought together educators and STEM leaders for a full day of learning, collaboration, and innovation. The milestone event celebrated a decade of growth for one of the region’s most established STEM education conferences, featuring nearly 80 sessions, 41 exhibitors, and welcoming K–16 educators, university faculty, students, alumni, and industry partners from across Greater Houston and beyond, including presenters and exhibitors traveling from Idaho, Milwaukee, and the Philippines.

“The Greater Houston Area STEM Conference represents more than professional learning. It is a decade-long commitment to collaboration, innovation, and the building of a stronger STEM community,” said Dr. Carol Waters, UHCL associate professor of STEM education and conference organizer. “Over the years, it has become a cornerstone for STEM education in our region, bringing together educators, students, and community partners to share ideas, inspire growth, and strengthen our collective impact.”

Dr. Brenda Weiser, professor emeritus at UHCL, delivered the welcome address. Dr. Weiser helped found the conference alongside Dr. Michelle Peters 10 years ago, and her return to open this milestone celebration honored the vision, leadership, and community partnerships that launched the conference, making it a meaningful full-circle moment for attendees.

Across five breakout sessions, topics included artificial intelligence in STEM teaching and learning, science phenomena, inquiry and sensemaking, engineering design and maker-centered learning, technology integration, cross-curricular and interdisciplinary STEM, culturally responsive teaching, support for emergent bilingual and multilingual learners, and STEM teacher leadership. Attendees moved between presentations and interactive spaces, often carrying ideas from one to another.

The Exhibit Hall served as a central hub throughout the day, connecting participants with more than 40 organizations, including robotics teams, environmental groups, and education-focused companies, while also hosting networking, resource sharing, and conference activities such as door prizes.

UHCL students and alumni were a visible presence across the event. Undergraduate students from the UHCLTeach program presented posters and participated in sessions, while doctoral students in Curriculum and Instruction led research-based presentations focused on classroom practice, equity, and professional learning. Students from programs including the Master of Arts in Teaching participated, and UHCL alumni returned as presenters and exhibitors, reflecting ongoing partnerships with local schools and organizations.

The conference also featured contributions from University of Houston System initiatives, including ALL RISE and RESET. ALL RISE supports middle school science teachers through mentorship and professional learning that integrates language-rich, inquiry-based STEM instruction, while RESET advances research-driven STEM teaching through translanguaging and community-engaged learning experiences.

Organizers credited the event’s continued growth to strong support from donors, the community, and industry. Sponsorship from the UHCL Alumni Association, Impulse Technology Services, Gulf Coast Educators Federal Credit Union, RPA Science, EduSmart, and the Harris County Soil and Water Conservation District helped keep the conference accessible while enhancing programming, hands-on learning, and engagement.

As the conference concluded, participants gathered certificates and reflected on the day’s sessions and activities. For many, the day stood out as a practical example of moving beyond discussion to give educators firsthand experience with engaging, applied learning they aim to create in their own classrooms and districts.

After a decade, the STEM conference continues to evolve, with a consistent focus on building connections, sharing ideas, and preparing the next generation of STEM educators and learners across the region.

“Celebrating 10 years of the STEM Conference is a reflection on how far we’ve come and a glimpse into what’s possible,” Waters said. “The energy, ideas, and collaboration we witnessed at this year’s conference reinforce UHCL’s role as a catalyst for innovative STEM education. Looking ahead, we are excited to continue growing this work of preparing future educators, elevating student voices, and strengthening partnerships that will shape the future of STEM across our region.”

Mark your calendar for next year’s conference on Saturday, March 27, 2027, and be part of the next decade of STEM innovation. Contact Waters at WatersC@UHCL.edu to learn how educators, students, and community partners can get involved, share ideas, and help shape the future of STEM education in the Greater Houston area.

What if the biggest barriers to student success are not inside classrooms at all, but hidden in city zoning maps, transportation routes, and policies that quietly decide who gets access to opportunity?

At the 2026 annual meeting of the Southwestern Educational Research Association (SERA), two scholars from the University of Houston–Clear Lake proved that transforming education may require rethinking the systems far beyond school walls.

Doctor of Education in Educational Leadership (EDLS) students Kanestra Bland and Lisa Hudson were named recipients of the prestigious Deans’ Awards for Exceptional Graduate Student Research. For Bland and Hudson, the recognition affirms years of study, reflection, and lived experience, but more importantly, it underscores the urgency of the issues they are tackling.

The Effects of Local Government and Youth-Friendly Cities on African American Students in Poverty

Bland’s path to UHCL was personal long before it became professional.

“I was first introduced to the University of Houston-Clear Lake as a young girl because it’s where my father earned his master’s in education,” she said.

Now a middle school principal, Bland returned to pursue her doctorate in the EDLS program with a clear intention: to expand her impact beyond a single school building.

“As a campus principal, I wanted a doctoral experience that would challenge my thinking while remaining grounded in real-world impact,” she said. “UHCL offered both academic rigor and a deep connection to the communities we serve.”

Her research pushes that community connection even further, past district offices and into city government.

“When I became a principal, I recognized that the campus I would be serving was fighting many obstacles,” Bland explained. “The obstacles most often noted were the ones inside the campus and the district. However, I knew that the problem was bigger. I started asking, ‘Who forgot about the children?’”

That question now anchors her study of local government policies and youth-friendly city initiatives and how they shape educational opportunities for African American students living in poverty.

“If we want transformational change, we must look beyond campus walls,” Bland said.

Bland’s work challenges traditional educational research by situating equity within municipal leadership and policy decisions — zoning, transportation, recreation, and city planning — rather than focusing solely on schools.

“I hope local leaders begin asking a different set of questions,” she said. “How do our zoning, transportation, contract selections, and recreation policies influence educational opportunity? Are we including schools and local youth as strategic partners in city planning?”

Though she describes herself as “very early in the work,” Bland believes the gaps in the research are clear. With guidance from faculty mentors, including Dr. Michelle Peters, Dr. Antonio Corrales, and Dr. Jennifer Grace, she has refined her research questions and strengthened her scholarly voice.

“The EDLS program is pushing me to move from descriptive writing to analytical synthesis,” she said. “You revise. You refine. You persist.”

When she learned she had been selected for the Deans' Award, her reaction was simple: “I was surprised, honored, and humbled. My first thought was, ‘Me?’”

But the recognition reinforces her broader mission.

“The work is about ensuring that where a child lives does not determine the quality of opportunity they receive,” Bland said. “Demographics don’t have to determine destiny.”

Overcoming Barriers to Dual Credit Access

While Bland’s research focuses on city systems, Hudson’s scholarship centers on access within the educational pipeline itself, specifically dual credit programs.

Hudson chose UHCL because of its strong reputation for preparing practitioners in educational leadership.

“I recognized that to be successful as a leader in higher education, I needed a strong academic foundation in the field,” she said. “Higher education leadership is unique in many respects, requiring a deep understanding of governance, policy, finance, and institutional culture.”

Her interest in dual credit began not in a research seminar, but at home.

“My interest in dual credit came as a result of my own experience as a parent and not having the awareness about the program,” Hudson said. “Once I became aware of the program and its benefits, I was intrigued.”

Dual credit allows high school students to earn college credit while completing high school coursework. Research shows students who complete dual credit courses are more likely to matriculate, persist to graduation, and reduce overall college costs. Yet Hudson’s research highlights what she calls a “Dual-Credit Paradox.”

“There is the promise of ‘high impact’ but the reality of ‘unequal reach,’” she said.

Her study identifies three primary barriers: non-standardized implementation, geographic and institutional limitations affecting lower-income and minority-serving schools, and restrictive policy and eligibility requirements.

“Dual credit is often promoted as an access strategy,” Hudson said. “However, not all students have equal opportunities to enroll.”

She argues that social capital — access to information, guidance, and networks — plays a critical role in determining who benefits.

“The conversation has to shift from participation numbers to equitable design,” she said.

Hudson credits the rigor of the EDLS program and mentorship from professors such as Dr. Amanda Lanclos-Smith, Dr. Peters, and Dr. Grace with strengthening her methodology and analytical approach.

“Professors challenged me consistently to interrogate assumptions,” she said. “Through intensive feedback and scholarly dialogue, I developed stronger analytical rigor and a deeper understanding of equity-centered research methodologies.”

Hudson also carries a personal legacy at UHCL. Her mother, Dr. Joan Pedro, is a former dean of the College of Education (COE). Still, Hudson says her passion for leadership solidified while teaching at YTEPP, a vocational institute she once attended as a student.

“I understood their uncertainties, ambitions, and desire for opportunity because I had once stood in their shoes,” she said. “That experience ignited my commitment not only to teaching but to leadership that creates access and transformative opportunities.”

Receiving the Deans’ Award, she said, affirmed the quality and the urgency of her work.

“It highlights the importance of studying equity in access,” Hudson said. “Policies designed to increase opportunity must truly serve all students.”

Scholarship With Purpose

The SERA Deans’ Awards recognize graduate research that advances educational theory and contributes meaningfully to the field. For UHCL to have both of its nominees selected underscores the strength of its doctoral scholars and the EDLS program’s emphasis on research grounded in practice.

Bland and Hudson are studying different systems, but their work converges around a shared belief: opportunity must be intentional.

For Bland, that means asking cities to align policy with student outcomes.
For Hudson, it means designing access initiatives that reach the students they promise to serve. Both scholars see research not as an academic exercise, but as a tool for change.

“I want to get the research in front of people,” Bland said. “I don’t want it to just be a document.”

Hudson echoes that sentiment. “The scholarly evidence we produce has the power to address real-world problems that can ultimately change lives,” she said.

At UHCL, those lives and the systems that shape them are at the center of the work. 

The future of education needs bold leaders. Explore UHCL’s EDLS program at www.uhcl.edu/education/departments/transformative-leadership-counseling-and-innovation/doctoral-educational-leadership/ to become one.

The University of Houston-Clear Lake has selected a highly accomplished leader with 35 years of experience as its next Dean of the College of Education.

The appointment of Dr. Stephanie Biagetti, currently Associate Dean for Undergraduate and Graduate Studies at California State University, Sacramento, was announced by Dr. Edward R. Waller, Interim Senior Vice President for Academic Affairs and Provost after approval was granted by the University of Houston System Board of Regents February 26. Biagetti’s official start date will be June 1.

“Dr. Biagetti was the top choice in a national search to lead faculty and staff in empowering our students to reach their academic goals,” Waller said. “Drawing from her extensive background as an educator and administrator, Dr. Biagetti has a proven ability to connect initiatives with priorities, fostering collaboration and institutional alignment to support college and university goals. Her leadership style emphasizes student engagement and innovation to ensure strategies are both data-driven and focused on student experiences and success.”

In her new role at UHCL, Biagetti will lead initiatives to champion the university’s mission to foster lifelong learning and prepare graduates to make meaningful contributions to their communities. She will work collaboratively with faculty, staff, and partners to elevate the College’s reputation for innovation and impact, strengthening its commitment to teacher preparation and leadership development. She is eager to bring her vision and experience to UHCL to build upon its legacy of leadership and to shape the College of Education’s next chapter of educational excellence.

 “The University of Houston-Clear Lake has a robust legacy in educating and training teachers and administrators to lead Texas schools,” Biagetti said. “I am honored to be chosen as Dean and join with the College of Education faculty and staff in preparing students to become a powerful force for change in and out of the classroom.”

Biagetti possesses 23 years of higher education experience, 11 years of college administrative experience, and 7 years as an Associate Dean. In her current role, she oversees a broad portfolio encompassing academic policy, budgeting, program review, wrap-around student support services, curriculum development, and personnel management. 

She oversaw programs that directly increased graduate program application numbers and improved graduate student engagement, retention, and completion, including the Graduate Preparation Academy for undergraduates and the Graduate Student Research Showcase. She led university-wide efforts to align assessment of learning outcomes with accreditation expectations. She also facilitated development of initiatives that produced measurable increases in enrollment, student engagement, and graduation rates. 

Biagetti holds a Doctor of Philosophy in Urban Schooling (Assessment Curriculum and Teaching Studies), a Master of Education, and a Bachelor of Arts in Development Studies with a Minor emphasis in Mathematics, all from the University of California, Los Angeles.

In addition to Sacramento State, Biagetti has experience with the University of California, Davis; California State University, Fullerton; UCLA; the University of California Office of the President; and Santa Monica (California) High School and Viewpoint School. She has served as a principal or co-principal investigator on seven research projects and lead or co-lead on another 10 projects and initiatives. She is also an author or co-author of more than 25 peer-reviewed journal articles.

Eighteen doctoral students from the College of Education (COE) at the University of Houston–Clear Lake represented the institution at the 49th Annual Southwest Educational Research Association (SERA) Conference, held February 18–20, 2026, at the historic Hotel Monteleone in the heart of the New Orleans French Quarter.

Surrounded by leading scholars and researchers from across the region, the following doctoral students presented their research:

Heather Alarcon, Amanda Almoney, Kanika Bass, Lorie Batrez, Sheila Bell-Longoria, Kanestra Bland, Vijaya Bobba, Virginia Cain-Bryan, Courtney Cross, Corinne Ferrier, Kristen Gibson, Lisa Hudson, Angel Jordan, Maisa Meziou, Jumana Mills, Robert Richard, Marian Spiller, and Tacarra Williams.

Their presentations reflected the rigor, purpose, and leadership mindset that define UHCL’s Educational Leadership and Curriculum and Instruction doctoral programs.

COE faculty members Dr. Michelle Peters, Dr. Stephen Gruber, Dr. Carol Waters, and Dr. Mary Curtis were also in attendance, serving in various supporting roles on SERA’s Board and mentoring students throughout the conference. UHCL’s 2025–2026 SERA graduate student representative, Esther Herrera, was present to support her colleagues and help carry forward the program’s strong tradition of engagement.

For Herrera, seeing such a strong showing from UHCL doctoral students was a defining moment.

“It was an impactful moment to see UHCL’s presence at this year’s SERA,” she said. “It was encouraging to see so many UHCL Hawks excited and eager to present their research, and more importantly, it was rewarding to attend their presentations and see the many areas where UHCL doctoral research is making a difference. It really was a great day to be a Hawk.”

She added that participation in SERA continues to strengthen the culture of scholarship and leadership within the doctoral program.

“As students prepare to present at SERA, they can count on the partnership with UHCL faculty and fellow students to help them build their presentations in a way that showcases their thoughtful, data-driven, and transformational research,” Herrera said.

Dr. Michelle Peters, co-director of UHCLTeach, a rigorous secondary (7-12) mathematics/science certification program affiliated with the national UTeach program, emphasized the significance of this achievement.

“Our students’ acceptance to present at SERA reflects not only the quality of their research but also their commitment to advancing educational leadership through evidence-based practice. We are incredibly proud of the way they represent UHCL with professionalism and purpose.”

She further highlighted the preparation behind the milestone:

“The College of Education intentionally prepares doctoral students to move confidently from research design to public dissemination,” said Peters.  “Through structured mentorship and scaffolded presentation opportunities, our students learn how to contribute meaningfully to scholarly conversations.”

The College of Education’s approach to conference preparation includes intensive research development, faculty-guided proposal refinement, and practice presentations in professional settings such as the Greater Houston Area STEM Conference and the Student Conference for Research and Creative Arts. Faculty mentors play a critical role in strengthening students’ methodological rigor, refining their academic writing, and coaching them in scholarly communication. Participation in SERA proved transformative for many students as they stepped into their roles as emerging scholars.

“Presenting my research at the SERA conference was both affirming and transformative,” said doctoral student Lisa Hudson. “New to the forum, I was nervous but excited to share my proposal, ‘Overcoming Barriers to Dual Credit Access,’ and to test my ideas in a professional space. The feedback I received was substantive and reinforced that my research is relevant, needed, and holds scholarly value."

Furthermore, Hudson said presenting at SERA strengthened her scholarly voice. She no longer sees herself as just a doctoral student, but as an emerging scholar contributing to evidence-based solutions.

Throughout the three-day conference, students engaged in dynamic discussions, expanded their professional networks, and exchanged ideas with fellow researchers committed to improving educational outcomes. These experiences enhance their research skills and confidence as future leaders in education.

“Meaningful change happens when research, reflection, and action intersect,” Hudson added. “Research should not sit on a shelf, but actively inform solutions, strategy, communication, and systems-level change.”

Peters reflected on the broader impact of the experience:

“Conferences like SERA help our students see themselves as scholars and leaders," she said. "Presenting their work builds confidence, fosters collaboration, and strengthens their ability to advocate for research-informed decision-making in schools and communities.”

Looking ahead, the doctoral program is excited to expand applied, community-based research initiatives, interdisciplinary collaborations, and mentorship pipelines that connect students with faculty and alumni. Increased support for conference participation and publication in national venues remains a key priority, reinforcing the program’s commitment to preparing impactful educational leaders.

