Category: UCO

Reach Higher Reconnect Event

UCO GraduatesFinish What You Started! 

Complete your college degree 100% online through the Reach Higher – Organizational Leadership program at the University of Central Oklahoma. Reach Higher: FlexFinish is a program for BUSY ADULTS that uses your existing college credits to develop a personalized degree completion program at an AFFORDABLE TUITION rate.

2022 Reach Higher Alumni and Student event

We hope to see you all on October 26th at 4:30 p.m. in the Virginia Lamb Room located in room 109 in the Human Environmental Sciences building on UCO campus. For information about the program, please arrive by 4:30 to meet with the Program Coordinator and other on-campus resources. We will also be having a meal for alumni and students you are welcome to attend and hear from some of our alumni in the degree. If you would like to stay for food, please RSVP here:

Really looking forward to connecting with you all!

Schedule a time to meet virtually with one of our program academic advisors to ask specific questions and see what your degree plan will look like.  Schedule your appointment time 

UCO Receives Bilingual Education Project Grant Totaling $2.9 Million

Dr. April Haulman, Dr. Angela Mooney and Dr. Regina Lopez

Dr. Haulman, Dr. Mooney and Dr. Lopez are no strangers to grant writing and implementation. In 2000, they were approved for two grants they named the Four-Star Project and the Bilingual Personnel Career Ladder Project. In 2007 they received the SEEDS Project for five years; and in 2016, Project ENGAGE. These grants all focused on helping certified teachers get their master’s degree, in addition to other related projects. With the ENGAGE grant ending this year, they started to search for calls for new grants with similar goals.  

“When the call came out for the National Professional Development Grant from the Office of English Language Acquisition it was nearing the end of February and the due date was towards the end of April,” said April Haulman, Ph.D., UCO professor and co-author of the grant. “We did not have a lot of time to do the grant writing process.” 

The three also had to go out into the community and build up support from the school districts and the Oklahoma State Department of Education. After getting the support, crafting the proposal into a 35-page limit was a task in itself. However, the three knew what the priorities of the grant were and let that guide them through the writing process. 

“One of the components would be extending opportunities for teachers that were already certified and serving English learners to get their M.Ed. in Bilingual Education/Teaching English to Speakers of Other Language,” Haulman said. 

The grant also addressed other areas, including a competitive priority and an invitational priority. If you successfully incorporate the competitive priority in your proposal, you get extra points on your evaluation for your proposal. The invitational priority is a priority for the Department of Education, but with this, you won’t get extra points added to your score. To better their chance of approval, the three decided to address everything in a four-prong approach. 

Dr. Haulman, Dr. Mooney and Dr. Lopez with members of a cohort.

“We received notice of the funding on September 23, 2021, and were told the funding year had already started on September 1,” Haulman said. “We were already behind.” 

Being behind did not get in the way of Dr. Haulman doing a dance in her chair and running to tell everyone of their approval for a total of $2.85 million. Not only were they approved for the project they would call “NEXUS,” but they received a perfect score of 100 with 4 bonus points due to them addressing the competitive priority. 

“We were going against Ivy League universities and people who had the help of professional grant writers,” Haulman said. “So, we were pretty happy about our score.” 

One component of the grant will pay for two cohorts of twenty teachers each to complete their master’s degree in Bilingual Education/Teaching English to Speakers of Other Languages (BE/TESOL). The grant will pay for tuition, fees, books, parking passes, and one attempt to take the state ESL certification test. Another one of their invitational priorities was to do a school-wide professional development in literacy and parental engagement. 

“The component I will be working with is called LIBROS (Literacy Integration and Bilingual Resources for Optimizing Schools),” said Angela Mooney, Ph.D., UCO associate professor and co-author of the grant. “A group of teachers in a OKC metro school will participate in a book study once a month to learn how to teach language and literacy at the same time because research tells us this is what English learners need.” 

“This group will develop and lead a bilingual family literacy night twice a year in hopes of helping teacher and families understand the importance of bilingualism and biliteracy.” Mooney said, “Teaching English learning families that it’s just as important to continue helping their children with their homework in their first language is an important step.” 

A final piece of LIBROS is a Bilingual Café, led by a UCO graduate. Once a week, teachers and parents will gather after school to engage in casual conversation in both English and Spanish. Parents will learn ways to teach their children at home and will serve as experts in helping teachers improve their Spanish conversational skills.  

