Distinguished Alumni Award recipient James Robert “JR” Lay, ’04 BS, ’06 MBA, has built a career helping people and organizations navigate growth and change. His own experience taught him that meaningful growth begins with people.

On a stormy evening in 2004, James Robert “JR” Lay attended a University of Houston-Clear Lake marketing and management event as both a student and a young entrepreneur. He had recently started building websites and came hoping to recruit other students, but attendance was sparse and the evening appeared unlikely to produce much.

Shortly before the event ended, JR met Thomas Hast, then vice president of marketing for JSC Federal Credit Union, now Wellby Financial. A conversation led to a website project, giving JR his first credit-union client and directing his young company toward the financial-services industry.

That connection became the beginning of a career spanning more than 25 years. Over the next two decades, JR built businesses and advised financial institutions across the country and internationally while expanding his work into writing, podcasting and speaking. He became a two-time bestselling author, launched a podcast ranked among the top 3% globally and became a keynote speaker on stages around the world. After building a seven-figure advisory business and the Banking on Digital Growth platform, the business was acquired in 2025. Today, JR is the founder of Built Authority, where he draws on the experience of his own entrepreneurial journey to help other founders become the known and trusted voice in their market.

Those accomplishments and his continued investment in UHCL have earned JR the UHCL Alumni Association’s Distinguished Alumni Award. The recognition honors graduates whose professional accomplishments and contributions to society bring credit to the university.

JR’s career demonstrates that distinction, but its defining feature has not been uninterrupted success. It has been his willingness to reconsider what success means, confront what is not working and use those lessons to help others change.

At UHCL, JR earned a bachelor’s degree in management information systems and an MBA with a marketing focus. His studies helped him connect technology and business strategy with something more fundamental: understanding people.

“Marketing always comes back to people,” JR said. “What do they want? What do they need? What are their questions? What are their concerns? Then you provide them a path to help them get what they want.”

That understanding helped JR build an agency serving credit unions in Houston and eventually across the country. By 2012, the company had reached seven figures and employed approximately 13 people. From the outside, it appeared he had achieved the entrepreneurial success he wanted.

Internally, however, the business was growing faster than JR’s ability to sustain it. Work consumed his time, strained his family and contributed to personal choices he now discusses with candor. A difficult conversation with his wife forced him to confront the difference between the success he projected and the life he was actually living.

With guidance from an adviser, JR dismantled and rebuilt the business with a different understanding of growth. The same adviser asked when he planned to write a book, planting an idea that would later expand JR’s reach from consulting into writing, podcasting and speaking.

His first book, Banking on Digital Growth, was scheduled for publication in March 2020. When the COVID-19 pandemic canceled the speaking tour intended to support its launch, JR created a podcast instead. What began as a response to disruption became another way to reach financial-services leaders and help them navigate technological and cultural change.

The podcast, advisory work and speaking opportunities expanded, but professional momentum again prompted a more difficult question. After JR returned from another trip, his young son asked why he always came home with “a dark cloud” over his head. The question revealed that the work no longer gave JR the fulfillment it once had.

The experience prompted JR to continue reconsidering what growth meant and how he wanted to use what he had learned. In the years that followed, he expanded the Banking on Digital Growth platform through his books, podcast, speaking and advisory work before the business was ultimately acquired in 2025. That transition opened a new chapter for JR: helping other experienced entrepreneurs apply the lessons they’ve learned through both achievement and adversity.

“The greatest fulfillment that you can get is when you transform someone else’s life,” JR said. “That’s the impact.”

That idea now sits at the center of JR’s work through Built Authority. His own experience taught him that some of an entrepreneur’s greatest assets are not simply the businesses they build, but the perspective, judgment and wisdom they develop along the way. He now helps entrepreneurs turn that experience into ideas and intellectual property that can be shared through books, speaking and other platforms.

JR has carried that commitment back to UHCL. He previously served on the Alumni Association Executive Council, recruited UHCL students as his business grew and has returned to campus as a guest lecturer. He remembers how hearing entrepreneur Jim “Mattress Mack” McIngvale speak in one of his classes allowed him to imagine new possibilities for himself.

“I thought, ‘I want to do that one day. I want to go and help people,’” JR said. “You just never know the impact that you’re going to make on someone. The most important thing is to be yourself, show up, tell your story and tell the truth.”

JR once attended an Alumni Celebration and imagined himself eventually receiving the Distinguished Alumni Award. Looking back, he recognizes that his ambition at the time was tied partly to ego and the desire for external validation. Receiving the award now has prompted a different kind of reflection.

“My first thought was, ‘I’m not that distinguished,’” he said. “I still feel like I’m just getting started. There is so much more to learn and so much more to give.”

That perspective does not diminish the accomplishments the award recognizes. It helps explain their meaning. JR’s distinction lies not only in the businesses he has built or the audiences he has reached, but in his willingness to turn hard-earned lessons into guidance that helps other people move forward.

His experience also demonstrates what can begin when education connects knowledge with opportunity. A conversation at a nearly empty UHCL event helped launch JR’s career, but the larger effect continues through the clients, entrepreneurs and students he now challenges to think differently about what they have learned, what they can contribute and how their experience can create value for others.

Distinguished Alumni Award recipient Troy Finner, ’09 MA, credits his UHCL education with preparing him to lead through complex challenges, build community trust and create opportunities for others.

When Troy Finner enrolled in University of Houston-Clear Lake’s Master of Arts in Criminology program, he was already a lieutenant with the Houston Police Department. He worked approximately 62 hours each week, balancing his police duties and additional employment with classes and family responsibilities.

Finner did not yet know he would eventually lead two police departments. He understood, however, that continuing his education could prepare him for greater responsibility. UHCL helped make that education attainable by offering many of his courses at the CAPE Center, allowing him to pursue a graduate degree while continuing to work full time and support his family.

“I don’t know how I did it, but by the grace of God and a lot of support from family members, close friends and thoughtful, caring professors, I did,” Finner said. “Had it not been for the accommodations of the University of Houston-Clear Lake, I would never have reached the level I was able to reach.”

Finner went on to become executive assistant chief and chief of the Houston Police Department and now serves as police chief for Missouri City. His professional leadership and contributions to community have earned him the UHCL Alumni Association’s Distinguished Alumni Award, which honors graduates whose accomplishments and service have made substantial contributions to society and brought credit to the university.

The scale of Finner’s leadership reflects that distinction. As Houston police chief from 2021 to 2024, he led the largest municipal police department in Texas, overseeing more than 5,000 sworn officers and over 900 civilian employees during a period marked by the effects of the COVID-19 pandemic and heightened concerns about violent crime. In 2022, HPD reported declines in homicides, robberies, aggravated assaults and rapes.

Finner measures that work less by the size of the department he led than by what greater responsibility allowed him to make possible. As he advanced, he gained more opportunities to enter difficult situations, bring people together and help create better outcomes.

“I love big problems, big solutions,” he said. “Having the ability to reach your hand into something that needs fixing and being part of that process, gathering people, establishing relationships and putting protocols in place, is so powerful and rewarding to me.”

His UHCL degree satisfied an educational requirement for promotion to assistant chief, but its value extended beyond opening the next professional door. Graduate study challenged Finner to examine the history, experiences and perceptions that shape relationships between law enforcement and the communities officers serve.

A course on race and crime taught by Dr. Everett Penn was particularly influential. Finner remembers the workload as demanding, especially while managing the responsibilities of work and family, but the course gave him a fuller understanding of issues he would later confront as a police leader.

Penn approached difficult historical subjects with facts and care, Finner said. The course created room to acknowledge past injustices and examine how they continue to shape people’s experiences without allowing the conversation to end in division. Students were instead challenged to consider what could be learned and how communities could move forward together.

“It made me more complete,” Finner said. “It helped me understand the history of race and crime, how those things relate, the effect they have on people and how they can divide people. But most importantly, how do we move forward?”

That question became central to Finner’s leadership. He came to understand that authority alone cannot produce safer or stronger communities. Effective policing depends upon relationships developed through listening, presence and respect.

Finner describes those relationships as an oak tree. Trust cultivated over many years can withstand periods of conflict and public scrutiny because its roots extend deeper than any single event.

“When people know who you are, and they trust you and respect you, no matter what storm is blowing, that oak tree is always going to be deeply rooted,” he said. “You’re going to lose some leaves. You’re going to lose a few branches, but it’s going to stay planted in the ground.”

Developing those roots requires work that often happens outside public view. Finner points to visiting families during their worst moments, listening to residents whose experiences differ from his own and being present during protests to protect both public safety and the right of people to be heard.

“When we give importance to a person’s perception and life experiences, we can build bridges,” he said. “True community policing is listening to people, hearing them and respecting where they are in life at that moment.”

That commitment also extends to young people. Finner credits parents, relatives, teachers, coaches and neighbors with providing the encouragement and accountability that helped him succeed. He believes officers and other professionals have a responsibility to form meaningful relationships with young people before they encounter a crisis or enter the justice system.

Finner has advocated for youth mentoring programs that help strengthen trust and communication between young people and law enforcement. He describes that support not as a handout, but as a hand up, intended to help young people develop the confidence, judgment and independence to shape their own futures.

“We reach in and pull them up, but we teach them how to be independent and how to think independently,” Finner said. “Nobody is going to make it if they are just left to the side to fend for themselves.”

For younger officers and future public-service leaders, Finner offers a principle that is simple to state and difficult to practice consistently: Do what is right. That requires studying the facts, resisting pressure, using authority responsibly and treating people with dignity, particularly when circumstances are tense.

Finner’s selection for the Distinguished Alumni Award recognizes more than his rise from patrol officer to chief. It reflects how he has applied education, experience and increasing responsibility to confront complex problems, strengthen community relationships and help prepare others to lead.

What began as a working lieutenant’s determination to earn a graduate degree became greater capacity to serve. Finner’s experience shows how access to education can expand one person’s reach from the classroom, to an organization, to the lives of the people and communities that leader is prepared to understand, protect and bring together.

UHCL’s 2026 Early Achievement Award recipient applies human factors research to create products that better serve people.

When technology delivers sensitive health information, seemingly small decisions can carry enormous consequences. The wording of an alert or even its vibration pattern can affect whether someone understands what is happening and knows what to do next. For Angie Avera, ’17 MS, those moments demonstrate why people must remain at the center of product development.

“The whole purpose of products and technology is to make our lives easier and better,” Avera said. “To be able to root what we are doing in a real need and design something to solve that need is so beautiful.”

That commitment has guided Avera’s rapid progression from graduate student to research leader at two of the world’s most recognizable technology companies. In recognition of her professional accomplishments, the University of Houston-Clear Lake Alumni Association selected Avera to receive its 2026 Early Achievement Award, which honors graduates age 45 or younger who have distinguished themselves in their professional lives.

Avera did not begin college knowing that human factors research would become her profession. While earning her bachelor’s degree at the University of Texas at Austin, she explored several disciplines before settling on human development. After graduation, she taught kindergarten English in Thailand before returning home still uncertain about what would come next.

Her first exposure to human factors research came through a project examining human behavior in personal computing. The study measured whether the additional surface area provided by larger laptop touchpads affected how people used them and performed certain tasks. Avera presented the work at a regional conference organized by the Human Factors and Ergonomics Society. She remains active in the organization and spoke at its international conference in 2025.

“I was interested in doing work that would do good in the world,” Avera said. “The whole discipline is about building the world around us to suit us and creating products that are safe and easy to use, products that help people do what they are trying to do.”

There, Avera met UHCL professor Nicholas C. Kelling and learned about the university’s applied cognitive psychology program, now offered as the Psychology M.S. with a Human Factors concentration. The program offered the scientific grounding she needed in judgment and decision-making, along with an understanding of sensation and perception. It also emphasized applying that knowledge to challenges outside the classroom.

Faculty members placed students in situations that reflected professional practice. Avera worked on a class project with HP and practiced presenting research to demanding stakeholders, learning how to translate evidence into recommendations that product teams could use. She also completed internships with Houston Methodist, a startup and HP, each made possible through relationships connected to the program.

“Without the applied pieces, I wouldn’t have been as ready to jump into the job that I got at Apple right after graduate school,” Avera said. “The program was designed in a way that absolutely prepared me for my career.”

At Apple, Avera contributed to research supporting health and safety features, including fall and atrial fibrillation detection for the Apple Watch. The work required more than determining whether the technology functioned correctly. Researchers also had to understand how people might respond to unfamiliar or frightening information and how the product could guide them toward an appropriate next step.

After the fall detection feature launched, Avera began hearing from people who believed it had helped save their lives or the lives of family members. Those accounts allowed her to see how the research skills she developed at UHCL could influence someone’s well-being far beyond a laboratory or product-development meeting.

“It makes me proud to know that what we work on touches so many people’s lives,” she said. “It is a big responsibility.”

Avera later joined Peloton, where her role has expanded from conducting research to leading research strategy and developing other researchers. She helped guide research for Peloton Strength+, an app built from the ground up as the company expanded into a new area. Her work has also helped teams understand what encourages people to begin exercising and maintain or return to a routine.

For Avera, meaningful research gives a voice to people who might otherwise be absent from product-development decisions. Without it, teams can design around their own experiences and assumptions, potentially overlooking people who think or interact with technology differently.

“When you do research well, ideally you get products that are actually safe and effective for more people,” she said. “It helps the whole team innovate. It helps us build things that solve problems, rather than design for design’s sake or build for building’s sake.”

As Avera’s influence has grown, so has her responsibility for creating opportunities for others. She now considers coaching and mentoring researchers among the most rewarding parts of her work because it allows her to extend the same kind of support that helped her enter the field.

One member of her team first contacted Avera through LinkedIn and told her, “You have my dream job.” Avera agreed to an informational conversation, and the two stayed connected. When a position later became available, the researcher applied and was hired.

“Now she has her own dream job, which is so cool,” Avera said. “When people reach out for those informational conversations, whether it is a student or someone new to the field, I try to remember that you should want to give back in the same way someone helped you get your foot in the door.”

Avera has maintained that same connection to UHCL by staying in contact with faculty, speaking to classes and meeting with students. Receiving an alumni award also carries special meaning for her family. Her mother, Christy Harper, ’92 BS, ’94 MA, received UHCL’s Distinguished Alumni Award in 2016.

Avera views the Early Achievement Award not as a conclusion, but as recognition of a foundation that continues to shape her work. The education and professional relationships she found at UHCL helped her enter a field in which understanding people can lead to safer technology and experiences that improve lives. She is now building on that foundation by making sure the next generation of researchers has opportunities to do the same.

“I don’t think I would have ended up at Apple, and I wouldn’t be at Peloton, if I hadn’t been in that program with those professors at that time,” Avera said. “It all is connected.”

Outstanding Professor Award recipient Heather Kanenberg, Ph.D., combines high expectations with personal support, helping students develop the confidence and professional identity to advocate for others.

Heather Kanenberg watches for the moment when a student begins to believe their voice matters. A student who once hesitated to speak starts contributing more often. Another becomes comfortable asking a question when something is unclear. Over time, students who doubted whether their ideas belonged in the conversation begin to recognize what they have to contribute.

For Kanenberg, program director and professor of social work in University of Houston-Clear Lake’s College of Human Sciences and Humanities, those changes represent more than classroom participation. They show students developing the confidence they will need to advocate for clients, influence policy and serve their communities.

“It’s a joy to see students over the course of their time in the program become more vocal, more confident or assertive in their ideas,” Kanenberg said. “I need to hear you. You’ve got to speak. You have important points to share.”

Kanenberg’s commitment to students has earned her the UHCL Alumni Association’s Outstanding Professor Award. The recognition honors professors who inspire students through teaching, mentoring and active involvement while helping create a sense of community across the university.

Her approach combines encouragement with high expectations. Students need to know their professors are invested in their success, Kanenberg said, but preparing to serve others also requires rigor, responsibility and a willingness to grow.

“I try to be the kind of professor who is supportive and encouraging, but also sets high expectations,” she said. “I love being able to be a part of the students’ development and watching them blossom into the professional social workers they are going to be.”

Students have described Kanenberg as accessible, responsive and willing to make room for their perspectives. Her door is open when they need guidance, and she makes herself available to review drafts, discuss feedback and help students work through challenges inside and outside the classroom.

Those practices extend beyond effective instruction because they reflect the profession her students are preparing to enter. Listening, meeting people where they are and respecting the experiences they bring are foundational principles of social work.

“Making space for others is really at the core of how social workers do their work,” Kanenberg said. “I am always trying to model for students who are learning what social work is and what one social worker can look like.”

Students are not simply acquiring information in Kanenberg’s classroom. They are developing a professional identity shaped by how they are heard, challenged and supported. Their questions also influence her, prompting her to examine topics more deeply, adapt her methods and connect course material to the lives students lead and the communities they will serve.

Kanenberg has watched the students in her program change over time, including a shift toward more traditional college-age students. Yet many continue to balance employment, caregiving, family responsibilities and other demands. Understanding who they are helps her make the material relevant without lowering the expectations of the profession they are preparing to enter.

Their development becomes especially visible during the internships required to complete the social work degree. Kanenberg delights in students stopping by her office to share what they have learned, how they are applying ideas from the classroom and where professional practice has challenged their assumptions.

“Having them come by the office and tell me what they’re getting to do in the community with clients or with their colleagues, and the way they’re using what they’ve learned, is the most fun,” she said.

The results can also be seen when students use their growing confidence to advocate for change, share their experiences with elected officials or engage community leaders. What begins as finding the courage to speak in class can become the ability to speak on behalf of people whose needs might otherwise go unheard.

Kanenberg’s investment in students extends beyond her courses. She has advised the Social Work Student Organization and Phi Alpha Social Work honor society, guided students through the Bachelor of Social Work program and supported the internship experiences that connect academic preparation with community practice. Her work has previously earned her recognition as UHCL’s Faculty Advisor of the Year.

