DISTINGUISHED ALUMNA 2026
Service has never been just a chapter in Col. Addie Mae Morris’ ’80 life. It has been the through line.

From her earliest days in Alabama, where she was born to sharecropper parents, Morris understood both the challenges and the possibilities that come with determination and education. At a time when access to nursing programs for Black women was limited, she began her career as a licensed practical nurse, continuing her studies before ultimately finding her way to the University of Central Arkansas, where she earned her Master of Science in nursing in 1980.

Her commitment to learning did not stop there. She later earned a doctorate in educational psychology and a master’s degree in military science, further strengthening a foundation that would support an extraordinary career.

That career defies easy categorization.

In the private sector, Morris has served as president and CEO of Grandville Construction Company in Little Rock since 1968.

In healthcare, she held leadership roles within Arkansas Health Services, including assistant hospital administrator and director of nursing education. At the same time, she built a distinguished military career, serving 27 years in the U.S. Army Reserve, rising to the rank of colonel and serving as inspector general for the 807th MEDCOM.

A veteran of Operation Iraqi Freedom, she received numerous military honors, including the Army Commendation Medal and the Armed Forces Reserve Medal.

Yet titles alone do not capture her influence.

Across Arkansas, Morris has been a trusted voice in public service, appointed by governors from both parties to numerous boards and commissions, including the State Board of Nursing, the Capitol Zoning Commission and the Arkansas Apprenticeship Board.

In the 1990s, she also reached readers across the state through her Arkansas Tribune column, “Moments W/Addie,” where she reflected on everyday life with clarity and compassion.Her philanthropic work reflects that same spirit. Through Drake Nurses Charity, she has led health missions and educational outreach efforts serving communities in the southern United States and abroad, including Jamaica, Haiti and the Philippines.

She has created opportunities for young people through initiatives like the Ralph Vines Public Speaking Contest and has continued to champion civility and leadership as founder of the Hat & Glove Society.

Despite a lifetime of achievement, Morris remains deeply connected to UCA, where she serves on the advisory board for the College of Health and Behavioral Sciences.

Her life’s work reflects a quiet but powerful truth: meaningful leadership is not defined by recognition, but by service that endures.

In honoring Col. Addie Mae Morris as a Distinguished Alumna, BTÌìÌĂcelebrates a legacy built not on a single path, but on a lifetime of lifting others along the way.

Dr. Jeff Standridge ’90

DISTINGUISHED ALUMNUS 2026
For Dr. Jeff Standridge ’90, success has never followed a single path. Instead, it has been defined by building momentum for people, for ideas and for communities.

A 1990 graduate of the University of Central Arkansas, Standridge earned his bachelor’s degree in health sciences. He later completed a master’s degree and earned a Doctor of Education focused on leadership and organizational behavior. That academic foundation would shape a career defined not by one discipline, but by the ability to connect to them.

He began in healthcare, working as a formally trained paramedic and respiratory therapist at Conway Regional Hospital. He later served at Arkansas Children’s Hospital as part of the Angel One Helicopter Team and taught at the University of Arkansas for Medical Sciences.

Those early roles placed him at the intersection of urgency, service and real-world problem solving, experiences that would influence everything that followed.

Standridge’s career then expanded into the global business arena, where he served as vice president of global operations at Acxiom Corporation. In that role, he led both established and startup business units across North and South America, Europe, Asia and the Middle East. His work focused on innovation, strategy, profit growth and organizational transformation, and he became known for his ability to help organizations navigate change and seize opportunity.

At the same time, he has remained deeply committed to service. A veteran of the U.S. Army and the Arkansas Army National Guard, Standridge was recognized as “Soldier of the Year” by the 87th Troop Command.

His civic leadership in Arkansas includes service on the Arkansas Aeronautics Commission, where he served as chair in 2025, and ongoing leadership as chair of the Conway Regional Health System Board of Directors. He also serves on the Conway Development Corporation board, contributing to economic growth and community development.

His connection to BTÌìÌĂhas remained constant and deeply personal.

Standridge has served on the College of Business Advisory Board and the Aviation Academy Advisory Board, and he previously served on the BTÌìÌĂFoundation Board of Directors, including as chair from 2020 to 2022 during the public launch of the BTÌìÌĂNow campaign.

Alongside his wife, Lori, he has invested in future generations through the creation of the Lori and Dr. Jeff Standridge Health Sciences Scholarship and the Dr. Jeff and Lori Standridge Innovation & Entrepreneurship Scholarship, the university’s first endowed scholarship in that field. The couple also served as co-chairs of the 2020 Laurels & Stripes gala.

Colleagues and students alike describe Standridge as someone who sees potential where others see limits. Whether mentoring entrepreneurs, advising organizations or engaging with students, he brings a belief that ideas can take shape and that people, when given the opportunity, can exceed expectations.

In honoring Dr. Jeff Standridge as a Distinguished Alumnus, BTÌìÌĂrecognizes a career built on innovation, service and an enduring commitment to helping others move forward.

How did it feel to be crowned Miss UCA?
It was the most rewarding experience, mainly because I had worked really hard for the title. I have been wanting this for three or four years now, and I took every loss with a grain of salt and learned from each experience. This year was different because I felt much more comfortable with who I was. I found my true talent in classical vocal and overall just felt very comfortable with who I was.

