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.

The regalia feels familiar. The processional music begins. Graduates wait anxiously to hear their names called as families search the arena for a first glimpse from the stands.

For many faculty members, commencement has long represented a familiar rhythm of academic life, celebrating students, watching families cheer from the audience, and returning each year to mark another milestone.

But for several University of Houston-Clear Lake faculty members attending this spring’s ceremonies, the moment carries a different weight. Alongside the celebration of graduating students comes the realization that this will also be one of their final commencements as educators, mentors, and colleagues at the university they helped shape over many years.

“This will probably be the last time I see all my faculty together,” said Larry Rohde of the College of Science and Engineering, who spent 27 years at UHCL. “There is the community of the faculty. We have all been here for many years.”

As faculty gathered backstage and prepared for the ceremonies to begin, conversations drifted between memories, future plans, and reflections on students whose lives intersected with their own classrooms, labs, and offices over decades of teaching.

For Kathleen Garland of the College of Business, commencement has always been about more than the stage itself. During her 20 years at UHCL, she often viewed the ceremony through the eyes of students and their families.

“For them, this is sometimes once in a lifetime,” Garland said. “For so many of these families, it’s the first time in the family. It’s hard to put into words what this means to me.”

Faculty members described commencement not simply as an ending, but as a continuation of the work students will carry forward long after graduation.

“The future belongs to those who come after us,” said Kevin Wooten of the College of Business, who spent nearly five decades connected to UHCL.

Across generations of students, faculty members said the most rewarding moments often came long after a semester ended. Some spoke about former students returning years later to reconnect, share career accomplishments, or simply say thank you. Others reflected on watching students grow into professionals who once doubted whether they belonged in higher education at all.

For many of the retiring faculty members, that purpose extended beyond teaching course material. They described a university culture centered on accessibility, empathy, and helping students believe they could succeed.

“A real love of teaching, a love for our specific student body, tremendous empathy and compassion for our students,” Garland said. “This ongoing commitment to meeting them where they are and lifting them up.”

Yvette Bendeck of the College of Business said relationships with students often extended well beyond the classroom.

“If they emailed me at one o’clock in the morning and I was awake, I would answer,” Bendeck said. “I was very accessible.”

During her 38 years at UHCL, Bendeck witnessed the university’s transition into a four-year institution and helped support enrollment growth as the university expanded opportunities for students.

“Being part of the university’s transition into a four-year institution is something I’m very proud of,” she said.

For Lisa Jones of the College of Education, commencement now carries a very different meaning than it did earlier in her career.

“My very first commencement as a professor was exciting because I had never been on that side,” Jones said. “I remember just the year before that I got hooded as a doctoral student.”

Now, after decades in education, she sees commencement as both a conclusion and a beginning.

“It’s an ending and also a beginning at the same time for the graduates and their families,” Jones said. “And then thinking about how much hopefully I had a positive impact on that journey for those students.”

Jones said commencement often brings back memories of the challenges students overcame and the growth they experienced throughout their time at UHCL.

Several faculty members reflected on the resilience of UHCL students over the years, particularly students balancing careers, families, financial pressures, and nontraditional educational journeys. Rohde, who described himself as a former nontraditional student, said helping students believe they could compete and succeed remained central to his work.

“I’ve always worked towards creating an environment in biology and biotech that improves the chances of my students to be able to compete,” Rohde said.

That work eventually helped support the creation of UHCL’s biotechnology graduate program, where Rohde served as the program’s first chair. Over the years, he said many former students returned to share stories about careers, graduate school acceptances, and professional accomplishments.

“And I’ve seen many of them go on to get PhDs from very prestigious universities,” Rohde said. “It’s really fun to see their success. I love it.”

Even as retirement approaches, several faculty members said the relationships built with students would remain long after leaving campus.

For others, commencement itself remained one of the most meaningful parts of academic life.

“Every time I’ve been here, I’ve had students that I worked with and helped,” Wooten said. “To see them reach their goals, that really is a remarkable achievement.”

Long after the final recessional ends and the last commencement photo is taken, the influence of these faculty members will continue through the students they taught, encouraged, challenged, and inspired throughout their careers.

For graduates, commencement marks the beginning of what comes next. For UHCL’s retiring faculty members, it offers a final opportunity to reflect on decades of purpose, community, and the students who now carry that legacy forward.

Spring 2026 Retiring Faculty Recognized During Commencement

10 a.m. Ceremony

Yvette Bendeck, College of Business, 38 years
Kathleen Garland, College of Business, 20 years
Gokhan Gercek, College of Business, 37 years
Lisa Gossett, College of Business, 33 years
Kevin Wooten, College of Business, 48 years
Lisa Jones, College of Education, 28 years
Paul Wagner, College of Education, 47 years
Laurie Weaver, College of Education, 38 years

3 p.m. Ceremony

Janice Bethany, College of Human Sciences and Humanities, 23 years
Barbara Hales, College of Human Sciences and Humanities, 24 years
Richard Puzdrowski, College of Science and Engineering, 27 years
Larry Rohde, College of Science and Engineering, 27 years
Kwok Bun Yue, College of Science and Engineering, 38 years

Before she ever steps into a hospital office, Samarian Hope Kingston already knows what it feels like to be on the other side of care — uncertain, vulnerable, and searching for compassion. That perspective was what she carried with her on Saturday, May 9, 2026, when she took the stage at NRG Arena as the 10 a.m. commencement speaker for the Colleges of Business and Education at the University of Houston-Clear Lake.