Her university service also reflects the broader qualities recognized by the Outstanding Professor Award. Through faculty leadership and broader university service, Kanenberg has worked to understand how institutional priorities and decisions shape the student experience.

That broader view helps her anticipate how changes may affect students, explain what is happening and connect them with people who can help. It has also strengthened her relationships with faculty and staff whose dedication reinforces what she considers one of UHCL’s defining qualities.

“You are not going to be a face in the crowd,” she tells students. “If you miss a class, I am going to check in with you and ask if you are alright or if there is something you need.”

Kanenberg discovered what teaching could make possible after a mentor invited her to serve as an adjunct at UHCL. By her second week in the classroom, she knew she wanted to make it her career.

Her commitment to UHCL became even clearer after her partner’s work took their family to Northern Virginia in 2010. Kanenberg left believing she was walking away from the best job she would ever have. When the family returned three years later, an opening allowed her to compete in a national search for her former position and come back to the university.

Nearly 20 years into her teaching career, students continue to sustain her commitment. Their determination to earn a degree, develop professionally and improve the lives of others continually challenges her to become a better educator.

The Outstanding Professor Award recognizes Kanenberg’s teaching, mentoring and service, but the strongest evidence of what makes her outstanding can be found in her students. Each one who leaves UHCL more confident in what they know, more willing to use their voice and better prepared to make room for the voices of others carries her influence into the agencies and communities where social workers turn listening into action.

How UHCL’s MHA/MBA program is helping a Houston physician expand his perspective on healthcare leadership 

By the time Dr. Rajan Gadhia enrolled at the University of Houston-Clear Lake, he had already built a career many would consider firmly established. 

A vascular neurologist at Houston Methodist, Gadhia had helped develop and expand a virtual neurology program that brings specialized stroke expertise to patients across the health system. He directs the program, trains future neurologists and holds leadership roles spanning stroke care, concussion treatment and medical education. 

But the more Gadhia worked to improve how care was delivered, the more he began to see another side of healthcare. 

“I feel like we have such a microscopic view of things,” he said of working within a particular profession. “You may be good at what you’re doing right now,” but seeing what else is possible requires exposure to different perspectives. 

For Gadhia, that realization eventually brought him to UHCL’s joint Master of Healthcare Administration/Master of Business Administration program. 

Expanding access to expertise 
Gadhia’s interest in healthcare began early. His mother managed operations for specialty medical practices in Houston, and as a teenager, he spent summers helping in those offices. After shadowing a physician in a hospital, he knew he wanted to practice medicine. 

He completed medical school and neurology training before pursuing a vascular neurology fellowship at Massachusetts General Hospital and Harvard Medical School. His time there included training in telestroke, then an emerging approach to delivering specialized neurological care remotely. 

Gadhia returned to Houston Methodist with an idea. 

His goal was straightforward: A patient experiencing a stroke should have access to the same level of specialized neurological care regardless of which Houston Methodist emergency room they enter or what time they arrive. 
The virtual neurology program began at Houston Methodist The Woodlands Hospital and eventually expanded across all seven Houston Methodist hospitals and approximately 10 freestanding emergency rooms. 

“We can bring the expert to the bedside 24 hours a day, seven days a week, 365 days a year,” Gadhia said. 

The experience also exposed him to something medical training had not fully prepared him for. 

Building and expanding a program required more than clinical expertise. It meant developing budgets, demonstrating value, working with hospital executives and making decisions about how limited resources could have the greatest impact. 

As Gadhia began thinking about larger questions of healthcare access and how emerging technologies such as artificial intelligence could shape medicine, he wanted to better understand how those decisions are made. 

“I thought I could bring a different side of this,” he said. 

Learning the other side of healthcare 
Gadhia knew he wanted to pursue an MBA, but conversations with mentors and other healthcare professionals led him to UHCL and its dual MHA/MBA program. 

The distinction mattered to him. An MBA could provide a foundation in finance, organizational strategy and business. The MHA offered a deeper understanding of healthcare policy, payer systems, value-based care and the forces reshaping the industry. 

For a physician interested in influencing healthcare beyond individual patient encounters, he wanted both. 

“I don’t think that there’s ever a time where investing in more knowledge is ever going to be a bad thing,” Gadhia said. 

The connection between the classroom and his professional life came quickly. 

In a leadership course, Gadhia and his classmates role-played conversations among physicians, administrators and other stakeholders. At the same time, his own department was experiencing changes in leadership. 

His classmates were not physicians, and their questions forced him to reconsider how he communicated needs that might seem obvious from a clinician’s perspective. 

“Not everyone understands exactly what I’m saying,” he recalled realizing. “So I need to break it down and make it very clear.” 

Finance courses provided another shift in perspective. Gadhia learned to read budgets and statements of operations and gained a greater understanding of the responsibilities facing administrators managing expenses, revenue and resources. 

Rather than viewing a clinical need only through the lens of what would provide the best care, he could better understand the larger organizational question: Why should the institution make this investment, what resources will it require and how does it advance a longer-term strategy? 

“I was able to step back and say, ‘I get it. Everyone is just playing their part,’” he said. 

Investing in what comes next 
Gadhia expects to complete the MHA/MBA program in December. Finishing it while maintaining a clinical practice, raising two young children and fulfilling his leadership responsibilities has required sacrifice. 

He describes the experience as a “labor of love.” 

“I didn’t need to go back to get an MBA/MHA to continue being a physician,” he said. “I needed it to be able to get to the next level and to be able to grow.” 

For Gadhia, that next level is not necessarily a new title. It is the ability to enter conversations about the future of healthcare equipped to understand both the clinical and organizational sides of the decisions being made. 

He can now look at a budget or statement of operations, understand what it means, question it and contribute to a broader discussion about an organization’s goals and strategy. 

Three years ago, he said, he could not have done that. 

Now, as Gadhia looks toward the next challenges facing healthcare, he sees his medical expertise and his UHCL education as complementary tools for addressing them. 

“You will never go wrong investing in knowledge,” he said. 
 

Before Alti Rahman was helping shape strategy and innovation in cancer care, he was working directly with people navigating another complex part of the healthcare system. As a mental health case worker in Dallas, Rahman helped clients transition from inpatient to outpatient care. The work often extended well beyond connecting someone with treatment. He saw firsthand how access to transportation, nutritious food and stable housing could influence whether someone was able to successfully move forward. 

The experience changed the direction of his career. Rahman had been pursuing a master's degree in professional counseling, but his work exposed him to the administrative complexities surrounding care. He began thinking about where he could have the greatest impact: delivering care within the existing system or helping address some of the policies and processes that shaped how that care was delivered. 

"If I want to make true change," Rahman recalled thinking, "can I influence administrative policies that create restrictions and obstructions in care processes?" 

He changed course, returned to Houston and began researching healthcare administration programs. That search brought him to the University of Houston-Clear Lake, where he was able to connect his interest in population health and the social factors affecting patients with a deeper understanding of healthcare administration. 

Finding a Path into Oncology 
At UHCL, an internship opportunity would help shape the next chapter of Rahman's career. Through a connection facilitated by the Healthcare Administration program, he secured an internship with Oncology Consultants, a Houston-area community oncology practice. His first assignment was hardly theoretical: A major health insurer had placed the practice out of network, and Rahman was tasked with helping analyze the data and understand why. 

The project offered an early introduction to the intersection of patient care, payment systems and healthcare operations. "That gave me all the confidence that not only did I like the private practice space, but I loved the complexity of oncology," he said. The internship became the beginning of nearly 15 years with Oncology Consultants. 

Cancer care appealed to Rahman in part because of that complexity. A patient's journey can involve physicians, hospitals, surgeons, insurers and other providers while also being influenced by behavioral, social, environmental and genetic factors. Improving care requires those different pieces to work together. Yet behind all that complexity, Rahman said, is something deeply personal. 

Decisions That Reach the Patient 
For healthcare administrators, discussions about operations, costs, treatment options and organizational strategy can involve systems and numbers. For patients and their families, those decisions can affect some of the most important moments of their lives. 

"Many times the cancer patient is thinking through their journey from a perspective of key milestones," Rahman said. A patient may be hoping to reach a child's next birthday, see a grandchild graduate from kindergarten or attend a child's wedding. Advances in cancer treatment are creating more opportunities for patients to reach those milestones, he said, while the growth of precision medicine is increasingly allowing treatment decisions to account for the unique characteristics of an individual patient and their cancer. 

That patient-centered perspective has remained important as Rahman's responsibilities have expanded. Today, as chief strategy and innovation officer for American Oncology Network, Rahman helps establish strategic priorities and monitor their execution. The role has also expanded the scale at which he can think about cancer care. After spending much of his career focused on a practice in Texas, he now works within a network with a presence across much of the country. 

"It's truly a privilege," he said, "to understand and perhaps create some influence across almost half the states in the country in terms of cancer patient experience." 

Preparing for What's Next 
Rahman sees significant change ahead for healthcare, particularly as the industry confronts workforce shortages while caring for a growing population of patients. Technology, including artificial intelligence, could be part of the response by helping clinicians navigate the enormous amount of information involved in modern medicine while reducing some of the administrative complexity that can take time and attention away from patient care. 

In oncology, where treatments are increasingly tailored to the individual characteristics of a patient's cancer, that ability could become increasingly important. But for all the technology reshaping the field, Rahman believes one fundamental element of healthcare remains unchanged. " Despite advances in technology, healthcare will always be a people- and relationship-oriented industry," he said. 

It is a lesson that also connects back to his experience at UHCL. Rahman said the Healthcare Administration program helped him understand healthcare payment models and operations while reinforcing the importance of continuing to learn in an industry that can change dramatically in a short period of time. Going to class, completing projects and finishing an internship are only a beginning; healthcare professionals have to continue learning throughout their careers. 

That message was among those Rahman brought back to UHCL when he recently returned to speak with current Healthcare Administration students. Walking a different campus than the one he remembered and reconnecting with former professors, he found that students today have tools that barely existed when he was beginning his career. They can follow industry leaders, encounter new ideas and build professional networks online, but Rahman reminded them that digital connections cannot entirely replace something he learned early in his career. 

"You don't want to lose the importance of human connectivity and networking," he said. 

That principle stretches from the classroom to the executive suite and, ultimately, back to the patient. Healthcare will continue to change as technology advances, new treatments emerge and organizations adapt, but for Rahman, the reason for navigating all that complexity remains consistent: creating a healthcare system that works better for the individual person depending on it. 

For a long time, Sadia Nizam wondered how the different parts of her life fit together. She had studied medicine, spent years raising three children and then returned to college to pursue an entirely different calling in education.

Now, as she prepares to graduate from the University of Houston-Clear Lake’s Master of Arts in Teaching program, Sadia sees those experiences differently. None of them, she says, were wasted. Each is contributing to the teacher she is becoming.

Sadia earned a Bachelor of Medicine and Bachelor of Surgery in Pakistan, building a strong foundation in science, critical thinking and problem-solving. After moving to the United States, she became deeply involved in her children’s education and encouraged their participation in science fairs, conferences and other STEM programs.

Watching her children learn also gave Sadia a close-up view of the influence educators can have on a child’s confidence, curiosity and future. Over time, she realized she wanted to have that same impact on other children.

“Teaching and helping children learn was where I truly wanted to be and where I belong,” Sadia said.

Her husband encouraged her to pursue that realization, offering to take on more responsibilities at home so she could return to school. His advice also helped her see that changing directions did not mean starting over. She was bringing everything she had already learned and experienced with her.

Her path at UHCL required similar persistence. Sadia initially sought admission to the MAT program but instead began in the post-baccalaureate teacher certification program in spring 2025. She maintained a 4.0 GPA while continuing to pursue her original goal and, with encouragement from College of Education faculty, transitioned into the MAT program in January 2026.

For Sadia, the program has provided a bridge between understanding science and understanding how children learn.

“I know the science, but I didn’t know how to teach,” she said. “The MAT program gave me the foundation.”

That foundation became tangible during field experiences in area schools. While working with fourth-grade students in mathematics, Sadia conducted one-on-one conferences and small-group instruction. She remembers the satisfaction of watching students finally understand concepts they had struggled to grasp.

“When they get it, and the happiness you get and the accomplishment they get, it’s amazing,” she said. “I was like, ‘Yeah, I want to do this.’”

Those experiences are shaping the classroom Sadia hopes to create, one where students feel safe asking questions, trying something new and making mistakes. She especially wants children to understand that STEM is not reserved for scientists and engineers.

For young students, she said, STEM can begin with simple questions about what they notice, what they think will happen or how they might make something work better. Building, sorting, comparing, measuring, observing, testing and redesigning all tap into something children already possess.

“Children are naturally curious,” Sadia said.

Sadia has intentionally sought opportunities to develop that curiosity in herself as well. Dr. Omah Williams-Duncan, her science methods professor, connected her with STEM experiences including NASA-related events and UHCL’s KidsU, where Sadia worked with students from kindergarten through seventh grade. Dr. Sue Chapman supported her development in mathematics education and recommended her for the Cynthia L. Schneider Mathematics Preservice Teacher Scholarship, which Sadia was selected to receive.

Another mentor, Nicole Ram, STEM coach at Melillo Middle School, shared the opportunity that led to Sadia’s latest achievement: selection for the inaugural NASA Texas Space Grant Consortium (TSGC) STEM Ambassador for the 2026–2027 academic year.

Through the program, Sadia will promote STEM education on campuses, in schools and throughout the community while connecting students with opportunities including grants and scholarships. For Sadia, her selection also reinforced something she has experienced repeatedly during her own journey: the difference one person can make by recognizing someone’s potential and opening a door.

That includes faculty members such as Dr. Rebecca Huss-Keeler, who encouraged Sadia not to give up on her goal of entering the MAT program, and Dr. Carol Waters, who helped her navigate the transition and develop a path toward completing her degree.

“I think one thing I’ve learned from all of them is how powerful it can be when an educator notices someone’s potential and connects them with an opportunity,” Sadia said.

Now completing her clinical teaching and expecting to graduate in December, Sadia is already considering what comes next. She is interested in eventually pursuing a doctoral degree at UHCL and hopes to one day mentor and encourage future educators herself.

It would bring her journey full circle. Sadia entered education after seeing what teachers could make possible for her own children. Along the way, educators and mentors did the same for her. Now she is preparing to become the person who sees potential in a student, encourages curiosity and opens a door that might change the direction of someone else’s life.

The University of Houston-Clear Lake has been approved to join the Texas Leadership Scholars Program for the Fall 2027 cohort, giving current Texas high school seniors a new opportunity to pursue the statewide scholarship and leadership program at UHCL.

The Texas Leadership Scholars Program supports high-achieving students with financial need through a combination of financial assistance and high-impact experiences, including mentoring, leadership development, undergraduate research and professional development.

“Joining the Texas Leadership Scholars Program reflects our commitment to expanding opportunity while ensuring students have the support and experiences they need to succeed,” UHCL President Richard Walker said. “We look forward to welcoming our first scholars and helping them develop their talents, pursue their ambitions and prepare to make a difference in their professions and communities.”

Each year, 250 students statewide are selected as Texas Leadership Scholars. Eligible students must demonstrate financial need and academic achievement as well as leadership and service in their high school or community.

Texas Leadership Scholars may receive renewable financial support for up to four years or eight long semesters, provided they continue to meet program requirements. Participating institutions ensure that board-designated tuition and fees are covered through a combination of federal, state and institutional aid, based on financial need. The Texas Higher Education Coordinating Board also provides scholars with housing and food support based on the average cost at their institution.

The program extends beyond financial assistance. Scholars participate in mentoring and professional development and have opportunities to pursue undergraduate research, job shadowing, networking, leadership programming and summer experiences. They also become part of a statewide network designed to support their academic, personal and professional development.

“At its core, this program is about helping students turn opportunity into long-term success,” said Eric Tack, UHCL associate vice president for Student Success. “Our scholars will have access not only to financial support, but also to mentors, leadership experiences and opportunities that help them build confidence, make meaningful connections and prepare for what comes after graduation.”

Applications for the fall 2027 Texas Leadership Scholars cohort open Oct. 1, 2026, and close Feb. 16, 2027. Applicants must be graduating seniors from accredited Texas public high schools, including open-enrollment charter schools, and meet the program’s financial need, academic, leadership and enrollment requirements.

Students applying for the program may rank up to three participating universities to which they have applied, including UHCL. Students selected for a Texas Leadership Scholars award must enroll full time at the participating institution that awards the scholarship to become part of that institution’s scholar cohort.

Students receive access to the Texas Leadership Scholars application through a staff member at their high school.

For more information about eligibility and the application process, visit the Texas Leadership Scholars Program website.

University welcomes one of its largest freshman classes and its largest transfer cohort in five years

The University of Houston-Clear Lake welcomed one of the largest freshman classes in its history this fall, with Official Reporting Day data showing a 17% increase in first-time freshmen over Fall 2025.

Transfer enrollment also increased 7.5%, giving UHCL its largest incoming transfer class since 2021. Together, UHCL enrolled over 1,500 new undergraduates. The gains reflect growing momentum among students who choose UHCL to begin their college experience or to continue their education after attending another institution.

“The growth of our freshman and transfer student populations reflects increasing confidence in UHCL and the education we provide,” UHCL President Richard Walker said. “More students are choosing UHCL as the place to pursue their ambitions, prepare for meaningful careers, and build a stronger future for themselves and their communities.”

Overall enrollment remained relatively stable at over 7,900 students. While headcount remained near last year’s level, semester credit hours increased for the second consecutive fall.

Semester credit hours reflect the total amount of coursework in which students are enrolled and provide another important measure of enrollment strength and student progress. The increase indicates that UHCL students are carrying a greater collective academic course load as they advance toward completing their degrees.