What is your social impact initiative?
My initiative is called “FOSTER the Arts,” which stands for finding opportunities, supporting talent and empowering resilience within youth for the arts. I was in foster care and grew up on the south side of Chicago, and I was in areas where the arts were inaccessible. So when I got a second chance at life and was adopted by my dad, I started doing the arts, and I realized it was something I was passionate about. With my initiative, I want to bring more diversity to the arts and create a safe space for everyone to feel seen, valued and heard.

What is one word you would use to describe the community at UCA?
Oh that’s hard, I would say “supportive.” When I came to college at 18, I found I struggled to find guidance and feel accepted, and I didn’t really know what I wanted to do. I was a theatre major at first, but I found that it wasn’t something that I wanted to do, and I had to sacrifice a lot of time to rehearsals. So when I went looking for mentors and support, it was there. One notable mentor of mine is Alex Todd ’17, ’22, and if she reads this, she will laugh. She was my boss as a student worker sophomore year, and she mentored me and provided a wonderful support system. When I won Miss Conway in 2024, the entire division of student affairs came together to help me with Miss Arkansas, so BTÌìÌĂhas a lot of really good mentors and a really good support system, and through being an involved student here, I’ve seen the amount of support BTÌìÌĂgives its students.

What goals do you have for your year as Miss UCA?
I really enjoy mentorship and leadership because it makes students who need that extra time and extra support feel seen and heard. I also started an RSO (Registered Student Organization) called Collegians for Christ, and we meet every Wednesday for Bible study and to talk about everything we have on our plates. I am also a mentor for the Miss Old Gold and Black pageant, where I mentor girls who are entering a pageant for the first time. So my goal is definitely to be a mentor within my communities, making sure everyone feels seen and heard.

 

“College is really what you make it. Just try new things, like going on new adventures, try it all.”

What are your plans after UCA?
I’m a broadcast journalism major with a minor in public relations, so after school, I want to be a general assignment news reporter, preferably in the morning. I want to start in a major news outlet in Arkansas and work my way up to becoming a news anchor. I took a news class in my senior year of high school, and I would interview people around my community, and I really enjoyed it. I’ve always enjoyed the art of storytelling and making sure people’s stories are getting out there, and I genuinely enjoy it. I mean, hey, you get to dress up and have a wonderful closet, so it’s kind of like a pageant.

What is one message you hope every BTÌìÌĂstudent hears at least once?
This is so clichĂ©, but you have to try new things in college. I meet people every day who have all the skills to do a pageant or theatre, or to be involved with SOS (Student Orientation Staff), but something is holding them back. I don’t know what it is, but college is really what you make it. Just try new things, going on new adventures, try it all.

“Alumni, students, faculty, staff, parents and friends all came together for 24 hours because they believe in our students and the work happening across this campus.”
– President Houston Davis

For 24 hours on March 12, the University of Central Arkansas community came together with a shared goal: supporting the students and programs that make BTÌìÌĂspecial.

By the end of the day, 3,115 donors had stepped forward to make 2,245 gifts, raising $1,204,379 for scholarships, academic programs and initiatives across campus.

The results were announced during a campus celebration the following afternoon at Buffalo Alumni Hall, where university leaders, students and supporters gathered to recognize the collective effort behind the annual campaign.

While the total raised reflects another strong year of philanthropic support, what stood out most in 2026 was participation.

“This day always reminds us how many people care deeply about UCA,” President Houston Davis said. “Alumni, students, faculty, staff, parents and friends all came together for 24 hours because they believe in our students and the work happening across this campus.”

Day of Giving is designed to connect donors directly with the areas of campus that matter most to them. Throughout the day, supporters gave to scholarships, academic departments, student organizations and campus programs.

Gifts came from 38 states and 70 countries, demonstrating the reach of the BTÌìÌĂcommunity and the strong connections alumni and friends maintain with the university.

Student participation also played an important role in this year’s campaign. When current students choose to give back while they are still on campus, it reflects the pride they feel in their university and their desire to invest in the future of the place they call home.

Vice President for University Advancement Mary Lackie said that spirit of participation is what makes Day of Giving unique.
“Day of Giving works because people choose to be part of it,” Lackie said. “We saw alumni remembering their time here, students giving back while they are still on campus and friends of the university stepping forward because they want to see BTÌìÌĂcontinue to thrive.”

The campaign is supported each year by volunteers and ambassadors across campus who help spread the message through social media, personal outreach and friendly challenges that encourage others to participate.

Since its launch in 2015, the BTÌìÌĂcommunity has raised $9,382,817 through Day of Giving, creating opportunities for students and strengthening programs throughout the university.

Each year, the campaign serves as a reminder of the power of collective generosity, with thousands of people choosing to show up, give what they can and move BTÌìÌĂforward together.