Earning her Bachelor of Science in Healthcare Administration, Kingston was not just marking the end of her college journey; she was stepping into a role where her story, shaped by challenge and purpose, became part of a larger message to her graduating class.

Finding purpose in healthcare

Kingston’s path into healthcare began with a simple desire: to help people.

As a child, she imagined herself as a doctor or a nurse. But over time, she realized the healthcare system extended far beyond the bedside. In administration, she discovered systems could be improved, teams supported, and patient experiences transformed.

“I want to make a difference in people’s lives and do it with compassion,” Kingston said.

That realization led her to pursue healthcare administration, a field she sees as a way to create meaningful change from within.

“It is a way for an everyday person like me to have a real impact on care, access, and how hospitals run,” she said.

Her long-term goal reflects that vision. After graduation, Kingston plans to begin working in healthcare human resources, aiming to eventually become a chief human resources officer. Through that role, she hopes to shape policies and workplace cultures that prioritize patients and staff.

“HR is the business of people,” she said, adding that better training and patient-centered policies can make hospitals more respectful and welcoming for all.

A foundation at UHCL

Kingston chose UHCL for its balance of academics and support, something she said became clear early on.

“I liked the program and the environment,” she said. “The professors are very student-oriented and made sure we were actually learning, not just memorizing.”

Courses emphasized real-world application, with hands-on projects, case studies, and collaborative work that pushed students to think like leaders. Through those experiences, Kingston developed practical skills she can carry directly into her career, including budgeting and finance, Health Insurance Portability and Accountability Act of 1996 (HIPAA) and patient privacy laws, and electronic health records.

She also built confidence in less technical but equally important areas — teamwork, leadership, and communication.

“Case studies taught me how to think critically and solve problems,” Kingston said.

Outside the classroom, Kingston said the campus community played a defining role. Student organizations, events, and the university’s diversity helped her grow socially and professionally.

“My favorite thing about UHCL is the vibrant community and all the opportunities it gives you to grow,” she said.

Strength through challenges

Kingston’s college experience was shaped by challenges that required constant adjustment.

During her time at UHCL, she married her high school sweetheart, who serves in the military. His orders led them to move across two states in just two years, a transition that meant building a life far from family and familiar support systems.

At the same time, Kingston navigated life with a lifelong disability, adding another layer of complexity to her academic journey. She was born with amniotic band syndrome, a rare condition that occurs during pregnancy when thin strands of tissue in the womb can wrap around parts of the developing baby, restricting growth or affecting the formation of limbs or other body parts. Being away from family and friends only made her experience more challenging, she said.

She credits her perseverance to a combination of determination, faith, and support from those around her.

“I overcame these challenges by truly pushing myself while also leaning on professors and classmates for support,” Kingston said.

Those experiences, Kingston added, shaped her into a more resilient and empathetic person, qualities she believes will define her leadership in healthcare.

“They made me stronger, more compassionate, and leader-ready for my career,” she said.

A vision driven by experience

Kingston’s motivation is deeply personal. Having spent significant time as a patient because of her disability, she has seen firsthand how intimidating and uncomfortable healthcare settings can be. That perspective fuels her vision for change.

“I dream of a system that looks quite different from today,” she said, describing a future where every patient is treated with dignity and care is accessible to all. She believes change starts with people and that even small actions can create lasting impact.

“Knowing that one idea and one action can start real change keeps me focused,” Kingston said.

A moment to uplift others

When Kingston learned she had been selected as a commencement speaker, the news did not feel real at first.

“I honestly could not believe it,” she said, recalling how she called a friend to make sure she had read the email correctly before sharing it with her family. The honor quickly settled into something deeper: a sense of responsibility.

“The thought that my words might resonate with my classmates, friends, and family felt like a big responsibility,” Kingston said.

Kingston’s message to her peers reflects the lessons she has learned. “You are not average, you are one of a kind and incredibly powerful,” she said. “Your fingerprint, your laugh, your unique view of the world, all of it exists for a purpose. Life will throw tough times your way, but those challenges are here to shape you, not break you.”

She hopes her speech reminded graduates that their struggles can become strengths and that their individual paths have meaning.

Looking ahead

As Kingston stepped onto the stage at NRG Arena, she carried her story and the people who helped shape it. She credits her husband for his unwavering support, thanking him for standing beside her at every step of her journey and for serving the United States selflessly. She points to her parents for instilling strength, confidence, and grace, and to her extended family for their jokes, late-night talks, and constant encouragement.

“Hearing you shout ‘that’s my granddaughter’ at all my events means more to me than you will ever know,” she said of her grandmother. Each of those voices, she said, helped her become who she is today.

As she looked out at the class of 2026, Kingston’s journey offered a clear message: resilience is not just about enduring challenges; it is about using them to build something better, not only for yourself but for others.

For more information about UHCL’s Bachelor of Science in Healthcare Administration program, visit www.uhcl.edu/academics/degrees/healthcare-administration-bs. For more information about UHCL’s Spring 2026 Commencement ceremony, visit www.uhcl.edu/academics/commencement/.