The growth in first-time freshmen continues UHCL’s evolution as a destination for students entering college directly from high school. At the same time, the increase in transfer students reinforces one of the university’s longstanding strengths. Transfer students make up a significant portion of UHCL’s undergraduate population, and the university continues working with community colleges and other educational partners to create clearer pathways toward earning a bachelor’s degree.

“These results reflect the focused work happening across the university to reach students earlier, simplify the enrollment process, and help them understand the opportunities available at UHCL,” said Ann Theodori, vice president for strategic enrollment management. “The growth is especially meaningful because it includes students entering through different pathways. Whether they are beginning college with us or transferring to complete their degree, our responsibility is to support them from enrollment through graduation.”

The Fall 2026 results reflect continued efforts to expand access, strengthen recruitment, and make earning a four-year degree more attainable. Through increased outreach, stronger educational partnerships, and affordability initiatives, UHCL is creating clearer pathways for students to enter college, remain on track, and earn their degrees.

The University of Houston-Clear Lake is among the top public universities and best value colleges in Texas, with several rankings climbing significantly in the 2027 Niche College Rankings.

UHCL ranked No. 7 among Top Public Universities in Texas and No. 7 among Best Value Colleges in Texas, improving from No. 11 in both categories last year. The university also earned the No. 1 spot among Best Value Colleges in the Houston area.

The university also climbed to No. 11 on the Best Colleges in Texas list, up from No. 17 last year, placing UHCL among the state's leading institutions across public and private universities.

“These rankings reinforce what we want every student and family to know about UHCL. A high-quality university education can be within reach,” UHCL President Richard Walker said. “Our focus is on providing students with the academic experiences, support and opportunities they need to succeed, while ensuring the investment they make in their education creates lasting value.”

UHCL also made significant gains nationally. The university moved into the top 100 public universities in America at No. 89, up from No. 127 last year, and climbed 93 spots to No. 192 among Best Colleges in America.

UHCL's national Best Value ranking showed similar momentum, rising 52 places from No. 121 to No. 69. Niche gave the university an A- for value, with the 2027 ranking representing UHCL's strongest position in the five years included in the report.

The recognition comes as UHCL continues to expand opportunities for students through new academic programs, industry and community partnerships, and efforts to make a four-year degree more accessible and affordable.

Niche's Best Colleges rankings combine academic, admissions, financial and student-life data from sources including the U.S. Department of Education with reviews from students and alumni. Academic quality carries the greatest weight in the Best Colleges methodology, followed by value, which considers factors such as student debt, alumni earnings and students' perceptions of the value of their education.

New agreement creates direct pathway to UHCL for eligible Dickinson ISD students beginning with Fall 2027 applicants

The University of Houston-Clear Lake and Dickinson Independent School District today launched a new Guaranteed Admission partnership creating a clear, direct pathway to a four-year university for eligible Dickinson ISD students. 

The agreement, UHCL's first Guaranteed Admission partnership with a school district, has the potential to benefit approximately 515 Dickinson ISD seniors. University and district leaders formally recognized the partnership during a signing ceremony on Thursday, August 27, at UHCL.

"Students should be able to see a clear path from where they are today to where they want to go next," UHCL President Richard Walker said. “Through this partnership with Dickinson ISD, we're helping remove uncertainty from that journey. Combined with our efforts to make a college education more affordable, we're showing students and families that a four-year degree at UHCL is within reach.”

Beginning with the Fall 2027 application cycle, participating Dickinson ISD students with a calculated unweighted GPA of at least 2.75 on a 4.0 scale can secure guaranteed admission to UHCL by completing the university's application and submitting an official transcript. SAT or ACT scores are optional for admission, and the university's $45 application fee will be waived for qualified students. Some academic programs may have additional admission requirements.

“This partnership with the University of Houston-Clear Lake is about more than automatic admission—it is about opening doors and helping our students see what is possible for their future,” Dickinson ISD Superintendent Dr. Rebecca Brown said. “When a student knows that a four-year university is within reach, right here in our own community, college becomes more than a dream; it becomes a real and attainable plan. We want every Gator to graduate knowing they have options, opportunities, and people who believe in their potential.”

The Guaranteed Admission partnership is part of UHCL's broader effort to expand both access and affordability for students throughout the region. Beginning in Fall 2027, qualifying Texas students from families with adjusted gross incomes of up to $100,000 may have tuition and mandatory fees covered through UHCL's expanded Hawk Promise program.

Together, Guaranteed Admission and Hawk Promise address two significant considerations for students and families: providing a clear pathway to admission and helping make earning a four-year degree more affordable. Students must independently meet the eligibility requirements for each program. 

Through the partnership, Dickinson ISD students will also be connected with UHCL admissions counselors and information about academic programs, campus life, scholarships and financial aid as they prepare for college.

Students and families can learn more about Guaranteed Admission at https://www.uhcl.edu/admissions/apply/freshman/guaranteed-admission and Hawk Promise at https://www.uhcl.edu/costs-aid/types/hawk-promise.

Gaining professional experience can be an important step toward launching a career, but for students balancing classes, jobs and other responsibilities, fitting a traditional internship into an already busy schedule isn't always easy.

The Center for Career Development, part of the Division of Student Affairs at the University of Houston-Clear Lake, is expanding the ways students can gain that experience through a new micro-internship program offering short-term, paid professional projects that can be completed virtually and on a flexible schedule.

"Many of our students are already working, and a traditional internship may not always fit into their schedules," said Dr. LaMar Black, director of UHCL's Center for Career Development. "Micro-internships give them another way to gain experience in their field of study and build skills that can help prepare them for the workforce."

Dr. Tina Powellson, vice president for Student Affairs, said the program reflects the Division of Student Affairs’ commitment to student success. 

“Micro-internships reflect the Division of Student Affairs’ vision of expanding access to transformative opportunities that support students’ academic, personal and professional success,” Powellson said. “By connecting classroom learning with real-world experience, this innovative approach helps students build career readiness, develop professional skills and pursue their goals without the traditional time commitment of an internship.” 

Micro-internships allow students to work on real-world projects for employers without the time commitment of a traditional semester-long internship. Projects may last anywhere from a week to several weeks and are designed to give students practical experience they can add to their résumés and discuss with future employers.

Through UHCL's partnership with Parker Dewey, students can explore available projects and apply for opportunities that align with their interests, skills and career goals. Employers review applicants and select students to complete their projects.

Because the projects are virtual and do not require designated work hours, students can complete the work around their existing schedules.

That flexibility is particularly relevant at UHCL, Black said, where many students are balancing their education with employment and other responsibilities.

"We want students to have opportunities to gain experience within their field of study, even if they aren't able to commit to a traditional internship," Black said. "These projects give students another pathway to build that experience and become more marketable as they transition into the workforce."

The program is also open to UHCL's international students, providing another avenue for students who may encounter additional limitations when pursuing traditional internship opportunities.

The micro-internship initiative is part of a broader effort by the Center for Career Development to connect students' academic experiences with their professional goals. The center provides career coaching, résumé and interview assistance, internship and job search support, career fairs, networking opportunities and other resources designed to help students prepare for the workforce.

For Black, the long-term measure of success will be how many students use micro-internships to gain experiences they might not otherwise have been able to pursue.

"Success is seeing UHCL students take advantage of these opportunities," Black said. "We want them gaining experience in their fields and building the workforce knowledge they'll need when they take that next step."

Students interested in micro-internships and other career resources can learn more through the UHCL Center for Career Development.

Family income eligibility increases to $100,000 beginning with the Fall 2027 application cycle

Beginning with the Fall 2027 application cycle, the University of Houston-Clear Lake will increase the family income eligibility threshold for its Hawk Promise program, allowing more Texas students to qualify for tuition and mandatory fee support.

Eligible first-time-in-college freshmen and transfer students from families with adjusted gross incomes (AGI) of up to $100,000 may qualify to have their tuition and mandatory fees covered through Hawk Promise. The previous family income threshold was $65,000.

The expanded eligibility reflects UHCL's continued commitment to increasing access to higher education and making a bachelor's degree more affordable for students and families across Texas.

"At UHCL, we believe every student should have the opportunity to earn a college degree without financial barriers standing in the way," said President Richard Walker. “Increasing the Hawk Promise income threshold allows us to support more students and families while advancing our mission of expanding access to higher education.” 

Hawk Promise has long supported first-time-in-college students and expanded to include eligible transfer students beginning in Fall 2026. The increased income threshold further broadens access to the program, particularly for middle-income families who may not have previously qualified for assistance.

Transfer students are a defining part of the UHCL community, representing approximately 70% of the university's undergraduate student population. Many begin their educational journey at community colleges or other institutions before transferring to UHCL to complete a bachelor's degree.

"Expanding Hawk Promise to transfer students has been an important step in increasing access to a UHCL education," said Dr. Ann Theodori, vice president for strategic enrollment management. “Combined with the higher income threshold, the Hawk Promise allows us to support more students on their path to a bachelor's degree.”

Students are automatically considered for Hawk Promise through the admissions and financial aid process. A separate Hawk Promise application is not required.

To be eligible, students must meet the program's residency, enrollment, academic and financial aid requirements. Prospective students planning to enroll beginning with the Fall 2027 application cycle are encouraged to apply for admission and complete the Free Application for Federal Student Aid (FAFSA) as early as possible.

Complete eligibility requirements and application deadlines are available on the UHCL Hawk Promise webpage.

Through an internship with V2X, leadership experiences and a network of campus mentors, UHCL finance student Aiman Fatima discovered a career path she never imagined while proving that determination can open unexpected doors.

At 15, Aiman Fatima's education came to an unexpected stop.

Forced to leave high school and move to Pakistan, she refused to let that be the end of her story. Determined to continue her education, she learned to read and write Urdu so she could complete Pakistan's board examinations, passing all 14 exams. When she later returned to the United States, she discovered those credentials would not transfer, requiring her to begin again.

Fatima earned her GED, completed an associate degree in real estate from Houston Community College, obtained her real estate license and, while raising her young son, transferred to the University of Houston-Clear Lake to pursue a Bachelor of Science in Finance.

Today, she is preparing to graduate while gaining hands-on experience through an internship with V2X, where she supports federal procurement for a contract within the NASA Johnson Space Center ecosystem.

"I never thought as a high school dropout I would be working in anything like this," Fatima said.

The opportunity came through UHCL's Strategic Partnerships Office after program manager Bernie Streeter connected her with the internship.

"I was trying to find a work-study that could help cover some of the costs," Fatima said. "Thankfully this one came up."

The internship has introduced Fatima to a side of the aerospace industry she had never considered. Working alongside procurement professionals, she reviews purchasing requests, helps ensure compliance with federal requirements and supports logistics operations while gaining experience with the systems and processes used throughout the industry.

"Procurement was something I hadn't even thought about," she said. "Getting my finance degree, the only things that came to my mind were financial investment or analysis or working in a bank somewhere. This is something new, and I actually really enjoy it."

For Fatima, the internship has reinforced what she is learning in the classroom while opening the door to new career possibilities.

"The education that I'm getting from UHCL right now, it's more theory-based, whereas this internship is giving me a different perspective," she said. "We get to work in systems that companies are actually using and gain experience that's not something we're getting at UHCL."

Under the guidance of her manager, Lori Boydston, Fatima has explored career paths in procurement, contract management and aerospace operations while learning about professional certifications that can help advance her career.

"When I first heard about this facility, I didn't even know it existed," Fatima said. "Working here helped me realize there are other aerospace companies you can work for like KBR, Boeing and Raytheon. Now I can actually look into them and think, 'Hey, I can work here.'"

While her internship prepared her professionally, getting involved on campus transformed her college experience.

After spending much of her first year taking online classes, Fatima joined the Campus Activities Board (CAB) to meet other students and become more involved on campus. She now serves as vice president after previously serving as Hawks Spirit and Traditions coordinator.

"My only goal at that time was, 'I need to get out and interact with people,'" she said.

Through CAB, Fatima attended the National Association for Campus Activities (NACA) Leadership Conference in Louisville, Kentucky, where she developed leadership and communication skills she continues to use in the classroom, during her internship and in everyday life. She credits Calvin Nguyen and Dr. Jordan Jones in Student Engagement for encouraging her growth as a student leader and introducing her to additional opportunities, including the Hawk Leadership Institute.

"Working with CAB has forced me to step up and be more open to public speaking, be more open to initiating conversations," Fatima said. "You're going to make connections, you're going to socialize and you have to make people feel comfortable."

Fatima said getting involved on campus also introduced her to people and resources that shaped her UHCL experience.

"If you're not putting yourself out there, you're unaware of these opportunities," she said. "Working on campus allowed me to create connections. I learned about scholarships, internships and resources that I otherwise would not have known about."

She also credits Professor Donna Bright Noll with helping her develop confidence as a communicator and encouraging her to embrace public speaking.

Ultimately, Fatima believes her journey is about more than overcoming obstacles.

"I don't think it's about the hardships I faced, but rather about the choice to never give up," she said. "Life has thrown a lot at me, but I never let it stop me."

After graduation, Fatima hopes to continue building a career in aerospace procurement or contract management before returning to UHCL to pursue her Master of Business Administration.

More than anything, she hopes her son sees what perseverance can accomplish.

"I want to be someone my son looks up to," she said. "I want to show him by example that giving up is never an option, that you have to keep trying and that you will get there eventually."

Looking back, Fatima says every opportunity built on the one before it.

"My story is proof that where there is a will, there is a way, and you have to seize every single opportunity you get," she said.

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.

Long after the final whistle sounds, Elizabeth Umanzor (’19) hopes visitors remember more than the matches.

Through a vibrant mural created as part of Houston's FIFA World Cup festivities, the University of Houston-Clear Lake alumna is inviting people to discover Houston's Museum District through its parks, museums, native wildlife and spirit of exploration. Located at Children's Museum Houston, the mural celebrates one of the city's most visited cultural destinations while encouraging guests to experience everything the district has to offer.

For Umanzor, the opportunity arrived unexpectedly.

After responding to a competitive artist call, she learned late one evening that her design had been selected.

"I screamed and I immediately called my brother because he's a soccer fanatic," she said. "It's a big deal to be working for FIFA. It's a once-in-a-lifetime opportunity."

The excitement quickly gave way to action. She had just a few days to develop her concept before beginning work. A week of rain and a seven-day production schedule created an intense timeline, but she welcomed the challenge.

Rather than creating a mural centered solely on soccer, Umanzor wanted the artwork to tell a story that would remain relevant long after the tournament concluded.

"I wanted to represent what the Museum District has to offer," she said. "I wanted to incorporate the FIFA World Cup into it, but I didn't want to make the entire mural just about soccer."

Instead, she filled the mural with details that celebrate Houston. Native Texas flowers, butterflies and Houston's official bird, the yellow-crowned night heron, appear alongside references to Children's Museum Houston, the Museum of Fine Arts, Houston Museum of Natural Science, Hermann Park and NASA. Small FIFA-inspired details, including the World Cup trophy and soccer-themed elements, are woven throughout the mural without overwhelming the larger story.

That approach reflects the philosophy that guides all of her public art.

"My responsibility as an artist is to always make my murals site-specific to wherever they're going to be," Umanzor said. "I want someone looking at the mural to recognize something they see here in Houston."

She hopes visitors leave with more than admiration for the artwork.

"I hope they feel inspired to explore the Museum District," she said. "I hope they feel a sense of curiosity."

For the 2019 UHCL graduate, the FIFA commission represents another milestone in a career that continues to grow. Last year, she completed the commemorative mural celebrating the 15th anniversary of UHCL at Pearland. Today, she works full time as an artist, creating murals across Texas and preparing for her largest project yet, a mural in Idaho for a nonprofit developing affordable housing.

Looking back, she never imagined her career would lead to opportunities like this.

"I never thought I would be able to make a living making art, painting huge murals, working for the FIFA World Cup," she said.

Over the past several years, nature has become the defining thread in her work. Native birds, flowers and wildlife have evolved into signature elements that connect each mural to the community where it lives.

"I've definitely found my niche," she said. "I absolutely love nature, and I want my art to be about that."

Although the mural was commissioned as part of the FIFA World Cup, Umanzor hopes its impact extends well beyond the tournament. If it remains in place for years to come, she hopes families continue discovering Houston's Museum District through the stories woven into every flower, bird and brushstroke.

"I still can't believe all of that happened," she said. "I'm super ecstatic and grateful for the opportunity."

When Daniel Zakrzewski returned to college in his 30s, he wasn't chasing a lifelong dream of becoming an engineer. He was searching for a new direction.

After earning a degree in history from Texas A&M University and considering a future in patent law, he realized the path he had envisioned for himself no longer felt right. What followed was a return to the classroom, a leap into engineering, and eventually an internship that would place him inside one of the nation's most recognizable aerospace environments.

Today, the University of Houston-Clear Lake graduate works as a Project Engineer with V2X, helping design and develop training hardware used to support astronaut preparation and mission operations connected to NASA's Neutral Buoyancy Lab.

The journey from career uncertainty to supporting human spaceflight efforts wasn't something he had planned. Looking back, he still finds it a little hard to believe.

"You meet some of these people and they've been doing this for 35 to 40 years," Zakrzewski said. "It was very much imposter syndrome at first. I was like, 'How the heck did I wind up here?'"

Finding the right path

Zakrzewski's decision to attend UHCL was influenced in part by family experience. His brother had previously enrolled at the university to pursue engineering and ultimately built a career in aerospace.

For Zakrzewski, the appeal was both practical and professional.

Born and raised in Houston, he wanted to remain close to home while pursuing a field that offered strong career opportunities. UHCL's location in the heart of the Clear Lake aerospace community made it an easy choice.

"I knew NASA and all the aerospace companies were in the area," he said. "That was definitely a big plus."

Returning to school after nearly a decade away from the classroom, however, brought challenges of its own.

"It was definitely a humbling experience," Zakrzewski said. "Trying to relearn things 10 years later while everybody around you is fresh out of high school was a little shocking at first."