ELSE PARTNERSHIP WITH ANNE WATSON ELEMENTARY

Since 2012, the BTÌìÌĂElementary, Literacy, and Special Education (ELSE) partnership with Anne Watson Elementary in Bigelow, Arkansas, has set the gold standard for clinical teacher preparation and community impact. By embedding highly trained interns directly into partner schools, this partnership delivers intensive, evidence-based reading interventions that transform lives. This collaboration bridges the gap between theory and practice, ensuring our “Bear Cubs” receive high-quality, individualized instruction rooted in the science of reading while BTÌìÌĂinterns gain unparalleled real-world expertise.
This program is defined by a rigorous, data-driven approach to literacy. This course is currently instructed by Ashley Wilson, a faculty member in the Elementary, Literacy, and Special Education Department in the College of Education at UCA. Interns use diagnostic tools to engineer precise intervention plans tailored to each student’s unique needs. This is not just tutoring; it is a clinical masterclass in instructional design. By integrating advanced behavioral progress monitoring with weekly professional debriefs and collaborative “handoff” protocols, this program maintains instructional continuity and accountability, ensuring that all students’ needs are met.

The results of this collaboration are nothing short of extraordinary. Over a 14-week cycle, interns produce professional-grade progress reports that empower parents and teachers with actionable data. This synergy between pre-service interns and in-service educators creates a powerhouse of professional development, fostering deep mentorships and significant academic gains. School districts partnering with the K6 and Special Education programs at BTÌìÌĂin the Department of Elementary, Literacy, and Special Education aren’t just hosting students; they are participating in an elite educational engine dedicated to cultivating the next generation of master reading teachers.

BEARS BUILDING BRIDGES
Strengthening Mental Health at UCA

Associate Professor and Program Coordinator of the School Counseling Program at BTÌìÌĂOdunola Oyeniyi and Community Leadership Concentration Leader and Assistant Professor Evan Faidley from UCA’s Department of Leadership Studies secured funding from the Blue & You Foundation for a Healthier Arkansas to support comprehensive mental health programming at UCA. This initiative aims to improve mental health awareness, reduce stigma and enhance campuswide support systems.

During spring and fall 2025, the program directly reached 1,138 individuals, significantly expanding mental health literacy and suicide prevention capacity at UCA. Of those impacted, 1,013 students participated in classroom-based mental health programming, self-care sessions and suicide prevention events held in academic spaces, the Ronnie Williams Student Center and the Thomas C. Courtway Student Recreation Center. These sessions emphasized recognizing warning signs of distress, understanding risk and protective factors, and learning how to seek help for oneself or others. For many participants, this marked their first exposure to structured mental health education in a collegiate setting.

Additionally, 125 faculty, staff and student leaders completed Mental Health First Aid (MHFA) certification through 13 intensive training sessions. Trainees represented 18 departments and five academic colleges, strengthening UCA’s campuswide safety net by equipping student-facing personnel with evidence-based tools to identify, respond to and support individuals experiencing mental health challenges.

The initiative also included community-centered awareness events such as the Out of the Darkness Walk and Talk Saves Lives, which fostered dialogue, reduced stigma, and honored the lived experiences of loss and resilience.
Together, these efforts reflect a powerful, measurable impact that positions BTÌìÌĂas a leader in proactive, inclusive campus mental health support and demonstrates how targeted funding can translate into lives informed, empowered and supported.

BRAIN FITNESS

Since its start in 2013, UCA’s Department of Communication Sciences and Disorders (CSD) has been bridging the gap between clinical excellence and community connection. Through the Brain Fitness program, BTÌìÌĂgraduate clinicians are bringing cutting-edge cognitive wellness directly to the residents of College Square, our on-campus retirement community.
The program focuses on the core pillars of cognitive health, ensuring participants remain sharp, engaged and empowered. Essential skills included are attention and memory, language mastery, executive functioning and social cognition. This holistic approach to brain health is designed to allow participants to learn strategies to boost cognitive reserve in daily life, to find community by connecting with peers who share similar experiences and concerns, and to engage actively by putting research into practice through stimulating learning activities.

It is offered every spring and fall semester, serving 18 residents per semester. The program is led by six CSD graduate students and supervised by two licensed speech language pathologists, Amber Goff and Dr. Towino Paramby.

CONWAY AREA YOUTH LEADERSHIP INSTITUTE (CAYLI)

In April 2026, BTÌìÌĂOutreach celebrated the completion of the 30th class of the Conway Area Youth Leadership Institute (formerly the Faulkner County Youth Leadership Institute). This leadership program for high school students is the premier leadership development program in Central Arkansas, with more than 500 students having completed it since its founding in 1995.

Students involved in the program learn about local government and industries, explore career and college opportunities, develop their leadership skills and engage in hands-on projects that benefit their communities.
This cooperative effort between BTÌìÌĂOutreach and Community Engagement, Conway Area Youth Leadership Institute and school districts throughout Faulkner County gives area youth greater awareness of opportunities for community involvement and improvement.

STEM POSTERS AT THE CAPITOL

Since 2012 (except 2021 due to the COVID-19 pandemic), college students have presented STEM-based research through poster presentations on the second floor of the Arkansas Capitol Rotunda. Arkansas STEM Posters at the Capitol is open to the public with invitations to elected officials.

The Arkansas STEM Posters at the State Capitol is modeled after the STEM Posters program at Murray State University in Kentucky. Both are designed to mirror the Posters on the Hill event at the U.S. Capitol.

One of the goals of the event is to promote a greater understanding and appreciation of the level of complex research in natural sciences and mathematics conducted by students at Arkansas colleges and universities. Another goal is to increase student enrollment and retention in STEM fields.

On March 4, 2026, STEM students presented research to an audience of peers, educators, elected officials and more. More than 100 students from 13 Arkansas colleges and universities presented 72 original works encompassing all aspects of science and technology.