On Saturday, May 9, 2026, at 3 p.m., Fatima Arif will stand before more than 500 graduates and their families at NRG Arena — not just as a graduate, but as a voice for a class that knows what it means to question, rebuild, and rise.

Arif will deliver the commencement address for the Colleges of Human Sciences and Humanities and Science and Engineering at the University of Houston-Clear Lake. The moment is surreal by her own account, but the path that led her there is what makes it resonate.

Finding a path forward

Arif’s academic journey began with certainty. By her sophomore year of high school, she had already set her sights on becoming a clinical psychologist. She accelerated quickly, earning her bachelor’s degree in psychology in just two years through an early college program at the University of Houston.

But speed came with tradeoffs. Despite her focus, she realized she lacked the research and clinical experience typically expected in doctoral programs in clinical psychology, which are known for their highly competitive admissions. The realization shook her confidence.

“My confidence as a student was completely shattered,” Arif said. “Despite my intensive efforts, I still did not manage to do ‘enough’ to continue my desired path.”

What followed was a period of uncertainty until she discovered UHCL’s Master of Science in Psychology program, a turning point she describes as “serendipitous.” What drew her in was not just the degree itself, but the structure around it: The opportunity to conduct research directly with faculty, work alongside doctoral students, and gain clinical experience through practicum placements.

It was, she said, “the perfect program to enrich my academic resume” while also helping her regain confidence.

Beyond academics, the campus itself mattered. Arif said she was drawn to UHCL’s calm, welcoming environment, from its student-centered culture to the green spaces that offered a sense of balance during demanding semesters. The smaller class sizes also allowed her to build meaningful connections with professors and peers.

Growth beyond the classroom

At UHCL, Arif found more than academic preparation. She found perspective and purpose. Her decision to pursue a Master of Science in Psychology was rooted in a broader goal: to understand human behavior at every level — biological, cognitive, and social — to better serve diverse and underserved communities. She described her ambition as working at the intersection of psychology and medicine, combining empirical knowledge with compassion and cultural awareness.

“Perhaps the most profound lesson UHCL has taught me is how to think critically,” she said, explaining that this skill extended beyond academics into how she approaches people and real-world challenges.

Through research projects and teaching assistantships, Arif learned to analyze information thoughtfully, communicate ideas clearly, and engage with different perspectives. She also developed resilience, learning to navigate ambiguity while balancing coursework, research, and teaching responsibilities.

“Graduate school challenged me to become more adaptable, disciplined, and self-directed,” she said.

That growth was not without its challenges. Starting her master’s program at just 20, Arif often questioned whether she belonged among her peers.

“I questioned whether I was as capable as my peers, whether I would be taken seriously, and whether I truly belonged in a graduate-level academic space,” she said.

Over time, Arif shifted her mindset, moving away from comparison and toward personal growth.

“One of the most meaningful lessons I have taken from this experience is that each individual’s path is inherently unique,” she said.

A message rooted in authenticity

Arif’s story is deeply intertwined with her family’s journey. As the daughter of first-generation immigrants from Pakistan, she grew up watching her parents build a life grounded in sacrifice, education, and opportunity.

“Despite it all, they never fell short in upholding humility, kindness, and dedication,” she said.

She added that her mother remains her greatest inspiration. The first woman in her family to pursue higher education, she continues to lead while uplifting others.

That influence shapes the message Arif plans to share with her fellow graduates. “My message is simple: be yourself, unapologetically,” she said. “Each and every one of you has a unique contribution to this world simply by existing.”

She encourages her peers to stay curious, embrace individuality, and lead with empathy, especially in a world that often rewards conformity.

She said being selected as a commencement speaker is something she is still processing. “It truly feels surreal,” Arif said. “It’s a moment I will carry with immense gratitude.”

Looking ahead

After graduation, Arif will begin a Doctorate in Clinical Psychology at the UTHealth Houston School of Behavioral Health Sciences, a step she credits to the mentorship and opportunities she found at UHCL.

Faculty played a defining role in her journey. She specifically pointed to Dr. Kelsey James, who guided her through teaching assistantships and her master’s thesis, and to Dr. Georgina Moreno, whose support and feedback helped refine her research. She said their mentorship strengthened her confidence and helped her see herself as capable of contributing to the field. 

“UHCL created an environment where I felt supported and pushed to grow,” Arif said.

As she prepares to take the stage at NRG Arena, Arif carries not only her own story but a message shaped by setbacks, persistence, and self-discovery. For the graduating class of 2026, her journey offers a reminder: the path forward does not have to be perfect to lead somewhere meaningful.

For more information about UHCL’s Master of Science in Psychology program, visit www.uhcl.edu/academics/degrees/psychology-ms. For more information about UHCL’s Spring 2026 Commencement ceremony, visit www.uhcl.edu/academics/commencement/.

Juana Rodriguez knows a perfect fit when she sees one. She saw it when she first visited the University of Houston-Clear Lake before enrolling for her Bachelor of Science in Legal Studies. The smaller campus, proximity to home, and the program's strength drew her in.

She saw it again when she received her perfect-fitting class ring at UHCL’s Ring Ceremony on April 28 in a tradition that recognizes upcoming graduates and underscores academic achievement and institutional connection.

