Category: Langston University

aerial photo of the Langston University campus

A Message from the Division of Operations: Major Facilities Improvements Underway

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As we transition into the new academic year, we are excited to share the progress our Division of Operations has made throughout the summer to enhance our campus facilities. With a relentless focus on improvement and modernization, our team has been working tirelessly to overcome many of the most critical infrastructure challenges and ensure that our students, faculty, and staff have access to comfortable learning and living environments.

Importantly, the projects we have been managing throughout the summer have come at no cost to our students. We are proud to have leveraged grant funds and state allocations to pursue these projects, and we are grateful to the Division of Academic Affairs for their partnership in the use of Title III grant funds for our academic buildings. Langston University is also extremely grateful to the Oklahoma Legislature, including Gov. Stitt and notably Sen. Chuck Hall, for the ongoing investments made to address deferred maintenance needs on campuses throughout our state. These summer projects were made possible using grants and state-allocated funds coupled with months of planning, preparation, and project management.

Academic Building Climate Control Upgrades

Four of our academic buildings on the Langston Campus are receiving comprehensive Heating, Ventilation, Air Conditioning (HVAC) improvements through Title III grant funding. These buildings include Moore Hall, Sanford Hall, Jones Hall, and the G. Lamar Harrison Library. In collaboration with a professional engineering firm, we developed detailed specifications which were utilized in a competitive bid process in the spring. A vendor was selected from the bid process to install new chiller systems within the buildings, and their work has already begun.

The new chillers and pumps for these four buildings are set for delivery in mid-September 2025. By the end of September, all permanent systems should be installed, calibrated, and fully operational, ensuring optimal learning conditions for the fall semester and beyond within these four buildings. In the meantime, temporary chillers are being rented to provide relief in each of the four buildings until the permanent chillers are in place. While renting temporary chillers is extremely costly, it is a worthwhile investment in the short term until our new equipment is in place. We are finding that the temporary chillers are drawing more power than is typical for our Langston Campus. As a result, we have encountered occasional brownouts or brief power outages. We appreciate your patience as we work through these isolated instances.

Additional climate control improvements are underway at Allied Health, where we intend to replace an outdated split chiller system with a properly sized solution designed by our professional engineering partner. This project is in the initial planning phase and will be subject to competitive bidding before work can begin. In the meantime, we are working to implement a temporary chiller solution at Allied Health for the fall semester.

The comprehensive HVAC overhaul of C.F. Gayle’s Gymnasium, Atrium, and the John Montgomery Multipurpose Building is shaping up to be one of our most ambitious undertakings. The Division of Operations worked closely with our professional engineering partner over many months to develop the detailed specifications for the project, which we anticipate will be published for competitive bidding in August 2025. This priority project, funded through the Oklahoma Capital Asset Management and Protection (OCAMP) Deferred Maintenance allocations through the Oklahoma Legislature, demonstrates our commitment to maintaining our most heavily utilized facilities for student activities, athletics, and community events.

Residential Housing Transformation

Perhaps most significantly, we are revolutionizing the HVAC systems through HEERF grant-funded projects across four residential communities. These improvements represent the most comprehensive housing upgrades in decades, and this large-scale project has proceeded at an extraordinary speed.

Centennial Court Apartments, Buildings 1-5, are receiving entirely new HVAC systems with redirected air delivery, finally addressing long-standing mechanical issues due to construction defects. Residents of Cimarron Gardens Apartments will experience, for the first time ever, thermostat-controlled central air conditioning, as we replace outdated window units and aged furnace infrastructure. Our construction partner, Nabholz Construction, is working to put the final touches on the upgrades within Centennial Court and Cimarron Gardens.

Commons Apartments and Scholars’ Inn will receive updated HVAC systems with state-of-the-art cooling. This project is also funded through the remaining institutional allocation of the HEERF grant. These systems will be installed throughout the Fall semester as equipment arrives.

Even facing unforeseen challenges due to supply chain setbacks and other compliance-related delays, we remain committed to completion with contingency plans in place to ensure all residential HVAC improvements are finished by December 30, 2025.

You may see our teams working to wrap up construction, replace sod, and clean the construction site. We ask for your patience as we continue this important work.