GIRLS WHO CODE

What began in fall 2022 as a small group of eight students has quickly grown into a community of 49 members through the Girls Who Code College (GWC) Loop at UCA. The organization’s rapid growth and impact were recognized campuswide when the BTÌìÌĂGWC chapter was named the 2023 New Registered Student Organization (RSO) of the Year. The award highlighted the group’s commitment to building community, promoting technology education and expanding outreach opportunities for students.

Girls Who Code, a national organization, encourages students to explore programming, develop leadership skills and build supportive communities. While many members study computer science in the College of Science and Engineering (COSE) and engineering or computer information systems and analytics in the College of Business (COB), this organization intentionally welcomes students from every major and gender. This reflects a collaborative effort across campus, bringing together faculty and students from multiple disciplines with a shared goal of helping students discover their purpose and vision for the future. This interdisciplinary approach has helped create a supportive environment where students from across campus can explore technology together.

Beyond campus, GWC members are actively involved in Science, Technology, Engineering and Mathematics (STEM) outreach throughout Arkansas. Through partnerships with organizations such as the Museum of Discovery, local schools and statewide STEM initiatives, students introduce K-12 learners to programming through hands-on activities, while encouraging them to imagine their own futures in STEM.

On campus, they also volunteer with programs such as UCA’s IT Camp, the Museum of Discovery Girls in STEM Camp and STEM Day activities throughout the year.

Since its founding, the organization has grown into a statewide outreach effort, introducing thousands of students across Arkansas to coding, mentorship and the possibilities of technology.

AMERICA AT 250 EVENTS

America’s Semiquincentennial was celebrated in grand fashion the week of Feb. 9, 2026. Art exhibitions, readings, artists-in-residence and more were all featured during the weeklong celebration.

Artists-in-Residence ShoutHouse, a genre-defying musical collective blending instrumental music, vocals and hip-hop, were on campus for a multi-day residence with events that highlighted collaboration, contemporary music-making and live performances. Their residency included open rehearsals with the BTÌìÌĂWind Ensemble, conversations focused on entrepreneurship in music, pop-up concerts across campus and a public concert.

Thursday, Feb. 12, in Baum Gallery in McCastlain Hall there was A 250 Gathering (with Cake) event. This celebration included a spirited reading of the Declaration of Independence by BTÌìÌĂPresident Houston Davis dressed in period clothing; a fife and drum performance by Katie McManus (percussion) and Kami Curtis (flute); a performance of 18th century American music by Ben Thorburn (harpsichord and vocals), Clara Spivey (flute), Mary Ruth Kitchens (vocals) and the BTÌìÌĂCollegium Singers. There were also exhibits, interactive activities and a special birthday cake and punch.

A Behind-the-Scenes Look at UCA’s Theatre Department Productions

In room 103 in the Windgate Center for Fine and Performing Arts, the smell of fresh lumber permeates the room, circular saws buzz, students with staple guns and hammers converse, and there’s sawdust on the floor. While it may look like a chaotic scene, it is a finely choreographed part of an elaborate artistic process that will be showcased under stage lights in just a few weeks, as actors begin rehearsing for opening night.

To enhance experiential learning for its theatre students, UCA’s theatre program boasts two performance halls: the state-of-the-art James M. Bridges Black Box Theater in the Windgate Center for Fine and Performing Arts, which opened in the spring of 2023, and a 300-seat proscenium theatre in Snow Fine Arts. Each semester, BTÌìÌĂproduces two workshop productions (student- or guest-directed), two faculty-directed productions (one musical and one “straight” play) and a showcase of student classwork.

Audiences get to experience the polished final product of months of preparation, including multiple meetings, collaborations, approval requests, design plans, construction, costuming and much more. In this behind-the-scenes look at UCA’s Theatre department, Technical Director, Production Manager, and Head of Design Austin Aschbrenner explains the complex preparations that go into every production.

Theatre majors at BTÌìÌĂreceive a multifaceted, hands-on education in acting, design and production. These students have the opportunity to assist and collaborate with professors and mentors on faculty-led productions. Additionally, they learn practical skills through student-led productions, which prepare them for the professional field, and many secure employment before graduation across a variety of career paths.

From choosing the work to produce on stage to opening night as the lights come on, students and faculty alike go through a very intricate artistic process that may make it look easy. However, as with most creative works, the easier it seems, the more preparation, practice and work go into it. This magic does not happen with a few actors and some props. There are many moving parts and people involved with the artistry of the theatre.

To begin any production cycle, which might take up to four months depending on the type and size of the show, faculty from the department identify possible shows to produce. Aschbrenner explains, “We [the faculty] pick the shows; specifically, what we do is come up with a list of shows we’re interested in doing as a faculty, and then we pare that down to things we think are feasible. Then we throw it to the students. They go over them and get back to us on which ones they’re interested in.”

After decisions are made on which shows to produce, directors are selected, and BTÌìÌĂsecures the necessary publication rights. Once the contract for the show is approved, that’s when, as Aschbrenner stated, “we can really start our process.”
In the first design meeting, the director and design team discuss the type of show it will be and the director’s vision for the final production. Designers then research, sketch designs and compile images. The next meeting involves the director seeing design ideas and commenting with the goal of having more concise ideas on costuming, light design, scenic design and more. They then go and rework it, continuing this process two more times after the second meeting, then comes building and construction.

