University of Houston-Clear Lake doctoral students shine at 2026 SERA Conference

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 https://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.