Ready to lead with purpose and turn research into real-world impact? Visit www.uhcl.edu/education/departments/transformative-leadership-counseling-and-innovation/doctoral-educational-leadership/ to learn more about growing as a scholar, innovator, and leader in education.

Hosted by the University of Houston–Clear Lake’s Center for Educational Programs, the 10th Annual Greater Houston Area STEM Conference is set to return Saturday, March 28, 2026, bringing together educators, students, and industry leaders for a full day of innovation and collaboration.

Held from 8:30 a.m. to 3:15 p.m. in the Bayou Building, the milestone conference marks a decade of connecting STEM professionals across Texas and the Gulf Coast under this year’s theme: “Innovate. Integrate. Inspire.”

Participants will experience hands-on workshops, interactive seminars, and dynamic panel discussions designed for PK–16 audiences, including in-service teachers, school administrators, teacher educators, pre-service teachers, informal educators, and STEM industry education liaisons. Sessions are aligned with state and national STEM standards and focus on practical strategies that spark curiosity, strengthen critical thinking, and connect classroom learning to real-world careers.

Attendees will also receive digital handouts, opportunities for door prizes, and up to seven hours of CPE/SBEC credit for full-day participation. Lunch is included with registration.

Early bird registration is open through Feb. 28. General admission is $40, with a discounted $35 rate for students. The reduced rate is applied during checkout. A vegetarian lunch option is available through a separate online form.

Dr. Carol Waters, UHCL associate professor of STEM education and conference organizer, said the event continues to grow as a regional hub for collaboration and forward-thinking practice.

“Whether you're preparing future scientists and engineers, leading innovative programs, or supporting STEM in the community, we’d love to have you in our network,” she said.

Those interested in attending can register online at https://apps.uhcl.edu/ECommerce/Schedule/Details/44d51c77-e197-f011-81aa-0050561ddc0a. For additional information regarding registration, contact the Center for Educational Programs at 281-283-3530 or via email at CEP@uhcl.edu.

Some dreams take a lifetime to shape.  Others form through classrooms, cohorts, and countless hours of research. For Alishan Lalani — the College of Business (COB) and College of Education (COE) student speaker at the University of Houston-Clear Lake’s Fall 2025 Commencement — the path to earning his Doctor of Education in Curriculum and Instruction with a focus on Mathematics Education became a personal and professional evolution shaped by dedication, family, and UHCL. He will address more than 450 degree candidates on Saturday, Dec. 13, at NRG Arena.

When Lalani got accepted into the Fall 2020 cohort, he said that taking remote classes was a bonus at that time. UHCL became a natural choice for him because he heard wonderful things about the university from former colleagues, and because it provided a platform for him to grow in ways he had not imagined. For Lalani, UHCL was not only a university, but it was also a partner in his journey toward transforming education.

“This degree allows me to work more in the curriculum side of education,” he said. “This allows someone like myself to address issues in the math curriculum and find better ways for students to learn.”

At UHCL, Lalani explored education beyond lesson plans, diving into pedagogical practices and how curriculum can help transform these practices for educators. Through the program, Lalani also gained critical skills that shaped him as a researcher and scholar.

“In all honesty, I gained skills in research, in terms of finding quantitative and qualitative data. Additionally, my writing skills have transformed into an academic discussion versus a persuasive argumentative essay,” he said.

Beyond his academic growth, Lalani said it was the community that made the journey unforgettable. His favorite part of his UHCL experience was getting to know his cohort. “During our time in the program, we all made an effort to help one another, as well as check in on each other,” he said. “Being remote during the pandemic didn't make things easier physically, but it allowed all of us to help one another mentally.”

Despite Lalani’s success, a few challenges arose along the way. “My biggest challenge was the commute. Coming from the Richmond/Rosenberg area and commuting to Clear Lake was a painful experience. But it was worth every aspect of this degree I earned.”

Lalani said that his mentors and peers became pivotal in his journey. “All of my peers from Cohort 7 truly helped inspire me to be a better researcher and educator each and every day.” Lalani is especially grateful for the COE faculty, Dr. Michelle Peters, Dr. Suzanne Brown, Dr. Amber Brown, Dr. Sondra Cano, and Dr. Renee Lastrapes, who served on his dissertation committee. He added that Dr. Omah Williams-Duncan, Dr. Kent Divoll, Dr. Shannon Ramirez, Dr. Jana Willis, and countless other professors provided him with the tools he needed to succeed in the program.

Looking back, Lalani said that UHCL not only prepared him academically but also strengthened his personal mission.

“Personally, I feel now more than ever devoted towards education and wanting to make a difference. Especially with artificial intelligence playing a role in society, it's more vital than ever to contribute to education for future generations,” he said. “I want to open schools and provide scholarships to students in need of assistance to complete their education.”

Looking ahead, Lalani’s next chapter is about applying his knowledge and giving back. “My goal is to find a job for the upcoming academic school year in curriculum and instruction, outside the classroom setting,” he said. “Additionally, I want to be the best husband, brother, son, friend, and relative I can be to my wife, siblings, parents, friends, and relatives, respectively.”

Through it all, family remained Lalani’s inspiration. “My brothers play a role as second dads to me to make sure I'm always doing the right thing,” he said. “My mom inspires me to give people a chance and do whatever I can to help people succeed in this world. My dad inspires me to think critically and always try my best. Lastly, my wife inspires me to be a better version of myself tomorrow than I was today.”

And for fellow students and future graduates, Lalani has advice born of experience: “Don't let life pass you by. It's easy to make work and school your life, but it's detrimental if it means not devoting time to your family and yourself,” he said. “Whatever you strive to accomplish, know that you will accomplish it. Be your number one supporter.”

For Lalani, being selected as a commencement speaker is the pinnacle of this journey. “It feels amazing to be selected as a commencement speaker. It’s an honor to speak to the fall 2025 graduates and provide optimism to the new chapter that will be waiting for them,” he said.

Alishan Lalani’s path proves that dreams, dedication, and community can turn ambition into achievement. As he takes the stage as student speaker, his story reminds all graduates that with perseverance and purpose, the next chapter is theirs to shape.

For more information about UHCL’s Doctor of Education in Curriculum and Instruction, visit www.uhcl.edu/academics/degrees/curriculum-instruction-edd. For more information about Fall 2025 Commencement, visit www.uhcl.edu/academics/commencement/.

Orphaned at a young age, Dean Pedro found stability and purpose in her grandmother’s care and the values of humility, faith, and service instilled within the walls of St. Joseph’s Convent. Even as a child, she stood out with a quiet compassion and eagerness to help others. She was a choir member, a leader, and a dreamer. Dean Pedro was already teaching neighborhood children at 12, unknowingly sowing the seeds of a lifelong calling.

“When I was around 12 years old, I started teaching my younger brother and the neighbor’s children to read and do math,” Dean Pedro said. “Throughout my academic journey, I focused on understanding and sharing concepts in a way that helped my peers and me pass exams. I believe that my experiences have shaped my passion for teaching.”

Teaching was never just a profession for Dean Pedro. It was — and remains — a sacred vocation and a purpose stitched into her identity. “I genuinely believe teaching is a calling,” she said. That calling led her through a rich and expansive career, beginning with teaching high school in her homeland, before finding her true passion in special education. Dean Pedro’s deep commitment to students with different abilities guided her to the School for the Hearing Impaired, and later to the Wharton Patrick Special School and beyond.

But Dean Pedro was never content being still. Her path was one of purposeful ascent. As she taught, she also learned, earning her Ph.D. in Curriculum and Instruction from Virginia Tech, her master's in Special Education from the University of Miami, and continuing to build bridges between educational theory and lived experience.

Her early work at the University of the West Indies and the University of Sheffield set the stage for global influence. From coordinating international programs to training educators across the Caribbean and North America, she fiercely devoted herself to inclusive, reflective, and culturally aware teaching.

Then came her impactful 15-year tenure at the University of Hartford, where she held many academic leadership roles. She shaped the teacher education curriculum, advanced accreditation efforts, and created space for new ideas. But in 2016, a new horizon beckoned.

She arrived at UHCL with a heart full of vision and a spirit ready to serve. Drawn by the warmth of the Gulf Coast and the welcoming campus community, Dean Pedro quickly became a beloved figure. As associate dean and later as dean of the COE, she brought not just leadership, but transformational leadership, the kind rooted in care, collaboration, and courage.

“When I arrived at UHCL, I immediately felt at home, like part of a family,” Dean Pedro said. “The genuine acceptance and support I received from faculty, staff, and administration truly made a difference,” she continued. “I saw UHCL as a university with incredible potential and a bright future, especially in STEM education. The institution's commitment to preparing future leaders in education and counseling resonated deeply with me.”

From the beginning of her deanship in May 2020, Dean Pedro sought not just to manage, but to ignite. Under her guidance, the COE evolved in scope and spirit. She launched the college’s first-ever Board of Advisors, designed to fortify support and bring the broader community into the educational conversation. She spearheaded initiatives like the Middle School STEM Pipeline in Dickinson Independent School District (ISD), opening doors for young learners and educators in science and innovation.

Furthermore, Dean Pedro championed pathways for students through Teacher Residency programs, high school-to-career pipelines, and ongoing faculty development. Under her leadership, the UHCL COE did not just respond to the community’s needs — it anticipated them, growing stronger through intentional partnerships, bold innovation, and a shared belief in every student's potential.

Dean Pedro’s proudest accomplishments were not measured in titles or accolades, but in impact. The Teacher Induction Ceremony, now a cherished tradition, was her brainchild, born from a simple desire to celebrate students meaningfully. The first event filled the Bayou Theater and touched hundreds of lives. “We filled the theater each semester,” Dean Pedro recalled joyfully. “It became a space of pride, unity, and hope.”

That same spirit of purpose and compassion that sparked the Teacher Induction Ceremony carried into every challenge Dean Pedro faced. Through challenges like budget constraints and recruitment struggles, she remained a lighthouse of optimism, constantly reminding her colleagues that with perseverance, vision, and heart, obstacles could become opportunities. Her leadership was not loud, but unshakably strong — fueled by integrity, anchored in humility, and always focused on lifting others.

“Despite difficulties, I focus on motivation and encouragement,” said Dean Pedro. “My goal is to empower my team to navigate current difficulties and continue preparing teachers who can truly impact children’s futures.”

In reflecting on Dean Pedro’s profound influence and legacy, UHCL Provost Christopher Maynard said it is one of unwavering dedication, charismatic leadership, and a deep commitment to the transformative power of education.

“As Dean of the COE, she has inspired faculty, empowered students, and strengthened our community through her tireless advocacy for student success and experiential learning,” said Provost Maynard. “Her retirement marks the close of a remarkable chapter, but her impact will continue to shape UHCL for generations to come. We are deeply grateful for her service and wish her a retirement filled with happiness and fulfillment.”

Dean Pedro’s legacy is not only etched into programs and policies — it is alive in people: the faculty she mentored, the students she inspired, and the communities she served. She led with empathy and love.

After 56 years in education, Dean Pedro is entering a new chapter — not to rest, but to rediscover. With plans to write poems, paint, travel, and most importantly, be present with her children and grandchildren across the globe, she is stepping away from formal leadership, but not from a life of purpose. “I want to give back,” Dean Pedro said. “For all the wonderful opportunities and blessings I’ve received.”

Dean Pedro’s message to UHCL is simple and deeply reflective of who she is: “Continue to be the best you can be and move toward your highest potential. Every step you take contributes to your journey, and the strength and success of our community,” she said.

And her parting wisdom to future educators? “Always prioritize empathy and genuine connection. Remember that inspiring and supporting students is about understanding their unique journeys and fostering a love for learning,” Dean Pedro added.

In a world so often hungry for titles, power, and prestige, Dean Joan Yvonne Pedro chose something far greater — to walk in compassion, lead with grace, and teach in a way that transforms minds and hearts.

Her legacy is not just what she built, but how she loved — and that, more than anything, is what will endure.

When Marlin Martinez packed her bags to leave Texas State University, she was unsure if transferring was the right decision. Moving to a new school felt overwhelming, but as soon as she stepped onto the University of Houston-Clear Lake (UHCL) campus, she felt something different — a sense of belonging.

According to recent Institute for Higher Education Policy data, nearly 40% of all college students in the U.S. transfer from one institution to another. Marlin is one of them, now pursuing a Bachelor of Science in Education with Core Subjects EC-6, specializing in Early Childhood. Inspired by her mother, who has been a teacher for over 20 years, she has always had a passion for education.

 “I love young kids, and I think their fresh outlook on life is inspiring,” Marlin said. “Becoming an educator will be a joyful and rewarding career for me.”

A need for change drove Marlin’s decision to transfer to UHCL, but what she found was more than just a new school; it was a place where she felt supported and empowered. Although initially apprehensive, UHCL’s welcoming environment quickly made her feel at home.

“It feels very comfortable and safe here,” Marlin said, echoed by many transfer students who have found their own space in the university’s close-knit community.

One of the key factors that drew Marlin to UHCL was the personalized learning experience. At Texas State, she was in classes with over 300 students. At UHCL, her classes have just 15 students. This change has allowed her to enjoy a more personalized education where she feels comfortable asking questions and engaging with professors who genuinely care about her success.

“The professors I have engaged with have been helpful and kind throughout my transition,” said Marlin, emphasizing the importance of support that goes beyond the curriculum. “I don’t feel afraid to ask questions or ‘bother’ them because of how they welcome curiosity with an open mind,” she continued. “I love how they want to see you succeed and truly learn, not just pass the class.”

Despite excelling academically, Marlin understands the financial challenges that come with pursuing a degree. She emphasized that scholarships are crucial in alleviating pressure and enabling her to focus on her studies. This spring, she hopes to be selected as a scholarship recipient and serve as a UHCL ambassador, using her experience to empower students to have the confidence to try new experiences and branch out.

“Moving here was scary for me initially, but staying in your comfort zone doesn’t allow growth to happen,” said Marlin. “I would want to encourage future students to be brave. With bravery comes major rewards.”

Through Marlin’s studies at UHCL, she has learned the importance of individualized education, ensuring every student is empowered and valued.

 “I’ve learned how to approach teaching without a ‘one-size-fits-all’ mindset,” said Marlin, a skill she believes will be invaluable in her future career.

Marlin's journey at UHCL is just beginning. Still, her passion for education and the support and opportunities she has found at the university set her up for a future where she can make a difference — one student at a time. Her experience reflects UHCL’s broader commitment to helping transfer students thrive.

Kristi Rickman, director of Transfer Advising, highlighted that UHCL is dedicated to making the transition process as smooth as possible.

To learn more about how UHCL supports future educators like Marlin, visit the College of Education. If you are a transfer student looking for guidance, explore UHCL’s Transfer Advising resources to ensure a smooth transition.

Zachary Sheriff never expected to attend University of Houston-Clear Lake (UHCL). In fact, he does not even remember applying. But when that blue and green acceptance letter arrived, it set off a chain of events that would shape his future in ways he never imagined.

Today, as Student Government (SG) president and a fierce advocate for education, Zachary has found his voice and purpose. Through leadership, mentorship, and advocacy, he is making an impact on campus and beyond.

Zachary is pursuing a Bachelor of Science in Education with Core Subjects 4-8 and a minor in Instructional Technology. His journey has been one of self-discovery, growth, and finding ways to uplift others.

“Since that moment, UHCL has supported me in every way possible,” Zachary said. “The experiences I have gained here have been transformative.”

As the president of UHCL’s SG, Zachary’s leadership journey has been shaped by initiatives like expanding the roles of senators and committee representatives and creating programs like Commuter Appreciation Week to ensure every student’s voice is heard. Zachary said these projects are not just about policies; but about building a community where every student feels empowered.

“We’ve been working diligently on revising our SG Constitution to strengthen our governance structure and better serve the student body,” said Zachary. “We’re also developing a Common Hour Resolution to establish a common hour on campus.”

Zachary's leadership roles not only shaped his impact at UHCL but also deepened his commitment to advocacy and education beyond campus.

Being selected as the Texas State Teacher Association Aspiring Educator State President was a turning point in Zachary’s career. Initially appointed as vice president, he was later elected president. This experience opened his eyes to the political landscape of education and reinforced the aspiring educator's power in shaping the future. Through his advocacy, Zachary has learned the importance of collective action, knowing that with 2,000 aspiring educators across the state, they can influence education policy, create change, and give voice to those who need it most.

Serving as president of the Black Student Association gave Zachary a deeper understanding of how leadership, empathy, and relationship-building drive meaningful change. Together with his team, they created an environment that fostered innovation, engagement, and recognition, which led to several awards.

“These experiences have strengthened my ability to understand different needs and build supportive, collaborative teams,” said Zachary. “I have carried these skills into every aspect of my life — from SG to my leadership role in the Texas State Teacher Association and even personally. They have helped me balance multiple responsibilities with confidence.”

Preparing for significant events like introducing President Richard Walker at the 2024 State of the University Address has shown Zachary the importance of preparation and teamwork. In those moments, he was reminded that leadership is more than just words; it is about being prepared, staying calm, and delivering a message that resonates with others.