Building and construction start with blueprints for scenic pieces. Ashbrenner, as technical director and production manager, draws up the blueprints. He explains, “Our scenic designer gets all of the drawings from design meetings and sends them to me. We have to consider where the scenic piece goes on the set and what each piece looks like. I draw it up like a blueprint, and this is how we build it.” As that is taking place, still more parts of the team are working to bring it all together.

Costume and lighting designers are also busy creating costumes and perfecting lighting designs to achieve the desired effect, using costumes, scenic pieces, props and more. Actors are chosen around the time of the second or third design meeting so that costume renderings and fittings may begin early, and the actors may begin rehearsing so they are ready for dress rehearsals.

Scenic pieces, constructed by students and faculty, are then painted. Technical aspects such as sound and lighting are programmed for the upcoming show, depending on audience seating, stage directions and the size of the space. There are two tech rehearsals at this stage. As it all comes together, dress rehearsals begin.

“So all of these things are coming together, and what I want people to know is that our department tries to mirror professional standards,” Aschbrenner said. “Our students build with tools they would use in a professional setting. We have a state-of-the-art facility here. Students learn design, lighting, sound and production. It’s rewarding to see them get jobs in technical theatre or skilled trades. When they leave, they are ready for the workforce.”

And, many BTÌìÌĂtheatre and design students do just that. Aschbrenner continued, “I had students come to me just yesterday to tell me about the jobs they got. And, when I hear that, I just get so excited because they’re going places.”

 

“The easier it seems, the more preparation, practice and work
go into it.”

As the lights lower and the show begins, and the audience sees the first scene, months of meetings, designing, building, sewing, programming, rehearsing and so much more unseen work come together to showcase the skill and artistry of stage production. Collaborative action paired with experiential, hands-on learning takes it from paper to vision, to construction, to preparation and ultimately to the reality and beauty of the theatrical experience at UCA.

The University of Central Arkansas (UCA) invests in its students through its thoughtful curriculum, outstanding faculty, interdisciplinary collaborations and experiential learning. One example is in the College of Business (COB) Student Managed Investment Fund Class.

The course began in the spring of 2024. Intended to give students hands-on experience managing a portfolio of stocks across each major industry sector, this class started without real funds but was developed through planning and networking. By spring 2025, funding became available, and Professor of Finance Mike Casey taught the inaugural funded class.

“We [the COB] had been talking about creating this class for quite some time. We had a new faculty member to teach it the first go-round, but we didn’t have any funds. So we planned and did some networking, and alumnus Pat Moon ’84, who’s been coming to my investment and personal financial planning classes and speaking, decided he wanted to fund it.”

“So that first [funded] class,” Casey continued, “had $100,000 real money to invest. The students selected the stocks, around 21 stocks to ensure they were diversified. Pat Moon’s ’84 investment company, Meridian, would manage transactions for us. By the end of the fall, the portfolio was up more than 25%.”

Coupled with checks and balances through Charles Schwab and the BTÌìÌĂFoundation, with oversight from Pat and his son, also a BTÌìÌĂalum, Marshall Moon ’15, the students in this course have an opportunity to apply knowledge across disciplines to make informed investment choices. Current professor Sarah Campbell explains that students already have practical learning from past coursework and social awareness, and this course teaches them to make new connections. It’s not a matter of merely picking and choosing a stock based on a name.

“I want them to be able to think critically about stock valuation. There’s risk in the stock market, and they need to learn about the business they want to invest in to make an informed decision. They need to ask questions like ‘How does this company make money? How is the industry doing? Who are its competitors?’ Then they need to examine who the customers are and consumer sentiment. And then, even further out, they need to find out about the broader economy, what’s going on with the GDP [Gross Domestic Product], taxes and inflation, because all of those things can apply to a certain company. So, it’s about understanding stock value and being able to apply all of that economic data, and then making an assessment using finance, accounting and politics. It has them paying more attention to the news and to the world,” Campbell said.

The class has students research stocks and decide which to sell, trade or keep. They present their choices and report to the class. Students also get the opportunity to hear from guest speakers working in today’s marketplace and network with them. As semesters change, new students take over the fund and make their own changes, giving the fund a life of its own, produced by students.

Students who have taken the class found the experience insightful. Senior finance major Mason Smith enjoyed the course so much the first time that he is taking it again, as students may take it twice. He said, “It was very collaborative, very hands-on with a lot of group discussion. You can read a textbook and think about it in theory in a classroom setting, but when you actually get to go out and do that and know that your recommendations are actually going to be listened to and heard, and that real money is going to be invested in your stock, or stocks that you recommended, that’s real-world experience getting to put it into practice.”

Smith also enjoyed industry guest speakers, “We had three or four guest speakers during that time, and they really helped and guided us. It was good to talk to them and get their career experience. Some of them graduated from UCA, and it was great to see their career trajectory. I think the more exposure to people in the industry, the better understanding students will have when they enter the industry.”

Investing in the future through this course has already given students real-world experience while connecting them with one another and with those in their field. It has crossed disciplines by having them investigate business, politics, world events and more, producing a more financially and culturally aware student body. The student managed investment fund isn’t just a class, but an ongoing opportunity for students to research and grow.