Rodriguez is scheduled to graduate with a second UHCL degree, a Master of Arts in Human Resource Management, on Saturday, May 9, at NRG Arena. Surrounded by faculty, family, and peers, 60 students gathered to mark a milestone that formally links them to the university’s broader alumni community, with Rodriguez representing the ring recipients as the student speaker.

For Rodriguez, who also serves as chair of UHCL’s Alumni Association Board of Directors, the Ring Ceremony carried particular weight, reflecting a journey through UHCL that unfolded in stages rather than a straight path.

She described seeing UHCL as the first place where her academic goals and her life circumstances felt aligned rather than conflicted. That alignment deepened when she returned years later for her master’s. When she decided to return, she said she did not apply broadly. UHCL was the only institution she considered.

“For me, it came down to structure and support,” Rodriguez said. “Flexible scheduling, smaller classes, and faculty engagement that felt personal rather than distant.”

She described professors who made time outside of formal hours, and a learning environment where students were known, not just registered. That support system, she said, was the difference between finishing a degree and simply attempting one.

Her return to graduate study was not without disruption. The COVID-19 pandemic forced her to pause again, this time to support her daughter through a difficult period of isolation and adjustment. Later, when her daughter reached adulthood and her household responsibilities shifted, Rodriguez returned once more, this time with a clear sense of finality. She re-entered the program with the intention of completing it, no matter the workload ahead.

That determination carried her through multiple graduate courses at once, while working full-time. Along the way, she reconnected with faculty mentors and regained momentum in a program that, in her words, had always felt like the right place.

Building confidence and giving back

Rodriguez’s perspective on UHCL is not only academic, but professional. In her role as an HR director, she has applied the analytical and writing skills developed through her legal studies and HR coursework directly to her work. But she also points to something less tangible — confidence. A shift in how she sees herself in professional spaces, especially those where she once questioned whether she belonged.

That shift extended into mentorship, including partnering with UHCL’s Strategic Partnerships Program Manager, Bernie Streeter, to support student internships. Through that collaboration, she worked closely with UHCL student intern Josh Loera over multiple semesters, guiding him as he developed experience in human resources. Loera eventually secured his first full-time position in the field, an outcome Rodriguez describes as a clear example of how education and opportunity can extend beyond the classroom. For her, the experience reflected a broader responsibility to pass forward the support she once received.

Her involvement with UHCL expanded in parallel. Through alumni events, donor engagement activities, and volunteer opportunities, she gradually became more embedded in the university community. Encouraged by figures such as Marilyn Sims, a distinguished alumna and dedicated supporter of UHCL, she moved from participant to leader within the Alumni Association, eventually serving in executive roles, including vice chair and later chair. What began as a casual engagement evolved into sustained leadership, built on a growing sense of responsibility to the institution that had shaped her path.

One ring, multiple perspectives

By the time Rodriguez stood at the podium at the Ring Ceremony, she was speaking not only as a graduate but also as someone who had experienced the university from multiple perspectives — student, alumna, mentor, and board leader.

When she spoke about the ring itself, her words captured years of experience into a single reflection: “For me, this ring represents hope,” she said, describing it as a reminder of resilience and future opportunity.

Rodriguez also said that the ring carries the weight of a life shaped by migration, early medical fragility, and the responsibilities of being one of nine children in a family that relied heavily on her single mother’s resilience.

“It reflects years of translating for family members as a child, stepping into adult spaces long before I was fully grown, and navigating education alongside financial and emotional hardship,” she added.

At one point, Rodriguez considered leaving school entirely to support her family. But a counselor’s warning that leaving education would likely mean a lifetime of minimum-wage work became a turning point. Staying in school, she later realized, was not just a personal choice but a structural one that shaped her long-term ability to support others.

Connecting the past to the future

That perspective now defines how she sees her role in education and leadership. “This ring represents 51 years of perseverance through life, and 30 years of dedication to education,” Rodriguez reflected. It serves as a reminder and a promise, a circle that connects past struggle with future responsibility.

Dr. Carlissa Runnels, vice chair of UHCL’s Alumni Association Board of Directors, sponsor of the Ring Ceremony, echoed the persistence behind each student’s journey. “Your ring is more than just a symbol of pride,” she said. “It’s a reminder that you are capable of achieving whatever you set your mind to.”

Vice President for University Advancement Joe Staley welcomed the student graduates into the alumni network. “I consider you alumni,” he said, noting their place among more than 84,000 UHCL graduates.

At UHCL, the Ring Ceremony serves as more than a celebration. It is an invitation to a lifelong community. As graduates step into their next chapter, they carry their education and a shared responsibility to lead, mentor, and give back. Students approaching graduation are encouraged to participate in future ceremonies and take their place within UHCL’s growing alumni network.

For more information about UHCL’s Alumni Association and upcoming events, visit www.uhcl.edu/alumni/.

With families gathered, cameras ready, and applause filling the room, 60 students at the University of Houston-Clear Lake stepped forward to receive a symbol tied to years of work and persistence.

At the Spring ‘26 Ring Ceremony, the focus was not on finishing. It was on knowing they will.

For Annabelle Lozano, a computer science major graduating this May, that realization came just days before the ceremony.

“After my senior project presentation, I think I could finally breathe,” she said. “That’s when it actually hit me that I’m at the end.”