“Introducing Dr. Walker at the State of the University Address was incredible,” said Zachary. “I was appreciative of every moment, from start to finish. We practiced as a team, and I utilized the public speaking skills I honed at UHCL to ensure a smooth delivery.”

Zachary’s leadership has not gone unnoticed. Assistant Dean of Students Kristi Randolph Simon described him as an ‘exceptional leader’ whose passion for education and advocacy is truly inspiring.

Zachary's work at UHCL has influenced how he views education, especially equity and representation. As a future black male educator, Zachary sees education as the most powerful tool for change. He is passionate about creating classrooms where students, especially those from underrepresented communities, see themselves reflected in the curriculum, faculty, and leadership. Zachary wants to be an educator who advocates for social justice, inspires students to engage with their education, and provides them with the tools they need to succeed inside and outside the classroom.

“Advocating for equitable funding, promoting culturally responsive teaching, and enhancing access to resources is crucial,” said Zachary. “Additionally, fostering community partnerships and mentorship programs can provide valuable support for underrepresented students, helping level the playing field and create more inclusive educational environments in Texas.”

Zachary highlighted that time management is critical in balancing his leadership, academic, and personal responsibilities.

“I prioritize tasks. Academics come first, always,” said Zachary. “I use my time wisely and maintain open communication with my teams,” he continued. “ Self-care and regular reflection help me stay focused.”

At UHCL, Zachary has honed his leadership, communication, and community engagement skills. Professors and staff have played a pivotal role in helping him grow, always providing guidance and support, whether during his most challenging or easiest days.

“These lessons will stick with me far beyond graduation and will guide me as I continue my journey to become an educator who advocates for a better, more inclusive education system.”

Zachary’s advice for students to be successful is to take action, even when nervous.

“Step into the unknown with an open heart and ask the questions that lead to your growth,” said Zachary. “Let your fear guide you, not limit you. UHCL has given me the tools, the resources, and the community to be an advocate for myself and others. I hope it will do the same for you.”

Furthermore, Zach said that SG exists to serve and represent UHCL students.

“Share your concerns and praises so we can amplify your voice, ensuring UHCL improves for all students. Trust us with your feedback to create positive change,” said Zachary.

With each step forward, Zachary proves that leadership is not just about titles; it is about action. His journey serves as an inspiration to future generations of students, showing that passion and purpose can transform lives and entire communities.

Want to make an impact on campus like Zachary? Explore leadership and student engagement opportunities at UHCL by visiting UHCL Student Involvement.

University of Houston-Clear Lake’s (UHCL) Center for Faculty Development (CFD) recently hosted its 2025 Faculty Development Week, culminating in the annual Faculty Development Awards ceremony. The event recognized outstanding faculty who have made significant contributions to teaching excellence, research innovation, and student success.

Dr. Marci McMahon, executive director of the CFD, highlighted its mission to offer diverse opportunities that enhance UHCL faculty members' teaching and research roles and honor their contributions to the university.

“Honoring UHCL faculty through our annual awards ceremony is a highlight of our Center's programming,” said McMahon. “Our CFD Awards program ensures that faculty feel seen, heard, and recognized for their numerous contributions that elevate and enhance student success at UHCL.”

During the program, faculty members were honored in categories, including “Number of Students Taught,” “Go to 11 Award,” “Scholarship to Improve Higher Education,” “Early Career Award,” and the “Texas Research & Scholarship Award,” among others.

This year, the “College Cup” was presented to the College of Human Sciences and Humanities, awarded to a College with the highest faculty participation in CFD activities.

The annual CFD Awards program promotes a campus culture that values intellectual inquiry, scholarship, and creative engagement. This year’s winners are as follows:

Number of Students Taught

Faculty who have taught 5000+ students

Barry Marks, Alfredo-Perez Davila, Clifton Mayfield, Susan Sorensen, Faiza Zalila

Faculty who have taught 2500+ students

Krishani Abeysekera, Stephen Gruber, Jeffrey Lash, Ahmed Abukmail, Laura Guerrero, Judith Marquez, Said Bettayeb, Michael Heerey, Brian Stephens, Nelson Carter, Raymond Khoury, Felicia Thomas, William Kilgore

Faculty who have taught 1000+ students

 Manki Cho, Marjorie Paben, Sheila Schatzke, Rachel Hensley, Deani Quick, Joseph Stromberg, Anne Marcoline, Unal “Zak” Sakoglu, Steven Sutherland

“Go to 11” Award: Faculty who earned 11 or more credits for activities sponsored by the Center for Faculty Development.

 Sheila Baker, Giazú Enciso Domínguez, Michael LaMontagne, Donglai Bao, Leslie Gauna, Ashley MacPherson, Robert Bartsch, Anne Gessler, Shreerekha Pillai, Kazi Billah, Michelle Giles, Uttam Pokharel, Caroline Crawford, Shanna Graves, Roberta Raymond, Mary Curtis, Shivani Gupta, Christal Seahorn, Soma Datta, Kelsey James, Xiaojun “Gene” Shan, Kent Divoll, Lisa Jones, Christine Walther, Angela Kelling, Anna Klyueva, Jeffery Whitworth

“Go to 11” All-Stars: Faculty who earned the most credits in the “Go to 11” award category sponsored by the Center for Faculty Development.

Christine Walther, Angela Kelling, Gene “Xiaojun” Shan

 CFD Early Career Faculty Awards: Recognizing early career faculty who have performed at a very high level before they apply for promotion.

Jane Cooper, Giazú Enciso Domínguez, Charuksha Walgama 

Instructional Innovation Award: Recognizing faculty for stimulating a spirit of experimentation and creativity in trying out new ideas to enhance teaching and learning in specific, practical, and generalizable ways.

Kathleen Garland, Food Deserts Scavenger Hunt

Kimberly McGough, Counseling Intervention Infomercials: Shark Tank©Style

Daniel Silvermintz, Antigone vs Creon: Staging a Mock Trial to Develop Ethical Problem

Solving

Allyssa Wadsworth, 2008 Financial Crisis Interview and Round Table Discussion 

Scholarship to Improve Higher Education: Recognizing faculty for publishing or presenting scholarship to improve academia.

Dina Abdel-Zaher, Building Synergistic Mindsets in International Business Education: The Unmet Demands of a VUCA Marketplace

Debra Clark, A Case Study Discussion of ‘Strange Fruit’: Teaching an Interdisciplinary-Multimedia Lesson Regarding Vigilante Justice and Racism in the United States

Soma Datta, Using Kolb's Experiential Learning in Agile Software Development Course

Wanalee Romero, Abolishing the Language of Slavery: Critical Pedagogy for Anti-Racist Conversations 

Texas Research & Scholarship Award: Recognizing faculty for high level of scholarship on topics concerning the state of Texas.

Kimberly Dodson, Transforming Research into Practice: Holding Police Accountable by Examining Officer’s Attitudes Regarding Body Worn Cameras (BWCs) in a Border Community

Jennifer Grace, ‘Not Looking to Blame, Shame or Horrify People’: Texas Educational Leaders Reflect on Employing Anti-Racism in Everyday School Leadership

Lisa Gossett, Dow’s Reservoir and the Realities of Flooding in Texas

Michelle Peters, The Influence of COVID-19 on Campus Leaders’ Curriculum Integration, Perceptions Towards, and Acquired Expertise in Technology

CFD Staff Appreciation Award: Awarded annually to a distinguished staff member who has shown outstanding excellence and superior performance in assisting the Center for Faculty Development in accomplishing its goals.

Lee Hilyer, Executive Director, Alfred R. Neumann Library 

College Cup: Awarded annually to a UHCL college with highest faculty participation in Center for Faculty Development activities.

College of Human Sciences and Humanities

For more information about UHCL’s CFD, visit www.uhcl.edu/faculty-staff/faculty-development/.

Learning doesn't stop at graduation; it’s a lifelong journey. Thanks to UHCL's new Professional and Continuing Education (PACE), adults can expand their knowledge by gaining targeted skills in a specific area or exploring a new interest. PACE offers over a dozen expert-led courses throughout the year at UHCL, UHCL at Pearland, and online. These courses are designed to enrich lifelong learners, support career growth, and enhance professional expertise.

In collaboration with the UHCL Alumni Association, PACE also invites community members to apply to share their expertise in various subjects as volunteers in a weekly presentation series called The Scholars' Circle at the UHCL and UHCL at Pearland. Desired topic areas include food and nutrition, history and memory, and mindfulness and well-being, among others.

Launched in January 2025, PACE is led by Director Shannon Samuelson, who is committed to making professional development more accessible and impactful.

"The institution has always had continuing education," she said. “I was hired to create a centralized location for learners to find everything they need in one place.”

Packed with valuable information that learners can apply at work and in everyday life, the program underscores UHCL's mission of meeting the community's professional, educational, economic, and cultural needs.

Attendees can take courses in subjects ranging from human resources to digital marketing to learning about NASA’s vibrant history, to name a few. Certificate programs and customized training for organizations are coming soon. In addition to equipping attendees with knowledge and skills, many PACE courses issue continuing education units (CEUs), professional development credits, or other certifications that attendees may need to maintain professional licensure or credentials.

"We have the ability to be creative, innovative, and flexible in a way that credit courses don't have," Samuelson said. "Dreaming big is what we do."

PACE courses are accessible to everyone with no admission requirements, though some certificate programs and specialized courses may have application or experience prerequisites. Courses may also have prior experience requirements. Just as with many degree programs at UHCL, PACE offers flexible program options to accommodate various schedules, including online and evening classes, hands-on workshops, and weekend sessions.

This month's lineup includes "5 Voices for Leaders" on February 25, "Apollo's Deep Roots in Houston" on February 27, and "Introduction to Digital Marketing for Small Businesses" on February 28, among others. Courses are affordably priced, ranging from free to $125.

Samuelson expects more UHCL departments and career-centered organizations to play a role in developing and offering future courses.

"We are still in the building phases, but we currently have collaborations with the Environmental Institute of Houston (EIH) and Dr. Phalen with the Texas Manufacturing Assistance Center (TMAC)," she said. “We expect more exciting offerings soon.”

She also hopes that PACE will have the opportunity to host a second no-cost summer series again; in the summer of 2024, PACE hosted a free introductory series that was well-received by attendees. Her vision for future courses includes a focus on STEM fields as well.

"We are hoping to partner with industry leaders to create innovative solutions in safety, technology, environmental, and other STEM fields," she added.

To learn more about PACE, browse the complete list of courses, or to register, visit the PACE website.

Husband and wife Kim and Fred Darden are celebrating an extraordinary achievement: they will both receive their doctoral degrees at the University of Houston-Clear Lake’s (UHCL) fall commencement ceremony. Kim will earn her Doctorate in Educational Leadership (EDLS), while Fred will receive his Doctorate in Education in Curriculum and Instruction (EDCI).

The couple’s journey to this milestone was a collaborative decision made after thoughtful reflection and encouragement. Kim, a seasoned principal with over 25 years of experience in education, was initially unsure if it was the right time to pursue a doctorate. However, after a conversation with EDLS Director Dr. Antonio Corrales at UH-Clear Lake, she was inspired to move forward with her goal of earning a terminal degree. Fred, who has always been motivated by a desire to give back to young people, was equally ready to take on the challenge.

“A colleague recommended UHCL to me during the COVID-19 pandemic, and I wasn’t sure it was the right time,” Kim shared. “But when I reached out to Dr. Corrales, he encouraged Fred and me to apply. It felt like the right time for us to move forward, especially as empty nesters.”

Fred added, “We were both at a point in life where it made sense to pursue this together. We could support each other while focusing on our shared dream.”

The Dardens' decision to attend UHCL was also influenced by its convenient Pearland location, located just minutes from their home.

“The convenience of the Pearland location made it even easier to commit to the program,” Fred said. “It’s only five minutes from home, which was a huge factor in our ability to stay consistent and finish strong.”

Throughout their doctoral journey, the couple worked together to navigate the academic challenges, with a shared understanding of the rigorous demands of the program. Kim and Fred emphasized the strength of their partnership: “The best part was being in the same class. But the hardest part was being in different classes. There was a lot of grace, mercy, and help. It made everything easier to handle when we knew we were in it together.”

The couple also credited UHCL’s faculty for their support and guidance throughout the program, highlighting how they prepared them for success. They honed several skills in their courses such as giving presentations, effective communication strategies, academic research, and leadership skills. Kim spoke highly of Dr. Jennifer Grace, her dissertation chair, who played an instrumental role in keeping her focused and grounded throughout her academic journey.

“Dr. Grace was incredible. She encouraged me and challenged me, and I know I will continue to rely on her guidance in the future,” Kim said. “Additionally, Dr. Renée Lastrapes, Dr. Jana Willis, and Dr. Corrales were all invaluable professors in helping us navigate tough courses, sharpening our writing, understanding the dissertation components, and were encouraging from day one.”

Fred echoed Kim’s sentiments, commending Dr. Omah Williams-Duncan, his dissertation chair, for her academic guidance and personal care, Dr. Washington, his off-campus committee chair, Dr. Lastrapes, and Dr. Grace.

“Dr. Duncan not only helped me with my academic work but also took an interest in my health,” Fred said. “She gave me nutritional advice that helped balance my blood pressure and I am forever grateful for that,” he explained. "Dr. Grace guided me in structuring my qualitative research, Dr. Lastrapes was my quantitative hero, and Dr. Washington’s dissertation served as the foundation for my study."

Both Kim and Fred agreed that the friendships they formed during the program with professors and classmates will last a lifetime. They said the sense of community developed during the ‘unknown’ caused by the pandemic made them both feel safe and supported. Furthermore, they stressed the importance of communication, balance, and understanding when pursuing a program of this caliber, especially for those with family obligations.

Although Kim and Fred come from different fields — education and engineering — they share a common goal: positively impacting young people. Kim has always believed that creating an environment where all minds can grow is the greatest gift she can give the world. For Fred, the motivation to pursue his doctorate stemmed from his desire to impact young people’s futures, particularly those from underrepresented communities in STEM fields.

Kim is using her research to broaden her influence and enhance her ability to support public schools, including addressing the needs of students who struggle with behavioral challenges. She is focused on developing effective strategies for promoting positive behavior and fostering change. Fred is using his research to increase the participation of underrepresented minorities in STEM fields, seeking ways to improve outcomes for these students and set a foundation for their success.

“Education is constantly evolving, and we need trailblazers who are willing to adapt and grow with it,” Kim said. “At the heart of what we do as educators is the desire to see success in others. That’s the foundation for everything.”

Kim and Fred’s story showcases the power of perseverance, collaboration, and a shared commitment to positively impacting education. Their achievement is a powerful reminder of what can be accomplished when two people unite to pursue their dreams — individually and as a team. As they prepare to graduate, they are already looking ahead to the impact they will continue to make on the next generation of students.

“Never stop learning,” Fred said. “That’s the key. Education is a journey, and ‘degrees increase your ability to serve’.”

For more information about the College of Education’s doctoral programs, visit www.uhcl.edu/education/departments/. For information about the fall 2024 commencement ceremony visit, www.uhcl.edu/academics/commencement/.

As the world becomes increasingly interconnected, the University of Houston-Clear Lake (UHCL) is committed to fostering global dialogue by welcoming two J-1 faculty scholars from Oman for the upcoming academic year. Dr. Said Al-Riyami will represent the College of Business (COB), while Dr. Laila Al-Salmi will join the College of Education (COE). The J-1 Exchange Visitor Program aims to provide participants with opportunities to engage with Americans, share their culture, enhance their English language skills, and develop new competencies that will benefit their future careers. Through this initiative, UH-Clear Lake is poised to create a vibrant academic environment that encourages collaboration and cultural exchange, enriching the experiences of both scholars and students alike.

This exciting initiative will enrich the university’s academic landscape through collaborative research and teaching, creating an invaluable opportunity for cultural exchange. As these scholars share their expertise and perspectives, UHCL is set to become a hub of international ideas, inspiring students and faculty to explore new horizons in education and innovation.

Al-Riyami, an assistant professor of organizational behavior and head of the Department of Management at Sultan Qaboos University in Oman, specializes in research areas such as leadership, workplace ostracism, withdrawal behaviors, perceived organizational support, thriving, work-life balance, and mindfulness. Recently, he has expanded his focus to include entrepreneurship-related topics, specifically exploring digital readiness and entrepreneurial intentions.

“I am working on artificial intelligence in management education, job embeddedness, and high intention to quit among employees of the tourism and hospitality sector in Oman, workplace incivility in the hospitality sector, and exploring job crafting from a motivational perspective,” said Al-Riyami.

Additionally, Al-Riyami plans to be a guest speaker in the COB's management courses, particularly those focused on organizational behavior. He emphasized the welcoming environment at UHCL, expressing his enthusiasm for engaging with students and faculty.