“I really gained from it. Being able to put some of those academic theories and practices into work is going to help me stand out more in whatever job I take. It will make me a better teammate at whatever company I work at because I’ve already got that knowledge and can contribute right away,” Mason Smith said.

“Community development facilitates economic development,” is the mantra of the University of Central Arkansas Center for Community and Economic Development (CCED). CCED’s role within the university is to make positive impacts by bringing BTÌìÌĂresources and communities together. The team achieves this mission through offering training and technical assistance services to community leaders.

Community and economic development are mission-critical to the role of higher education. At UCA, this commitment takes shape through workforce development, innovation driven by research and service-learning, support for business and industry, entrepreneurial empowerment and lifelong learning opportunities beyond traditional degree programs. BTÌìÌĂCCED acts as a key connector between campus and communities statewide, helping create places where future Bears, current students and alumni can “live, work, and play.”

While CCED’s work is offered statewide, in 2023 the team recognized the need for community and economic development support focused specifically in Northwest Arkansas. This need is sparked by the region’s rapid growth, which creates challenges in housing, affordability, transportation, infrastructure and meeting quality-of-life expectations. CCED’s 40 years of expertise make it uniquely qualified to support communities and their leaders in addressing these challenges.
With the support of the Walton Family Foundation, the Community Development Pipeline program was born. The three-year Pipeline program trains community leaders in Washington and Benton counties on foundational community and economic development principles, positively impacts and uplifts the economies and quality of life of communities, and develops new relationships that build bridges across Arkansas communities.

When the first three-year program launched, 25 community leaders were selected to participate. These leaders represented the full spectrum of the community and economic development field: government, business, the arts, healthcare, education and nonprofit work. By the conclusion of the program in December 2025, 22 of those leaders successfully completed the program and graduated from the BTÌìÌĂCommunity Development Institute (CDI).

“The Pipeline program opens your eyes to programs and resources you may not have known about. That is important because our region is growing so fast,” shared cohort member Trish Ouei ’99, director of public affairs for the Beaver Water District. “As members of the cohort, we may all run in the same circles and see each other at various events, but that doesn’t mean we get time to sit down and really listen to each other. The program provides space for deeper regional connections.”

 

“The Community Development Pipeline Program is more than an educational opportunity—it is an economic catalyst.”

CCED led more than 50 unique technical assistance projects over the three-year period, including economic development action plans in Pea Ridge and Elkins; walk audits in Prairie Grove, Springdale and Pea Ridge; community branding initiatives in Centerton, Elkins and Pea Ridge; poverty simulations supporting youth leaders in Fayetteville, Washington County and health professionals in Springdale schools; skills-based development workshops and more. In total, more than 2,500 residents of Northwest Arkansas were directly engaged in Pipeline assistance programs.

According to cohort member and Mayor of Prairie Grove David Faulk, “This program is a massive advantage for our small city. The knowledge and network that we have access to are priceless. As a first-term mayor of a small but growing city within Northwest Arkansas, I cannot speak enough about the assistance I have received through this program.”
The Community Development Pipeline Program is more than an educational opportunity — it is an economic catalyst. For leaders ready to build strong and resilient communities, the Pipeline program is an invaluable resource that connects BTÌìÌĂto Northwest Arkansas. To continue this important work, the CCED launched the Community Development Pipeline 2.0 program in January 2026, supporting a new cohort of 25 leaders.

Learn more about the Pipeline program at uca.edu/cced/cd-pipeline-program.

Through the Green Bear Coalition, a registered student organization at the University of Central Arkansas (UCA), students across campus are working to turn small actions into meaningful change. The student-led organization coordinates sustainability initiatives at BTÌìÌĂwhile creating opportunities for students to volunteer, learn and connect with environmental stewardship.

“Green Bear really coordinates and partners with different groups on campus and in the community to better the sustainable environment that we all live in,” said Jacob Nowlin, Green Bear’s graduate student advisor. “We like to think that anybody who cares about sustainability is a Green Bear.”

Founded in 2021 as an Honors project, the Green Bear Coalition was created to bring together students passionate about sustainability and build a stronger culture of environmental awareness at UCA. Now, the organization works across campus and the Conway community to advocate and educate others on sustainable practices while promoting a collaborative approach to caring for the environment.

Green Bears are involved in environmental initiatives on campus and in the surrounding community. The organization provides volunteer opportunities, leadership experiences, guest speakers and networking opportunities for all BTÌìÌĂstudents interested in sustainability and environmental responsibility.

Some of the Green Bear Coalition’s most visible work is the gardens it maintains. Green Bear volunteers maintain three garden spaces: the Lewis Science Center atrium garden, the Dee Brown garden behind Arkansas Hall and a pollinator garden along the Stone Dam Creek Trail. These gardens operate as a closed-loop system that reuses seeds, composts waste and avoids fertilizers or pesticides.

“Our garden projects are really the shining star of Green Bear, because they show so much of our initiative and what sustainability means to us, because we’re showing that you can have that sustainability and that resiliency to keep something going for a while,” Nowlin said.

The produce grown in these spaces supports another important campus initiative. The harvests from the gardens are donated to the Bear Essentials Food Pantry, helping provide fresh produce to members of the campus community experiencing food insecurity.