That shift from uncertainty to clarity showed up in different ways across the students recognized that evening. University leaders described the ring as a reflection of that journey. Vice President for University Advancement Joe Staley noted that it represents perseverance, growth, and commitment, while connecting recipients to a network of more than 84,000 UHCL alumni.

For students, the meaning is personal.

Esther Herrera, Director of Organizational Development and Engagement at UHCL, who will graduate with a Doctor of Educational began her program with doubt.

“There was fear of the unknown,” she said. “I didn’t know if I had what it would take.”

The turning point came when she received her acceptance.

“I remember thinking, ‘What have you done?’ And then realizing it was time.”

Now, receiving her ring reflects something more certain.

“It means that I proved to myself that I could do this,” she said. “That I was worthy, that I was equipped, and that I just needed to believe in it.”

Each ring carries a different story. For Brenda Jimenez, an accounting and finance major graduating this spring, the challenge was balancing full-time work, full-time classes, and raising two children.

“There were times I didn’t think I was going to make it,” she said. “It was very complicated.”

After stepping away from college for several years, returning to finish her degree was not guaranteed.

“This was always a dream of mine,” she said. “So this ring means that I never gave up.”

For Tabitha Hernandez, a future middle school social studies teacher, the path included caregiving, loss, and recovery. After spending 15 years caring for her mother, she returned to school following her mother’s passing.

“I didn’t know what I was going to do,” she said. “But I found my way into teaching.”

Even then, doubt remained constant.

“All the time. Every day.”

Two years ago, she was diagnosed with cancer. Now nearing remission, this moment carries added weight.

“This is my goal,” she said. “That I finished, that I’m healthy. And I’m going to keep going. I’m not done yet.”

For some students, the journey was about finding the right path. Samara Lonngi, a studio arts major with a minor in museum studies, began in a different field before realizing where she belonged.

“I was originally a STEM major going for marine biology,” she said. “But I realized my calling was really for the arts.”

Now, as she approaches graduation, the ring serves as a steady reminder.

“It’s like a milestone setter,” she said. “You’re almost there.”

Not every journey followed the same path, but each led here. Carson West, a general business major graduating later this year, said the reality of finishing came into focus recently.

“Halfway through this semester, it hit me,” he said. “I thought, ‘This is creeping up on me already.’”

Like many students, he began college during the pandemic and had to adjust before finding his footing.

“College is tough,” he said. “You just have to keep going.”

For Lozano, the experience was shaped by opportunity. During her time at UHCL, she completed internships with Boeing and KBR at Johnson Space Center and will continue her education in electrical engineering after graduation.

“The opportunities UHCL has provided me have been amazing,” she said. “I’m excited to represent UHCL.”

The ceremony reflected a wide range of student experiences. In remarks during the event, UHCL Alumni Association Board Chair Juana Rodriguez spoke to the journeys represented in the room, from single parents and caregivers to full-time employees and first-generation students.

“Your ring is a symbol of pride,” she said. “It is a reminder that you are capable of achieving what you set your mind to.”

That sense of support extended beyond the stage.

“It’s a great accomplishment,” said Gilbert Torres, Lozano’s boyfriend and a UHCL alumnus. “A lot of work went into this. It’s amazing to see it all come together.”

In the weeks and months ahead, these students will cross the commencement stage and complete their degrees. For those who participated in the ring ceremony, something has already shifted.

The ring marks a point where doubt begins to fade and confidence takes hold. The finish line is no longer distant. It is within reach.

Before the diploma is handed over and before the final walk across the stage, there is this moment.

The moment it becomes real.

After 20 years in fire and emergency medical services, William Godfrey is proving that education has no expiration date and that reinvention can happen at any stage of a career. On May 9, 2026, Godfrey will graduate from the University of Houston-Clear Lake with a Bachelor of Science in Public Administration, walking the stage at NRG Arena after more than a decade with the City of Pearland.

For Godfrey, the degree is not a pivot away from public service, but a deeper step into it.

A career built in crisis, a degree built in reflection

Godfrey’s path into emergency services began early, long before titles like captain or clinical manager were part of his life. A Bay Area Houston native, he started as a lifeguard in high school, then briefly attended The University of Texas at Arlington, unsure of his direction and unprepared for college life.

“I didn’t know anything about picking majors or picking classes,” he said. “I just didn’t have the real maturity and responsibility to go to school and be successful.”

That uncertainty eventually led him back home and into a chance conversation that changed everything. A friend was enrolling in an emergency medical technician (EMT) program, and Godfrey followed.

He attended San Jacinto College, became a paramedic, and entered the fast-paced world of EMS, where he spent 9 years working exclusively in emergency medical services before transitioning into fire service.

For the past 11 years, Godfrey has served with the City of Pearland Fire Department, where he is now a captain and clinical manager overseeing emergency medical services (EMS) operations.

Lessons learned on the front lines

Years in emergency response shaped how Godfrey thinks about leadership, not as authority, but as service in its most immediate form. In his experience, not every call is dramatic, but every call matters.

“What seems small to us can be someone’s worst nightmare,” he said, describing situations ranging from medical equipment failures to repeated hospital visits for vulnerable residents.