Still, he embraced the challenge and quickly realized that succeeding in engineering would require more than strong grades. Like many students pursuing aerospace careers, he knew gaining real-world experience would be essential.

That realization led him to the Office of Strategic Partnerships.

Opportunity meets preparation

Through a Strategic Partnerships information session, Zakrzewski learned about internship opportunities with aerospace employers throughout the region.

Like many students, he was actively searching for a way to gain experience and get his foot in the door.

"You always hear that you need internships," he said. "Especially if your goal is to work at NASA."

One potential opportunity didn't materialize, but another soon emerged when V2X began seeking interns to support operations connected to NASA's Neutral Buoyancy Lab.

The opportunity arrived at exactly the right time.

Aerospace internships are highly competitive, and Zakrzewski admitted he wasn't sure what to expect when his name was put forward.

"It was very surreal," he said. "I kind of had to pinch myself."

For Bernadina Streeter, program manager in the Office of Strategic Partnerships, stories like Zakrzewski's demonstrate the value of connecting students with employers before graduation.

"Partnerships play a great role in connecting students on our campus to the many industries," Streeter said. "We really pride ourselves on finding real-world experiences for our students to engage in."

Streeter said those experiences not only help students apply classroom learning but also create pathways into careers that might otherwise feel out of reach.

For Zakrzewski, that connection became the turning point in his college experience.

Learning beyond the classroom

The internship exposed him to a professional environment unlike anything he had experienced before.

Surrounded by engineers with decades of experience, he initially questioned whether he belonged.

"It was a little overwhelming at first," he said. "You meet people who have been doing this for 35 to 40 years and have incredible backgrounds."

What surprised him most wasn't the complexity of the work, but the culture of learning that existed around him.

Rather than expecting new engineers to have all the answers, colleagues encouraged questions, collaboration, and curiosity.

"One of the biggest lessons I learned is that I don't know everything, and that's okay," Zakrzewski said. "People are always willing to help you, and they're still learning too."

That mindset changed the way he approached both engineering and problem-solving.

Instead of feeling pressure to know every answer, he focused on asking better questions, seeking guidance from experienced professionals, and remaining open to continuous growth.

The approach paid off both professionally and personally.

"It helped build confidence," he said. "You start realizing that you can do this."

Turning experience into a career

As graduation approached, Zakrzewski faced the same uncertainty experienced by many college seniors.

Would the internship lead to something permanent?

For months, the answer remained unclear.

Then, during the spring semester, he received a call from his supervisor informing him that an opportunity had opened within the organization.

Within days, he had an offer.

"It was a huge relief," Zakrzewski said. "A lot of weight came off my shoulders."

The timing allowed him to focus on finishing his degree while preparing for the transition into a full-time engineering role.

Today, his work blends engineering design and project management responsibilities, supporting the development of training systems and hardware used in astronaut preparation and mission support activities.

While much of the work happens behind the scenes, Zakrzewski says seeing projects move from concept to reality is one of the most rewarding aspects of the job.

"If we design something, I can actually walk downstairs and see it being built," he said. "Then later I can see it being used. That's what keeps me going."

Building something bigger

One of the experiences that left the greatest impression on Zakrzewski involved supporting training efforts connected to NASA's Artemis program.

Although his role represented only a small piece of a much larger mission, it provided a firsthand look at how thousands of individuals contribute to human spaceflight.

"Seeing the real-world impact is what makes it exciting," he said. "You realize that something you worked on is helping support these missions."

That connection between everyday work and larger outcomes continues to motivate him.

As NASA prepares for future exploration efforts and the aerospace industry continues to evolve, Zakrzewski is excited about the opportunity to keep learning, growing, and contributing.

For students who may doubt whether similar opportunities are possible for them, his advice is simple.

"You'll never know unless you try," he said. "If you already think the answer is no, you might as well put yourself out there and find out."

It is advice rooted in his own experience.

A few years ago, Zakrzewski was a career-changer returning to school and trying to determine what came next. Today, he is helping support the training and preparation of the people who will help shape the future of space exploration.

And for someone who once wondered whether he belonged, that journey has made all the difference.

When University of Houston-Clear Lake graduate Alec Broadhurst walks into work each day at Intuitive Machines, he's contributing to software systems designed to support future space missions and sustained human presence on the moon.

Just a year ago, he was a UHCL computer science student searching for internship opportunities. The connection that helped launch his career started with a message from the UHCL Center for Career Development.

"I first learned about the opportunity through an email from the UHCL Career Center advertising a fall 2025 internship," said Broadhurst, who earned a Bachelor of Science in Computer Science during UHCL's Spring 2026 Commencement. "After completing the internship, I was offered a full-time position with the same team following graduation."

His journey reflects the mission of UHCL's Center for Career Development: helping students transform their education into meaningful career opportunities.

Building career readiness from day one

The Center for Career Development supports students from the moment they enroll through graduation and even into their alumni years. Services include resume and cover letter assistance, mock interviews, networking skill development, career exploration, and job and internship search support.

During the 2024-25 academic year, the center's most requested services were resume assistance, job search assistance, and internship search assistance. The office also engaged approximately 1,500 students through career fairs, employer panels, networking mixers, and professional development workshops.

According to Dr. LaMar Black, director of the Center for Career Development, the center's work is most effective when students engage early in their academic journey.

"The Career Center offers students opportunities to become workforce-ready through our services and events held throughout the academic year," Black said. "Unfortunately, many students wait until their junior or senior year to engage with our office, which isn't the most effective approach. Career readiness happens in multiple phases, and the earlier students begin the process, the better positioned they are for success in the workforce."

To encourage that early engagement, the Career Center proactively connects with students shortly after enrollment.

"We take a proactive approach to student engagement by reaching out as soon as students are enrolled," Black said. "Our goal is to highlight our services and emphasize the value of meeting with their career coach early, so they can gain a clearer understanding of the steps they should be taking now to prepare for the positions they hope to pursue in the future."

Connecting students with industry

One of the Career Center's greatest strengths is its ability to connect students with employers across the Houston region.

Among the center's top non-education employers in 2024-25 were MD Anderson Cancer Center, Amentum, Houston Methodist-Clear Lake, The University of Texas Medical Branch (UTMB), and Space Center Houston. Leading education employers included Pasadena Independent School District (ISD), Galena Park ISD, Houston ISD, Clear Creek ISD, and Alvin ISD.

For students interested in aerospace and technology careers, UHCL's location in the heart of Houston's aerospace corridor offers unique advantages. Broadhurst chose UHCL because of those opportunities.

"I grew up in the Clear Lake area and was familiar with the university's strong connections to the aerospace industry," he said. "Its proximity to major aerospace companies and its relationship with NASA made it an appealing place to pursue my degree."

That same proximity is one reason Intuitive Machines actively recruits UHCL students.

"The primary reason we had interest in partnering with UHCL is that we try our best to make sure that we're tapping into the local ecosystem," said Clifton Miller, senior talent acquisition specialist at Intuitive Machines.

Miller noted that many current employees are UHCL alumni and that the university's location, just minutes from the company's headquarters, makes the relationship a natural fit.

"With UHCL being 10 to 15 minutes down the road, it just makes sense," Miller said.

He also sees a strong pipeline of talent emerging from the university.

"There's a good pipeline of engineering and software engineering talent coming out of UHCL," Miller said.

Turning opportunities into careers

For Broadhurst, the internship that began through the Career Center became the foundation for a full-time career in the space industry.

Today, he develops embedded Linux software for payload systems supporting space missions.

"My experience at UHCL gave me both the technical foundation and problem-solving mindset needed to work in the aerospace industry," Broadhurst said. "The computer science curriculum helped me build a strong understanding of software engineering principles, operating systems, and low-level computing concepts."

Miller said employers increasingly value students who can demonstrate practical application of their classroom learning through internships, projects, and hands-on experiences.

"Having a complete personal project that I could discuss in detail during interviews was extremely valuable," Broadhurst said. "It allowed me to demonstrate technical skills and my ability to see a project through from start to finish."

Those experiences helped distinguish him during the hiring process and prepared him for the demands of mission-critical software development.

"What excites me most is the opportunity to learn how these mission-critical systems are designed and built," Broadhurst said. "Contributing to technology that supports sustained human presence in space and on the moon is challenging and rewarding."

A resource for life

The Career Center's support does not end at graduation. Alumni may schedule up to three career appointments after attaining alumni status and continue to access Jobs4Hawks, the university's career portal, where employer partners regularly post opportunities.

For Broadhurst, the value of the Career Center is clear.

“I would recommend the UHCL Career Center because it provides students with access to valuable opportunities and industry connections," he said. "In my case, an internship opportunity shared through the Career Center ultimately led to my full-time position after graduation."

As UHCL continues to expand programs in high-demand fields and strengthen relationships with employers across the region, the Center for Career Development remains a key link between classroom learning and career success, helping students envision their futures and take the steps necessary to achieve them.

Whether students are searching for their first internship, preparing for graduation, or planning their next professional move, the UHCL Center for Career Development provides the tools, guidance, and industry connections to help them succeed. Learn more about available services and upcoming opportunities at www.uhcl.edu/career-development/.

Just a few years ago, Andrew Gallaher was unsure whether he could pursue a degree in physics. Today, the University of Houston-Clear Lake graduate is helping support one of NASA's most iconic scientific missions.

Weeks after earning his Bachelor of Science in Physics from UHCL, Gallaher accepted a position at NASA's Goddard Space Flight Center, located in Maryland just outside of Washington, D.C. At Goddard, he serves as an engineer on the Hubble Space Telescope operations team supporting the Optical Telescope Assembly group.

His journey from a student who questioned his own abilities to an engineer contributing to humanity's exploration of space was shaped by perseverance, mentorship, and a willingness to embrace opportunities as they appeared.

Finding the right launchpad

Originally from Detroit, Michigan, Gallaher knew he wanted to build a future in aerospace. Houston's reputation as the center of American human spaceflight made attending UHCL an easy decision.

"Coming from Detroit, I wanted to make the move somewhere that had more aerospace opportunities, as Michigan is 95% automotive," he said. "Everyone knows Houston is the hub of spaceflight, so seeing UHCL next door to the Johnson Space Center (JSC) made it a no-brainer."

Although he began college as a computer science major, his academic direction changed after enrolling in physics courses taught by UHCL faculty who helped him see a future he had not previously considered.

"I always knew I had a passion for physics, though I never felt like I was smart enough to pursue it," Gallaher said. "When taking University Physics I and II with Dr. Evan Richards, he was so passionate about every detail, and he really made me feel like physics was an achievable academic path."

That encouragement became a turning point, setting Gallaher on a path that would eventually lead to NASA.

The people who opened doors

When Gallaher reflects on the people who helped shape his career, one person stands out.

"Bernadina (Bernie) Streeter, program manager from UHCL's Office of Strategic Partnerships, is easily the biggest influence on where I am today," he said. "Starting from the moment I met her, she made it her goal to help me achieve my dream of working at NASA."

Through the Strategic Partnerships office, Gallaher secured an internship with KBR supporting NASA's JSC. What began as a student opportunity evolved into more than two years of hands-on experience supporting mission operations and flight control teams.

"When an opportunity opened up at KBR, contracting to JSC, Bernie Streeter was a key player in getting me that position," Gallaher said. "I owe the opportunities I have today to Bernie and her team at UHCL."

He also credits the university's physics faculty for helping him balance the demands of a rigorous academic program with the responsibilities of supporting active NASA projects.

"The entire physics faculty was supportive of me throughout my time in the program," Gallaher said. "Whenever I had scheduling conflicts, such as working on Artemis II, they were beyond flexible and worked with me on any missed classes or other conflicts."

Their support allowed him to gain valuable professional experience without losing momentum in the classroom.

Turning classroom lessons into real-world impact

Gallaher's education at UHCL provided both technical expertise and the problem-solving mindset required for complex aerospace work. His computer science coursework introduced him to programming languages such as Python, skills he later applied at JSC to develop computational tools for orbital navigation calculations. Those tools continue to support Boeing CST-100 Starliner rendezvous-and-docking missions and simulations involving the International Space Station (ISS).

At the same time, his physics education strengthened his ability to analyze and solve difficult problems.

"Physics gave me irreplaceable skills in problem-solving," Gallaher said. "Every day at NASA, I encounter a new problem, whether mathematically or another complex issue. UHCL taught me how to approach solving those problems from start to finish."

During his internship, Gallaher contributed to several high-profile projects, including an orbital trajectory display for Boeing's CST-100 Starliner, a docking camera display supporting Artemis II operations, and virtual reality training environments that recreated ISS emergency scenarios for astronauts.

Among those experiences, one opportunity stands above the rest.

"Creating the docking camera display presented me the opportunity to support the real Artemis II mission on console in the Mission Control Center, an experience I will never forget," Gallaher said.

Persevering through self-doubt

Despite his accomplishments, Gallaher said his path through college was far from easy.

"Every day," he said when asked whether he faced challenges during his academic journey. "In almost every physics class, I never felt like I was as knowledgeable as I was supposed to be."

Rather than allowing those doubts to stop him, he embraced the reality that growth often comes through struggle.

"I would tell myself that physics is supposed to be hard," he said. "This meant lots of late nights doing homework, studying for exams, and learning more about each topic. It was years of doubt and struggle, but I did it."

Balancing coursework with professional responsibilities required discipline and resilience. Some days began with work at JSC, continued with evening classes at UHCL, and ended with overnight Artemis II mission simulations.

"There were days I would go on-site at JSC, work from 8 a.m. to 3 p.m., go to class at UHCL from 4 p.m. to 7 p.m., then back to JSC for a second-shift Artemis simulation," he said.

The demanding schedule taught him lessons in time management and perseverance that continue to serve him in his professional career.

Reaching for new frontiers

Today, Gallaher has begun a new chapter at Goddard Space Flight Center, where he works on operations supporting the Hubble Space Telescope.

For someone who has long been fascinated by space exploration, the opportunity is professionally rewarding and personally meaningful.

"Space telescopes have always been interesting to me — the forefront of answering the universe's unanswered questions," he said. "Getting the opportunity to try out a different side of spaceflight has been really interesting so far."

The move also brings him closer to family in Detroit. Yet beyond any individual mission or position, Gallaher's motivation remains rooted in a lifelong passion for exploration.

"I have always been passionate about spaceflight," he said. "The idea of humanity leaving this planet and crossing new frontiers, with the goal of making life interplanetary."

A message for Hawks

Gallaher hopes current and future students recognize that ambitious goals often seem impossible until someone commits to pursuing them.

"Don't tell yourself it's impossible. Nothing is truly impossible," he said. "I went from almost not graduating high school to working at NASA."

His advice is simple: find something exciting and stay committed to it, even when the path becomes difficult.

"Find something you are passionate about, academically or professionally, and tell yourself that you will get there, no matter what," Gallaher said.

When asked what role UHCL played in helping him reach his goals, he answered without hesitation.

"UHCL is the sole reason I am the person I am today," Gallaher said. "From the team in the Strategic Partnerships office believing in me and supporting me the past two-plus years, to the professors who pushed me to do my best. I genuinely owe it all to UHCL."

Andrew Gallaher’s story serves as a reminder that remarkable careers are rarely built in a single moment. They are built through persistence, mentorship, hard work, and a willingness to seize opportunities as they arise. For Gallaher, those qualities helped transform a dream of working in spaceflight into a career supporting some of NASA's most critical missions.

Ready to turn your passion into a career? Discover how UHCL's Physics Program and Office of Strategic Partnerships connect students with hands-on experience, industry mentors, and opportunities that can launch extraordinary futures at www.uhcl.edu/science-engineering/departments/mathematical-applied-and-physical-sciences/physics/ and www.uhcl.edu/strategic-partnerships/.

When Jai Gershmel graduated from Texas Tech University with a degree in kinesiology and a minor in sports medicine, she thought she had a fairly clear sense of where her future was headed.

Like many students in the field, she considered careers in physical therapy or athletic training and spent time completing internships, observations, and shadowing experiences. But as graduation approached, uncertainty began to settle in.

“I wasn’t 100 percent sure,” Gershmel said. “I didn’t want to throw myself into two or three more years of school if I didn’t fully know that was the direction I wanted to go.”

Rather than immediately committing to more graduate school, she returned home to the Houston area and began searching for direction. During that time, she came across information about the Spaceflight Human Optimization and Performance Summit (SHOP) and decided to attend.

At the time, she had little idea how much that decision would shape what came next.

Through conversations with faculty, researchers, and industry professionals, Gershmel was introduced to a side of exercise and health science she had not fully considered before. A later visit to the University of Houston-Clear Lake’s (UHCL) Health and Human Performance Institute (HHPI) deepened that interest even further.

“The labs were really impressive,” she said. “I didn’t do any kind of research in my undergrad, so seeing all those opportunities and hearing about the work being done here was really exciting.”

More importantly, the experience helped her connect interests that previously felt separate. Spaceflight, human performance, healthcare, and research no longer seemed like disconnected possibilities. At UHCL, they existed together in the same environment.

“I realized it was a good way to connect both sides of me that I was interested in doing,” she said.

Now pursuing a Master of Science in Exercise and Health Sciences at UHCL, Gershmel works as a graduate assistant supporting research related to human performance and spaceflight operations through HHPI.

Much of her current work involves helping prepare for NASA-related studies involving the Orion Flywheel, a countermeasure exercise device connected to astronaut training and conditioning. The work ranges from research coordination and preparation to helping ensure studies and testing processes run smoothly as projects move closer to implementation.

For Gershmel, one of the most eye-opening parts of the experience has been the proximity UHCL provides to both research and industry. Through HHPI and SHOP, students are exposed to astronauts, scientists, and professionals actively working in the future of human spaceflight.

Last year’s conference was also her first real introduction to professional networking.

“That was a big learning curve,” she said. “Trying to meet as many people as possible and figure out what networking meant.”