“You shouldn’t go without your greens and fresh produce just because you have to go to a food pantry,” Nowlin said.
Beyond gardening, Green Bear volunteers participate in restoration and cleanup efforts across campus and in the Conway area. The organization has assisted with projects such as cleaning up Stone Dam Creek and restoration work connected to the Jewel Moore Nature Reserve. Through partnerships with groups like the Conway Tree Board, the Faulkner County Urban Farm Project and local schools, Green Bear members also help educate others about composting, recycling and sustainable practices.

Many of the coalition’s programs focus on helping students see how small changes in everyday habits can have a larger impact.

“Sustainability really isn’t that hard,” Nowlin said. “It just takes a simple change of mindset.”
Workshops and events hosted by the coalition often highlight simple steps students can take in their daily lives, from composting food waste to reducing single-use plastics and rethinking how everyday materials are used.

Since its founding, Green Bear has continued to grow beyond its initial base of environmental science students. Leaders within the organization hope to expand participation even further by encouraging students from across campus to get involved.
“My biggest goal for Green Bear is for us to really be on campus more than just the College of Science and Engineering,” Nowlin said. “I want people to know that this is a club for everyone.”

Whether through volunteering in a garden, participating in a creek cleanup or simply learning how to live more sustainably, the Green Bear Coalition continues to demonstrate how small changes can still make an impact and lead to a more environmentally conscious campus community.

Every day, faculty and staff at the University of Central Arkansas shape students’ lives in meaningful ways, though many of those powerful moments often go untold. To bring these stories to light, the BTÌìÌĂMagazine staff invited students, alumni, faculty and staff to share their experiences and recognize those who have encouraged, supported and inspired them.

Name: Megan Woodworth-Betts ’25
Nominee: Christine Case
Visiting Assistant Professor of English
Dr. Case impacted me by being encouraging to me. I am a returning BTÌìÌĂalumni who decided to pursue an English/Creative Writing degree after previously receiving a BS in Psychology. I was nervous about coming into a new degree program, but also nervous because I’m a non-traditional student (married with 4 kids). Her Film & Lit class allowed me to explore Disney, and led me to write a paper I ended up presenting at the graduate conference on campus in October of 2025. This is something I wouldn’t have done without having her support. I am forever going to be grateful to Dr. Case for her encouragement, teachings and mentorship.

Name: Amira Calvin (current student)
Nominee: Amber Brantley
Clinical Instructor, Department of Elementary, Literacy, and Special Education
Mrs. Brantley literally showed me what it’s like to be a professional. I learned so much about teaching reading and so much about myself through her class. I never thought that I would feel confident in teaching phonics, but now I am! Her teaching changed the trajectory of my teaching career!!

Name: Mason Lancaster ’25
Nominee: Marvin Williams ’95
Success Workshops and UCAN Coordinator, Student Success
Marvin and the UCAN program had a huge impact on setting me on a path to success at BTÌìÌĂafter some life difficulties. Marvin showed me what discipline and determination can do not only in a college setting but in a professional environment. The skills and discipline I learned from Marvin during my time in the UCAN program are still things I use today at JB Hunt. Thank you, Marvin, for showing me I mattered, and I was capable of greatness!

Name: Haley (Kay) Favell ’17
Nominee: Kristin Dooley
Chair & Associate Professor, Department of Chemistry & Biochemistry
Dr. Dooley had a huge impact on my life. She was my chemistry teacher, research mentor, advisor, and someone I truly trusted. She was always kind, always willing to listen and never made me feel like my questions or concerns didn’t matter. Her support and encouragement meant more to me than she probably knows, and I’m so grateful for the role she played in my growth.

Name: Drew May ’90
Nominee: Jim Bell
Former Professor, Department of Management Information Systems
Dr. Bell was an amazing professor. He made our subject matter ‘come to life’ and always approached his subject matter through real-world examples. I always truly felt like I was learning, and how he led us in his lectures has shaped my thinking throughout my career. As a bonus, he was pleasant, fun and typically entertaining! I will always remember that we had 100 points to earn over the course of the semester, and that was our grade. Dr. Bell’s classes were some of my favorite experiences at UCA!

Name: Jamil Norman ’01
Nominee: Susan Gatto
Director and Professor, School of Nursing
Susan Gatto exemplifies the essence of a caring nurse and educator. During the most challenging moments of my nursing education when continuing felt uncertain, her compassionate support and steady, firm guidance provided the encouragement I needed to persevere. Her mentorship not only helped me complete my nursing degree, but also inspired me to pursue a career in nursing education. I am deeply grateful for her lasting impact on my professional journey.

Name: William Hopper ’08
Nominee: Patrick Desrochers
Professor, Department of Chemistry & Biochemistry
Dr. Desrochers was my first college class, and I was a bit intimidated because at the time he was the face of BTÌìÌĂadvertising with his face all over marketing materials for the College of Natural Science and Mathematics, but he was anything but once I got to know him. He was the most kind, caring and energetic professor who took my love and knowledge of science to a whole new level, and the only regret I have is that I didn’t take more of his classes. He knew our names and was always willing to go above and beyond in lecture and lab to ensure his students excelled not only in class, but in life.