“Honestly speaking, UHCL has been very supportive and responsive since day one, even before my arrival to the USA,” said Al-Riyami. “Before my arrival, an office was allocated for me with all the stationary needed plus a UHCL e-account where I can have internet access and other e-resources.”

Furthermore, Al-Riyami anticipates that this collaboration will lead to joint research publications and may inspire some faculty members to consider spending their sabbaticals in Oman.

The J-1 exchange visitor visa allows students and scholars to participate in educational and cultural programs in the United States (U.S.), after which they can return to their home countries to share their experiences and encourage colleagues in the U.S. to engage in similar programs abroad. To qualify for a J-1 visa, at least 50% of the total financial support must come from sources other than personal or family funds. Acceptable forms of financial support include scholarships, fellowships, or assistantships from external sources such as a home government, corporate sponsors, or UHCL. Individuals relying solely on personal or family funding are ineligible for a J-1 visa.

For more information about the J-1 Visa Exchange Visitor Program, visit www.uhcl.edu/academics/education-abroad/scholar-services/.

Jodie Beall, a University of Houston-Clear Lake (UHCL) honor graduate, was recently named the 2023-24 New Teacher of the Year for Santa Fe Independent School District (ISD). The Alternative Learning Center special education (SPED) teacher was selected for her outstanding performance based on interviews, recommendations, and an essay. This prestigious award highlights Jodie's dedication, skills, and passion for education, all of which were supported by her experience at UH-Clear Lake.

“During my time taking SPED classes, I learned the ins and outs of what a special education teacher does. I was taught how to write good individualized education program goals (IEP), a beautiful present levels of academic achievement and functional performance (PLAAFP), and many other skills,” said Beall. “All of these things helped me professionally because knowing how to do them when you come into the job takes a huge load off of you when you are trying to juggle all the other things the job throws at you.”

She earned a Bachelor of Science in Education with Core Subjects EC-6 and Special Education EC-12. The skills Beall acquired at UHCL have contributed to her personal growth, as she is now more understanding and has a growth mindset instead of a fixed one.

“I was a para-educator for six years before I entered my first year of teaching. Those personal experiences helped, but the educational ones at UHCL helped fine-tune them,” said Beall.

Beall’s love for SPED comes from her desire to help students. She recognizes that it takes a special person to teach special education, and she is glad to be that person. “If they can’t learn the way I teach, I’ll teach the way they learn,” she said.

Beall chose UHCL for its proximity to her home and its well-rounded amenities. She found the campus to be the perfect size — comfortable yet offering a genuine university experience. Despite the remote learning challenges during COVID-19, she was grateful for her professors' support.

Beall mentioned that Dr. Elizabeth Beavers, the program director of Special Education, was a major inspiration for her and her classmates. She highlighted how Dr. Beavers taught them to be better teachers and continued to offer guidance both during the program and after graduation.

“Dr. Beavers served as a mentor, provided practical teaching strategies, offered feedback, and shared insight on classroom management, which inspired me to strive for excellence in my career,” said Beall. “The work was a beast on its own, but we learned so much.”

Beall’s experience at UHCL and as an educator has inspired her in many ways, specifically, the “aha!” moments she witnesses with her students. She said that helping them learn new life, academic, and social skills is incredibly rewarding for her.

“We may do 120 overcorrections, but that 121st time, it clicks. That is what we do it for,” said Beall. “My students inspire me. They make me a better teacher and person. Someone who accepts everyone no matter the label or disability.”

Over the past year, Beall has spearheaded numerous projects at her school. She secured a grant for the school’s garden area, developed a postcard board to teach students about U.S. geography, and facilitated international postcard exchanges. Additionally, she has organized various initiatives, including painting projects and seed-to-table lessons.

“We made pizza and our toppings came from the garden. We did a round of chicks and incubated three chicks. I also have my therapy dog who comes and visits my class, and it is so rewarding,” said Beall. “My class did many hands-on activities, and I cannot wait to see where this year takes us.”

Beall’s journey from a dedicated student to an inspiring teacher reflects the powerful combination of rigorous academic preparation and passionate mentorship. Her ability to translate her UHCL training into effective teaching practices and innovative classroom projects highlights the value of supportive educational environments and the transformative role of exceptional educators in shaping their students and their own futures.

For more information about the Special Education Program at UHCL, visit www.uhcl.edu/education/departments/counseling-special-education-diversity/special-education/. 

Dr. Elizabeth Beavers’ journey into the realm of education began at the University of Southern Mississippi, where she initially majored in psychology. It wasn’t long before she discovered her true passion lay with teaching.  

 “That passion included advocating for others while creatively problem-solving, inspiring families, supporting other teachers, and continually growing myself,” she explained. “Within the field of early childhood special education, I found true joy in working with families, collaborating with peers, and mostly in seeing children thrive.”  

 Today, Dr. Beavers is an associate professor of special education at University of Houston-Clear Lake (UHCL). Her commitment to service is profound, having held over 100 service commitments and leadership roles throughout her career. She currently co-chairs the New Teacher Mentoring Collaborative Initiative, through which she has mentored 15 new teachers. Her leadership extends beyond mentoring, as she also provides training and resources to adjunct professors year-round.  

 “Much of my early leadership experiences were due in part to leading by doing or supporting others, which opened opportunities to expand my leadership capacities in different realms of experiences,” she said. “My desire to lead is really rooted in a desire to advocate, empower, and evolve change or growth.” 

Dr. Beavers’ devotion to lead and serve others spans multiple facets of the university and higher education. She served on UH-Clear Lake’s Faculty Senate for three years as president-elect and president. She also served on the University of Houston System Faculty Senate Executive Committee. Currently, she serves as director of UHCL’s Special Education (SPED) program, for which she has led restructuring and actively recruits.   

Her long list of achievements has not gone unnoticed by her peers, leading to her selection for the 2024 President’s Distinguished Service Award.  

“The very things that are at the heart of my love for teaching are what attract me to opportunities to serve others,” she said. “My goals in serving UHCL and our community involve being an active contributor when appropriate, whether it’s recognizing where a voice is needed and speaking up, identifying where I may possibly contribute to solutions, or seeking to support others.” 

“First-generation students face numerous challenges pursuing higher education,” said Brown. “In addition to addressing the obvious financial barriers, this grant will address the other challenges by providing academic and mental health support, and support in navigating the university system.”

The Moody Grant is set to level the playing field for first-generation college students by offering support to help them achieve higher education goals. By providing access to an academic success coach, the grant ensures that these students receive the guidance they need to excel academically and develop personally.

Students enrolled in the program will receive a $1,600 scholarship per semester for completing two classes, and stipends for books and exam fees. In addition to having access to an academic success coach for mentorship, tutoring, and academic support, students will have access to discretionary funds for emergency needs, resources for additional support such as mental health and wellness, and professional development opportunities to enrich their educational experience.

Brown highlighted how the Moody Grant will facilitate the persistence and completion of the dual Bachelor of Science in PK-3/ Special Education (SPED) Certification and the Bachelor of Applied Science in Educator of Young Children with an Early Childhood Intervention (ECI) Certificate, addressing the shortage of qualified SPED professionals and UHCL’s goal to enhance the rigor and academic appeal of the Early Childhood Program.

“There is a nationwide shortage of early childhood SPED teachers and early childhood interventionists,” said Brown. “However, the population of children needing special education services is increasing. The grant’s financial support and wrap-around services will attract students into the PK-3/SPED dual certification and ECI Certificate who may not have considered the field a possibility.”

Furthermore, Brown shared that the early childhood workforce is traditionally underpaid, and obtaining a higher education degree is often not prioritized. The cost of obtaining a degree is often out of reach and seems undoable. However, UHCL’s COE is committed to fostering a more diverse and inclusive pool of educators, strengthening the overall quality of education provided to students with special needs, and creating a positive ripple effect throughout the educational system.

“The Early Childhood Education Program faculty prioritize serving a diverse body of candidates in every aspect of their university experience," said Brown. "They provide high-quality student-centered undergraduate programs that prepare students to thrive in a competitive workplace and make meaningful contributions to their communities.”

The COE’s motto is, "Teach to Learn, Teach to Transform." This initiative is a testament to that commitment. The Early Childhood Education Program nurtures critical thinking and lifelong learning through its rich tradition of dynamic community partnerships. These collaborations enhance the program’s historical emphasis on teaching, research, creative activity, and service.

For more information about UHCL’s Early Childhood Education program, visit www.uhcl.edu/education/departments/curriculum-instruction/early-childhood-education/. 

From a passionate teacher to a dynamic CEO, Dr. Chad Stevens’ journey is a testament to the transformative power of education and mentorship. Recently appointed as CEO of TinkRworks, a company revolutionizing K-8 STEAM education with innovative projects and curriculum, Stevens credits his success to his foundational experiences at the University of Houston-Clear Lake (UHCL).

From a young age, Stevens aspired to be a teacher. Early in his career, mentors encouraged him to think bigger about the impact he could have on students. This drive led him to pursue a Master of Science in Educational Management at UH-Clear Lake, attracted by the university’s reputation, work-life balance, and affordability.

“UHCL was convenient and affordable,” said Stevens. “I had just finished my first year of teaching at Ed White Elementary in Clear Creek Independent School District (ISD),” he continued. “My principal, Glenna Shields, strongly encouraged me to enroll and pursue a career in administration. The ability to take classes after work, close to home, was a significant advantage early on.”

Stevens recalled his classmates and professors being influential during his time at the university. Many of his peers were also teachers, who later pursued administrative roles in area school districts.

“During that time, Clear Creek ISD was one of the fastest-growing school districts in Texas, offering many opportunities for UHCL students,” said Stevens. “Dr. Lawrence Kajs was one of the first people to talk to me about getting my Ph.D., which seemed so out of reach when we first discussed it,” he explained. “He continued to mentor me as I went through the doctoral program later at Texas A&M.”

After earning his Ph.D., Stevens returned to UHCL and taught School Finance as an adjunct professor alongside some of his former professors. He described UHCL as the place where he first stretched himself academically and began appreciating different viewpoints on educational issues.

“At the time, I was the principal at Falcon Pass Elementary, which was just across the street,” he said. “Being able to listen to and appreciate diverse perspectives has helped me throughout my career and life. I think that started at UHCL.”

UHCL elevated Stevens' desire to impact education. Professors helped him realize his potential, instilling the confidence to “bet on himself” in both public and private sectors.

“I’m not sure if that is a skill, but it was crucial given my career path,” said Stevens. “As a teacher, you have a tremendous impact, and I am still in touch with several students I taught or served as an administrator. It is great to see them excel in their careers, and know you had some impact on their trajectory.”

In his private sector career, Stevens has made significant contributions. At CDW-G, he was part of the team that partnered with Google for Education to introduce Chromebooks in schools, a move considered “risky” in 2013. He also helped build the most successful e-Rate program in the U.S. at CDW-G, helping millions of students access better digital learning technologies.

During his time at Amazon Web Services, supporting the ‘Hour of Code’ initiative brought coding to millions of students in 180 countries. At ParentSquare, Stevens and his team grew from serving 2 million to 25 million families on the family engagement platform in three years.

“Knowing the importance of family engagement in schools on student success, that type of growth and impact is overwhelming," said Stevens. “Making an impact inspires me, and I know we can have that kind of opportunity at TinkRworks.”

Transitioning from a teacher to a CEO was surreal for Stevens. When employers began reaching out to him four years ago to potentially lead their companies, he knew his success stemmed from the culmination of having many great mentors and performing well in preceding roles.

“I am not sure anyone really sets out to be a CEO early in their career,” said Stevens. “As my career progressed, becoming a CEO is something I aspired to, but the right job must come to you to be truly successful.”

Stevens’ advice to college students is to follow their passion. The advice has never steered him wrong and he shares it with many students and colleagues he mentors.

“Many people in high school and college told me not to go into education, but it was something I was very passionate about,” said Stevens. “When I transitioned into a technology role within Clear Creek ISD, I became passionate about education technology,” he continued. “Sharing that passion on a larger scale and helping the school district was exciting. In each of my private sector roles, a passion for helping more students, sharing what I knew, and increasing impact drove me.”

Stevens and his team at TinkRworks are committed to creating meaningful opportunities for students to engage in STEAM Project-based learning and envision themselves as future STEAM leaders.

For more information about UHCL’s Educational Management program, visit www.uhcl.edu/education/departments/educational-leadership-policy-analysis/educational-management/.

University of Houston- Clear Lake’s (UHCL) marked a momentous occasion with its Spring 2024 Commencement, where over 1,100 graduates gathered to celebrate their achievements. The day's events were organized by college, starting with the College of Business and the College of Education at 10 a.m., and concluding with the College of Science and Engineering and the College of Human Sciences and Humanities at 3 p.m.

UHCL President Richard Walker opened the ceremonies with congratulatory remarks, emphasizing the significance of the graduates' accomplishments.

“Your degree symbolizes more than a mere accolade. It marks both the conclusion of one journey and the commencement of another,” said Walker. “As you step into the future, let your belief in your potential and your dreams guide you. They have led you to this remarkable achievement and will continue to be your compass in a world that awaits your leadership and successes."

The event celebrated graduates from various backgrounds and disciplines, recognizing their shared experiences and the bonds formed during their time at UHCL.

Student speakers Alexis Staropoli and Lisset Fernandez Navarrete delivered powerful messages to their peers at the 10 a.m. and 3 p.m. ceremonies, respectively.

“Let’s carry forward the lessons of UHCL, not just in what we've learned, but in how we’ve learned to face challenges head-on and emerge stronger,” said Staropoli. “Wear your confidence like you wore your student ID—proudly and occasionally, a little too visibly. Approach the future not just as a chance to succeed, but as an opportunity to redefine what success means.”

Fernandez Navarrete reflected on the triumphs and tribulations that shaped the class of 2024, including attending college during the pandemic and rebuilding connections.

“Together, we have navigated through uncertain times and came out stronger and more resilient than ever. It is this resilience that will carry us forward into the next chapter of our lives, ready to face whatever challenges may come our way,” she said. “I leave you with this challenge: go forth with passion, purpose, and a commitment to leaving your mark on the world. The future is ours for the taking.”

Special recognition was given to doctoral graduates during the ceremonies. The College of Education honored 21 students who completed their doctoral degree requirements, while the College of Human Sciences and Humanities recognized two students.

In a heartfelt moment, during the 3 p.m. ceremony, Shasta Cheyenne Blackerby Netter was posthumously awarded a Bachelor of Science in Anthropology. Shasta tragically passed away during her final term before graduating.

“Shasta's unwavering dedication to her studies and her vibrant presence deeply touched all who knew her. We are grateful to have members of her family here with us to receive this degree in her honor,” said President Walker.

UHCL’s commencement ceremony served as a poignant reminder of the transformative power of education and the boundless potential of each graduate to effect meaningful change. As graduates turned their tassels at the end of the event, UHCL armed them with the knowledge, skills, and a sense of purpose to go into the world and make a positive impact in their communities and the world at large.

For more information about UHCL’s Spring 2024 Commencement, visit www.uhcl.edu/academics/commencement/.

University of Houston-Clear Lake’s (UHCL) Early Childhood Education program (ECED) has recently marked significant achievements by earning full accreditation for its Bachelor of Science in Early Childhood Care and Education (BS ECCE) and Bachelor of Applied Science Educator of Young Children Interdisciplinary Studies (BAS) from the National Association for Educators of Young Children Accreditation (NAEYC). In addition, the department has launched a new PK-3 Certification program, distinguishing UH-Clear Lake as the only university in the Houston area to offer this certification.

Program Director Amber Brown emphasized the critical need for high-quality early childhood educators in the state. The goal of the ECED is to establish UHCL as a leader in the field of early childhood education and position the university to make a significant impact in the lives of young children in Texas.

“Being the first NAEYC accredited program in Texas demonstrates UHCL and the College of Education’s mission to provide high-quality, student-centered programs that prepare students to thrive in a competitive workplace, and to make meaningful contribution to their communities,” said Brown.

NAEYC is the sole accreditor of early childhood degree programs. Since 2006, NAEYC has accredited early childhood associate degree programs, expanding to include baccalaureate and master's degree programs in 2016. NAEYC Higher Education Accreditation involves an in-depth review of early childhood higher education programs, beginning with the submission of an application to confirm eligibility. Eligible programs engage in self-study by working with stakeholders to reflect on the program's strengths and areas for improvement, collect data, and implement changes.

“Once the self-study was complete, the university hosted a team of peer reviewers for a three-day site visit where they conducted a detailed scrutiny of our course content, assessments, rubrics and degree components,” said Brown. “Findings were then shared with the Commission, who make final decisions,” she explained. “UHCL is one of only 16 bachelor degree programs in the U.S. and the only institution in Texas with a NAEYC-accredited bachelor’s degree program.”

Brown further noted both the Bachelor of Science in Education with Early Childhood: Pre-Kindergarten – Grade 3 Certification and Bachelor of Science in Education with Early Childhood: Pre-Kindergarten – Grade 3 and Special Education EC-12 Certifications programs will begin offering a paid full-year teacher residency in fall 2024. This will be done in partnership with Goose Creek Independent School District (ISD) and Galveston ISD.