What surprised her most, however, was not the prestige of the speakers or the scale of the event, but the shared sense of purpose among the people in the room.

“Everybody is working toward the same goal,” she said. “It’s cool to see that it’s not really about people being high and mighty. Everyone is trying to contribute in their own way.”

That exposure has changed more than her academic direction. It has also changed her confidence.

While Gershmel still describes herself primarily as a student, she says the experiences she has gained over the past year have helped her feel more prepared to step into professional environments and contribute to larger conversations surrounding space exploration and human performance research.

That became especially real during the recent Artemis II mission, when Gershmel watched video of astronaut Victor Glover training on the same flywheel technology connected to research she is now helping support.

“I’m directly seeing that impact,” she said.

For Gershmel, experiences like those available through UHCL and HHPI are difficult to fully understand until students see them firsthand. That is why she encourages prospective students to ask questions, visit the labs, and talk directly with faculty and current students.

“Come look at the facilities. See what kind of research we’re doing,” she said. “Definitely talk to other students.”

Reflecting on her experience so far, Gershmel describes her path to UHCL as unexpected, but ultimately transformative.

“It’s been unexpected,” she said. “Not necessarily what I expected when I first started, but I’ve grown a lot, and I’m really thankful for the experience so far.”

For years, commencement at the University of Houston-Clear Lake was familiar territory for Dr. Uttam Pokharel.

As an associate professor of chemistry in UHCL’s College of Science and Engineering, he had watched countless students prepare to cross the stage. He had attended ceremonies as faculty, celebrated graduates from the audience, and experienced the excitement that fills the arena each spring.

But this year felt different.

This time, his daughter, Shradha Pokharel, was among the graduates.

“We all went together as a family in the same car,” Shradha said. “That was definitely a very special and unique moment for me because it’s like I am graduating, but then also my dad is in his regalia as a faculty member. So it’s both of us going together.”

For Uttam, the moment carried years of memories with it.

“I remember all those days when she was going to her first class, first school day, up to that point,” he said. “I memorized all those events, all those dates. That was very special for me. It was emotional.”

The journey that brought them both to UHCL started long before commencement day.

Shradha was about three years old when the family came to the United States from Nepal while Uttam pursued his academic career. Over the years, the family moved to different cities as his career evolved, eventually leading them to UHCL.

“Wherever I took her, she adapted,” Uttam said. “That is her qualification.”

By the time Shradha arrived at UHCL as a student, higher education was already a familiar part of her life. She had grown up watching her father teach, conduct research, and attend professional chemistry conferences. Those experiences helped spark her own interest in science.

“I was always very interested in chemistry as a child,” she said. “As early as third or fourth grade, I started memorizing the periodic table.”

That interest continued to grow through high school and into college, eventually leading her toward organic chemistry and work as a tutor helping fellow students navigate one of science’s more challenging subjects.

“I definitely felt a very big passion toward organic chemistry,” she said. “I hope I can share that passion with my students and help them break down the concepts better.”

Today, Shradha is preparing for her next step: applying to pharmacy school, where she hopes to combine her love of chemistry with her desire to help others through healthcare.

For Uttam, seeing his daughter pursue a path connected to science has been a source of pride, particularly because he said her success has always been driven by her own determination.

“She is a very honest student and very hardworking,” he said. “Even if we live in the same house, she was never dependent on my help academically. Typically, she does not ask those types of things.”

Despite sharing the same campus and even the same discipline, both father and daughter said they intentionally maintained professional boundaries at the university.

“She used to call me ‘doctor’ while she was in class, and I treated her in the same way,” Uttam said. “We completely maintained the professional distance when we were on campus.”

Shradha agreed.

“I didn’t really see it as, ‘Oh, my dad is up there teaching,’” she said. “I was like, ‘Oh, Doctor Pokharel is up there teaching.’”

Outside the classroom, however, the relationship shifted naturally back to father and daughter. The two often traveled to campus together, sharing rides and daily routines that became part of their experience at UHCL.

“I think it’s also the little things,” Shradha said. “Going in the same car together and coming back home in the same car together. Those are also memories that we have.”

During commencement, one of those moments became especially meaningful for her.

“As soon as I came into the arena, I was looking over and trying to find my family members,” she said. “Of course, I also tried to find my dad. He was sitting at the very front.”

Later, as she crossed the stage, she spotted him again.

“He was recording me at that time as I was getting my diploma,” she said.

For Uttam, the ceremony represented more than a graduation. It was the culmination of years spent watching his daughter grow both personally and academically.

“As a professor, I deal with several students,” he said. “It gave me an opportunity to closely observe where my child is academically and understand her real potential.”

When asked to describe each other in just one word, their answers reflected the qualities they most admired.

“Hardworking,” Shradha said of her father.

“Adaptable,” Uttam said of his daughter.

Together, those qualities helped shape a journey that brought both father and daughter to the same commencement stage, each experiencing the moment from a different perspective, but sharing the same pride in how far they had come.

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.”

When JJ Garza arrives at the University of Houston-Clear Lake this fall, he will be returning to a city that helped shape his future long before he ever considered college.

Growing up in Mercedes, Texas, Garza made frequent trips to Houston while his mother received treatment at MD Anderson Cancer Center. During one of those visits, his parents took him to NASA's Johnson Space Center, an experience that would help shape his future aspirations.

The experience left a lasting impression.

"I was just amazed over there," Garza said. "I knew I wanted to do something with space."

Years later, that childhood fascination has evolved into a clear academic and career path. This fall, Garza will begin his studies at UHCL as a New Hawk Scholarship recipient, pursuing a Pre-Engineering Specialization in Aerospace Engineering.

For Garza, the journey from the Rio Grande Valley to Houston has been fueled by curiosity, determination, and a willingness to seek out opportunities wherever he could find them.

Mercedes is a small community in South Texas, but Garza never allowed geography to limit his ambitions. To pursue his interest in aerospace, he regularly traveled from Mercedes to Brownsville to participate in Project Vortex, a student-led rocketry organization where members design, build and launch rockets while exploring engineering and aerospace principles.

"You have to go find opportunities yourself," he said.

That mindset continued throughout his college search.

Garza considered multiple universities and received several scholarship offers. Ultimately, the New Hawk Scholarship played a significant role in helping him choose UHCL by removing many of the financial barriers that often accompany higher education.

"It's like a weight that's been lifted off their shoulder," Garza said of his parents. "They don't have to worry about paying for my tuition and my housing."

The scholarship, combined with additional awards he earned, allows him to focus on academics, leadership opportunities and preparing for a future career in aerospace.

"We could not be more proud of JJ," his parents said. "He has worked incredibly hard throughout high school, always looking for opportunities to learn and grow. What makes us most proud is not just his achievements, but the person he has become.

"He carefully considered his college options and chose the university that felt right for him. Receiving the New Hawk Scholarship has opened doors while also easing the financial burden on our family. As parents, there is no greater joy than watching your child pursue a dream he has worked so hard to achieve."

Garza first learned about UHCL while researching universities in Texas and discovered that only five offered a bachelor's degree in aerospace engineering.

"I applied to all of them and was fortunate to be accepted by each one," Garza said. "However, UHCL stood out to me and quickly became the university that captured my interest the most."

As he visited campus and learned more about the university's growing aerospace and engineering opportunities, he found something that ultimately mattered even more than scholarship dollars.

"It felt like home," he said.

Friends and others encouraged him to consider larger universities, believing they might offer more opportunities. Garza saw things differently.

"If the big college is right for you, then go for it," he said. "But for me, this was the right choice."

His confidence only grew after attending an admissions and registration event, where he toured campus, met future classmates, and began preparing for the transition to college life. This fall, he will move into Hunter Hall and begin building connections within the university community.

Garza is already looking beyond the classroom. He hopes to become involved in student leadership opportunities, join UHCL's Space Hawks Rocketry student organization, continue pursuing his pilot's license, and eventually secure an internship with NASA.

The goals reflect interests he has been developing for years through his involvement in rocketry and his longstanding fascination with aerospace. At UHCL, he sees opportunities to continue building both the technical and leadership skills needed to pursue a career in the field.

Those goals align well with UHCL's strong connections to the region's aerospace industry and strategic partnerships that provide students access to internships, research opportunities, and professional experiences.

For Garza, every step brings him closer to the dream that first took shape during those childhood visits to Houston.

As he prepares to begin his college journey, he offers simple advice to other students navigating their own decisions.

"Choose the best fit that feels right to you," he said. "I don't know how to explain it, but when I first walked onto campus, it felt right for me."

This fall, the city that first inspired his fascination with space will become the place where he begins turning that dream into reality.

Keamia Rasa did not arrive at the University of Houston-Clear Lake with a rigid plan for her future.

What she did have was curiosity, a background shaped by high-level athletics, and a growing interest in human performance and space exploration.

Before coming to UHCL, Rasa competed as a Canadian national team sailor, an experience that taught her discipline, resilience, and adaptability long before she stepped into a research environment.

“That ability to not be afraid to make mistakes and be receptive to feedback has made me a better student and a better researcher,” she said. “You have to be coachable. You have to be able to adjust and keep moving forward.”

After several major life transitions, including time spent working as a trainer and raising a family, Rasa eventually settled in Houston and made the decision to return to school. She chose UHCL partly because of its proximity to the region’s growing space industry, though at the time she was still uncertain what direction her academic and professional path might take.

“I knew I wanted to do kinesiology and exercise science,” she said. “I just didn’t know what that was going to look like when I first came here.”

That clarity began to emerge through conversations with faculty in UHCL’s exercise and health science program. Rasa quickly found herself drawn not only to the classroom experience, but also to the accessibility of professors and the opportunity to engage more deeply with research.

“I’m always the person asking questions,” she said. “I’ll sit in the front of the classroom, go to office hours, and keep asking questions because I want to learn more.”

Those conversations eventually led her to the university’s Health and Human Performance Institute (HHPI), where she became involved in research connected to exercise science and human spaceflight.

Through HHPI, Rasa became involved in exercise-based human performance research connected to astronaut training, including work involving the Orion Flywheel and other NASA initiatives.

For Rasa, the experience opened an entirely new perspective on what kinesiology and exercise science could become.

“The research side of things and the human spaceflight factors here were the piece of the puzzle that clicked for me,” she said.

Her involvement in research has included everything from helping develop research questions and submitting Institutional Review Board proposals to collecting data and contributing to manuscript development.

“It’s all been fascinating,” she said. “Learning how to ask questions, think through problems, and go through the entire research process has been a really formative part of my experience here.”

That hands-on experience ultimately influenced her decision to continue her education at UHCL through the university’s Master of Business Administration program focused on the commercialization of space.

Initially unsure whether to pursue a traditional science-focused graduate degree or an MBA, Rasa says conversations with faculty mentors helped her recognize the importance of understanding both the human performance and operational sides of the rapidly evolving space industry.

“I didn’t know what I didn’t know,” she said. “Going into the MBA, I realized how enormous this industry really is.”

Now working as a graduate assistant through HHPI, Rasa also plays a major role supporting the annual Spaceflight Human Optimization and Performance Summit (SHOP), where students interact directly with astronauts, researchers, and leaders shaping the future of human spaceflight.

Her connection to the conference began several years ago as a volunteer. Today, she helps coordinate UHCL student volunteers and serves as a bridge between students and professionals working throughout the industry.

“Being able to be in the room where those conversations are happening is incredibly valuable,” she said. “You never know where those connections will lead.”

For Rasa, one of the most meaningful realizations has been understanding that the space industry, despite its global scale and technical complexity, remains deeply human at its core.

“When I first stepped into that environment, it felt intimidating,” she said. “But you realize we’re all just people. These people just happen to be doing amazing things.”

That exposure has strengthened both her confidence and her sense of purpose. While she does not claim to know exactly where her path will lead, she knows she wants to contribute to the future of human spaceflight in some capacity.

“I want to be part of pushing the limits of our capacities as humans,” she said. “Whether that’s on the human performance side, the business side, or somewhere else entirely, I just want to be part of it.”

For students considering UHCL, Rasa believes curiosity and initiative matter just as much as certainty.

“You don’t know if you don’t ask,” she said. “There are so many opportunities happening around you here, but sometimes you have to be willing to ask questions and step into those spaces.”

Reflecting on her time at UHCL, Rasa says one of the most unexpected parts of the experience has been the community she found within HHPI itself.

As one of the older graduate assistants in the program, she jokes that many of the students affectionately refer to her as “team mom.” But beyond the humor, she says watching younger students discover their own passions and opportunities has become one of the most rewarding parts of her experience.

“They have that curiosity and that drive,” she said. “Seeing that excitement and knowing they’re right at the start of something really special has been an incredible experience.”

When Jamelah Thomas enrolled at the University of Houston-Clear Lake, she was searching for more than a graduate degree. She was searching for direction.

Today, the Master of Healthcare Administration (MHA) student is preparing to graduate in December 2026 with national case competition experience, a full-time role at Houston Methodist, and a growing reputation as a future healthcare leader. But her journey to this moment was anything but easy.

“There was a glass ceiling,” Thomas said of her previous career in the insurance industry. “I really didn't see myself continuing to pursue leadership in that regard because it just didn't align well with my morals and my values.”

A graduate of Claflin University with a degree in business administration and management, Thomas spent five years working her way through middle management before realizing she wanted a career with deeper purpose and human connection.

“Healthcare was always in my family,” she said. “My mom works in healthcare, my uncle's a doctor, and it really just made sense to me.”

That realization led her to UHCL’s MHA program.

“I knew I wanted to go back to school, but I was unsure of what route I wanted to take,” Thomas said. “Ultimately, I chose UHCL because of the opportunity to have an in-person classroom experience as well as an online experience, and to be honest, the proximity to the Texas Medical Center (TMC) was ultimately the selling point for me as well.”

Turning opportunity into leadership

What she found at UHCL was more than a classroom experience. She found mentors who challenged her to lead before she fully believed she could.

At a new-student orientation, Dr. Femi Ayadi, professor of healthcare administration, approached Thomas with an unexpected opportunity: to compete in a healthcare case competition.

“She didn't know me,” Thomas said. “She just saw me and was like, ‘I want you to do this, and I want you to pursue this.’”

That moment would change everything.

Through faculty mentorship and hands-on learning opportunities, Thomas competed in multiple healthcare administration case competitions, including the Fleming Center Case Competition with the UTHealth Houston School of Public Health, where her team earned second place, and the 30^th Annual National Association of Health Services Executives (NAHSE) Everett V. Fox Student Case Competition, where her team finished among the top 10 semifinalists out of 33 teams nationwide.

Thomas credits UHCL’s curriculum with preparing her for the pressure and complexity of those competitions.

“One of the things that we do a lot on the healthcare administrative side is group projects, presentations, speaking in front of our classmates, and receiving questions to challenge our thoughts,” she said.

She specifically points to Faculty and Department Chair in Healthcare Administration Jordan Mitchell’s classroom environment as preparation for executive-level problem solving.

“Their job is to question us and give us extremely hard questions to challenge our knowledge,” Thomas explained. “That helped the most when it came to the question-and-answer portion of the case competition.”

Those experiences sharpened more than her presentation skills. They transformed her confidence as a leader.

“At the beginning, it was hard for me to take initiative because I didn't want to step on anyone's toes,” Thomas said. “I learned that in order for us to have the best possible result, I needed to trust my team and also trust myself.”

Today, Thomas serves as a volunteer coordinator at Houston Methodist, a position she says came directly from the relationships and opportunities built through UHCL.

“Dr. Ayadi recommended me for the position I'm currently in,” she said. “Really, she's been kind of the major player in my story.”

Resilience behind the success

Her success, however, came during one of the most difficult seasons of her life.

Thomas shared that while preparing for the NAHSE Case Competition, she was simultaneously navigating unemployment, financial uncertainty, and major personal transitions.

“I was unemployed for almost a year,” she said. “I was living with my grandma, and it was a rough time because obviously I didn't have money. I was a student, broke college kid, and I was just trying to make ends meet.”

While studying daily for competition presentations, she learned she had been hired by Houston Methodist. She returned from the competition in Philadelphia and started her new job the following Monday.

“Everything happened back-to-back,” she said. “My focus was just trying to make it.”

Through it all, Thomas leaned heavily on faith, family, and community support.

“When I felt like giving up, I had the confidence of other people around me when I didn't have it for myself,” she said. “Calling my mom, calling my friends, and them saying, ‘You're almost there girl, you're doing it.’”

Now, as she prepares for graduation in December 2026, Thomas hopes to give back to future UHCL students by helping coach and prepare upcoming case competition teams.

“I just want to prepare them,” she said. “I want them to represent.”

Her advice to students considering stepping outside their comfort zone is simple:

“I want people to step out of their comfort zone and not necessarily wait for someone to ask them to do something,” Thomas said. “You never know what can come out of it. You never know who you'll meet.”

Thomas’ journey reflects the kind of transformational experience UHCL intentionally strives to provide. One where mentorship, applied learning, and leadership development intersect to prepare students for the next level of their careers. And for Thomas, that next level is only beginning.

Ready to lead the future of healthcare administration? Learn how UHCL can help you advance your career at www.uhcl.edu/academics/degrees/healthcare-administration-mha.

Hosted by the Capt. Wendell M. Wilson Veteran & Military Resource Center on May 6, the celebration highlighted student achievement awards, graduate recognition, certificates of appreciation, and the presentation of the evening’s highest honor: Military-Connected Student of the Year. This year’s recipient, Ronald Ndawula, represents the very balance of service, leadership, and academic excellence the award was designed to recognize.

A journey fueled by discipline and determination

Originally from Uganda and now based in Houston, Ndawula serves in the U.S. Army Reserve while pursuing a Bachelor of Science in Information Technology (IT) with a Minor in Cybersecurity at UHCL. In addition to his military service and coursework, he also works at Harris County as an Information Security Analyst-IAM contractor.