Name: Tanner Darby ’21
Nominee: Lori Leavell
Associate Professor of English, School of Language and Literature
Lori Leavell was and continues to be an inspiration in my life. I took her classes as often as I could because I fell in love with how she approached studying literature. I was the eager student sitting in the front row scribbling down notes with a fountain pen because it was so 
 fun! I was challenged, but it wasn’t grueling. Eventually, I asked her to serve as my mentor for my Honors Capstone. She asked what I wanted to focus on, and she offered the perfect material that overlapped with my interest in feminism, the history of the novel and her expertise in American literature. I doubt I could have produced such a monumental work without her kindness and gentle guidance. She was also the first person I asked to write me a letter of recommendation for grad school, and guess what? She was the first to reply! I think back on our time in many (many!) English classes with sweet nostalgia. She is a fantastic teacher who loves to see her students thrive.

Name: Brandy Brown
Nominee: Betty Hubbard
Professor, Department of Health Sciences
She made me want to be a health teacher! She was so knowledgeable and confident in teaching college kids. I definitely learned a lot from her as a student and as a future educator. She helped me again just a few years ago, and I was so happy to reconnect with her!

Name: Kay Hinkle ’70
Nominee: Carlyle Ellis
Former Instructor, Economics, Sociology, & Business Education Department
Carlyle Ellis taught me typewriting and shorthand and made sure I was in class and did the work to her standards. She taught me so much, became a dear friend and served cake at my wedding!

Name: Clara Rauch ’25
Nominee: Toni Gocke-Wyre
Director of Interior Design, Clinical Instructor
Director Wyre has seen me for my talent and potential since my very first semester with UCA. She has believed in me, supported me as a student and has always been available for questions or concerns in a kind and patient manner. She has been truly impactful in my life, and I am very fortunate to be studying under her leadership.

Name: Sarah Gray ’15
Nominee: Amy Hawkins
Associate Professor of Public Relations; Assistant Provost of Teaching and Leadership, School of Communication
Amy Hawkins helped me learn about my passion for advocacy. She encouraged me to look beyond my current goals to a bigger picture of my future. I now work as an Early Education Director for a top school in Indiana. I get to advocate for my amazing teachers and students every day and create strong academic foundations.

Name: Kesha Wingfield-Baoua ’03, ’08
Nominee: Maurice Webb
Former Professor, Department of History
Maurice Webb was my freshman advisor and has been my mentor my entire adult life. He pushed me to take advantage of opportunities that I DID NOT want, but he knew I needed. I patterned my own career of taking care of students after his selfless service to students. He listened to me and taught me about so much more than history while I was a student at UCA. After decades he still recalls the names and hometowns of former students, and he proudly speaks of their accomplishments. I certainly would not be who I am today without him! I’m blessed to still have him in my life, and now my family’s life, after more than 20 years post-UCA.

Name: Nancy Corley ’91
Nominee: Gayle Seymour
Associate Dean College of Arts, Humanities, and Social Sciences
Dr. Gayle Seymour is that person for me. She saw me when I needed to be seen. She cares about her students and inspires them to do their best. I learned the subject matter, but I also learned life lessons that helped shape me into who I am as an educator today.

Name: Lauren McCracken ’96
Nominee: Patty Phelps
Professor, Department of Health Sciences
Patty Holland Phelps impacted my teaching career more than she could ever imagine. I’m in year 30 of teaching, and I still keep a picture of us from the 90s on my classroom bookshelf. She will always be so special to me.

A small group of students walks down a hallway in the Windgate Center for the Fine and Performing Arts when a faculty member asks if they need assistance loading a sculpture. That faculty member is none other than Bryan Massey, professor and chair of UCA’s Department of Art and Design.

Helping students move large works of art is not new for Massey. In fact, it is how his career in sculpture began.
Originally from Princeton, North Carolina, Massey began his studies in commercial art at East Carolina University, but his focus shifted with a chance meeting.

“I heard this commotion behind this 10-foot wall. So I peeked through, and there’s two or three students, an older professor and a large stone teetering on a truck. They were trying to keep it from falling. I was a football player at the time, so I asked if they needed some help.”

After nudging the stone back in place, the professor, grateful for Massey’s strength, said, “We need strong guys in sculpture. Come take one of my classes in the fall.” That invitation turned into a major in sculpture and a minor in commercial art.
A month before earning his first graduate degree at LSU, Massey began sending out resumes and noted that BTÌìÌĂwas hiring a new 3D sculpture professor. “I interviewed in April,” Massey reflected, “and they made an offer.”

Massey joined BTÌìÌĂas an associate professor in 1988, and became the department chair in 2018. His unwavering commitment to students, campus and to building an atmosphere of respect has manifested significant growth in his department.

“If I can make a difference in a student’s life, that’s the fun part,” Massey said. When advising students about creating art, he added, “Make sure you’ve got a passion for it. Make sure you have a desire to learn your craft and your skill set to put the time and effort into perfecting that. Craftsmanship and presentation are a big part of what we do as artists.”

Massey has great hope for future offerings, such as a fashion design or landscape architecture program. He credits the faculty and atmosphere of mutual respect with the current growth. “Having good faculty makes a big difference. We’re going to respect each other in our department. In my meetings or in front of students, I never address my faculty by their first name. I call them by their title. That’s just a part of establishing the kind of atmosphere I want to create.”

As for his legacy at UCA, “integrity” is the word that resonates: “I want to be known not only as an artistic lesson for students, but that I was a man of integrity.”