In those moments, Godfrey said, leadership shows up in small but meaningful actions — finishing yard work for a patient who suffered a heart attack, helping a resident bring groceries inside, or simply staying longer to make sure someone is okay.

“It’s little things like that that really make a big difference,” he said.

Those experiences, he added, reinforced a core belief: public service is not just about responding to emergencies, but about meeting people where they are in moments of need.

Returning to school and finishing what he started

After years in the field, Godfrey returned to higher education for two reasons: professional growth and personal completion.

On one hand, he wanted to better understand how municipal systems operate, including budgeting, planning, and the structure of local government. On the other hand, he wanted to finish something he had once left behind.

He enrolled at UHCL, drawn in by its Public Administration program and its reputation for flexible learning, a critical factor for someone balancing a demanding career, family life, and rotating shift work.

“I knew it would help me understand municipal government and how things are run,” he said.

The timing, Godfrey realized, also aligned perfectly with his career. Concepts from class often mirrored his real-world responsibilities, sometimes almost exactly.

“I participated in a strategic planning event here at the city,” he said. “Then I took strategic planning the next semester, and it was almost a carbon copy of what I had already done.”

That overlap reinforced the value of the degree as a direct extension of his work.

Learning to balance life, school, and service

Godfrey’s journey through UHCL was shaped as much by discipline as it was by time management. As a husband, father, and full-time firefighter, structure became essential. Online coursework helped make that possible, especially because classes followed predictable weekly schedules.

“Everything was due on a Sunday night,” he said. “That made it incredibly easier. It was like all of my professors were on the same page.”

By midweek, Godfrey knew it was time to focus on school. By the weekend, assignments had to be finished. “That consistency kept me accountable,” he added.

Support at home and at work also made a difference. His wife helped him manage the weekly demands of coursework, while the City of Pearland supported his education through tuition assistance and professional development funding.

A classroom that reached into the field

Some of Godfrey’s most unexpected lessons came from elective coursework that initially seemed unrelated to his career. Geography and GIS mapping courses, for example, became directly applicable to emergency planning.

One project stood out: building a heat map using call data and EMS trends across the city of Pearland. That same knowledge, he said, now informs decisions like station placement and tracking where critical incidents occur.

“Even a random elective ended up directly applying to my job,” Godfrey said.

A degree with a broader purpose

For Godfrey, earning a bachelor’s degree was never just about promotion; it was about possibility. While he is currently in a leadership role he values deeply, he sees the degree as long-term security and flexibility in a career where physical demands can change unexpectedly.

In emergency services, injuries are common, and career paths can shift overnight. He said having a degree creates options beyond the field, including municipal leadership, hospital administration, and other roles.

“It’s a way to open doors for other avenues, and money left on the table if you don’t take advantage of it,” Godfrey said, referring to employer-supported education benefits.

Advice from experience

To others considering returning to school later in life, Godfrey is direct: start where you are.

“You don’t have to do it all at once,” he said, noting that he began with just one or two classes before increasing his course load as he adjusted.

His message to working professionals is simple, especially to those in public service. “If your employer supports education, take advantage of it,” he said. “It helps you, and it helps them too.”

A family-driven achievement

Behind the degree is a support system that made it possible. Godfrey credits his wife, Lucy, and his son, Levi, for encouraging him throughout the journey from late nights studying to balancing weekly deadlines after long shifts.

He also points to his son as a key motivation. “I wanted to set that example,” he said, “that your dad is willing to put in the effort and finish what he started.”

Godfrey also thanks his friend and colleague, Zach Ward, for inspiring him to complete the Public Administration program. Ward had gone through it first and encouraged him to join, though Godfrey initially procrastinated before eventually taking his advice.

 Finishing and starting again

As graduation approaches, Godfrey finds himself reflecting on how far he has come from an uncertain college student to a seasoned public safety leader earning a degree that connects every stage of his career.

And while he jokes about needing to find a new routine now that coursework is ending, the larger reality is clear: he is not stepping away from learning, he is only changing where it happens.

For UHCL students, graduates, and working professionals alike, Godfrey’s journey stands as a reminder that education is not confined to a timeline and that sometimes, the most meaningful time to learn is after life has already begun.

For more information about UHCL’s Bachelor of Science in Public Administration, visit www.uhcl.edu/academics/degrees/public-administration-bs. For more information about UHCL’s Spring 2026 Commencement ceremony, visit www.uhcl.edu/academics/commencement/.

At the University of Houston-Clear Lake, leadership is not defined by titles alone. It is shaped by action, service, and a willingness to grow. That spirit is exemplified by Abigale Chávez, a senior biological sciences major.

Chávez is scheduled to graduate Saturday, May 9, at the 3 p.m. UHCL Spring 2026 Commencement ceremony at NRG Arena, where she has been selected to lead the Pledge of Allegiance and the invocation.

In April, Chávez received the Talon Achievement Award at UHCL’s annual Hawk Excellence Awards, the university’s most prestigious recognition for student leadership. The honor celebrates sustained excellence, visionary leadership, and meaningful contributions to campus life. For Chávez, it represents achievement and a journey of transformation rooted in initiative, resilience, and community.

A journey that started with one step

Chávez’s path at UHCL began with a decision to step outside her comfort zone.

“My journey at UHCL really began with the Hawk Leadership Institute (HLI),” she said. “Coming into college, I hadn’t been very involved in extracurriculars, so joining HLI was my first intentional step toward growth.”