Ndawula said his path to UHCL was shaped by a desire to grow professionally while continuing to serve.

“I chose UHCL because of its strong IT program, smaller class sizes, and supportive environment for military-connected students,” he said. “It offered the balance I needed between academics, work, and service.”

Although Ndawula’s journey has been rewarding, that balance has not always been easy.

“Balancing military duties, school, and work has been challenging,” he said. “But I’ve learned time management, discipline, and resilience. Balancing my responsibilities pushes me to stay organized and focused.”

Passion for cybersecurity

Ndawula said his interest in technology began with curiosity about how systems operate and evolved through hands-on exposure to cybersecurity concepts.

“I’ve always been interested in how systems work and how to secure them,” he said. “My interest grew through hands-on experiences and exposure to cybersecurity concepts, which motivated me to pursue IT professionally.”

During his time at UHCL, he has strengthened technical and professional skills in cybersecurity, scripting, web development, and communication through coursework, labs, and faculty mentorship.

“Courses in scripting, forensics, and cybersecurity, along with hands-on labs and projects, were especially valuable,” Ndawula said. “Professors like Joshua Baker, Dr. Lisa Lacher, Dr. Arturo Perez, and Krishani Abeysekera, who emphasized real-world application, helped me connect theory to practice.”

His academic success recently earned him not only the Military-Connected Student of the Year award, but also the 2026 Outstanding Undergraduate Student Award in Information Technology.

“I transferred to UHCL with an Associate of Arts in Multidisciplinary Studies from Houston City College, and my mentor warned me that switching to a Bachelor of Science in IT would be challenging,” Ndawula said. “But I’ve always loved a challenge. Winning this award validates my dedication to my studies and my passion for IT, and it motivates me to keep improving and striving for excellence in my field.”

Finding community at UHCL

Ndawula credited UHCL’s military-connected community with helping him navigate the demands of military service, academics, and professional life.

“The community has provided mentorship, helpful resources, and a sense of belonging,” he said. “Being around others with similar experiences made it easier to navigate challenges and stay motivated.”

For Ndawula, receiving the Military-Connected Student of the Year award represented recognition for the sacrifices and discipline required to maintain excellence across multiple responsibilities.

“It means a lot to be recognized for balancing my military service and academics,” he said. “It reflects the hard work and sacrifices behind the scenes.”

He also shared the qualities he believes define effective leadership. “A good leader is disciplined, adaptable, accountable, and willing to serve others,” Ndawula said. “Strong communication and leading by example are also key.”

Celebrating resilience and achievement

Luis Polanco De Leon, director of the Veteran & Military Resource Center, said the annual celebration reflects the center's mission to support and uplift military-connected students.

“Watching our students be celebrated for their resilience, dedication, and achievements is exactly why we do this work,” Polanco De Leon said. “My goal as director has always been to show up for our students and build something meaningful, and events like this are proof that we’re doing just that.”

As the evening celebrated academic milestones and military service alike, Ndawula said his motivation continues to come from both faith and mentorship.

“I’m inspired by my faith in God, mentors in both the military and IT field who demonstrate leadership, professionalism, and continuous growth,” he said.

Looking ahead, he hopes to continue building a career in cybersecurity, particularly in incident response or cloud security, while eventually stepping into leadership roles.

For students working toward their own goals, Ndawula offered one final message:

“Stay consistent, take advantage of opportunities, and don’t be afraid to ask for help,” he said. “Growth comes from persistence.”

For more information about resources and support for military-connected students, visit www.uhcl.edu/vmrc/. Interested in pursuing a career in technology or cybersecurity? Visit www.uhcl.edu/academics/degrees/information-technology-bs to explore UHCL’s Information Technology program and hands-on learning opportunities.

The University of Houston–Clear Lake is continuing to strengthen its support for veterans and military-connected students after receiving a $200,000 College Credit for Heroes (CCH) grant through the Texas Workforce Commission. The funding will help expand academic pathways, streamline military credit evaluations, and connect students more directly to workforce opportunities across Texas.

The grant initiative was led by Luis Polanco De Leon, director of UHCL’s Capt. Wendell M. Wilson Veteran & Military Resource Center, whose work has focused on building systems that recognize military experience as a valuable foundation for higher education and career advancement.

“The Veteran & Military Resource Center is honored to help bring this grant to UHCL through the Texas Workforce Commission,” Polanco De Leon said. “This funding reflects UHCL’s continued commitment to supporting veterans and military-affiliated students by creating stronger pathways between military experience, higher education, and career success.”

Polanco De Leon added that the grant will help expand opportunities for military-connected students to receive academic credit for their service and training while strengthening the resources and support available to them throughout their educational journey.

“We are grateful for the collaboration and support from university leadership and our community partners who continue investing in the success of those who have served,” he said.

Building pathways from service to success

The College Credit for Heroes initiative was created to help veterans and service members transition more seamlessly into higher education by translating military training, coursework, and occupational experience into college credit. For many military-connected students, that means avoiding repeated coursework, reducing education costs, and accelerating the path toward graduation and employment.

At UHCL, the effort has become part of a broader mission to rethink how institutions serve military-affiliated students, not simply by welcoming them to campus, but by intentionally designing systems that acknowledge the value of their lived experience from the moment they apply.

Since receiving its initial Tier I CCH funding in 2023, UHCL has approved 50 military course equivalencies and awarded more than 100 semester credit hours to veteran students, with more than 270 transfer hours applied toward degree completion. The new funding will allow UHCL to expand those efforts significantly over the next two years.

Planned initiatives include enhanced automation of military credit tracking within the university’s PeopleSoft system, expanded faculty training on the American Council on Education Military Guide, broader outreach to military communities, and deeper collaboration with workforce and employer partners throughout the Gulf Coast region.

Expanding access for military-connected students

UHCL currently serves more than 700 military-connected students annually, including veterans, active-duty service members, Guard and Reserve personnel, and military dependents. Through the CCH program, students can apply military training toward degree pathways in business, management, information technology, healthcare services, and public service leadership —fields aligned with high-demand workforce needs across Texas.

The university also plans to expand Prior Learning Assessment (PLA) opportunities for students whose military experience may not traditionally translate into academic credit, particularly Combat Arms veterans. Through PLA, students can demonstrate college-level knowledge gained through military training, leadership experience, and technical service outside of a traditional classroom setting. The goal is to create additional pathways for students to receive recognition for the skills and expertise developed during their service.

University leaders say the grant reflects a growing recognition that military-connected students bring substantial professional and leadership experience into the classroom, perspectives that can strengthen academic environments and the regional workforce.

“The Division of Student Affairs is deeply committed to honoring the service and sacrifice of our veterans and military-connected students by ensuring their experiences are recognized as valuable contributions to both higher education and the workforce,” said Dr. Tina Powellson, UHCL’s vice president for Student Affairs. “This grant strengthens our ability to remove barriers, expand opportunity, and create meaningful pathways from military service to academic and professional success. We are proud to continue building a campus culture that supports those who have served our country and empowers them to thrive.”

A hub of support beyond the classroom

Beyond academics, UHCL’s Capt. Wendell M. Wilson Veteran & Military Resource Center serves as a central support hub for military-affiliated students, connecting them with advising, career services, benefits assistance, transfer support, and community partnerships. Through collaborations with organizations such as Ellington Field Joint Reserve Base, the Texas Army National Guard, workforce boards, and veteran-serving agencies, UHCL continues building a network designed to support students from enrollment through career placement.

As the university expands its College Credit for Heroes efforts, the focus remains on reducing barriers and creating clearer, more accessible pathways for those who have served.

Rather than asking military-connected students to start over, UHCL’s approach recognizes the education already earned through service and helps students turn that experience into momentum toward a degree, a profession, and long-term success.

For more information about the College Credit for Heroes program and veteran support services at UHCL, visit www.uhcl.edu/vmrc/.

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.

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/.

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/.

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.

At the annual 1974 Society Dinner on April 16, the University of Houston-Clear Lake brought its mission into sharp focus. Not through statistics or strategy alone, but through the people whose lives and work are shaped by donor generosity. Members of the 1974 Society support UHCL by establishing or increasing endowments that fund scholarships, professorships, and other programs, helping sustain the university’s future.

“This is one of our favorite events,” said UHCL President Richard Walker, addressing a room of dedicated supporters. “Because we get to recognize those who are committed to the institution and hear directly what that support means to our students.”

Throughout the evening, Walker outlined a university on the rise. From launching a new aerospace engineering program to fast-tracking the development of specialized labs, UHCL is expanding its academic footprint while deepening its ties to industry. New partnerships, hands-on learning opportunities, and workforce-aligned programs are positioning students for immediate impact in fields that matter, from healthcare to space commercialization.

But behind every new initiative is a constant truth. “We could not do all these things without your support,” Walker said.

That message was reinforced by Vice President of University Advancement Joe Staley, who framed the evening around the return on donor investment. 

“What you have invested in is solutions,” he said. “We have problem solvers at this university.”

A scholarship to a new path

Allyson Simmons, the Distinguished Alumni Scholarship recipient, stood before the room as both a reflection of UHCL’s mission and a testament to donor impact. A former high school English teacher, she described a journey marked by uncertainty, leaving a graduate program that didn’t fit, stepping away from her initial career path, and questioning what came next. Years later, she decided to try again.

Returning to the University of Houston System (UHS), Simmons enrolled at UHCL to pursue a Master of Arts in Human Resource Management.

“I obtained my bachelor's degree in English from the University of Houston-Downtown. My mama graduated from UHCL with her master's in Instructional Technology in 2008,” she said. “The UHS is my home; I wouldn't dream of getting my graduate degree and maybe even my PhD from anywhere other than a UHS campus.”

 With the support of a donor-funded scholarship, what once felt like a risk became an opportunity. “Your kindness is allowing for a frightening and unfamiliar path to seem just a little brighter,” Simmons added.

For Simmons, scholarship support meant more than financial relief. It meant the ability to redefine her future. Today, she is on track to graduate in the fall of 2026 and is equipped to step confidently into a new career.

Strategic partnerships that deliver results

Adam Moore’s story underscored a different, but equally powerful, dimension of impact.

After earning his undergraduate degree, Moore came to UHCL with a clear goal: to return to NASA and build a career in the aerospace industry. He quickly immersed himself in graduate studies while gaining hands-on experience through partnerships with UHCL’s Office of Strategic Partnerships and Boeing.

Navigating multiple programs from systems engineering to an MBA focused on the commercialization of space, Moore relied on scholarships to maintain his momentum. The Alumni Association Scholarship, which is not restricted by college, proved especially critical as his academic path evolved.

That support delivered immediate results. Today, Moore is already working in mission control at Johnson Space Center, an outcome that reflects the direct pipeline UHCL is building between education and industry.

Together, these stories highlight the power of scholarships to expand access, sustain ambition, and accelerate careers. But the evening made clear that donor impact at UHCL extends far beyond individual students.

High-quality care for families and high-impact research in medical challenges

At the Center for Autism and Developmental Disabilities (CADD), Executive Director Dorothea Lerman described how philanthropic support has enabled the center to serve more than 200 families each year at no cost. For many, these services would otherwise be inaccessible.

“When we opened our doors, one of our missions was to provide high-quality care at no cost,” she said. “Because of generosity like yours, we have achieved that goal.”

Nearby, the work of the Health and Human Performance Institute (HHPI) is advancing another dimension of impact. Through donor funding and strategic partnerships, researchers and students are addressing some of the most complex challenges in healthcare, from traumatic brain injuries to neurodegenerative diseases.

For HHPI’s Executive Director William (Bill) Amonette, the significance of this support goes beyond dollars.

“Yes, funding fuels research. But more importantly, it creates opportunities for collaboration, innovation, and purpose,” he said. “Our goal is to connect science with clinical care, grounded in compassion. We are deeply grateful not only for your financial support, but for your presence here today, and to be in this fight alongside you.”

Solutions that affect real lives in real time

By connecting science with clinical care and compassion, UHCL is not only improving patient outcomes but also redefining what education looks like. Students are learning and contributing to solutions that affect real lives in real time. It is this intersection of education, purpose, and impact that defines UHCL’s trajectory.

As Staley noted, public funding alone cannot sustain that vision. Donor support fills the gap, transforming what is possible for students, faculty, and the broader community. The 1974 Society represents that commitment at its highest level: a group of supporters who believe in the university as it exists today, and in what it can become.

And if the evening proved anything, it is that the return on that belief is already visible. It is a teacher finding her way to a new career. It is an engineer stepping into mission control. It is in families receiving life-changing care at no cost. It is in research that restores dignity, function, and hope.

These are not isolated outcomes. They are the result of intentional investment. At UHCL, donor support does more than fund education; it expands access, strengthens quality, and connects learning to purpose. It ensures that students are not defined by financial barriers, but by their potential.

The stories shared at the 1974 Society Dinner are proof of what that investment makes possible. They are also an invitation to open doors for the next student, to advance research that changes lives, and to be part of a university that is growing, solving, serving, and leading. Because the next story is already waiting. And with continued support, its impact will be even greater.

Ready to be part of the difference? Visit www.uhcl.edu/giving to learn more about giving opportunities at UHCL.

Before most students find their footing, Sarah Delgado is already mapping the future one dataset, one story, and one classroom experience at a time. Her academic path has already led her to present at the American Geophysical Union (AGU) Fall Meeting, one of the most prestigious and influential conferences in Earth and space sciences.

At the University of Houston-Clear Lake, Delgado is not only working toward a bachelor’s degree but also building a path that bridges science, research, and communication. An environmental science major focusing on geology and geospatial analysis (GIS), she anticipates graduating in December 2027.

Originally from New Zealand, Delgado said she chose UHCL because of “its strong focus on applied learning, its location, and how welcoming and supportive the community is.” That supportive environment has been central to her experience.

“My favorite aspect of UHCL is the small class sizes and the accessibility of professors,” she said. “It creates an environment where you are not just another student in a lecture hall. You can actively engage, ask questions, and develop mentorship relationships that truly shape your academic path.”

Leveraging opportunities beyond the classroom

Those close connections have led to opportunities that extend far beyond the classroom. Through faculty mentorship, Delgado developed an independent research project focused on environmental resilience.

“Because of this environment and the ability to have one-on-one interactions with professors, I have been able to develop an independent research project focusing on creating a framework to identify areas of forest that may have lower resistance and resilience,” she said. “The goal is to eventually be able to ‘see’ which areas may need intervention to prevent collapse in the Amazon.”

With support from UHCL, Delgado presented her research at the 2025 AGU Fall Meeting. This meeting is the largest gathering of Earth and space scientists in the world, drawing more than 25,000 attendees from over 100 countries each year. The meeting covers the full spectrum of geoscience disciplines, including climate science, atmospheric science, oceanography, seismology, planetary science, cryosphere research, and hydrology. Many researchers use AGU as a primary venue to present cutting-edge results before journal publication, and AGU has been a central institution in geoscience for more than a century. Its Fall Meeting has become a cornerstone event for the field.

Along the way, Delgado has built a strong technical foundation and hopes to continue sharing her work as it evolves.

“I have developed strong skills in geospatial analysis using ArcGIS – the most widely used geographic information system platform in the world – along with remote sensing and environmental data interpretation,” she said. “I have also gained experience in scientific research design, data analysis, and technical writing. Beyond that, I’ve strengthened my ability to communicate complex scientific concepts to broader audiences.”

Making geology accessible

That ability to communicate science has become a defining part of her journey. Delgado is also a published author, with three books and more in progress. Her first book, “Rocky the Rock Goes on an Adventure,” was inspired by a desire to make geology more accessible.

“I was having trouble finding a book that explained geologic concepts in a way that was both accurate and engaging for children, so I decided to create one myself,” she said.

She is continuing that work with “Rocky the Rock Goes to the Amazon,” inspired by UHCL’s faculty-led expedition, as well as a larger science communication manuscript focused on sharing complex ideas effectively in a digital age.

Her commitment to making science accessible doesn’t stop there. Delgado runs a geology-focused YouTube channel, “geologyin5,” where she breaks down complex topics into five-minute lessons. Her content has reached a global audience, with schools and universities incorporating her videos into their learning resources.

“My goal is to make science accessible to everyone,” she said. “It is not something to gatekeep.”

Recognition for Her Work

She has also expanded her impact through professional engagement, with her work featured by Texas Parks & Wildlife Magazine and her role as a Content Ambassador for the Esri Young Professionals Network, where she promotes geospatial education and its real-world applications.

In recognition of her accomplishments, Delgado was named UHCL’s Outstanding Undergraduate Student in Environmental Science — an honor she describes as humbling and meaningful.

“This is something I am still processing; it is such an honor to have been selected for this,” she said. “This recognition reflects not just my academic work, but also my research, outreach, and commitment to science communication. It’s a reminder that the work I’m doing, both in research and in making science accessible, is meaningful and valued.”

Looking ahead, Delgado plans to pursue graduate studies in environmental systems and remote sensing, with long-term goals of combining research and media to make environmental science more accessible through documentaries, publications, and educational platforms.

Advice for her fellow classmates

When asked what advice she would give other students, her answer reflects the mindset that has guided her success:

“First, talk to your professors. Get to know them. They want you to succeed,” Delgado said. “Second, treat your education like something you’re building, not just completing. Take advantage of opportunities outside the classroom — research, conferences, and projects — because those experiences are what truly shape your future.”

Delgado’s journey is a testament to what is possible at UHCL, a place where students are empowered to go beyond coursework, pursue meaningful research, and transform their passions into purpose.

Interested in geology, GIS, or environmental research? Explore how UHCL’s Environmental Science program prepares students with the hands-on experience and technical skills to make a real-world impact at www.uhcl.edu/academics/degrees/environmental-science-bs.