Infrastructure Modernization Projects

Our commitment to accessibility and safety continues with the ongoing Sanford Hall elevator modernization project. This project was initially proposed and approved in September 2024. In the intervening months, a great deal of work has occurred to procure the necessary equipment and prepare for its arrival and installation. This turnkey project entails electrical, telephonic, fire suppression, and mechanical upgrades for the elevator installation, which began on July 22, 2025. We anticipate a completion date in mid-August, contingent upon scheduling the required state inspection, after which time students and staff will have access to a fully modernized, reliable elevator system. Similar modernization projects for additional elevators throughout our campuses are already in the planning stages.

Protecting the LU-OKC Campus

Our Oklahoma City campus restoration continues with the roof replacement project, which is now moving through the final phases of procurement. The November 2024 storm that damaged our campus facility has since been classified by FEMA as a natural disaster. The University engaged with an architectural firm to develop detailed specifications for roof replacement which were utilized for competitive bid in the selection of our roofing partner. We are now working through bonding requirements to award the contract and initiate the project. While temporary roof repairs remain secure with interior restoration ongoing, a full roof replacement supported by OCAMP Deferred Maintenance funding and potential grant reimbursement will restore full protection for our campus in Oklahoma City.

Looking Forward

The work happening across our campuses demonstrates our commitment to providing an exceptional educational environment in support of student success and campus excellence.

As we continue this momentum throughout the academic year, the Division of Operations remains focused on progress, innovation, and the continuous improvement of our campus infrastructure. We will pursue additional projects with our FY26 OCAMP Deferred Maintenance allocation. Priorities will include electrical and utility upgrades, roadway repairs, elevator upgrades, and more. We anticipate the funding will be released by the state in September 2025. These investments in our physical environment directly support our mission of educational excellence and ensure that Langston University continues to provide world-class educational experiences for generations to come.

You can learn more about the progress of current projects on the Physical Plant and Campus Projects webpage.

We thank our campus community for your patience during construction periods and look forward to the enhanced comfort and functionality these improvements will provide.

 

Theresa Powell
Vice President, Division of Operations

Business students sit at desks

Langston University business students rank Top 1% nationally on Peregrine Business Exam

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Graduating seniors from the Langston University School of Business (LUSB) scored in the 99th percentile nationally on the rigorous Peregrine Outbound Business Exam, outperforming more than 83,000 students across the United States.

The LUSB Class of 2025 posted an average score of 80.13% on the exam, far outperforming the national average of 61.34% and putting their scores in the Top 1% nationally. LUSB students achieved top marks across all core business disciplines, including finance, economics, strategic management, marketing and business ethics.

“This is not just an academic win; it’s a statement,” said Dr. Daryl Green, Dean of LUSB. “It proves that with the right approach, our students, many of whom are first-generation college students, can compete and dominate nationally.”

Every year, graduating business students take the Peregrine Outbound Business Exam, a rigorous assessment administered by over 500 colleges and universities around the world. The exam evaluates students’ mastery across core business disciplines such as finance, economics, management, marketing and business ethics.

The Class of 2025’s success on the exam is a reflection of LUSB’s innovative curriculum and expert faculty.

LUSB recently restructured its capstone course “MG 4703: Strategy & Policy.” Co-taught by Dr. Green and Dr. Charles Mambula, the class was reimagined with an emphasis on student ownership and practical engagement. The class incorporates team-based learning, self-designed study sessions and student-led instruction, all of which led to positive learning outcomes.

Outside the capstone, LUSB continues to distinguish itself with a faculty of experienced industry professionals who bring real-world expertise into every classroom. Students receive close mentorship, professional coaching and leadership development from the start of their first year.

“Our students aren’t just preparing for jobs,” Dr. Green said. “They’re preparing to launch their ventures, lead organizations and build communities. Our students think like entrepreneurs, act like consultants, and grow as leaders. That mindset is baked into every course we teach.”

In 2023, Langston University was named one of the Best HBCUs for Entrepreneurship by BestColleges.com, thanks in part to its Master of Entrepreneurial Studies program and its student-centered business culture. The Class of 2025’s test scores are another testament to LU’s HBCU excellence.

