REACH Scholars Program

• Jacque Ayala, Doctoral | College of Education and Human Development
• Katherine Baker, Undergraduate | College of Science
• Nora Bleth, Doctoral | College of Science
• Betsy Cook,  Doctoral | College of Science
• Keith Davis, Undergraduate | School of Arts, Media and Communication
• Ariana Garcia, Undergraduate | College of Liberal Arts
• Edward Garcia, Undergraduate | College of Education and Human Development
• Barbara Garza, Undergraduate | College of Engineering and Computer Science
• Sebastian Grett, Undergraduate | College of Nursing and Health Sciences
• Bryce Howard, Master's | College of Liberal Arts
• Meghan Jones, Doctoral | College of Education and Human Development
• John Emmanuel Lava, Undergraduate | College of Engineering and Computer Science
• Madeline Mulder, Undergraduate | School of Arts, Media and Communication
• Cas Mulheron-Morales, Undergraduate | School of Arts, Media and Communication
• Alec Oveisi, Master's | College of Science
• Raphael Pangilinan, Undergraduate | College of Engineering and Computer Science
• Emily Paulison, Master's | College of Liberal Arts
• Ashley Peterson, Master's | College of Science
• Maxwell Portmann, Doctoral | College of Science
• Avery Richardson, Master's | College of Science
• Andy Rizzo, Doctoral | College of Science
• Jonah Smith, Master's | College of Science
• Mohammad Sohail, Doctoral | College of Engineering and Computer Science
• Allie Watson, Doctoral | College of Science
• Korbin Wilkerson, Master's | College of Liberal Arts

• Claire Phan, Master's | College of Science
• Will Rodriguez, Master's | College of Science

• Hisham Abdelrahman, Ph.D. | Assistant Professor of Marine Biology
• Bryon Applequist, Ph.D. Assistant Professor Of Kinesiology
• Faezeh Babaieasl, Ph.D. | Assistant Professor of Nursing
• Caitlin Beare, D.M.A. | Assistant Professor of Music
• Audrey Douglas, Ph.D. | Program Coordinator, Adjunct Faculty | Program Fellow
• Riccardo Mozzachiodi, Ph.D. | Professor of Neuroscience
• Dara Orbach, Ph.D. | Associate Professor of Biology
• Kertesha Riley, Ph.D. | Assistant Professor Counseling & Educational Psychology
• Collin Scarince, Ph.D. | Associate Professor of Psychology & Sociology
• Ron Snarr, Ph.D. | Associate Professor of Exercise Physiology
• Mehdi Sookhak, Ph.D. | Associate Professor of Computer Science

• Jose Baca, Ph.D. | Associate Professor in the Department of Engineering
• Loretta Battaglia, Ph.D. | Professor and Director of the Center for Coastal Studies
• Caitlin Beare, D.M.A. | Assistant Professor of Music
• Christopher Bird, Ph. D. | Associate Professor of Biology
• Tianxing Chu, Ph.D. | Associate Professor in the Department of Computer Science
• Brenda Frye, Ph.D. | Assistant Professor of Clinical Psychology
• Sarah Guy, Ph.D. | Assistant Professor of Nursing
• Nasrin Hooshmand, Ph.D. | Assistant Professor of Chemistry
• Ivy Jones, Ph.D. | Professional Associate Professor of Biology General
• Dulal Kar, Ph.D. | Professor and Department Chari in the Department of Engineering
• Misty Kesterson, Ed.D. | Senior Clinical Professor of Kinesiology
• Peter Moore, Ph.D. | Professor of History
• Dorina Murgulet, Ph.D. | Associate Vice President for Research & Professor of Hydrogeology
• Dara Orbach, Ph.D. | Associate Professor of Biology
• Bethanie Pletcher, Ed.D. | Professor of Literacy Education
• Darcey Powell, Ph.D. | Associate Professor Psychology
• C. Edward Proffitt, Ph.D. | Professor of Biology
• Carey Rote, Ph.D. | Professor of Art History
• Collin Scarince, Ph.D. | Associate Professor of Psychology and Sociology
• Frauke Seemann, Ph.D. | Associate Professor of Marine Biomedical Science
• Jeffrey Turner, Ph.D. | Professor of Marine Biology
• Maria Vasilyeva, Ph.D. | Assistant Professor in Applied Mathematics
• Ashley Voggt, Ph.D. | Associate Professor of Special Education

Through the program, students will develop: 

• A deeper understanding of the research or creative process, including how research questions or creative goals are developed, how methods and evidence are used, how findings are interpreted, and how research or creative activity contributes to knowledge, practice, innovation, or creative expression. 

• A stronger sense of their own role in research or creative activity, including how their work connects to a larger project, discipline, community need, regional priority, or professional field. 

• Skills for participating effectively in mentor-guided research or creative work, including project planning, time management, professional expectations, communication with mentors, and collaboration with research teams. 

• Knowledge of responsible conduct of research, research ethics, authorship, peer review, data integrity, conflicts of interest, research responsibility, and responding constructively to feedback. 

• Research communication skills, including elevator pitches, active listening, networking, assertive communication, and explaining research to academic, professional, community, and public audiences. 

• Presentation and visualization skills, including data visualization, poster design, oral presentations, and three-minute research presentations modeled after 3MT-style communication. 

• Scholarly identity and professional presence skills, including how to describe research experience in resumes/CVs, cover letters, interviews, graduate school applications, fellowship materials, LinkedIn, ORCID, personal websites, and other discipline-appropriate platforms. 

• Personal leadership skills, including goal-setting, reflection, wellness strategies, professional resilience, and Individual Development Plans. 

• A stronger understanding of broader impacts, including how research and creative activity can matter beyond a single course, lab, project, or degree program.