The moment Vamsee Potluri’s name was called at the March American College of Healthcare Executives (ACHE) Congress marked more than a personal milestone; it reflected the foundation that shaped his path into healthcare leadership. Potluri, now a healthcare executive leading complex systems that serve veterans across the country, was named the 2026 Robert S. Hudgens Memorial Award winner for Young Healthcare Executive of the Year. But for him, the honor reflects something larger than individual achievement.

“Receiving the 2026 Robert S. Hudgens Memorial Award is truly humbling,” he said. “It's less a personal accolade and more a tribute to the organization and people I've worked with. Their collaboration, dedication, and trust made it possible.”

That mindset, grounded in service, teamwork, and continuous improvement, took shape during his time at the University of Houston–Clear Lake, where a planned one-year stop became a defining chapter.

Potluri’s path into healthcare administration was not linear. After accelerating through his undergraduate studies, he initially saw a Master of Healthcare Administration (MHA) as a brief step before medical school. Instead, the experience reshaped his future.

“During the MHA program at UHCL, I fell in love with healthcare quality and the idea of creating value beyond direct clinical care,” he said. “That shift led me to obtain my MHA/MBA and embrace healthcare leadership and quality improvement as my path, while honoring my clinical roots.”

A Houston native, Potluri’s decision to stay local deepened that transformation. Surrounded by family and immersed in one of the world’s largest medical hubs, he gained early exposure to healthcare systems in action.

“Proximity to family provided a strong support system, while Houston's community and volunteering opportunities offered early exposure to healthcare settings and leadership, experiences I might not have had elsewhere,” he said. “The Texas Medical Center (TMC) is a very unique place.”

Inside the classroom, theory quickly gave way to reality. Courses were led by former healthcare executives who brought lived experience into every lesson.

“My time at UHCL was eye-opening,” Potluri said. “I deeply appreciated professors who were retired healthcare executives, sharing real-world stories, challenges, and lessons that brought textbooks to life.”

That blend of academic rigor and practical insight helped Potluri develop a systems-level view of healthcare, in which leadership decisions directly translate into patient outcomes.

“Courses in healthcare quality, operations, and leadership stood out, teaching me to view healthcare as a system where small organizational changes can drive big impacts on patient outcomes,” he said.

The program's demands also instilled habits that would later define his leadership style. “As a student, I volunteered from 8 a.m. to about 4 p.m., attended evening classes until late, maxed out credit hours each semester, and held a part-time job,” Potluri said. “UHCL professors set high standards, preparing me well for the transition from graduate school into a fellowship.”

Those early lessons carried into his career with the Department of Veterans Affairs, where he began as a volunteer and rose to lead multiple medical centers, including serving as CEO.

“The most rewarding part is witnessing the daily value our teams create,” Potluri said. “Ultimately, it's about supporting healthcare professionals and patients to make a positive difference — improving care, improving value, and enhancing a veteran's experience.”

That focus on measurable impact emerged early. One of his first major projects after graduate school tackled medication safety, an effort that delivered both improved patient outcomes and significant cost savings.

“It built my confidence to drive change in complex systems,” Potluri said, noting it led to broader initiatives improving access to care, clinical quality, and patient flow across entire health systems.

Despite managing billion-dollar budgets and system-wide operations today, Potluri still anchors his leadership in a simple principle: leave every organization better than you found it.

Looking ahead, Potluri’s vision for veteran healthcare remains clear. “My vision is simple yet ambitious: Put the veteran at the center of everything,” he said. “I hope my leadership advances innovation, collaboration, and improvement, ensuring every veteran receives the best care when and where they need it.”

For current students and young professionals, his advice is rooted in the same willingness to embrace uncertainty that reshaped his own path.

“When a scary, unfamiliar opportunity arises, volunteer for it. That's where leaders grow most,” Potluri said. “These ‘stretch’ experiences build quick adaptation, fresh thinking, perspective, confidence, and humility.”

Potluri’s journey, from a Houston student balancing long days of work and study to a nationally recognized healthcare leader, illustrates how education can extend far beyond the classroom. At UHCL, he did not just gain knowledge; he found direction, purpose, and the tools to influence systems that touch the lives of thousands.

“UHCL gave me the foundation to shift from clinical to administrative leadership, supporting entire populations of patients and complex organizations,” he said. “Above all, my story shows there are many ways to serve — with a stethoscope, at a desk, or in the boardroom — as long as the focus stays on the people we serve.”

And in that service, the true impact of his education continues to unfold one patient, one team, and one system at a time.

For more information about UHCL’s Joint Healthcare Administration MHA/MBA program, visit www.uhcl.edu/academics/degrees/healthcare-administration-business-adminstration-mha-mba.

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.

For most universities, impact is measured in graduation rates and career outcomes. At the University of Houston-Clear Lake, it’s also measured in second chances. Now, a $300,000 investment promises to make those transformations stronger, more connected, and more future-focused than ever before.

UHCL’s College of Human Sciences and Humanities (HSH) has received a three-year, $300,000 grant from the Andrew W. Mellon Foundation to expand and deepen its Transforming Lives by Degrees (TLD) program, a nationally recognized prison education initiative offered at the Texas Department of Criminal Justice’s Ramsey Unit.

The grant will enhance academic support, strengthen career readiness, and expand collaborative learning opportunities for the 80 students currently enrolled in TLD, who are pursuing bachelor’s and master’s degrees in Humanities and bachelor’s degrees in Behavioral Sciences.

“Our TLD students value and recognize the power of education, as it fundamentally alters the paths they have traveled in the past and allows them to reimagine their futures,” said Dr. Amy Lucas, department chair of communication and social-cultural science and associate professor of sociology. “They graduate not only with a degree, but also with a sense of purpose and a desire to continue learning, developing, and growing,” she continued. “The expanded services and support the program will be able to offer, thanks to the Mellon Grant, will make those reimagined futures more likely to be realized.”

Building Degrees and Futures

Offered face-to-face inside the Ramsey Unit in partnership with Alvin Community College, TLD allows students to complete upper-level coursework toward fully accredited UHCL degrees. Its curriculum mirrors that of the Clear Lake campus, upholding identical academic standards and reinforcing the university’s commitment to excellence and equity in higher education.

But the Mellon-funded expansion goes beyond coursework. A new full-time wrap-around services coordinator will work alongside TDCJ reentry staff, UHCL Career Services, and community partners to help students prepare for life after release — assisting with financial aid paperwork, employment preparation, housing transitions, and access to community resources. The position will also seek additional external funding to sustain and grow the program.

The grant will also fund a Humanities graduate teaching assistant who will provide tutoring, mentoring, and research support, serving as a crucial bridge between incarcerated students and UHCL’s library resources. With anticipated technology upgrades within TDCJ facilities, students are expected to gain increased access to computers and limited internet resources, opening doors to online research databases, digital storytelling tools, and portfolio development in the digital humanities.

Together, these efforts position students not only to earn degrees but to graduate with the communication, critical thinking, and technological skills employers value.

“The TLD program fits the mission of UHCL as a regional comprehensive institution because it’s designed to ensure that we serve all members of our community,” said Dean of HSH Glenn Sanford. 

Sanford added that these investments in education have long-term positive effects by reducing recidivism, lowering reincarceration rates, and decreasing reliance on social services, as individuals who leave prison with a college degree are far more likely to become productive members of society and serve as role models demonstrating the transformative power of education.

Collaboration at the Core

Collaboration is foundational to the program’s success. UHCL works closely with Alvin Community College to ensure seamless transitions from associate to bachelor’s programs. Advisors coordinate course planning; faculty from both institutions jointly host graduation ceremonies; and the institutions are launching shared annual security training to streamline faculty access to the unit.

The Mellon Grant will also fund a new Faculty Fellowship designed to strengthen pedagogy and create a TLD Community of Practice, a monthly gathering where faculty teaching inside the unit collaborate, share resources, and refine innovative teaching strategies. The fellowship will help integrate UHCL’s Common Reader program into TLD courses, fostering dialogue between incarcerated students and their peers on the Clear Lake campus.

Through recorded student research presentations, shared discussions, and even art exhibitions featuring incarcerated students’ work in UHCL’s Art Gallery, the program works to build intellectual community across physical divides.

A Proven Model, Poised to Grow

TLD’s impact is well established. UHCL participated in the U.S. Department of Education’s Second Chance Pell Grant pilot program and has earned regional recognition for academic excellence and public service. In 2024, the City of Houston and Harris County issued proclamations celebrating the TLD program’s 50th anniversary and its contributions to the region.

The Mellon Grant signals national confidence in UHCL’s approach, one that treats incarcerated students not as statistics, but as scholars.

The College of HSH has demonstrated its long-term commitment by moving key positions into its permanent operating budget, embedding prison teaching into faculty expectations, and prioritizing sustainability beyond the life of the grant.

As UHCL looks ahead, the investment represents more than expanded services. It affirms a philosophy: that rigorous liberal arts education grounded in dialogue, dignity, and community can prepare students for meaningful careers, thoughtful citizenship, and lasting personal transformation.

Behind the walls of a prison classroom, futures are being rewritten. With the Mellon Foundation’s support, UHCL is ensuring those new chapters are built to last.

The self-introduction is as upbeat and direct as the person posting it on their website:

 “Hi! I’m Liz, a first-gen Salvadoran American artist based in Houston, Texas.”

 Meet Elizabeth “Liz” Umanzor, a 2019 graduate of the University of Houston-Clear Lake who is making her way as a working artist, combining her natural talent with the education she gained earning a Bachelor of Arts degree in Visual Arts and Design with teaching certification.

Taking inspiration from her Salvadoran heritage, Umanzor blends realism with vibrant color and symbolism to tell stories rooted in Latin American culture and environmental connection. The result is found in paintings, murals, and public art that celebrate identity and place, often featuring native wildlife, plants, and cultural motifs in bright colors.

 A significant project is the mural Umanzor created for UHCL at Pearland to commemorate the location’s 15^th anniversary in 2025. It features birds in flight representing learning in motion; a graduate in silhouette to illustrate the story of student journeys; and symbols of the health sciences professions that evoke how UHCL at Pearland is helping to shape the region’s workforce.

 “At its heart, the mural is about resilience and transformation,” Umanzor said. “My hope is that it inspires students to stay curious, open-minded, and willing in every part of their journey.”

 Resilience and transformation were also the themes of Umanzor’s own journey at UHCL. After graduating from YES Prep Southeast in 2014, Houston-born Umanzor entered UHCL as a first-generation college student. She cites her family as a key supporter of her decision to pursue art.

 “I’m the youngest and have an older brother and older half-sister, and my entire family has always been super supportive,” she said. "Latinas are typically not encouraged to pursue a creative field. We’re typically encouraged to pursue a field where you can get a steady-paying job.

 “But my family was incredibly supportive, and I finished my degree because of my mom. I didn’t want her to feel that she crossed the border (from her native El Salvador) for nothing. I did the normal job that most parents want their kids to have: I was an elementary art schoolteacher for two-and-a-half years. But then (I) began pursuing art as a full-time career.”

 UHCL gave her an environment and mentors she feels no other university could have, she said.

 “What attracted me to UHCL is that it didn’t feel like a big school. Professors knew me by name. One of my very first art professors was Lauren Yandell. She took time to get to know me and my work, and encouraged and pushed me to pursue my art.”

 UHCL gave her both the emotional and natural setting that enabled her to succeed, she said.

 “I feel, as a first-generation Latina (student), you don’t want to feel like a sore thumb sticking out. At UHCL, I didn’t feel like an outlier. I belonged.

 “I also love that UHCL is on this protected patch of nature. It’s the only time I see deer in a natural setting within the boundaries of Houston. I absolutely love that!

 “I love the pond; I love the woods. I remember going to college and feeling like I was in nature. You don’t feel like you’re in the city anymore.”

 Nature themes permeate her art with scenes of Salvadoran-inspired vistas featuring plants, animals, birds, and other wildlife in fiery colors. She is also a skilled portraitist, featuring subjects in natural settings.

 “I’ve worked on projects across the U.S. and abroad,” she said. “Through all of my art, I aim to spark connection, pride, and a deeper appreciation for the world around us.”

 For information on pursuing a degree in art, visit the UHCL website at www.uhcl.edu/human-sciences-humanities/departments/humanities-and-fine-arts/art-design/. To see Umanzor’s art, visit her website at www.lizzzarts.com.

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.

For Adam Moore, space was never an abstract dream, but part of the neighborhood. Growing up in Bay Area Houston, just minutes from NASA’s Johnson Space Center (JSC), Moore was surrounded by the language, people, and purpose of human spaceflight. Engineers were neighbors. Mission patches were familiar symbols. Houston was not only home; it was, as Moore puts it, “the hub of human spaceflight.”

Today, that early connection has come full circle as he pursues a dual graduate degree at the University of Houston–Clear Lake, positioning himself at the intersection of engineering, business, and the future of space exploration.

Moore has recently completed a Master of Science in Systems Engineering and is pursuing a Master of Business Administration (MBA) with a Concentration in Commercialization of Space, which is expected to be completed in the fall of 2026. The path reflects his curiosity and the momentum he has found at UHCL.

Leaving Home to Come Back Stronger

After graduating from Clear Lake High School, Moore headed west to Embry-Riddle Aeronautical University in Prescott, Arizona, earning a Bachelor of Science in Aerospace Engineering with a minor in Computer Science. While Arizona offered rigorous academics, his long-term vision always pointed back to Houston and NASA.

During his undergraduate years, Moore secured multiple internships with NASA contractors, spending summers immersed in real-world aerospace work while building a professional network rooted in JSC. By the time he graduated, he knew exactly where he wanted to be and why.

“When I came back to Houston, UHCL was the best match,” he said. “The proximity to JSC, the systems engineering program, and the faculty experience all lined up with what I wanted to do.”

A Graduate Experience Shaped by NASA

At UHCL, Moore found something increasingly rare in graduate education: small, focused classes with direct access to faculty who have worked at NASA. Some of his systems engineering courses enroll only three students, creating an environment that’s deeply personal and intensely practical.

“Small classes give me more direct access to faculty and a focused learning environment,” he said. “The best part of graduate studies at UHCL is the proximity to JSC. The location directly informs what we study, and our professors bring NASA experience straight into the classroom.”

That connection between theory and application is central to UHCL’s identity, especially as the university continues expanding its role in the space and engineering ecosystem. For Moore, it has meant learning systems engineering not as an abstract discipline, but as a tool used daily in mission planning, flight operations, and complex aerospace programs.

From Classroom to Contracts

UHCL’s Office of Strategic Partnerships has played a pivotal role in Moore’s professional development. Through the university’s partnership with Boeing, he began supporting the C-17 military aircraft program, gaining hands-on experience in large-scale systems and data management. Within months, he was promoted to a team lead role.

Shortly after, Moore transitioned to supporting a NASA International Space Station (ISS) software contract, a move that brought him closer than ever to active human spaceflight operations. In October 2025, he continued that trajectory by supporting CST-100 Starliner flight software, further deepening his exposure to human-rated spacecraft systems.

“Through UHCL Strategic Partnerships, I’ve gained invaluable experience with Boeing and NASA,” he said. “Because of UHCL, I’ve been able to broaden my skill set in systems engineering and expand into business, while also getting a foothold through those partnerships.”

Strategic Partnerships not only provided Moore with a job but also connected him with students across disciplines, helping him build a professional community beyond his academic program. It is a model that reflects UHCL’s broader mission: aligning education with opportunity.

Investing in Students Who Invest in Themselves

Moore’s graduate journey has also been supported by UHCL’s commitment to student success through financial aid and scholarships. Between the Graduate Student Assistance award, a $5,000 Alumni Association scholarship, a Lunar Rendezvous Festival scholarship, and the J.H. “Buddy” Raspberry Scholarship, his graduate tuition has been nearly covered.

“That support has made a huge difference,” he said. “It’s allowed me to focus on learning, working, and building toward the future.”

Eyes on Mission Control and Beyond

Moore’s long-term goal has been to work in flight operations at NASA’s Mission Control. After interning in that environment and gaining experience across multiple human spaceflight programs, he has now taken that step, joining NASA’s JSC Mission Control as a flight controller through a contractor role.

At the same time, he is realistic about the changing landscape of spaceflight. With commercial partners like Axiom Space and Intuitive Machines expanding their presence in Houston, Moore sees systems engineering and space-focused business leadership as powerful complements to traditional NASA roles. As part of his route toward astronaut candidacy, he is also pursuing advanced pilot training and scuba diving certifications. What ties all those possibilities together is momentum, and UHCL has been central to building it.

“UHCL’s growth mirrors my own,” Moore reflected. “I chose it for the location and programs, but it’s become much more than I expected. UHCL has given me the momentum to turn my passion for human spaceflight into real-world opportunities.”

For a Clear Lake native with his sights set on the stars, UHCL has been more than a place to study; it has been an integral part of his flight plan.

Prepare for your own mission. Explore UHCL’s engineering degrees at www.uhcl.edu/science-engineering/departments/engineering/. For information about internships, visit www.uhcl.edu/strategic-partnerships/.

Some decisions announce themselves loudly. Others arrive quietly, accompanied by a growing sense that it is time to move forward. For Bethany Holderness, transferring to the University of Houston–Clear Lake in spring 2024 was the latter. After two years at community college, she sought opportunities for growth. Room to challenge herself creatively, to plan for a future in art therapy, and to do so in an environment that felt supportive rather than overwhelming.

 Holderness began her college journey at Brazosport College shortly before her 20th birthday. The community college provided her with a strong foundation, but after two years, she felt ready for something more. “I knew I was outgrowing that space,” she said. “I was ready to branch out.”

UHCL offered exactly what she was looking for: opportunity without overload. Located close enough to home without being in the heart of Houston, the campus felt accessible and manageable — especially important given Holderness’ health challenges. But more than convenience, it was the culture that stood out.

“UHCL felt like the right balance,” Holderness said. “It’s small enough to feel connected, but big enough to open doors.”