What began as curiosity quickly became the foundation for her college experience. Through HLI, Chávez discovered that leadership was not just about holding positions, but about how she showed up for others and for herself.

That mindset propelled her into a series of impactful roles across campus. She served as president of Hawks 4 Community, a department-sponsored service organization, and later became a peer mentor and the first peer educator for HLI, guiding students and contributing to the program’s development.

Her leadership extended into university-wide initiatives. Chávez served as student chair of the Student Center Referendum and as the sole student representative on the search committee for the vice president of academic affairs and provost, an opportunity that placed her alongside senior university leaders and highlighted UHCL's trust in student voices.

Each experience, she said, was intertwined with her personal growth. As a first-generation Latina in STEM, Chávez learned to take initiative while still discovering who she was beyond academics.

Leading with purpose under pressure

Among her many accomplishments, Chávez points to her work on the Student Center Referendum as one of her proudest moments.

“We had a very short window, about seven to nine days, to collect over 800 student votes in favor of a proposed fee increase,” she said. “On our final day of tabling, we gained over 400 votes in just a few hours, bringing a little over 900 total responses.”

The experience tested her ability to lead under pressure, communicate effectively, and connect with students across campus. More importantly, it revealed her capacity to drive meaningful change.

“Beyond the numbers, it was also a moment of realization,” Chávez said. “I saw how much I enjoyed engaging with others and working toward something that could improve the student experience.”

At the same time, the experience reinforced the importance of balance, an essential lesson as she managed a demanding schedule of coursework, leadership roles, and work responsibilities.

The power of mentorship

Chávez’s journey reflects her own determination and the strength of the support system around her. She credits a network of mentors, faculty, and professionals who helped shape her path.

From her first mentor in HLI, Dillon Nash, who encouraged her to step into leadership, to Director of the Center for Student Engagement Jordan Jones, who collaborated with her on program development, each relationship expanded her perspective on what leadership could look like.

In the classroom and lab, mentorship played a pivotal role in shaping her academic direction. Through Dr. Scott Buckel, assistant professor of biological sciences, Chávez discovered a passion for biochemistry research that ultimately shifted her career goals. Senior Biology Lecturer Trish Trubl introduced her to the possibilities of graduate school, while College of Science and Engineering Dean Jennifer Irvin supported her professional development and exploration as a first-generation scientist.

“These interactions have given me ample opportunity to learn about her time at UHCL and assess her interpersonal skills and dedication,” Irvin wrote in her letter nominating Chávez for the Talon Achievement Award. She noted Chávez’s “visionary leadership, dedication, and meaningful contributions that have shaped campus life.”

Beyond campus, Chávez said connections like Nellie Chappell-White, president and CEO of JES Tech, further broadened her opportunities, including support for study abroad and exposure to professional environments.

Together, these mentors exemplify UHCL’s commitment to fostering student success through guidance, opportunity, and belief in student potential.

Redefining success through balance and growth

While Chávez’s accomplishments are extensive, her journey has not been without challenges. Balancing leadership, academics, work, and personal responsibilities required discipline and reflection.

“I tend to be an overachiever, and for a long time, I said yes to almost every opportunity because I didn’t want to miss out,” she said.

Through those experiences, she learned that leadership is not only about doing more, but about being intentional. “Over time, I learned that growth isn’t just about saying yes, it’s also about knowing when to say ‘not right now,'" Abigale added. 

That shift allowed her to focus her energy on opportunities aligned with her goals, strengthening her impact and well-being.

A lasting impact on campus

Chávez’s influence at UHCL is perhaps most evident in the relationships she has built.

“I believe my impact is most meaningful in the relationships I’ve built with other students, particularly through HLI,” she said. “Knowing I played even a small role in that growth is incredibly meaningful.”

Her work has helped shape the student experience through programs and initiatives, mentorship, encouragement, and connection — core elements of UHCL’s student-centered culture. Her contributions also extend into academic spaces. As an assistant teaching assistant and research student, she has supported peers in lab settings and helped connect students with research opportunities, reinforcing the university’s emphasis on hands-on learning and career readiness.

Looking ahead

After graduation, Chávez plans to pursue a thesis-based master’s degree in a biochemistry-related field, with the long-term goal of earning a PhD. Her interests lie in women’s health and reproductive science, where she hopes to contribute to expanding research in underexplored areas.

“My goals are both certain and evolving,” she said. “I know the direction I’m passionate about, but I’m also open to how my experiences will continue to shape and refine that path as I grow as a scientist.”

A message for future leaders

As she reflects on her time at UHCL, Chávez encourages other students to take that first step toward involvement.

“You don’t have to have everything figured out to get involved,” she said. “What matters is taking initiative and staying open to growth.”

She emphasizes the importance of building a support system, setting boundaries, and giving oneself grace throughout the process.

“Every experience is new in its own way, and growth comes from allowing yourself the space to learn, reflect, and keep moving forward,” Chávez said.

Celebrating leadership and inspiring the future

Receiving the Talon Achievement Award is a milestone that Chávez views as both recognition and reflection.

“Receiving the award is incredibly meaningful,” she said. “It allowed me to reflect on everything I had contributed and accomplished during my time at UHCL, and for the first time, really celebrate that.”