“Resident Teachers will undergo a year of clinical teaching, gaining valuable classroom experience and mentorship to help them transition into becoming a full-time teacher,” said Brown. “These paid residencies provide a way for teacher residents to earn income while obtaining their certification.”

Upon successful completion of the program, students will receive preferential hiring and a service credit of one year at their cooperating district. The program is currently offered as a hybrid program, with coursework offered in hybrid, online, and hyflex modalities.

“The focus is on providing flexible and practical course offerings that support students as they balance the demands of work, school, and home,” Brown said. “The goal of the PK-3 Teacher Residency Program is to train highly qualified early childhood educators to improve the academic and future success of young children in the Greater Houston area.”

The two options are designed to educate and prepare students to work with culturally diverse groups of children from birth to age five in a variety of early educational settings. The BAS degree is also available 100% online.

The ECED program is currently starting the NAEYC accreditation process for the Master of Science in Early Childhood Education, which also has an online option.

“This is exciting because this will boost the program's national recognition and solidify UHCL as a distinctive place for early childhood education,” said Brown. “We are also looking forward to expanding the PK-3 Residency program to additional school districts to further support the teacher workforce in Texas.”

For more information about UHCL’s ECED program, visit www.uhcl.edu/education/departments/curriculum-instruction/early-childhood-education/.

University of Houston-Clear Lake (UHCL) recently honored the contributions of State Rep. Ed Thompson of the 29^th District in the Texas House of Representatives. His efforts in securing a $1 million grant have significantly bolstered teacher education and the Success Through Education Program (STEP) at UH-Clear Lake. STEP is a collaborative partnership between UHCL, eight area school districts, and six community colleges aimed to cultivate a new generation of educators.

Partners in STEP’s collaborative initiative work together to identify first-generation, diverse, low-income students who show promised in becoming qualified teachers. STEP provides a seamless progression from high school to community college, and ultimately to UHCL, by establishing a network of support and continuous advisement for six years. Upon graduation, many students return to teach in the schools they attended as children, enriching their communities with their expertise and dedication.

During the ceremony, Thompson was recognized for his unwavering support and commitment to the university’s strategic goals and its student body. Notably Thompson played a key role in enabling the construction of the venue for the ceremony itself — UHCL at Pearland’s Health Science Classroom Building. This was made possible through House Bill 1487, which he sponsored in 2015.

UHCL President Richard Walker praised Thompson for his collaborative nature and his focus on community, students, and education. Reflecting on the recent legislative session, Walker highlighted the critical importance of teacher education in the region.

“Teacher education and preparation is very important to this region,” said Walker. “He worked hard during this last session to get us funding, and its allowed us to expand into Alvin Independent School District (ISD), Pearland ISD, Clear Creek ISD, and into Alvin Community College.”

College of Education Dean Joan Pedro leads UHCL’s STEP Program and expressed gratitude for Thompson’s devotedness and the pivotal funding he secured. The grant, according to Pedro, not only underscores Thompson’s belief in the initiative but also significantly contributes to its expansion.

“Your kindness serves as motivation and encouragement for our faculty, staff, and students who work and benefit from the STEP program,” Pedro said. “It also demonstrates your commitment to investing in our community, which leads to progress and empowering of our constituents.”

Pedro said $5,000 of the grant will go toward scholarships for 20 students at Pearland High School and Alvin Community College each year. A STEP director will also be hired to oversee and serve as the liaison for the program. Furthermore, the funding will assist in offering both high school and community college students field trips, orientations, learning and empowerment events, and scholarships for merit and participation.

In closing the ceremony, Walker presented Thompson with a proclamation, celebrating his dedication and ongoing service to STEP.

“This has been my heart since I’ve been in the legislature,” said Thompson. “I believe in our public school systems and our public universities. What’s really exciting to me is the — thought —that STEP is not only going to elevate a student to get their degree, but what it’s going to do generationally,” he explained. “That family that didn’t have the opportunity in the past, can now have the opportunity going forward to receive a quality education, attend college, and be successful in life.”

As Thompson looks forward to retirement after 12 years of service to House District 29, he remains committed to supporting the university and its initiatives.

For more information about UHCL’s STEP program, visit www.uhcl.edu/education/centers-initiatives/step/.

University of Houston- Clear Lake’s (UHCL) Center for Faculty Development recently hosted its 2024 Faculty Development Week and Faculty Development Awards program. After a week of participating in online learning sessions, faculty met for an in-person mini-conference that concluded with an awards ceremony to celebrate milestone. Executive Director of The Center for Faculty Development Marci McMahon, said the goal of the Center is to provide a range of opportunities for faculty that enrich their teaching and research roles on campus.

According to UHCL Provost Christopher Maynard, the Center for Faculty Development is at the heart of the university, and fosters teamwork and continuous improvement.

“Every day we are all working to get better. We all have room to grow, room to improve, and we are life-long learners,” said Maynard. “As faculty, staff, and students of this university, we support each other. The Center for Faculty Development makes us more effective, helps improve our university community, and makes the work environment more enjoyable.”

At the awards program, several faculty members were honored in various categories such as “Number of Students Taught,” “Go to 11 Award,” “Scholarship to Improve Higher Education,” “Early Career Award,” “Texas Research & Scholarship Award,” and more.

This year’s “College Cup” was awarded to the College of Education, with the highest faculty participation in Center for Faculty Development activities. College of Education Dean Joan Pedro accepted the award on behalf of the college.

The Center for Faculty Development Awards are held annually by the Center to promote and sustain a campus culture that values intellectual inquiry, scholarship, and creative engagement. This year’s winners are as follows:

Number of Students Taught

Faculty who have taught 5000+ students

• Christine Kovic

Faculty who have taught 2500+ students

• Anne Anders, Linda Giles, Toneluh Yang, Sarah Costello, Jian Lin, Se-Hyoung Yi, Hunter Stephenson

Faculty who have taught 1000+ students

• Joshua Baker, Sheila Baker, Janice Bethany, Ariful Bhuiyan, Michael Brims, Silvana Chambers, Mohsen Daghooghi, Soma Datta, Kimberly Dodson, Leslie Gauna, Lorie Jacobs, Preeti Jain, Monica Khural, Nataliya Markina, Nancy Ramirez, Skylar Rolf, Linda Sansing, Cengiz Sisman, Viola Vela, Lauren Yandell, Yipeng Yang

“Go to 11” Award: Faculty who earned 11 or more credits for activities sponsored by the Center for Faculty Development.

• Hisham Al-Mubaid, Robert Bartsch, Kazi Billah, Mary Curtis, Soma Datta, Kent Divoll, Giazú Enciso Domínguez, Leslie Gauna, Anne Gessler, Michelle Giles, Jennifer Grace, Shivani Gupta, Emily Horton, Kelsey James, Lisa Jones, Angela Kelling, Lana Kharabi-Yamato, Anna Klyueva, Michael LaMontagne, Ashley MacPherson, Anne Marcoline, Georgina Moreno, Janice Newsum, Ivelina Pavlova-Stout, Roberta Raymond, Thais Sant’Ana, Lory Santiago-Vázquez, Christal Seahorn, Gene “Xiaojun” Shan, Donna Stringer, Neelofer Tajani, Christine Walther, Jeffrey Whitworth

“Go to 11” All-Stars: Faculty who earned the most credits in the “Go to 11” award category sponsored by the Center for Faculty Development.

• Christine Walther, Angela Kelling, Gene “Xiaojun” Shan

CFD Early Career Faculty Awards: Recognizing early career faculty who have performed at a very high level before they apply for promotion.

• Kazi Billah, Emily Horton, Carol Waters

Instructional Innovation Award: Recognizing faculty for stimulating a spirit of experimentation and creativity in trying out new ideas to enhance teaching and learning in specific, practical, and generalizable ways.

• Silvana Chambers, AI Teaching Assistant to Personalize Student Learning
• Kelsey James, The Cognitive Psychology Media Project
• Leticia French, Discussion Board Activity Using Blooms Taxonomy
• Maria Curtis, Cultural Heritage and Community Partnerships in Experiential Learning

Scholarship to Improve Higher Education: Recognizing faculty for publishing or presenting scholarship to improve academia.

• Lisa Sublett, Amanda Johnston, Christine Walther, Christal Seahorn, and Georgina Moreno; Speed-Interviewing for Classroom Group Formation: How a Clever Twist on the Classic ‘Speed-Dating’ Tradition Enhances Small Group Coursework
• Femi Ayadi, Writing-to-Learn: Strategies to Promote Engagement, Peer-to-Peer Learning, and Active Listening in Economic Courses
• Leslie Gauna and Jane Cooper, Dialogue Practices in Teacher Education Classrooms: Students and Teacher Educators’ Perceptions
• Silvana Chambers and Clifton Mayfield, The Impact of COVID-19 on Students’ Perceived Justice, University Support, Professor Support, and Intentions to Drop Out

Texas Research & Scholarship Award: Recognizing faculty for high level of scholarship on topics concerning the state of Texas.

• Stephen Cherry, Importing Care, Faithful Service: Filipino and Indian American Nurses at a Veteran’s Hospital
• Kalanka Jayalath, A graphical alternative for multiple group comparisons in analysis of covariance
• Roberta Leal, The impact of Strong Families, Strong Communities on relationship functioning in low-income African American and Hispanic individuals: Findings from a federally funded randomized control trial

Faculty Fellows: Faculty receive time and funds to gain expertise, create programming, and advocate for institutional change.

• Angela Kelling, Georgina Moreno, HSI Best Practices
• Gene “Xiaojun” Shan, Using Analytics to Improve Student Outcome at UHCL

CFD Staff Appreciation Award: Awarded annually to a distinguished staff member who has shown outstanding excellence and superior performance in assisting the Center for Faculty Development in accomplishing its goals.

• Briana Ramos, Administrative Assistant II, Office of Planning and Assessment

College Cup: Awarded annually to a UHCL college with highest faculty participation in Center for Faculty Development activities.

• College of Education

For more information about UHCL’s Center for Faculty Development, visit www.uhcl.edu/faculty-staff/faculty-development/.

The University of Houston-Clear Lake’s (UHCL) online master’s degree programs have achieved notable rankings in the U.S. News & World Report’s 2024 Best Online Programs.  UHCL’s online programs continue to make impressive strides, moving to No. 35 in “Best Online Master’s in Education Programs,” jumping 39 places from No. 74 last year. Additionally, UHCL climbed to No. 97 in “Best Online Master’s in Business Programs,” and to No. 32 for the “Best Online Master’s in Business Programs for Veterans.”

“These rankings reflect the unwavering dedication of our faculty and staff to maintaining and enhancing the quality of our online programs,” said UHCL President Richard Walker. “The recognition underscores our commitment to extending educational opportunities to all students.”

In its 12th year, the U.S. News Best Online Programs is designed for individuals looking to complete or further their education. This year's edition evaluates more than 1,600 online bachelor's and master's degree programs using metrics specific to online learning. The rankings only include degree-granting programs offered primarily online by regionally accredited institutions.

"Offering online programs is not just about making education accessible, it's about empowering UHCL students to take control of their own success,” said UHCL Provost Christopher Maynard. “By breaking down the barriers of time, location, and accessibility, our online programs provide a platform for students to learn at their own pace. Both in-person and online, our faculty continue to create a high-quality, engaged educational environment that is learner-focused, which is reflected in these rankings.”

This achievement places UHCL in a tie for fifth among Texas institutions for online education, sharing this notable position with Sam Houston State University.

“We are gratified to find out our online master’s programs have achieved their highest-ever rankings in the U.S. News and World Report’s 2024 Best Online Master’s in Education Programs publication,” said College of Education Dean Joan Pedro.

 She said it is a testament to the dedication and passion the College of Education’s faculty and staff have been putting into their work for the benefit of students, the university, and the community at large.

College of Business Dean Edward Waller added that the “Best Online Master’s in Business Programs” ranking demonstrates the collaborative efforts and commitment of the faculty, staff, and students to “mission-aligned continuous improvement and societal impact.”

In a previous U.S. News & World Report, UHCL ranked No. 12 among the “Top Public Schools” in Texas, and No. 162 on a national scale. Further accentuating its commitment to student success and upward mobility, UHCL has made a significant leap in the "Top Performer for Social Mobility” rankings, moving up 66 spots to No. 143 among national universities.

Visit www.usnews.com/education/online-education/university-of-houston-clear-lake-225414 to view the full list of U.S. News & World Report’s rankings and how UHCL compares to other institutions.

As a child, Anna Lowery always responded with “a teacher” when asked what she wanted to be when she grew up. Today, she is the one asking the question of a new generation of young students. Lowery teaches 5^th- grade science, social studies, and phonics at Parr Elementary School in League City, Texas, where she has worked since 2014.

After a slight detour, Lowery earned her B.S. in Interdisciplinary Studies and M.S. in Multicultural Education from the University of Houston-Clear Lake (UHCL). Although being a teacher was her childhood dream, education was not the first degree she pursued. 

 “I originally entered college as a business administration major but decided after two semesters that it wasn’t the path for me,” she said. “I really enjoyed working with kids and spending time with my younger cousins. In the spring of 2009, I switched majors and began taking child development courses at a local community college. I fell in love with the program and knew I had found my place.”

 She later began working as a camp counselor and childcare employee at the YMCA in League City and Webster, where her “love for children and teaching intensified.”

 As a San Jacinto College – Central student and a Raven, Lowery knew she wanted to further her education to become a teacher while staying close to home. She was familiar with UH-Clear Lake and its College of Education, so in 2011, a Raven became a Hawk; she became an official UHCL student that fall.

 “I knew UHCL was a safe campus with a strong teacher education program,” she said. “I was impressed with the campus and loved the atmosphere and environment.”

 She earned her bachelor’s degree in May of 2014. The same year, she reenrolled at UHCL as a graduate student and earned her master’s degree in May of 2017. She recalls both graduation days and the joy she felt at each ceremony.

“Graduation day in 2014 was really exciting because I knew I was about to hopefully get a job as a teacher,” said Lowery. “I wasn’t employed just yet, but I was really excited to reach that milestone and finally enter the career I wanted. In 2017, I was teaching full-time, so it was a lot of relief and excitement because I knew I’d be able to put 100% toward my career. I am grateful for the knowledge and skills gained at UHCL, which have led to my career success.”

 Lowery credits her professors for these skills and for being supportive and informative. She said the Methods course and Internship I and II programs were beneficial.   

 “Being in the classroom at various campuses, with many different students, allowed me to see different teaching styles, classroom management types, and what a real school day would look like,” said Lowery. “These courses were rigorous and had high expectations with a fair amount of work, but they helped me succeed as I transitioned to being a full-time teacher.”

 Her position as a full-time teacher within Clear Creek Independent School District (CCISD) helped her receive “mini-grants” through the Clear Creek Education Foundation. These grants allowed her to purchase various items for her classroom at Parr Elementary School, including wobble stools, Legos, and character education books. She also received a Teacher Innovative Grant for $2,566, which she used to purchase non-fiction books in science and social studies.

 Her dedication to her students, and her efforts to enhance their learning and that of other students within her school did not go unnoticed by her peers; in 2018, Parr Elementary School awarded Lowery as “Campus Teacher of the Year.”

 To learn more about UHCL’s education department and degree programs, go to www.uhcl.edu/education/departments/.

Corrales obtained a Master of Science in Educational Management and in 2015, a doctorate in Educational Leadership from UH- Clear Lake. He planned to work as a superintendent of education throughout his career. However, his career trajectory took a different turn after he applied for a job at UHCL.

“I applied for a job here and was selected. I was scared in the beginning because it was not like being a superintendent,” Corrales said. “Teaching at UHCL ended up being the best decision of my life. I started writing books, attending conferences and helping school districts nationwide.”

Corrales said his objective is to always add value to organizations and anyone he is helping. He said sometimes it isn’t “politically savvy” to start all over again, but it can be necessary to achieve a goal along with proper planning.

“I base a lot of my approach on strategic planning,” Corrales said. “I teach strategic planning and everything we do is based on that. It’s more dynamic and allows stakeholder involvement.”

Corrales said he is committed to developing individuals who have a strong work ethic, grit, flexibility, adaptability and can perform in school achievement.

“I always tell my applicants for the doctoral program that we are not a number-based program; we accept students based on our needs. Most importantly, we want students who have a reason ‘why,’” Corrales said. “We want students that really want to make a change in society.”

Corrales added that when he became director of the EDLS program, there was work to do with increasing enrollment, and he is glad he could make a difference.

“Enrollment has tripled, and there are over 100 students in the program today. It’s one of the best programs in the state of Texas,” Corrales said. “We have produced many superintendents, higher education professionals and administrators. Eighty percent of our students secure better jobs while in the program.”