Because REACH includes undergraduate, master’s, and doctoral students, some activities should include differentiated expectations. The cohort experience will remain shared, but selected assignments and breakout discussions may be adjusted by academic level. This approach keeps REACH inclusive while still making the experience meaningful for students at different stages of development.

Undergraduate Students will focus on:

• Understanding the research process. 
• Developing confidence in their role.
• Learning how to communicate research clearly.
• Exploring graduate school and career pathways.
• Preparing for SSIRCA or another student research event.
• Building early scholarly and professional identity. 

Master’s and Doctoral Students will focus on: 

• Communicating research significance with greater depth.
• Strengthening scholarly identity and disciplinary positioning.
• Understanding publication, authorship, peer review, and dissemination.
• Preparing for conferences, fellowships, 3MT, thesis/dissertation milestones, or career transitions.
• Mentoring or supporting less experienced peers where appropriate. 

Students selected for REACH Scholars will be expected to: 

• Attend at least 80% of required sessions. 
• Participate actively in cohort discussions, workshops, and application activities. 
• Develop an Individual Development Plan. 
• Prepare and revise research communication materials. 
• Practice a short research pitch or three-minute research presentation. 
• Present their research or creative activity at SSIRCA or another approved university-sponsored event. 
• Complete at least two approved campus resource or asynchronous enrichment activities. 
• Submit a brief final reflection. 
• Complete a final REACH reflection presentation. 
• Remain in good standing with the program and demonstrate professionalism throughout the year. 

Students who successfully complete all program requirements will receive a completion stipend of $2,000 at the end of the Spring 2027 semester. 

Faculty mentors will be asked to: 

• Confirm that the student is involved in research, scholarship, innovation, or creative activity.
• Support the student’s participation in REACH.
• Encourage the student to connect program activities to their current project.
• Participate in brief scholar-mentor check-ins where appropriate.
• Review or discuss the student’s research goals, communication materials, or final reflection where feasible. 

Recommended mentor touchpoints: 

• Beginning of program: Student and mentor discuss the student’s role, goals, and expectations.
• Mid-year check-in: Student shares progress on the IDP and research communication goals. 
• Spring check-in: Student discusses presentation preparation, next steps, and future opportunities. 

FALL 2026 SEMESTER

September 2026

• Week 1: Orientation and Program Foundations (3 hours)
• Week 3: Application Session (2 hours)

October 2026

• Week 1: Scholarly Identity, Professional Presence, and Career Development (2 hours)
• Week 3: Application Session (2 hours)

November 2026

• Week 1: Professional Materials and Research Communication (2 hours)
• Week 3: Application Session (2 hours)

December 2026

• Week 1: Publishing, Peer Review, and Responsible Research (2 hours) 

SPRING 2027 SEMESTER

January 2027

• Week 4: Spring Relaunch and Research Presentation Preparation (1.5 hours)  

February 2027

• Week 2: Three-Minute Thesis (3MT) Presentations and Critique (2 hours)
• Week 4: Data and Information Visualization (1.5 hours) 

March 2027

• Week 2: Campus Resource Engagement (1 hour)
• Week 4: Conference Presentation Preparation (2 hours)

April 2027

• Week 2: Research Event Preparation (2 hours)
• Week 4: Research Presentation Event 

May 2027

• Week 1: Closing Session and Final Research Reflection Presentations (1.5 hours)

To apply, students must: 

• Be currently enrolled full-time at TAMU-CC.
• Be an undergraduate, master’s, or doctoral student. 
• Be actively involved in research, scholarship, innovation, or creative activity with a faculty mentor. 
• Be in good academic and conduct standing with the university. 
• Be enrolled full-time for Fall 2026 and plan to enroll full-time for Spring 2027. 
• Be able to participate in required in-person meetings and complete program activities across both semesters. 
• Be willing to present their work at SSIRCA or another approved TAMU-CC research or creative activity event. 
• Be willing to participate actively, communicate professionally, and contribute to a supportive cohort environment. 

Students do not need to have publications, conference presentations, awards, or extensive research experience to apply. REACH is designed for students at different stages of their research journey. The strongest applicants will show curiosity, commitment, willingness to grow, and readiness to engage seriously with the program. 

The REACH Scholars Program application is hosted in an external Microsoft Form. Before you begin, be prepared to:

• provide information about your current research or creative activity
• answer several short essay questions about your research experience and goals
• upload a résumé or CV, faculty mentor confirmation, and unofficial transcript

Application deadline is Friday, July 24 at 11:59 p.m.

If you have questions about the application or the program, please contact the Office of Student Research and Innovation at student.research@tamucc.edu.

Applicants must submit a brief confirmation from their faculty mentor. This does not need to be a full recommendation letter. The purpose is to confirm that the student is currently involved in mentor-guided research or creative activity and that the mentor is aware of the student’s interest in REACH. 

The mentor confirmation should include: 

• Student’s name
• Mentor’s name and department
• Brief confirmation of the student’s involvement in research, scholarship, innovation, or creative activity
• Brief description of the student’s role or expected role
• Confirmation that the mentor supports the student’s participation in REACH
• Mentor signature or email confirmation

A committee composed of faculty and staff from across campus will review applications and recommend selected students. Review criteria will be holistic and will focus on motivation, commitment, current research or creative activity engagement, potential for growth, and the applicant’s ability to contribute to a collaborative cohort. 

The review process will not overemphasize prior research accomplishments. Students will enter the program with different levels of experience and confidence. Reviewers will consider the applicant’s current engagement in research or creative activity, interest in learning more about the research process, readiness to grow, and ability to participate fully in the cohort. 

Minimum requirements, including eligibility, complete application, good standing, current research or creative activity involvement, and availability to participate, will be treated as pass/fail screening items before applications are scored.