As she prepares to graduate and lead the pledge and invocation at the Spring 2026 Commencement ceremony, her journey stands as a powerful example of what is possible at UHCL.

Through leadership, mentorship, and a commitment to growth, Chávez embodies the university’s mission to cultivate engaged, innovative leaders ready to make a difference beyond campus. Her story is not just one of achievement, but a testament to the impact of student leadership and the transformative experience UHCL provides.

College is more than a classroom. Find your community, build your leadership, and create lasting memories at www.uhcl.edu/student-affairs/student-engagement/student-involvement/.

“I thought school was best for those who were younger and full of energy,” Campo said. “Pursuing my master's degree after gaining a bit of life experience has unlocked a deep appreciation and skill set that I have enjoyed taking advantage of.”

She will graduate from UHCL’s College of Human Sciences and Humanities at the Spring 2026 Commencement ceremony, set for 3 p.m., Saturday, May 9, at NRG Stadium.

Strength forged through experience

Campo’s professional journey began back in 2005, coaching swimmers and triathletes before diving into strength sports such as bodybuilding, powerlifting, and strongman. By 2012, she had opened her own coaching business, which quickly grew into the first and largest strongman gym in Salt Lake City, Utah. Along the way, she earned her Certified Strength and Conditioning Specialist (CSCS) certification, interned at the University of Utah’s Olympic Sports Athletic Performance Center, and even trained in Iceland under “World’s Strongest Man” champions Magnús Ver Magnússon and Hafþór Júlíus Björnsson.

Those experiences taught Campo two lessons that became the foundation of her graduate studies: “I can do anything I set my mind to,” and “I knew exactly what I wanted to get out of my master's program, and I knew exactly how to get it.” It was that mindset that led her to UHCL and to the next level of her career.

Drawn to UHCL because of its connection to NASA

Campo was drawn to UHCL’s Exercise and Health Sciences program because of its affiliations with NASA through spaceflight human optimization and performance. “I chose UHCL specifically because of Dr. William (Bill) Amonette and the connections with NASA,” she said. “I knew that if I wanted to achieve the goals I had set for myself, I needed to surround myself with the highest caliber of mentors I could find.”

Once on campus, Campo found that UHCL faculty were not only experts but also mentors who cared deeply about student success. “The faculty here is unlike anything I have experienced anywhere else. It feels more like a family than anything,” she said. “Dr. Amonette is exceptionally compassionate and understanding. Dr. (Joseph) Hazzard has been an exceptional mentor in my professional development. Dr. (Jason) Bentley guided my creativity and allowed my projects to evolve. Dr. (Zachary) Bell has helped me discover another level of professionalism and grit I didn’t know I had, and Dr. (Robert) Brown made biostatistics fun and comprehensible. This whole team really is something else.”

Discovering the power of research

At UHCL’s Health and Human Performance Institute (HHPI), Campo found the ideal space to combine her experience and curiosity. Her involvement in research gave her a new perspective on what it means to study the science of performance.

“Without a doubt, the most impactful experiences I have had so far at UHCL have been getting involved with research,” she said. “I never really understood the complexity and depth of research before. I now have a profound understanding and respect for the research process. I can’t imagine not approaching problems like a scientist.”

Redefining what it means to be a student

The transition from business owner to full-time student was not simple, but Campo met it with her signature focus and discipline. “I felt really nervous about going back to school at 35 years old, but I want to encourage every ‘older’ student reading this — age is an asset,” she said. “I love going to school now that I have the stability, support, and life skills to better navigate my graduate education.”

Campo said that her success did not come from talent alone, but from structure and resilience. “You must be able to say no to things that are not going to benefit your goals and values,” she said. “When I’m working, I am very intentional and focused. I deleted social media from my phone, and I don’t waste any of my time. I am either busy doing things that make me better or make me happier.”

Turning preparation into purpose

As she prepares to graduate at the Spring 2026 Commencement ceremony and begin her subsequent PhD program at the University of Nevada, Las Vegas in the fall of 2026, Campo reflects on how UHCL has helped her grow professionally and personally.

“UHCL has been the safe incubator for me to experiment, make mistakes, learn from them, and grow,” she said. “The stakes will only go up from here, and I am grateful for my time to be in such a positive learning environment.”

Campo hopes her journey inspires future students to make the most of their time at UHCL. “Get involved. Don’t just show up to class and do the bare minimum,” she advised. “If you truly want to stand out on a résumé or in your industry, you need to get involved with opportunities and realize your potential.”

Raising the bar at any age

Looking ahead, Campo carries forward the lessons she has learned at UHCL and the spirit of progress that defines her.

“Simply put, progress inspires me,” she said. “We stand on the shoulders of giants, and everything we do as academics pushes humanity forward to a better future.”

Heidi Campo is proof that no matter where you start or how much you have already achieved, it is never too late to raise the bar higher. Because at UHCL, students not only earn degrees, they discover purpose, build resilience, and rise.

For more information about UHCL's Exercise and Health Sciences program, visit www.uhcl.edu/human-sciences-humanities/departments/psychological-and-behavioral-health-sciences/exercise-health-sciences/.  For more information about UHCL’s Spring 2026 Commencement ceremony, visit www.uhcl.edu/academics/commencement/.