Corrales said he is able to fulfill his life mission at UHCL and is devoted to helping students reach their potential. He helps students discover their “superpowers” that make them outstanding leaders.

For more information about UHCL’s College of Education, visit www.uhcl.edu/education/.

Many students encounter their first significant school challenges as teens, but Nayeli Romero experienced hers at the age of 7 when she and her family moved to the United States from Mexico. At the time, she did not speak English but was enrolled at a school where her teacher and classmates did not speak Spanish. The ordeal sparked her desire to become a bilingual educator and advocate for other immigrant students to prevent them from facing the same challenges she faced.

Nayeli will graduate today with a Bachelor of Science in Education with Core Subjects EC-6 and Bilingual Supplemental Certification from University of Houston-Clear Lake (UHCL). In addition to receiving public recognition for her achievements, she will deliver the student address at the 3 p.m. ceremony at NRG Stadium.

“Being chosen as the commencement speaker is one of the highest honors a graduate can achieve and carries tremendous responsibility,” she said.

Looking back on her early days in the U.S., Nayeli said she remembers the pressure to adapt quickly to an English-speaking school environment. She hopes to remove that feeling for other young learners.

“It took me months just to learn how to ask to go the restroom,” she recalled. “I want students to understand that it’s okay to take their time to learn the language without feeling pressured.”

Although unwelcome, Nayeli’s struggles paved a road that led her to UH-Clear Lake. She said she chose the university because of its straightforward enrollment process and her positive experience during her first visit to the campus. During her tenure at UHCL, she held a consistently high regard for the faculty and staff. She described her professors as “knowledgeable teachers who go above and beyond for their students and want nothing more than for them to succeed.”

“UHCL provides a lot of resources and information for you to be successful,” she said. “Your professors are your greatest mentors, and you can always count on them.”

Nayeli’s success story proves these statements of UHCL’s faculty to be true, but her college journey was not without difficulty. She hit some snags along the way, ones that had nothing to do with learning a new language; the 2019 pandemic impacted her academic and personal life, as it did for many other students.

“COVID was the biggest challenge I faced while pursuing my degree,” she said. “Having a newborn baby during COVID was also challenging. Having a full-time job with a family makes it twice as difficult to follow your dreams.”

Despite taking a few semesters off, she persevered and completed all degree requirements. She now encourages other students to maintain a positive mindset throughout their academic journey, even when faced with difficulties.

“You might not achieve your goals the first time, and obstacles might get in the way, but those obstacles make you stronger,” she said. “Giving up is not an option, even if it takes longer to reach your dreams than you expected.”

Nayeli converted her roadblocks into stepping stones that motivated her to pursue a career she may not have otherwise pursued. She will begin her career in January as a pre-K bilingual teacher at Heritage Elementary School in LaPorte, Tex., where she completed her internship.

For more information about the Bachelor of Science in Education with Core Subjects EC-6 and Bilingual Supplemental Certification, go to www.uhcl.edu/academics/degrees/bs-in-education-with-core-subjects-ec-6-and-bilingual-supplemental.

Dipal and Ravi, who grew up in India, have a strong bond due to their upbringing as a nuclear family. They started the journey together to pursue their dreams and had each other as accountability partners throughout the course. For Dipal, having her brother as a mentor was beneficial in dealing with imposter syndrome and keeping her grounded.

“My brother has always been my solid supporter,” she said. “He is the brain, and I am the heart, so we make a wonderful team.”

The siblings chose UH-Clear Lake for its affordable resident tuition, small class sizes, flexibility of courses, status as a minority-serving institution, and strong faculty.

“I was looking for a program that was instructor-led and local,” said Ravi. “Before enrolling at UHCL, I did extensive research and was very impressed by the credentials of the faculty.”

They both decided to enroll in the College of Education because “it is one field that touches all fields.”

“When I enrolled at UHCL, I gave myself about a year to see how I'd do in the program,” said Dipal. “The courses I took allowed me to gain skills which were applicable to my job."

Both siblings have educational backgrounds fueled by their parents’ determination to break the rules and social dogmas set before women in their native country.

“I am living my mother's dream,” said Dipal. “As a child, I was only allowed to attend my native language school, but Ravi was in English school. My mom did not know English, but she learned the alphabet to make sure my brother understood what he was being taught. We grew up in the same home but were raised differently.”

Ravi has always been aware of the preconceived gender roles established to limit women. Therefore, he strives to break the cycle of unfair treatment by acknowledging his sister’s achievements and placing her accomplishments before his own.

“I have never aspired to be the first place anything because I’ve always felt that she deserved it more,” he said. “I was prepared to defend my dissertation last summer but delayed it until Dipal defended hers because I started this with her and wanted to finish it with her. By standing up for my sister, I am also standing up for other women.”

Dipal, who recently defended her dissertation, has over 20 years of experience in higher education, but recently decided to take a break and focus on her health, family, and travel.

Ravi, the director for student innovation and entrepreneurship at Houston Community College (HCC), had to juggle work and studies, but his passion for education kept him going.

“My path into education was not a planned one,” he said. “Dipal ‘voluntold’ me to teach a Friday night class at HCC in 2011, and I have been there ever since.”

Dipal and Ravi's achievement is a testament to the power of family support, hard work, and determination. They hope to inspire others to pursue their academic and professional aspirations and positively impact their communities.

For more information about the College of Education, visit www.uhcl.edu/education/.

According to Nino, she became intrigued with the profession after volunteering to monitor her first-grade peers while their teacher stepped away. 

“It felt right being in front of a class, even as a first-grader,” she said.

Although Samantha was determined to fulfill her dream, she faced many challenges along the way. Her rearing began in the Rio Grande Valley, a border town in the southernmost region of South Texas. According to Samantha, she often struggled to focus on her education due to factors outside her control.

“My family and I lived on welfare, and we slept in an RV for the first six years of my life,” said Samantha. “Life in South Texas was hard, and good pay was scarce, so my family moved to Houston for bigger and better opportunities. I knew it wouldn’t be easy, but after eight years, five kids, and a new town with bigger dreams, I decided to enroll at Lee College.”

After giving birth to her son, Samantha began to face financial challenges and mental health issues. 

“I struggled to pay bills, parent, and not lose myself, so I decided to enroll in a free Zumba class. I loved it so much,” she said. “After a few sessions, I made my way to the front of the class and now teach the class. It was my way of inspiring and empowering women of all ages,” she added.

After receiving an associate degree in applied science, Samantha enrolled at UHCL. During her second year, her 13-year-old daughter, Abigail, suddenly became ill, which caused Samantha to take a detour in her educational journey.

Several tests later, Abigail was diagnosed with psoriasis of the liver.

 “I immediately went into a state of shock,” said Samantha. “I went from having a healthy, vibrant child to practically living in the hospital while also juggling fall semester classes. I was ready to give up on everything.”

Although the road was tough and her life had changed, Samantha said she remembered what her parents had instilled in her as a child. 

“My parents were my biggest cheerleaders,” she said. “They instilled in me the value of an education and often reminded me that it was the only way out of our situation.”

Her yearning to inspire and teach others has led her one step closer to fulfilling her dream of becoming a teacher. In December, Samantha will receive a Bachelor of Science in Interdisciplinary Studies.

Whether studying, spending time with family, working with children, or teaching Zumba classes, Samantha wishes to leave her mark on the world by motivating others and encouraging them to never give up on their dreams.

For more information about UHCL’s College of Education, visit www.uhcl.edu/education/. For more information about Fall 2023 Commencement visit, www.uhcl.edu/academics/commencement/.

“Internships are part of many degree requirements at University of Houston-Clear Lake,” said Executive Director of the Office of Strategic Partnerships Natalie Pecknold. “But not every internship provider is able to offer students pay. In order to alleviate the financial burden students might take by accepting an unpaid internship, we are now able to offer students $1,300 paid scholarships for their internships.”

Pecknold said the inaugural cohort of UH-Clear Lake fall 2023 Intern Scholarship recipients are Dominique Bell, interning at Psychology Works; Kariana Ellingsen, interning at Malaty Therapy; Millicent Hendrix, interning at the Montrose Center; Nancy Izaguirre, interning at Pasadena Independent School District on the Social Work Crisis team; Liliana Longoria, placed in Galveston I.S.D.; and Trent MacArthur, placed in Deer Park I.S.D.

Longoria, who transferred to UHCL to pursue her bachelor’s degree in education, plans to graduate in December 2023. She said her goal to become a teacher came from her own childhood experience as an undocumented student.

“I came to the U.S. from Mexico at the age of four, and I’m a DACA student,” she said. “I decided to become a teacher because when my family came here, everything was new. The only place I felt safe besides at home was in my bilingual classroom.”

She remembered feeling welcome and supported in that classroom, and she grew up knowing she wanted to help other children like her to feel the same. “That’s why I know the best place for me is to go back into education,” she said.

“When I got the news that I was receiving this scholarship, I teared up. Prior to receiving it, I thought about how much everything would cost, and I didn’t know how I was going to do it,” she continued. “Receiving this scholarship meant I didn’t have to worry about that; I can fully dedicate myself to becoming a better future educator.”

For Bell, who is working toward his Master of Arts in Family Therapy, the intern scholarship has made it possible for him to complete this requirement for his degree.

“I’m interning at Psychology Works in Lake Jackson, where I live,” he said. “I am blind and I’m not able to drive. I have to have someone take me wherever I’m going, and gas and food are expensive. Sometimes I’m in the office all day, and once I’m there, I can’t leave. This scholarship makes a big difference in my situation.”

He added that since he has to be driven about a half hour to get to and from his internship, the scholarship enables him to focus on completing his internship. “I am definitely going to get what I need to become a therapist when I am done,” he said. “I was very surprised and very grateful to receive the scholarship.”

Longoria said she is working with the dual-language teacher at Weis Middle School in Galveston Independent School District, her own home school district. “I’m working with the newcomer teacher, handling new, non-English speaking students,” she said. “I already have a job lined up in Weis Middle School in January of 2024. I know first hand what it’s like to be new, and I want my students to know that achieving a higher education is possible for them.”

To connect with resources that can help you find an internship, visit www.uhcl.edu/strategic-partnerships/

Inspiring Programs in STEM Award winners were selected by INSIGHT Into Diversity based on efforts to inspire and encourage a new generation of young people to consider careers in STEM through mentoring, teaching, research, and successful programs and initiatives.

 “The UHCLTeach program is the recipient of the 2023 Insight Into Diversity Inspiring Programs in STEM Award, which is very exciting as it honors the amazing work we are doing with the program at UHCL,” said Lecturer in Secondary Science and Math Education Takisha Bolden-Gastile. “Students have the opportunity to receive scholarships from the Hawkins Grant and the Robert Noyce Grant, paid internships, and a Summer Institute which provides our preservice teachers professional development to enhance their teaching skills. Our students are leaving the university with teaching contracts and are able to come back and be mentors to the UHCLTeach pre-service students.”

 “We know that many STEM programs are not always recognized for their success, dedication, and mentorship for underrepresented students,” said Lenore Pearlstein, owner and publisher of INSIGHT Into Diversity magazine. “We want to honor the schools and organizations that have created programs that inspire and encourage young people who may currently be in or are interested in a future career in STEM. We are proud to honor these programs as role models to other institutions of higher education and beyond.”

 A call for nominations for this award was announced in April 2023.

 For more information about the 2023 Inspiring Programs in STEM Award and INSIGHT Into Diversity magazine, visit insightintodiversity.com.  To learn more about opportunities in the UHCLTeach  program, visit www.uhcl.edu/science-engineering/centers-initiatives/uhclteach/. 

Teaching is a tough job. So tough that the Texas Associate of School Boards reports that about half public school teachers nationally have seriously considered leaving the profession within their first five years of teaching. Although many teachers cite low pay and underfunding as a main source of frustration, TASB says that about 62% consider a different profession because as teachers, they feel undervalued and unsupported.

University of Houston-Clear Lake professors in the College of Education have a plan to address the shortage of teachers in local school districts. Before the COVID-19 pandemic, they came up with the idea to create a mentoring collaborative with the aim of setting up a progressive, responsive approach to mentoring new teachers.

“We have ideals and values that we want to embrace through this collaborative, such as communication and continuity,” said Associate Professor of Special Education Elizabeth Beavers. “We were experimenting with what we wanted mentoring to look like. From the beginning, we wanted to do something so students could stay connected with faculty after leaving.”

 She said it was their goal to walk alongside them, support them, and to be a resource to them in their first years in their own classrooms. “We want to do this in partnership with the mentorship they could be receiving from the teachers they’re assigned to in their districts,” she explained.

Beavers said that the first year of teaching can be an emotional journey for new teachers. “They need to have someone they know with whom they can be vulnerable and who will help them build confidence in their first year,” she said.

Associate Professor of Literacy, Language Arts and Literature Studies Roberta Raymond said she hoped connecting with newly-graduated students, ensuring they had their professors’ cell phones if they wanted to text, and letting them know she was available would make them feel there was support close by.

“In collaboration with a committee, we create a webpage with some additional resources and email addresses for our new teachers to reach out to if needed,” she said. “When they graduated, we sent students emails to welcome them to the profession and let them know about this mentoring collaborative.”

Beavers said that building strategic partnerships within districts to support UHCL’s new teachers as well as new teachers from other universities is an important part of the plan.

“We have established agreements with area school districts and facilitated professional development trainings with district mentors on how to coach mentees and one-on-one mentorship,” she continued. “It’s still an evolution. Mentors are choosing to work with new teachers out of their desire to support aspiring, but it’s all organic.”

Because UHCL teachers are employed in so many area school districts, finding ways to remain connected is a challenge, so Associate Professor of Curriculum and Instruction Kent Divoll said he began working on creating partnerships with those districts that did not offer many professional development options to teachers.

“So far, we have offered professional development to La Porte Independent School District, Goose Creek I.S.D., Texas City I.S.D., and Santa Fe I.S.D.,” Divoll said. “We have done presentations on classroom management, and training mentors to be the best possible coaches to first-year teachers.

“Our larger plan is to remain as connected as possible to the school districts, not just to help our own teachers be successful in the classroom, but all teachers in the area,” he continued. “We want them to know we are here to support them if they want to advance their education. We want to give everyone the tools they need to remain in the profession.”

Beavers added that all UHCL students in the College of Education must complete various teaching field experiences, and those with a special education concentration can do theirs in Clear Creek I.S.D.’s Extended School Year program, designed to support students with significant learning and behavioral disabilities during the summer, when many often regress and lose the skills they acquired over the school year.

“Our current students are engaged in partnership with Clear Creek I.S.D. and there are some UHCL alumni who are now teachers, and they’re mentoring current UHCL students who are involved in the ESY program,” Beavers said.

She said the teachers’ willingness to offer mentorship says so much about UHCL’s partnerships.

 “Teachers are so willing to help, no matter where they graduated from, and they give of themselves and support our aspiring teachers,” she explained. “Most of what our graduates talk about is their experience with their mentor teachers. Clear Creek I.S.D. loves our students there, and the reciprocal part is that there’s another set of hands and another perspective to help students who are becoming teachers.”

Andrea Simmons is currently working toward her Bachelor of Science in Interdisciplinary Studies with Core Subjects EC-6 and Special Education EC-12. In June, she completed a three-week practicum in Clear Creek I.S.D.’s Extended Year Program, embedded in a structured learning lab working with second-grade students on the autism spectrum.

“My mentor teacher is a UHCL alumna,” Simmons said. “And Dr. Beavers has always stayed connected with me as well. There have been many times where I wondered if I was cut out for this, but Dr. Beavers and my mentor teacher have always built my confidence and told me to believe in myself.”

 She added that she’s had consistent support, and Dr. Beavers checked in with everyone regularly, floating in and out of the classrooms, observing her and all the other UHCL teacher interns.

“This mentoring has had such an impact on me,” Simmons said. “It has made me feel that there is always someone who’s interested in me and making sure I am getting the most out of this educational experience. If more teachers had this kind of mentorship, I think they would stay in education longer.”

Simmons said that when she graduates, she will apply to Alvin I.S.D., where she lives and where her own children went to school. “I know my professors will stay in touch with me even when I have graduated,” she said.

For more information about UHCL's College of Education Mentoring Collaborative, visit www.uhcl.edu/education/centers-initiatives/mentoring-collaborative/.

Savannah Owen is an upcoming sophomore at the University of Houston- Clear Lake, pursuing a Bachelor of Science in Early Childhood: PK-Grade 3. She is a current student ambassador and serves as a tour guide for prospective students. The goal of the student ambassador is to make students and their families feel welcome to UHCL through recruitment and outreach, campus tours and events. Owen said she wants students to feel like they’ve found the right place for them after connecting with her.

“I want them to be interested in attending UH- Clear Lake. That’s my main goal. I listen to the students, answer any questions they have, and try to be as helpful as possible,” she said.

Owen said being a student ambassador is also helping her for the next chapter as a teacher.