Now a sophomore pursuing a Bachelor of Fine Arts in Art and Design with a Concentration in Studio Art and a minor in psychology, Holderness is working toward a long-term goal of becoming an art therapist. While she hopes to pursue graduate study and licensure one day, she approaches her future with realism and self-compassion. “Right now, I’m focused on finishing my bachelor’s,” she said. “Whatever comes next, I know I’ll be prepared.”

In addition to her major and minor, Holderness is also working toward a Women’s and Gender Studies Certificate. She said she chose this certification to deepen her understanding and empathy for future work with clients in art therapy, as well as to broaden her knowledge of the science and history of humanity. She credits the program with broadening her perspective and highlights Dr. Pearl Young, her Women in American History professor, as particularly impactful.

“She made learning very accessible for me,” she said. “She honored my paperwork from the disability accommodations department, and her teaching style was very creative and immersive.”

That sense of preparation is deeply tied to the support she has found at UHCL. As an ambulatory wheelchair user, Holderness works closely with the Accessibility Support Center, a resource she describes as transformative. From classroom accommodations to faculty advocacy, the university’s commitment to inclusion has allowed her to focus on learning instead of logistics. “Having professors who understand and a system that supports you makes all the difference,” she said.

Academic Advising has also played a key role in her success, helping her navigate scheduling and organization, areas she once found challenging. Combined with open communication and a culture of flexibility, these resources have empowered Holderness to become a strong advocate for herself. “UHCL is very receptive,” she said. “It’s not just policies. It’s people who want to help you succeed.”

Living on campus for the first time has further strengthened that sense of support. From the responsive resident advisors at Hunter Hall to the daily connections of residential life, Holderness says the experience has deepened her independence while reinforcing her sense of belonging. “UHCL has given me community,” she said simply.

That community extends beyond the classroom and residence halls. As a student worker in Admissions, Holderness helps manage social media content, giving her a behind-the-scenes look at the university she now calls home. The role has enabled her to develop professional skills while working in an environment she describes as flexible, welcoming, and supportive. “It feels good to contribute to a place that’s helped me so much,” she said.

Ask Holderness what stands out most about UHCL, and she does not hesitate to answer. “The community,” she said. “I’ve never felt singled out as a transfer student. I’ve never felt like I didn’t belong. It just feels natural, like this is where I’m supposed to be.”

For other students considering a similar path, her advice is practical and encouraging: complete your financial aid early, trust yourself, and do not be afraid to take the leap. “Transferring can feel daunting,” Holderness said. “But it’s worth it. You’ll find your place.”

For Holderness, UHCL has become more than a university. It is a space where she can grow, explore, and move forward at her own pace. A place that allows her to branch out while staying grounded. And most importantly, a place where her story is supported every step of the way.

Need Accessibility Support? Visit www.uhcl.edu/accessibility-support-center/ for assistance and services. For more information about Transfer Admissions, visit www.uhcl.edu/admissions/apply/transfer/.

When Campbell Bradley arrived at the University of Houston–Clear Lake, she arrived with a clear sense of direction. A disciplined student with a strong work ethic, Bradley brought with her a vision for the future shaped by faith, focus, and thoughtful financial planning.

A freshman finance major in the College of Business (COB) minoring in economics, Bradley is a former high school valedictorian and competitive swimmer who chose UHCL over several large, well-known universities for one simple reason: the opportunity to avoid debt.

“I got into places like Texas A&M, University of Houston, University of North Texas, and University of Texas at San Antonio,” Bradley said. “But UHCL offered the strongest scholarship package. Because of the New Hawk Scholarship, I can live on campus and focus on my studies without worrying about debt. That’s something I can’t describe. It’s an incredible feeling.”

The New Hawk Scholarship covers Bradley’s tuition, room, and board, making it possible for her to pursue her bachelor’s degree debt-free. For Bradley and her family, that support was decisive.

“We had just bought a house, and financially, I needed a full ride, or I wasn’t going,” she said. “UHCL made college possible for me.”

A Strategic Choice for a Bigger Future

Bradley’s decision reflects her practical mindset as a finance major. Rather than spending tens of thousands of dollars on a bachelor’s degree elsewhere, she intentionally chose UHCL to save for graduate school. With extensive AP credits already earned, she plans to complete her degree in three and a half years.

“I think one of the smartest things you can do is save your money for your bachelor’s and focus on where you want to earn your master’s,” she said. “The finance program here is strong, and I know I’ll be well-prepared.”

That preparation is already underway. In her first semester of classes, Bradley found herself energized by UHCL’s faculty, especially in the classroom.

“The best part of my UHCL experience so far has been my professors,” she said. “Professor Chuck Crocker, especially, has been amazing. I already feel connected and supported.”

A “Hidden Gem” Comes to Life

Though she once worried about attending a smaller university, Bradley now describes UHCL as a “hidden gem.”

“It’s a beautiful campus. Pristine buildings, a newer residence hall, and a welcoming atmosphere,” she said. “What surprised me most was how lively it feels. The staff, RAs, and professors genuinely care about their students. That makes a huge difference.”

Living in Hunter Hall has given Bradley the balance she was looking for: independence paired with connection. Her private room and bathroom offer quiet space to focus, while the residence hall community has helped her quickly feel at home.

“I’m social, but I need my own space to study and recharge,” she said. “My room gives me that. It’s basically an apartment, and it’s really nice.”

Community, Confidence, and Belonging

Originally from Kentucky and now living in League City, Bradley has moved often and understands how challenging transitions can be. Still, within days of arriving at UHCL, she found community, especially among fellow students who share her Christian faith.

“That was one of my biggest worries,” she said. “I came from a private Christian school, and this was my first secular campus. But I met other Christian students right across the hall, including the president of one of the Christian clubs. That made the transition so much easier.”

Bradley has also become actively involved on campus through her role as a peer advisor in the College of Science and Engineering’s (CSE) Academic Advising Office, where she supports fellow students while gaining professional experience and strengthening her connection to the UHCL community. As she looks ahead, Bradley is exploring more involvement in campus life groups and plans to pursue an MBA after graduation.

“When I think about my future here, I see freedom,” she said. “Freedom to manage my time, focus on my goals, and become an adult. That excites me.”

Advice for Future Hawks

Bradley’s message to prospective students is simple and enthusiastic.

“Do it,” she said. “UHCL is cost-efficient, welcoming, and full of opportunity. Walking onto campus knowing you’re not going into debt is powerful. If you work hard, there are scholarships here that can truly change your life.”

For Campbell Bradley, UHCL is more than a university. It’s where she’s discovering her passion, defining her goals, and laying the foundation for a bright financial future.

For more information about available scholarships at UHCL and how to apply, visit www.uhcl.edu/costs-aid/scholarships/.

When the University of Houston-Clear Lake launched its Master of Science in Nursing (MSN) Education and Leadership program at its Pearland campus in 2024, it hoped to attract committed students. What it did not expect was someone who would help define the program before it fully defined itself. That student is Katecia Holmes, an alumna who first earned her Registered Nurse-Bachelor of Science in Nursing (RN-BSN) at UHCL and returned to become the program’s very first MSN graduate, a nurse whose journey exemplifies exactly why this program exists.

Holmes is among more than 1,200 degree candidates who will graduate from UHCL on Saturday, Dec. 13, at NRG Arena. Her path to the MSN degree began with a shift in her profession. “Nursing was changing,” she said. “The expectations, responsibilities, and complexities of patient care were evolving quickly, and I knew that advancing my education was essential to keeping pace and providing the highest quality of care.” A trusted coworker recommended UHCL’s RN-BSN program, and “word-of-mouth is something nurses trust deeply,” she said.

 Enrolling at UHCL opened a new door in Holmes’ career. She said her academic experience exceeded every expectation, and it was through completing her RN-BSN that she realized she wanted to continue advancing her education in a more purpose-driven way.

“I wanted to have an impact on the next generation of nurses and to help shape the environments in which they learn and practice,”  she said. Holmes initially enrolled in a different graduate program, but when she discovered that UHCL had launched the MSN Education and Leadership program, she didn’t hesitate to pivot. “I transferred immediately. I knew this was where I belonged,” she said.

“Transformative” is how Holmes describes her UHCL journey. As an RN-BSN student, she rediscovered joy in learning and felt genuinely supported as a working nurse. The MSN program deepened that transformation and shaped her leadership identity.

 “Becoming the first graduate of the MSN Education and Leadership program is an honor I don’t take lightly,” she said. “It represents years of commitment, resilience, and a desire to open doors for others.”

Holmes attributes UHCL’s learning environment as a major factor in her success. “UHCL’s learning environment is grounded in genuine support, accessibility, and compassion,” she said. Faculty not only taught, but they also guided, encouraged, and challenged her. Holmes added that the faculty understood the realities of nursing schedules, offering flexibility and clarity without sacrificing academic rigor. Peers, even when separated by shifts and responsibilities, built a strong community.

“UHCL created an environment where students never felt alone,” she said. “The HyFlex model was key for my busy leadership role.” The HyFlex model offers students the option of taking face-to-face synchronous class sessions in person, typically in a traditional classroom, and taking classes asynchronously in an online delivery mode that she said was a great benefit.

“Being able to access the exact lecture later allowed me to stay fully engaged without sacrificing my professional responsibilities, and the faculty met with me on Zoom, even outside of traditional office hours.”

Through UHCL, Holmes said her confidence expanded. “UHCL helped me see that I already had the foundation to lead. What I needed were the tools to refine my voice.” Furthermore, Holmes learned to navigate healthcare challenges strategically, balancing the perspectives of clinician and educator. A defining moment came during a teaching assignment. “I realized I was no longer just sharing information, I was shaping understanding,” she said. It marked her shift from bedside expertise to true nursing educator and leader.

Holmes is leaving the MSN Education and Leadership program equipped with teaching and leadership skills aligned with today’s healthcare needs. She became proficient in designing learning experiences, assessing competency, supporting diverse learners, communicating clearly, analyzing problems systematically, leading change, and advocating effectively. Holmes said that these skills will enable her to guide new nurses, influence practice, and make meaningful contributions to the future of nursing education and leadership.

Pursuing an MSN while managing a demanding work schedule was challenging for Holmes, but doable with the right structure. She said early mornings, late nights, and discipline carried her through. Additionally, what she learned in class strengthened her leadership at work, and challenges at work enhanced her understanding in class.

Holmes hopes her journey will encourage nurses to pursue growth, regardless of timing or circumstances. “Growth is possible at any stage of your career and under any circumstance,” she said. “Advancing your education opens doors, expands your voice, and positions you to make meaningful change. If my journey encourages even one nurse to take the next step, enroll in a program, or believe in their potential to lead, then every long night and early morning was worth it.”

To future students of the program she now leads in legacy, her advice is encouraging: “There will be long nights, but hang in there. Don’t quit,” Holmes said. After graduation, she plans to take on roles that blend teaching and leadership, mentor new nurses, advocate for nurse representation, and stay engaged in professional development. She aims to create a meaningful and lasting impact on nursing practice and the future of the nursing workforce.

When asked who inspires her, Holmes said that her father is her deepest personal inspiration. His strength, encouragement, and belief in her potential guided her through some of the most challenging and rewarding moments of her life. Professionally, Holmes credits Dr. Karen Alexander, director of nursing and associate professor, who continuously challenged her to rise higher, supported her growth, and opened doors she never expected. “Dr. Alexander’s leadership, mentorship, and genuine passion for nursing education have left a lasting impact that I carry with deep gratitude,” she said.

Before graduating from UHCL as its first MSN Education and Leadership graduate, Holmes added one final thought: “This program has not only strengthened my knowledge and leadership but has shaped the person and professional I am becoming,” she said. She hopes her story proves that with the proper support, determination, and purpose, nurses can transform the future of healthcare.

For more information about UHCL’s MSN Education and Leadership program, visit www.uhcl.edu/academics/degrees/nursing-education-and-leadership-msn. For more information about Fall 2025 Commencement, visit www.uhcl.edu/academics/commencement/.

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/.

University of Houston-Clear Lake students Joshua Bivens, Abigale Chavez, Annabelle Lozano, Wendy Martinez, and Yvonne Mendoza have been awarded the prestigious Benjamin A. Gilman International Scholarship, a nationally competitive program funded by the U.S. Department of State that enables American undergraduates with financial need to study or intern abroad. Their destinations—New Zealand, France, and the United Kingdom—reflect UHCL’s expanding global engagement and the university’s commitment to making international learning accessible to all students.

Bivens is an English major who journeyed to Harlaxton, United Kingdom, in the summer of 2025 through the UHCL Faculty-Led: English History and Heritage program, where he explored the cultural and literary traditions that shaped British history. Chavez is a fourth-year biology major who participated in the UHCL Faculty-Led: Biotechnology in France program in Lyon and Paris during the summer of 2025, engaging in hands-on biomedical and laboratory research that strengthened her interest in the life sciences. Lozano is a software engineering major who attended the UHCL Faculty-Led: Virtual Lab Software Engineering program in Lyon, France, in the summer of 2025, where she enhanced her technical and collaborative skills through international learning experiences. Mendoza is pursuing studies in international education and attended the Direct Enroll-Featured: University of Waikato – New Zealand program in Hamilton, New Zealand, during the fall of 2025, broadening her global perspective and academic expertise.

“Education Abroad and Scholar Services (EA&SS) was strategic in pushing out email campaigns and digital flyers for this scholarship,” said Dr. Bianca Schonberg, executive director of EA&SS at UHCL. “We also included information in classroom presentations and tabling events. Social media was used, and the key component was our collaboration with the UHCL Writing Center on the Gilman Essay workshops and 1:1 writing support sessions.”

Schonberg said that the Benjamin A. Gilman International Scholarship opens doors for students who might not otherwise be able to afford the cost of international education.

“The scholarship covers costs like program fees, airfare, books, and living expenses, and makes global education more accessible as students can study or intern in 170-plus countries,” said Schonberg. “It also helps UHCL students by expanding their access to global opportunities, boosting career and academic growth, and promoting service and leadership skills.”

For Schonberg and her team, these student achievements represent the heart of what makes their work meaningful. “The work of EA&SS allows us to watch students transform academically, professionally, and personally through global experiences,” she said. “The advisors, Brittany Hamilton, Larisa Landry, and I empower first-time travelers and collaborate across UHCL campuses to create a campus-wide culture of access to global learning."

Gilman Scholar Abigale Chavez

The program represents a major milestone in the academic and personal journey of Gilman Scholar Abigale Chavez, who credits the program with helping her solidify her future career path.

Chavez said she chose to attend UHCL because it offered the balance she was looking for: a supportive academic foundation close to the people who matter most to her. “I chose UHCL because of its peaceful scenery and proximity to home,” she said. “I wasn’t quite ready to move far from my family, but I wanted to continue pursuing higher education in an environment that felt supportive and connected.”

For Chavez, UHCL was a place where she could stay rooted in her community while still pursuing bigger goals. That sense of support helped make studying abroad possible, a dream Chavez had carried since childhood.

“Growing up, I didn’t have many opportunities to travel, and as a first-generation student, no one in my immediate family had ever studied or traveled abroad before,” Chavez said. “This opportunity meant more than just going to another country; it was a step toward independence and creating new possibilities for myself and my younger siblings.”

Chavez first learned about the Gilman Scholarship through Larisa Landry, UHCL’s senior global scholar advisor. “At first, I only saw it as a way of getting a scholarship, until I realized it was much more: a path to personal growth and global awareness,” she said.

With guidance from EA&SS, Chavez felt supported every step of the way. “EA&SS guided me through every stage of the process,” she said. “They kept us updated, reviewed our materials, and held a pre-departure meeting where we met our faculty leaders and fellow travelers. This helped me feel more prepared and reassured about what to expect once abroad.”

Chavez said that she chose France because the program closely aligned with her academic goals. “The Biotechnology/SWEN in France program stood out because it is directly connected to biomedical and laboratory research,” she said. “I made the decision in fall 2024 to pursue biomedical research over clinical practice, and this experience confirmed that choice. It gave me the confidence and inspiration to begin preparing graduate applications to continue in research.”

Although the process came with challenges, Chavez said that determination and collaboration helped her succeed.

 “Communication and availability were my biggest challenges,” she said. “The EA&SS team is small but incredibly hardworking, and this was the first year our program officially launched. I overcame these challenges by staying proactive and patient, asking questions even when they felt small, keeping organized, and giving grace to everyone involved,” Abigale explained. “This experience taught me to balance independence with collaboration and to trust the process, even when things weren’t certain.”

Once abroad, Chavez fully immersed herself in French culture and research life. “I was most excited to meet new people, experience the food culture of France, and dive into the lab work,” she said. “Once there, I formed close friendships with other students and locals, learned about their goals, and found myself even more motivated to pursue my own.”

Studying abroad also built her independence and confidence in unexpected ways.

“This experience challenged me to adapt quickly and think critically under pressure,” Chavez said. “In the lab, I learned to manage time and teamwork in a fast-paced research setting. Personally, it was the first time I had ever lived away from my family. Navigating a new country, budgeting, shopping, and managing my daily routine all on my own made me realize how capable I am.”

She added that her interactions abroad challenged assumptions and deepened her appreciation for cultural openness. “Before traveling, I often heard that French people could be unfriendly, but that couldn’t be further from the truth,” Chavez said. “Everyone I met was kind, patient, and understanding, especially when we were learning to communicate in French. That experience reminded me not to rely on stereotypes and to approach new cultures with an open mind.”

For Chavez and her fellow Gilman recipients, UHCL’s commitment to inclusive education and global engagement has created opportunities that extend far beyond the classroom. Schonberg said that’s the goal. “Our impact is seen in the lives changed and horizons expanded,” she said. “Every student who steps into a new country returns with broader knowledge, deeper empathy, and a stronger sense of purpose. That’s what global education is all about.”

Want to expand your horizons through study abroad at UHCL? Visit www.uhcl.edu/academics/education-abroad/ for more information.