“We will also have a two-way dual language component that will be serving kids of the Western Gateway Elementary School,” said Regina Lopez, Ph.D., UCO associate professor and co-author of the grant. 

Dr. Mooney, Dr. Haulman and Dr. Lopez with members of a cohort.

“This school is the only two-way dual language immersion school in the Oklahoma City area.” Lopez said, “We’re there to support them with professional development for teachers, materials and anything they need as far as guidance.” 

The research being tracked is expected to show bilingualism is good education for everyone. The native English speakers and English learners will make improvements in both languages as well as academically. This school will add a grade a year up to fourth grade. The grant will help support and mentor the school for four years.  

The other component the grant will implement is a leadership component. UCO has an educational leadership program for principals, but the three felt like there was more to be included. They are working with the educational leadership program to include a micro-credential so anyone who studies to become a principal will have more proficiency in diversity and culture and be more aware of the programs in their schools. 

“In our third year of the grant we are going to create an application for bilingual teachers who want to become principals,” Lopez said. “Similar to the cohorts, we will be giving them a full-ride scholarship to come and get these credentials and become bilingual administrators for the Oklahoma City metropolitan area. We’ve never done this portion in a previous grant before, so we are very excited.” 

After the shock and excitement of the good news started to settle, the three faculty members were also struck with the reality of their goal and the work on the horizon for them. 

“It’s a big task,” Haulman said. “Any single one of those components could have been a full-time job.” 

The faculty members are aware of the time needing to be put in. On top of the faculty member’s role in the implementation of the grant they still have a workload to juggle with Project ENGAGE and their regular on-campus teaching and other responsibilities. 

“It’s good work, it’s needed,” Lopez said. “All our surrounding metro area schools were thrilled. The teachers started reaching out wanting to know how and where to apply for the M.Ed. cohorts.” 

With the first cohort starting their journey to a master’s degree this summer the three were eager to get the application out. They did this on November 1, 2021, and by the time they closed the application on January 31, 2022, they had received 44 applications. With only 20 spots open for the cohort they were beyond pleased. 


Fashion with a Mission

Student working on sewing project

Audrey Estes, junior fashion marketing major, sews her Dress a Girl dress as part of her final class project.

With social distancing measures in place during the spring 2021 semester, UCO fashion marketing adjunct instructor Marsha Swift needed a new final project idea for her Basic Clothing Construction course. In a normal year, students would sew items based on their own measurements with the assistance of classmates, but the pandemic presented challenges to the traditional curriculum.

“Due to social distancing, I needed a project that avoided fitting a student’s individual clothing project on him or her,” said Swift.
“This is how Dress a Girl fit our needs by completing a project that utilized sewing techniques we learned earlier in class.”

Dress a Girl is an international nonprofit that provides new, hand-sewn dresses to women and girls around the world through donations from various organizations. The dresses are adjustable in size and must fit several pattern guidelines as outlined on the organization’s website.
With the new project in mind, Swift was able to secure the needed resources and even relate it directly to several of UCO’s central tenets of transformative learning.

“Phi Upsilon Omicron [National Honors Society in Family and Consumer Sciences] generously gave me money to purchase fabric for our dresses, and each student contributed color coordinated bias tape and thread,” said Swift.
“This project addressed two of UCO’s Transformative Learning Tenets: Global and Cultural Competencies and Service Learning and Civic Engagement.”

Student stands with completed dresses.

Fashion marketing student Yareli Ramirez with several completed dresses.

In total, Swift’s students sewed eleven new dresses in various colors and styles to donate to the organization which they learned will be delivered to girls in El Salvador later this summer. A memorable project for students that combined their craft with the chance to make an impact on people they may never meet.

“To sum up my students’ comments, they were grateful to actually get to complete a dress for someone else. So many students could not believe this might be the only dress a girl would have to wear. The Dress a Girl label, sewn on the pockets, was a lesson about empowering a young girl’s future.”

Summer 2021 UCO Reach Higher: Reconnect Week

UCO GraduatesFinish What You Started! 

Complete your college degree 100% online through the Reach Higher – Organizational Leadership program at the University of Central Oklahoma. Reach Higher: FlexFinish is a program for BUSY ADULTS that uses your existing college credits to develop a personalized degree completion program at an AFFORDABLE TUITION rate.