“I get to work with students and practice speaking to a crowd, which I would be doing in a classroom. Every now and then we do have groups from elementary, middle, and high schools coming in,” she explained. “Working with a variety of grade levels helps me decide which one I want to work with.”

Owen said that being a student ambassador has not only helped her grow professionally, but personally.

“I honestly used to be super shy. I’ve come out of my shell doing this. I feel like I’ve found my voice, and acquired a lot of knowledge about UHCL because we have to know the history,” she said.

Owen added that receiving positive feedback on her evaluations from students after tours makes her feel really good, and that she’s representing the university well.

“When I see ‘she was very welcoming, I enjoyed the tour, she answered my questions that I had’, and when they mark yes that they were encouraged to apply, I know I’ve done my job,” she said.

 Kyra Haynes, Venessa Mallikarjuna and Maggie Cisneros are also UHCL ambassadors who give campus tours. 

For more information about UHCL’s Student Involvement and Leadership and programs visit www.uhcl.edu/student-affairs/student-engagement/student-involvement/

University of Houston-Clear Lake’s commencement ceremonies are always packed with graduates and their families, but the spring 2023 event, held at NRG Arena on May 13, was a bit more crowded than usual. That’s because 1,193 students received their diploma—the highest number the university has ever graduated.

UH-Clear Lake is a designated Hispanic-Serving and Minority-Serving Institution, with over half its population transfer and first-generation students, and first-time-in-college students. Keeping students engaged and supported throughout their academic journey is among its top priorities.

Associate Vice President of Student Success and Initiatives Tim Richardson said that of all UH-Clear Lake’s initiatives to influence students toward success, the most important one is that the university community cares for its students.

“We have a very caring campus,” Richardson said. “Our numbers have been trending upward over the last few semesters. The first credit goes to the students. We have a large non-traditional student population; they work and have families and have so much to balance, and we’re on the heels of COVID. We know what they’ve been going through.”

There are a range of initiatives through the university’s Division of Student Affairs, including academic advisors, tutoring staff in the Student Success Center, the Writing Center, the Accessibility Support Center and more, that exist to stand in the gaps when students encounter challenges that could actually derail them from their academic path.

“We have done a lot of work revising academic advising to be a much more proactive model,” Richardson said. “We are doing more than just telling students to register for classes. It’s a more holistic approach; we want to know how they’re doing. We’re partnering with them in understanding how best to walk with them through to end.”

The redesign of academic advising, Richardson explained, has improved communication and reduced advisors’ caseloads. “All this adds up to more time and opportunity for staff and students to meaningfully connect,” he said. “There is time built in so they’re not just talking about classes. Staff and advisors are asking more about what’s going on in students’ lives and directing them to services that might be beneficial.”

He added that there has been reorganization in the Student Success and Math Centers. “We partner with faculty and we can embed a tutor in certain courses, and they engage with students while in the class,” he said. “We can make sure students work with faculty to receive just-in-time support during class. That’s been successful and exciting.”

 Vice President for Student Affairs Tina Powellson said that additional financial resources available in the Office of Student Advocacy help students when they encounter an unforeseen circumstance, such as the loss of a job or an expensive car repair, that could cause a student to stop coming to class.

 “The Hawk Emergency Fund grant and the Basic Needs grant addresses students with food and shelter insecurities, as well as a technology package so that students who need laptops can receive them,” she said. “We believe students should have holistic support. When they enroll, they find the services that will help them be successful. We have great classes, but we also have wraparound care to make sure they can get to the end.”

Richardson said the division was committed to continuing this upwardly-trending number of successful graduates by creating new initiatives that target at-risk populations within the student body.

“We are designing a peer-mentoring program this summer as targeted programming to address achievement gaps in the fall,” he said. “We have seen the clear benefits of peer mentorship for at-risk students, and we are finding more ways to expand these programs.”

The Summer Engagement Academy is a new Student Success Center initiative that Richardson said would support incoming students by giving them opportunity to get oriented to campus while taking two credit-bearing courses to ensure they have a smoother, more successful transition from high school to university.

“We build a net,” he said. “Students face difficulties. No support system we have can stand alone. We work collaboratively. There’s not a door we won’t knock on for our students, and there’s no faculty member I couldn’t call and ask for help for a student.”

When students hold up signs of gratitude at commencement, they may be thanking their professors, but Richardson said it’s really about their accomplishment.

“They’re the ones who got there,” he said. “We are here to help them value the ownership of their education. The reason we had such a huge commencement is because of the care we have built in our campus community, and students know they are at the center of that.”

The Student Success Center offers academic coaching, tutoring and other initiatives to keep students on track. Learn more at www.uhcl.edu/student-success-center/.

Rachel Alex did not set out to become a teacher. It’s a profession and a calling that she says chose her rather than the other way around. Now, as she received her Doctorate in Educational Leadership from University of Houston-Clear Lake on May 13, Alex reflected on her journey as well as her experience as part of the College of Education’s largest-ever cohort of doctoral students to graduate.

“I am originally from Los Angeles, but I moved to a small town in Texas,” she said. “There was not much there for me with two small children, but I wanted to work, so I substituted in the school.”

That’s when Alex  began falling in love with the possibilities that existed each day with the students in her classroom. “It wasn’t just about what I could give them,” she said. “It was about what they gave me. To have that feeling that I could see something in them, and they needed me, too. I found myself in a new space and it felt natural, so I decided to be a teacher. I went back and completed my education degree.”

After that,  she never looked back. “I have never regretted that decision,” she said. “This is my life. It chose me. I didn’t know this was what I was going to do.”

She began teaching middle school math in Dayton Independent School District in 1999. “I was on maternity leave and was not even certified yet, but I got a call and was asked if I could take a class for the remainder of the year,” she said. “I got emergency certified and took the class.”

She remembered a principal with whom she had a difficult relationship. “I found out he liked me because I challenged him,” she said. “He was the one who told me to take the next step in leadership in my career, so in 2003, I completed my master’s with principal’s certification. I wasn’t expecting that from him. This was a man  I did not respect, but he saw something in me.”

Until then, she had been content in the classroom, but that principal was the catalyst for her to get her master’s and started her trajectory into leadership.

For the last six years, Alex has been a senior leadership specialist at the Region 4 Education Service Center. It is one of 20 regional education service centers designated by the Texas Education Agency to assist public school and charter districts in improving student performance. “Everything that’s about team building, coaching new and seasoned administrators, evaluation, and anything that supports leadership growth on campus and in districts, that’s what I do,” she explained.

Region 4 covers school districts from Tomball to Hardin, and from Galveston to Sweeney and everything in between.

With achieving a doctorate always in mind, Alex had been interacting with professors from UHCL who came to the service center to become certified in different areas. “I happened to have met Dr. Tom Cothern, a professor in the College of Education at UHCL who has since retired,” she said. “We had gotten to know each other, and he said I would be an excellent candidate for a doctoral program.”

And looking back, Alex said this was one of many things along the way that happened because someone saw something in her.

“He put me in touch with (Associate Professor of Educational Leadership and Doctoral Program Director) Antonio Corrales,” she said. “Dr. Cothern told me that UHCL had a great doctoral program. I spoke with Dr. Corrales and the rest is history.”

She started in the 2020 cohort, and graduated with 14 others—the largest number of doctoral candidates to graduate from the College of Education. Many of them started and finished together. Her cohort was successful because it met often, wrote goals, held each other accountable, and became each other’s support system.

“Your family and friends can support you, but no one outside of the cohort understands how much work it takes,” she said. “To have a group like that come together is one of the most powerful things that can happen. My cohort was incredible.”

She began her coursework with certain expectations. “But what I expected was not what I got,” she said. “I thought I’d get a doctorate. But what I also got was a close connection with brilliant colleagues and professors. Every one of them believed in their students. I didn’t know I would love them as much as I loved the classes.”

She also found that writing a dissertation is nothing like writing anything else.

“We go into our program knowing that our courses will be challenging, but we’ve completed courses before. We knew we could write essays and other kinds of papers because we’ve always done those in the past,” she explained. “But when I accepted that I did not know anything about how to write a dissertation, that’s when it started working. You have to humble yourself to the process. A dissertation is a whole other level of writing and research, and until you’ve done one, you don’t know. You have to take your pride out of the equation.”

At age 52, Alex  learned one more thing: “I’m not too old to learn,” she declared. “I didn’t need a doctorate to do my job better. But it adds credibility and influences the next steps in my life. I have added to the body of literature. My opinion has research behind it. You can’t say you’re an expert without it; otherwise you’ve just written an essay. An essay is not a doctorate.”

Going forward, Alex  hopes to launch a consulting business as a leadership coach, and will return to UHCL as an adjunct professor this summer. “I want to be part of this experience for others,” she said. “I have too much to offer. UHCL has been so good to me. I want to give back.”

UHCL's College of Education offers two doctorates in education. For more information, visit www.uhcl.edu/education/.

University of Houston-Clear Lake’s Office of Student Equity, Diversity and Inclusion hosted the fourth annual Diversity Graduation on May 11, inviting multicultural, LGBTQ+, veteran, and first-generation college students to be highlighted in a celebration spotlighting underrepresented populations that bring diversity to the campus.

 “We had about 80 graduates who brought along an additional 140 family members and friends to celebrate graduation,” said Joshua Quinn, coordinator of Women, Gender and Sexuality Programs in the Office of Student Diversity, Equity and Inclusion.

This was the first year that veterans were included in the Diversity Graduation celebration, which took place in the university’s Bayou Building. Sam Tijerina, who received his Bachelor of Science in Legal Studies, was among seven veterans crossing the stage.

Tijerina is a first-generation college student who transferred to UH-Clear Lake from San Jacinto College. Ultimately, he hopes to complete law school and begin a career in union advocacy.

“I thought the Diversity Graduation was really special,” Tijerina said. “I really pride myself on being a veteran. Of everything I do, I hope that people look at me and associate that more than anything else about me.”

Tijerina, a husband and father of three small children, said he discussed it with his wife and decided the kids would not be able to sit through the commencement ceremony on May 13 at NRG Arena.

“This way, the kids saw their dad walk up, I have a video of my sons running up to me, and it was a lot more intimate,” he said. “I would not have gotten this at the Arena. I really walked for my kids. I wanted to be an example for them and see themselves in higher education someday.”

Although he did attend the main event at NRG Arena with his wife, he said he felt that the Diversity Graduation was his “real” commencement because his children could be present and participate as well.

“It’s really important to me that this university does an alternative graduation,” he said. “I’m a very proud veteran graduate and the big commencement should be for everybody. But, it’s important to have this kind of ceremony to show the diversity in the crowd.”

The group of graduates is so diverse, Tijerina said it was important to acknowledge everyone. “They all have had a struggle and they all have a story,” he said. “It’s nice to have this recognition and know the university cares enough to do this. We feel that this is the moment when it all comes together and we are told we’ll always be a part of the UHCL family.”

Quinn said that each diverse population receives a certain commemorative item with historic significance as his or her name is called. The historical context of each item is explained to the audience, along with its importance in bringing inclusivity and granting access to populations who have been denied access to higher education in the past.

“Military graduates receive a challenge coin and not a stole,” he said. “There is a history to that. They receive a red, white and blue honor cord, and a challenge coin designed by the Office of Military and Veteran Services. Our veterans have met the challenge and have become UHCL alumni, so they receive one-of-a-kind challenge coins. This is the first year for this new tradition; no one else will have those.”

For more information about events and programs in the Office of Student Diversity, Equity and Inclusion, visit www.uhcl.edu/student-affairs/student-engagement/diversity-inclusion/

On May 13, Farinacci received her Bachelor of Science in Interdisciplinary Studies with Core Subjects EC-6 and ESL Supplemental from University of Houston-Clear Lake. “I’m really glad this is where I got my degree,” she said. “I grew up in Pearland and I did not want to go to college far away from home. I met someone who was majoring in education at UH-Clear Lake and she said her experience was rigorous, but very satisfying. That had a lot of influence on my decision.”

She said she’d had many courses with (Assistant Professor of Studies in Language and Culture) Leslie Gauna, who inspired her and kept her going. “Dr. Gauna molded me into who I am now as a teacher, and she taught me what I want to carry into the classroom in terms of diversity and multiculturalism,” she said. “She was my most impactful professor.”

She said each of her professors were willing to go the extra mile. “I had the feeling that in college, my professors wouldn’t care so much about me,” she said. “But every step of the way, even through COVID, my professors were reassuring and supportive and told me to keep on pushing.”

Receiving a teaching internship in Pearland Independent School District  was important to her. “It meant a lot to me to intern in my home district, because I gained so much there,” she explained. “It’s so important to me to give back to my community. I would not be here without the teachers I had growing up. And now, I’m going to be starting my teaching career here.”

Before her internship at E.A. Lawhon Elementary, she thought she might want to teach kindergarten. She was a little worried that her students might have difficulty with her name.

“At the time, I thought ‘Farinacci’ might be a struggle for little kids, so I allowed them to call me Ms. Fairy,” she said. “I had an idea to create a library in my classroom with a magical forest theme. Then I got matched to a third-grade teacher for my internship and I didn’t think the older kids would want to call me Ms. Fairy, but they did. So, now I’m Ms. Fairy.”

She said she would be getting married in September, but for school, she would remain Ms. Fairy. “My fiancé says he doesn’t mind being called ‘Mr. Fairy,’” she joked.

In the fall, she will begin her first year teaching third grade at H.C. Carleston Elementary in Pearland I.S.D. “I have woven the ‘Ms. Fairy’ theme into my future classroom,” she said. “In my mind, I’m envisioning a reading corner with a tree and butterflies. I have a giant wooden ‘F’ with stained glass that a parent painted for me, with a fairy. It’s beautiful.”

Farinacci said she was taking much more than fairies and butterflies into her new classroom. “The most important thing I learned from my time at UHCL is that I need to have good relationships with my students,” she said. “Without that, it doesn’t matter how great the lessons are. Students need to know they are cared for and respected. I learned from my professors that students need to feel valued. Any good instruction will begin with building good relationships.”

She said that although she has graduated, her time at UHCL is not complete. “I’m counting down until I go back for my  master’s degree,” she said.

For more information about undergraduate, graduate and doctoral programs available in  UHCL's College of Education, visit www.uhcl.edu/education/.

Stephanie Martinez became a mother a bit sooner than she expected. She had begun her associate degree at San Jacinto College with a small child, and when her second child was born, and then a third, staying in class became even more challenging.

 But now, as she completes her Bachelor of Science in Interdisciplinary Studies with Core Concentration in Early Childhood-6 with Bilingual Supplemental from University of Houston-Clear Lake, she is sharing some of the insights she gained both in and out of the classroom as commencement speaker for the Class of 2023.

“I was so shocked to be asked to be speaker, but so honored,” she said. “I worked hard to be a leader in the Bilingual Education Student Organization, where I was vice president and then president.  I worked hard to be a leader and an example to my children.”

She said her journey toward completing her degree had been difficult. “I had my first baby when I was 17,” she said. “I decided to go to college for nursing, but then after my second child, I stayed home and raised them. I thought it was more important to do that, but after I decided to return in 2018, I found out I was pregnant again.”

The semester after giving birth to her youngest son, she went back to San Jacinto and finally got her associate’s in 2021. “I changed my major to teaching because as a mother, I had seen kids at school who were lacking things and needed help,” she said. “I feel like I have a lot of care to give children, so why not be a teacher and help them be successful?”

She transferred to UH-Clear Lake and said that with the new baby, she could not have continued her coursework without the help of her husband and two older children. “It was very difficult to stay up all night and do homework, after having spent the whole day doing mom things and trying to be supportive of the kids,” she said.

“My older kids gave up playing sports so they could help me and I could focus on school. Now I’m the mother of teens and I can’t leave them to just fend for themselves,” she said. “You can’t expect them to stay on track while you’re getting your life together for them, so I tried to set an example and motivate them to continue their education. That’s why my older sons have their own dreams of being a doctor and an engineer.”

She said a pivotal part of her time at UH-Clear Lake was her participation in BESO. “It was really important for me to be in that organization,” she said. “We are able to show a little more Hispanic culture and advocate for children who want to keep their native language and be multilingual and multicultural. It’s important because some of us lost our language while we were getting our education and we don’t want that to happen to others.”

Her experience in BESO, she said, would help become a better teacher. “It taught me a lot about leadership and being there for the kids,” she said.

For others who are also trying to find a way back to their education while raising small children, Martinez said anything is possible as long as there’s a will for it. “I felt very supported at UHCL,” she said. “I am a first-generation college student and I was a young mother. The odds were not in my favor, but here there is an awesome faculty who make you feel like you matter.”

She said transferring to UHCL had been a good decision. “Actually, it was the best decision,” she said. “Professors here are invested in your success. If you’re willing to give it the time, you can accomplish this.”

Martinez is currently interviewing for a teaching position in area school districts, and hopes to be either a second grade or fifth grade teacher in the fall.

For more information about UHCL's College of Education, go online. 