Summer 2021 Reach Higher: Reconnect Week –
July 19-23, 2021

Join program representatives for any of the special events below during Reach Higher Week to learn more about the program and an opportunity to receive a tuition stipend during your first semester!

1. RECONNECT WEBINAR: Tune in to an informational webinar where program representatives will cover the application process, financial breakdown, course requirements, and will answer your questions about going back to school!

    • 11:30 a.m. – 12:30 p.m. Thursday, July 22
    • Pre-Registration is required – REGISTER NOW!

2. MEET WITH AN ADVISER – Win an Amazon Gift Card! Schedule a time to meet virtually with one of our program academic advisors to ask specific questions and see what your degree plan will look like. The first 20 students to schedule appointments will receive $20 Amazon gift cards. Schedule your appointment time.

3. GET ENROLLED – Win a Tuition Stipend! The first student to meet with an advisor and enroll in the Reach Higher – Organizational Leadership program during Reach Higher Week will receive a $250 tuition waiver during their first semester at UCO.

For more information about Reach Higher Week, email the program coordinator Trevor Cox, Ph.D.,

Education and Advocacy: UCO Student Speaks out Against Myanmar Military Coup

Han speaks in front of a crowd at the “Solidarity With Myanmar” rally at the Oklahoma State Capitol on Feb. 6.

“It has been one of those moments where you really think about your ethical standing – do I stay silent for the safety of my family and myself, or do I speak up for what is just, and I have decided to speak,” said Han Seth Lu as he spoke through emotions on the sudden situation he has found himself experiencing in the past several weeks. In the early hours of Monday, February 1, the early childhood education major from Myanmar received word a military coup had overthrown the government in his home country and had declared a state of emergency for the nation, shutting off access to the internet and capturing military leaders.

Since then, more than 100 citizen protestors have been killed with nearly 2,000 others having been detained. Han has spoken to his family only a handful of times and is now faced with an uncertain future upon his graduation in the fall, likely unable to return to his home country if the military remains in control. One certainty for him does still remain: his passion for education – a desire that has now led him to speak out and advocate internationally for the rights he feels people in his country deserve.

Myanmar, formally known has Burma, spent nearly a half century under strict control of the military junta, following two coups to overturn election results in 1962 and 1988. In 2011, the National League for Democracy (NLD) party obtained control of the country and restored democracy to the Burmese people, opening up opportunities such as access to the internet, renewed foreign relations, and study abroad initiatives for university students. It was under these lifted restrictions that Han was able to first pursue his passion for education by traveling to the United States in 2014 through the Burma Youth Leadership program, a four-week leadership and civic engagement program at Indiana University, where he shadowed teachers in public school classrooms as part of his education studies.

“Growing up during the military regime, there are no private institutions or private schools, the only schools are state schools. And, the only curriculum in schools is written by the government, so wherever you go in the country it’s the same thing,” said Han.

He remembers having assigned seats from the time he entered kindergarten through high school, and most learning only taking place by memorizing and reciting items from a book.

“I vividly remember walking into that elementary classroom in Indiana and they were learning chemistry, they were learning about the environment and doing planters out of plastic bottles, and I had never learned chemistry until high school, that to me was so surprising,” he recalled.

“I finally made the connection that you can start learning any subject at any age. I still have the photo from that class and feeling that this was unreal how they were learning.”

Han presents an education workshop at Myanmar’s Mandalay University, 2018

The experience inspired him to return to Myanmar and begin a nonprofit education center in his home town, with the assistance of colleagues from the youth leadership program, to work with local students. It was through this that he realized he was not ready to follow his family’s dream of him entering medical school, an honor he would have achieved due to his high score on the university entrance exam. He wanted to become a teacher.

“I finally reached a deal with my parents that if I could find a college and get a scholarship within one year, I would be allowed to go and study education,” said Han.

The deal was achieved when he applied for and received a President’s Leadership Council scholarship through the University of Central Oklahoma. Since arriving at UCO in 2017, Han has remained active in many student organizations on campus, winning the title of Mr. UCO International in 2019 and serving as the President of UCO’s International Student Council.