Christie Whitaker said she’d always known she wanted to write a book for children. But it was a children’s literature class at University of Houston-Clear Lake that inspired her to take an idea she had about Papilio, a tiny butterfly she liked to draw, on an adventure that started out as her final class project, then went to a publisher, and is now on the shelves in the children’s section of local public libraries.

“While I was working on my undergraduate degree in UH-Clear Lake’s College of Education, the class that really turned something on for me was my children’s literature class,” Whitaker said. “It was by far my favorite course. We went over all different authors and genres, and talked about comprehension and vocabulary.”

Her professor asked the class to create a book of any genre targeting the grade level they hoped to teach. “I loved this project more than anything I did in my education degree plan,” she said. “We were supposed to write the book, then read it to the class with enthusiasm, as though we were the teacher. It was nerve racking, but it was a great help to do this project, and it made me see this is what I wanted to do. I’ve always known I had a book in me.”

Her story, “Papilio’s Great Flight,” was inspired by her favorite children’s authors, Eric Carle and Dr. Seuss. Whitaker said she’d based the story on something she’d always loved –doodling butterflies.

“I was always drawing and doodling butterflies, and I researched the smallest butterflies and found it’s the Western Pygmy Blue butterfly. It’s very tiny and it lives in Venezuela,” she said. “So, I based my story’s setting there and made it instructional, with vocabulary terms and I also showed them what the characters really look like at the end of the book.”

The tiny butterfly, whom she named Papilio, is teased for being small and must hide from an emerald green python, who is the villain in the story. “It’s about being kind and inclusive of others, regardless of differences,” she said. “Papilio’s small size helped him hide from the snake and he saves the bigger butterflies from the snake, for which they thank him in the end. It’s about not giving up and striving no matter what the obstacles. I wanted it to be educational, but relatable.”

She made an A on the project, and was told to hold onto the story because it was worthy of publishing. “To hear a professor say my work could be published was really great,” she said.

After graduating in 2014 with a Bachelor of Science in Education with Core Subjects EC-6 and ESL Supplemental, Whitaker got a job in Calhoun County Independent School District as a kindergarten teacher. Later, her family moved to Galveston and she taught in Galveston ISD. She has taught a total of eight years.

“I said I would hold on to my book because I already had a job secured and I had to take time off to have a baby,” she said. “During that time, I contacted publishers and ended up with Dorrance Publishers. I sent them a laminated book from Home Depot and I did the illustrations myself using computer paper and colored pencil. I was worried about all that, but they liked it.”

She said she’d sent them just one page and told them about her book, but then they called her. “I told them the storyline and we had a lengthy conversation about the process. I took a leap of faith and decided to do it.”

Currently, Whitaker is at home with two small children, but has been invited to read her story in libraries and is planning another book with Papilio taking another daring adventure.

“We’ll do something different this time,” she said. “But the message will always be about being kind and inclusive to people who seem different.”

“Papilio's Great Flight”  is available on Amazon. For more information about UHCL’s College of Education, go online. 

Thomas Dion said he thought it was pretty cool that he’d been recognized as Clear Creek High School’s Teacher of the Year for 2022-23. Now concluding his fourth year teaching English in Clear Creek Independent School District, Dion said he hopes to use his status as Teacher of the Year to advocate for his fellow teachers and continue to work to make education better, especially for immigrant students who struggle with language.

“It’s cool to receive this, but what matters to me most is the relationships I have with my students and former students, and kids that aren’t even my students,” he said. “Their approval is what makes me feel something. I’ve always put my students first, no matter how many hours it is, I’m just there for the students.”

Dion, who graduated from University of Houston-Clear Lake’s College of Human Sciences and Humanities with a Bachelor of Arts in Literature in 2014, received his post-baccalaureate teaching certification from the College of Education in 2020. He had already begun working as a long-term substitute at Clear Creek on a probationary teaching license in 2019.

“I was hired on during the last quarter of the year four years ago, essentially on an emergency basis after another teacher left,” he said. “I transferred to UHCL from the College of the Mainland when I was 23 years old. I had been a car mechanic, which I liked because I enjoy working with my hands. When I got to UH-Clear Lake, I didn’t declare a major for two semesters because I didn’t know what I wanted to do.”

Although he took what he refers to as the “unique and eccentric route” through college, he had liked his previous college courses in sociology, anthropology, philosophy, and literature.

“If it’s a book, I’m going to read it,” he said. “I like reading and learning. I like this quote from Neil Postman. Paraphrased, he said that when you study biology, you study the words of biology. When you study astronomy, you study the language of the stars. Therefore, language is the subject that teaches all subjects. So, it doesn’t matter what you’re into; it’s all English class and we can all write and read about it.”

He said he came to UHCL in part because his mother received her master’s degree there, but also because he didn’t want to attend a university in which class sizes were large.

“I wanted to work closely with professors,” he said. “The smaller class size was important to me. In literature, you get into all kinds of discussions, and you can’t have that in a large class. At UHCL, I got a lot of one-on-one time and had a chance to really explore the topics.”

He added that he felt his professors cared about him and were invested in his success. “They are still invested in me and continue to care about me,” he said. “I’m still in touch with several of them, even now.”

Dion said he teaches juniors and has many concerns about the immigrant population at Clear Creek High School who have limited or no English language skills.

“We need to develop courses in which immigrant students can be successful, but there are a lot of regulations and they’re not even talking about these issues at the state level,” he said. “This problem creates barriers and causes students not to be able to get my time. I believe every student deserves my time, and I think I was voted Teacher of the Year because I am the one who wants to talk about how things are. The kids need something better. Putting kids with no language skills in a junior-level English class is wrong.”

Dion said no other special needs population in the school receives this treatment. “You don’t put a student with a learning disability into an advanced class,” he said. “That would never happen. I’m the student’s best bet. I will continue working to come up with new ways to teach higher level skills while the student is acquiring language.”

He said that at Clear Creek High School, he was part of a wonderful department. “If I’m good, it’s because I have a great support team, with great colleagues and mentors,” he said. “This is my opportunity to advocate for them and for my students.”

For more information about UHCL's Literature program, go online. The Teacher Education Program in the College of Education has many options for those pursuing teaching certification in almost any content area. 

Learning about racism and its effects is essential for teaching anti-racism in the classroom. When educators are equipped knowledge about the ways race and racism have impacted education,  their own cultural humility is strengthened and their awareness of inclusion-related issues is raised.

Racial equity in education is Jennifer Grace’s area of research expertise. “I have learned that educational leaders do not have conversations about anti-racism in their preparation programs, and I look back and think how much better I could have been as a school leader if I had learned more about this,” she said.

Grace, an assistant professor of Educational Leadership at University of Houston-Clear Lake, will be among the speakers presenting at the Educational Leaders Without Borders conference in May in Athens, Greece. Her presentation is based on her article, “Not Looking to Shame, Blame or Horrify: Texas Educational Leaders Reflect on Employing Anti-Racism in Everyday School Leadership,” published in the February issue of the International Journal for Qualitative Studies in Education.

Grace said the article referenced in the upcoming conference was one of several she had published on the topic. “I am so proud to be presenting with educational leaders from all over the world in Athens,” she said. “The presenters are from five continents and half the attendees are not from the United States. We will talk about putting in action steps and dismantling a long and historic system of oppression. It’s a greater purpose than myself.”

She added that the title of the article reflected her belief that blaming or shaming others was not the objective of her goal as an educator. “It’s just about realizing the things we didn’t know and things we could have done differently,” she said.

Her research, she said,  is not necessarily focused on ways to teach ethics lessons to children. “Teaching anti-racism is less about individual dispositions and more about outcomes,” she explained. “There are still very persistent disparities in educational achievement outcomes, particularly with Black and Latino students. It’s more about learning how our policies perpetuate these disparities, looking at them differently, and finding ways to increase access and opportunities for all students to realize their full potential.”

Grace said her work studying anti-racism was rooted in her previous research, which explored the school-to-prison pipeline that exists among Black young men who have been expelled from school. “This is a natural progression from that work,” she said. “I spoke to many of those young men and really listened to their experiences. I learned about their perception of the lack of access to quality services, policies that are unjust, and began connecting it to how educational leaders navigate issues of race and racial disparities.”

As the director of UH-Clear Lake’s Master of Science in Educational Management program, Grace said that her students, most of whom are actively employed as educators, have reacted positively to the opportunity to reflect on their own practices.

“I also teach a class called Race, Gender and Ability in Education to doctoral students,” she said. “We talk about removing the political element of the conversation and just think about what the research tells us. Let’s look at the data, not the politics, and then take a look at ourselves. It’s very important to have these conversations with up-and-coming and current leaders in education.”

For more information about UHCL’s College of Education degree programs, go online. 

Shafer’s discussion, entitled “Giant Leaps Start Here,” focused on the attributes of great leaders, the importance of remaining open to learning lessons along the way, and that becoming a team player was among the most critical keys to success. 

“Great leaders are team builders, collaborators and servant leaders,” she said. “As a leader, you empower your team, trust them to meet your expectations, praise them in public and share in their success.”

Discussion moderator and NASA Alumni League President Estella Gillette said that UH-Clear Lake was a great forum, not only for providing the skills for chosen academic disciplines, but also by providing practice opportunities.

“When we become involved in activities other than the required courses, there are opportunities to network with and learn from other students, faculty, and staff, who can also become mentors and role models,” she said. “We learn to be members of teams and to collaborate, skills that are essential in the workplace.”

Gillette, a UHCL double alumna, added that alumni who have had the benefit of UHCL’s “basic” training in skills other than their chosen disciplines could continue as role models and mentors to women currently enrolled.

“Younger women have the advantage of having access to us, who are more experienced women,” she said. “Some of us are ‘pioneers’ in the quest for making room for women in all disciplines and in all levels.”

 The event was emceed by Logical Innovations President and CEO Denise Navarro. Other panelists were UHCL College of Education Dean Joan Pedro, Barrios Technology President Kelly Page, East End Chamber of Commerce President Frances Castañeda, and local artist Diane Muniz.

Precious Parks is accustomed to facing challenges in her life, but achieving her Education Leadership Doctorate from University of Houston-Clear Lake’s College of Education was a next-level kind of challenge. “It was more like scaling a mountain,” she said. “But what kept me moving forward was knowing my ‘why.’”

Parks, who just completed her doctoral defense and dissertation, will cross the stage and receive the doctoral hood on Saturday, May 13 during UH-Clear Lake’s spring commencement.

“I can say I was a late bloomer, but I can look back now and say it all happened at the time it was supposed to,” she said. “My childhood was stable until my mother was divorced. After that, we led a very nomadic life. From fifth grade to my junior year in high school, I attended eight different schools.”

A high school counselor delivered a shock. “Because I had moved around so much, I was told I did not have enough credits to graduate with my class,” she said. “I returned to my biology class after hearing that, and then just laid my head down on the table and cried. My teacher came to me and said, this did not have to end here. She said I could stay in high school and graduate after my friends, or I could drop out, enroll in a GED program at the community college, and finish the same time as my friends.”

Although that was a radical idea and her mother was very unhappy with the decision, Parks was old enough to drop out of high school and begin the GED program at Lone Star College.

“That’s what I did,” she said. “I needed some help to pass the math part, but I got it and I got my GED in 1994 with my class, but because I was too embarrassed, I did not walk across the stage with my class.”

Removing those letters from behind her name became Parks’ quest. “People were thinking of me as a quitter and wondering why I had not gone the traditional route,” she said. “My mom did not dream this for me. I had to prove to her that I would not stop with the GED and just become a statistic.”

She worked her way through Houston Community College in two years and was told she could transfer her credits to University of Houston.

“I was an older student,” she said. “I was 30 years old in 2004, when I received my Bachelor of Science in Human Development and Family Studies. It gave me the chance to keep taking a class here and there while working,  but never take my eye off my goal to replace that GED with a bachelor’s degree. I did it doing online classes, night classes, and whatever else it took to get me to graduation. That took me 10 years.”

After graduating, she told herself that she was not yet finished. “I wanted to get my master’s degree,” she said. “I enrolled at UHCL in August of 2004. I was working full time and found out I was pregnant. My baby was born at 24 weeks, at just 1 pound, 4 ounces.”

She told (Professor of Early Childhood Education) Rebecca Huss-Keeler she needed to drop out of the master’s program because her baby was in the neo-natal unit at Texas Children’s Hospital. “Dr. Huss-Keeler was instrumental in helping me find a flexible internship and along with members of my family, she continued encouraging me so I did not drop out,” she said. “She came to see me in the hospital. Despite the entire situation and despite the weeks on bedrest before the baby was born, I  graduated on time with my master’s.”

Although she “felt like a zombie” crossing the stage and couldn’t believe she was actually at the commencement ceremony, she said her family told her she had to walk. “It was such a monumental thing,” she said. “I don’t have pictures because everything was focused on the baby. I don’t remember much about what happened. I just crossed the stage and went back to the hospital.”

With her master’s degree in hand, Parks said she was able to develop her career at Small Steps Nurturing Center, a nonprofit pre-school. Because she said one of her strengths is to build capacity in people, she decided the best way to continue doing that is to achieve her doctorate.

Her career continued to unfold at KIPP Texas Public Schools.

“Education is a way of giving back,” she said. “It’s a way to pour into people; give access and opportunity. In my trajectory from assistant teacher, teacher, instructional coach, dean, assistant principal and principal, I’ve wanted most to impact assistant principals and principals because they have the most impact on teachers. In order to make that jump, I needed that doctorate.”

She began her first courses in 2020 online and thought it would not be too difficult. “Then the second semester really ramped up,” she said. “It is all about research and figuring out what you’re passionate about. I locked it in, and was going through the courses, passed the comprehensive exams in 2022. Then I separated from my employer. That was a huge setback, because I had no more access to the setting in which I was conducting my research.”

After coming up with another research topic, she created a new dissertation topic, regrouped and got new research problems and questions. “Then it was full steam ahead,” she said. “I was able to recoup the time I lost. I grieved for the loss of the work I had already completed, but I got a lot of support, resent my proposals, and got my chapters written. It all feels like a blur now.”

Parks said that although she received the support she needed from  her professors, completing her doctorate showed her the caliber of student she needed to be. “You have to be driven and focused,” she said. “There is no one to coddle you. You have to have initiative and perseverance. And it’s mind boggling that I have now replaced the letters GED with Ed.D.”

For others who would like to continue their academic journey, but feel overwhelmed by the obstacles in their path, she said for her, there was one thing that kept her on track.

“I knew my ‘why,’” she said. “You have to ask yourself, why are you going for this? I wasn’t always motivated, but I always knew my why. I knew this would change the trajectory of my family and that my children needed to see me do this. They have seen me cry, be frustrated, fail tests and have to regroup. They have seen me block off three years to get to this place, but if you know your why, it makes the process better because you know what it’s connected to. One day at a time, one course at a time.”

For more information about UHCL's Doctoral Education Leadership program, go online. 

The theme for his investiture was “Climb Every Mountain,” in keeping with Walker’s 41-year professional commitment to student success.

“We all have mountains to climb. Who we are, personally and professionally, has been molded by every mountain that we’ve climbed in life,” he said. “Throughout my career, my primary focus has always been on student success. UHCL is an incredible institution with a focus and commitment to student success—not only in the classroom but in preparing students for an upward trajectory.”

Walker said approximately half UHCL students were first-generation college students, and as both a Hispanic-Serving and Minority-Serving Institution, he believed the university offered a supportive community in which every student could feel a sense of belonging and support.

“We welcome each one, knowing they have already climbed or are climbing some mountains and are anxious to successfully navigate higher ones,” he said. “So today, I invite you to join me as we prepare to climb our next mountain.”

To mark the occasion and to highlight Walker’s ongoing commitment to removing financial barriers for those seeking higher education, the President’s Excellence Scholarship Fund has been established, and to date,  has collected over $300,000.

UHCL’s Investiture events began Wednesday, Jan. 25 in the Bayou Theater with a fundraising concert by The Texas Tenors, who were invited to perform in support of the President’s Excellence Scholarship Fund and continued the next night with a gala dinner at the NASA Hilton, honoring the support of donors to the Fund.

Walker’s investiture was attended by over 500 people and featured a keynote address by University of Miami President Emeritus, The Honorable Donna Shalala as well as a congratulatory greeting from UH System Chancellor Renu Khator and other dignitaries.

Walker received his doctorate in Higher Education Leadership from the University of Miami. He earned a Specialist in Education in Education Administration and Supervision from Middle Tennessee State University, a Master of Education in Education Administration and Supervision from Memphis State University, and a Bachelor of Science in History from Middle Tennessee State University. He is also a graduate of the Harvard Institutes for Higher Education Management Development Program.

Investiture events at universities are traditional ceremonies that formally mark the transference of the authority and symbols of the office to the new president, usually within his or her first year. President Walker’s formal installation as UHCL’s new president took place in the university’s Bayou Theater, and included a procession of delegates from other colleges and universities as well as from within UHCL.