Through his work, his dream always remained to return to Myanmar after graduating to help reform the education system there. His experiences in classes at UCO and lessons from faculty mentors in CEPS even encouraged him to use the newly found means of virtual communication brought by the COVID-19 pandemic to lead virtual education trainings every Saturday last summer and fall for Burmese teachers to learn new teaching strategies and curriculum ideas.

But, that goal of education reform in the country has now been put on hold indefinitely.

“Education is so traditional there, and teachers don’t even know things like students’ learning styles. So, last year I was really excited because the government announced that the curriculum had to be reformed, and I was actually able to present at some of the conferences they had for this,” said Han.

“They actually finished the new curriculum and were going to train the teachers on how to use it over Myanmar’s summer break, but then COVID-19 happened and they decided to postpone it for one year, and now it’s probably never going to happen.”

Han shares a presentation about Lunar New Year at Frontier Elementary in Edmond

Not only is education reform now on hold, Han’s future now hangs in the balance as he has decided to publicly speak out against the military regime, an action that is not welcomed back home.

“At this point if we cannot restore the democracy back home, everything that I have worked for will be terminated,” he said.

“And I can’t even go back home because I have been speaking out, and I now have a foreign education.”

Prior to 2010, Han explained that several Burmese students who had left the country to receive an education were detained by the government at the airport to ensure they did not intend to speak against the government’s control. Han has decided to speak out publicly against the military coup, causing a concern for his and his family’s safety. Since Feb. 1, Han has been involved with numerous virtual panel discussions, podcast discussions and YouTube videos of Burmese citizens speaking out against the regime, and he recently led a rally at the Oklahoma State Capitol to bring local awareness to the situation.

“Because I have so much freedom here, and as much as I feel powerless to not be in the country with my people striking or protesting, at the same time I know there are a lot of liberties that I can do that people in Myanmar cannot right now. That is why I decided to take up this role.”

This decision did not come easily as he is now faced with having to cut ties with his parents for their safety, people he used to speak with over the phone almost every day. This has been the most difficult part of the situation for him.

“I told my family lately if they needed to cut off ties with me for their safety and concern, they could do that. It’s hard for me,” said Han.

“I am very close with my family, and I am the only child. Growing up, going to school every day, my parents were really the only friends that I had time to hang out with.”

But, in spite of these concerns and challenges, he says he is going to keep speaking out, because international attention may be the only way to restore democracy and eventual education reform to the country.

“Sometimes, you come to a point where you know you have so much more privilege than people of your own community, and words are just empty unless you act on it. I’ll keep speaking up.”

Community/Public Health Students Assist with Metro COVID-19 Response Efforts

With the onset of the COVID-19 pandemic, the final semester for UCO seniors turned out to be anything but ordinary. In true Broncho style, many faculty and students have embraced this change with flexibility and determination. Students in one senior capstone course at Central have even found a way to assist with metro COVID-19 response efforts as a part of their final learning project.

UCO Student Kelly Smith

Community/public health senior, Kelly Smith, takes a selfie as she sits down to write her briefing on April 11.

The Oklahoma City Metro Shelter Directors Response Team contacted faculty in Central’s community/public health program to assist people experiencing homelessness during the COVID-19 pandemic. Though students and faculty could not help in person, they could meet a need by providing a daily briefing for the shelter response team. The team has been busy implementing new strategies to protect the populations they serve, leaving little time to seek out daily additional resource information. These much-needed briefings are providing information directly applicable to managing vulnerable populations and specifically people experiencing homelessness during this time along with general daily COVID-19 updates.

The assignment was quickly incorporated into the community/public health capstone class taught by professor J. Sunshine Cowan, Ph.D., as a substitute for the midterm project. Each student will complete one daily briefing to submit to the response team by 3 p.m. The briefings are now being sent to 46 individuals involved with the Oklahoma City Metro Shelter Directors Response Team.

“I am excited about this, as it is a community partner requested need and it gives our students a role to do during this pandemic while still social distancing at home,” said Cowan.

“I am hopeful students will be able to look back on this chapter and know they had a positive impact in otherwise uncertain times.”

Students will research the topics using credible information from the Centers for Disease Control and Prevention, the World Health Organization and other professional health and medical sources. An example of the briefings is shown here in the daily briefing from April 8, created by community/public health student Sakinah Al Saleh & edited by Wellness Management graduate student, Bryan Shannon: Health Brief April 8.