“We believe in turning raw talent into polished excellence,” Dr. Green said. “That’s the Langston way. And this exam result is proof that our approach is working.”

From Theory to Practice: Langston University Celebrates 25th Annual Research Day

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(This story was originally published in ‘E Roar | Vol. 2 Issue 4 in June 2025)

By Jet Turner, Assistant Director of Communications

Langston University held its 25th Annual Research Day on April 18, 2025. Research Day includes various disciplines, majors and students. Whether you are a biology or chemistry student, psychology student or even a computer science student, you are welcome to participate in Research Day.

Research Day aims to help students understand the practical applications of their learning. It shows students how their knowledge can serve society and provides an opportunity to demonstrate their problem solving and articulation skills. It also allows students to build their resumes, prepare for internships and graduate school applications, among many other skills.

“It’s the value added,” said Dr. John K. Coleman, Interim Dean of the College of Arts and Sciences. “Once you get a culture where students (are presenting their research), you look at the student and you just see the product. Now they are starting to learn why they’re learning these theories and why they learn these concepts, and then what you can actually do with it and how you can help society. You’re here to learn, but you leave to serve. So how do you use what you’re learning? This is the part that teaches you how you use what you’re learning to serve society.”

Dr. Lindsay Davis, associate professor of chemistry, participated in the 13th Research Day when she was a student at LU.

Despite her fear and hesitation to present her research, she was well prepared and supported.

“Ultimately, Research Day gave me the confidence that I needed to pursue graduate school and to make these presentations a norm for me,” Dr. Davis said. “I was so scared of public speaking, and now it’s easy.

“So, Research Day definitely helps with their communication skills. But most importantly, I think it allows them to be a scientist, to communicate through research and to really achieve their goals.

This year over 20 students participated in Research Day. 

 

Josiah Grayson – Selection of Undergraduate Degree Major Among College Students

Senior, Computer Science Major

Josiah Grayson’s research explored the psychological and social factors influencing how college students, especially those at Historically Black Colleges and Universities (HBCUs), choose their academic majors.

Grayson’s studies revealed personal interest is the most important factor when a prospective student selects a major, which contradicts his hypothesis that financial considerations would be at the forefront of their decision-making process.

Grayson highlights that student interests are often “shaped by what they have been exposed to,” meaning individuals are more likely to pursue careers and majors they have seen modeled in their communities. For Black students specifically, this means decisions are “shaped by survival, legacy and representation.”

“Institutional culture and climate impacts persistence,” Grayson said. “What goes on at the university and then specifically in the department, how they teach the information, how they work with the students. Is there tutoring? These things highly impact whether or not somebody is actually going to finish their degree.”

Financial status, according to Grayson, still plays a significant role in a student’s decision in what major they select, even if it isn’t the primary driving force. Grayson notes that students from a lower socioeconomic status tend to be more risk-averse, often choosing a “more stable” career path, while students from higher socioeconomic backgrounds have more flexibility to pursue less conventional majors, if they so choose.

 

Kimbree Layton – Studying the Relationship Between Mental Health, Emotional Well-Being and Academic Well-Being Among College Athletes

Senior, Psychology Major

Kimbree Layton conducted a comprehensive study examining the relationship between mental health, emotional well-being and academic well-being among collegiate athletes at Langston University. Her research focused specifically on anxiety, depression and stress levels among student athletes.

The study employed a multi-scale survey approach, utilizing four different psychological assessment tools. Layton was able to collect data from 15 of Langston University’s student athletes, all of whom were female.

Findings revealed that Langston University student athletes generally demonstrated positive mental health indicators, showing no significant signs of depression, anxiety or stress.

“(The student athletes) think highly of professional help and seeking it when it is necessary,” Layton said.

Layton’s research highlighted several critical factors influencing student athlete mental health, including “the importance of their relationships” with coaches, professors and family. Modern student athletes must overcome a tough emotional landscape, and many challenge the stigma that they should always be “very mentally tough” and not show emotions.

While the study provides valuable insights, Layton recognized limitations in her research, including the small sample size and the use of somewhat dated psychological assessment scales. She recommended future research should “examine what relationships between scales and demographics” exist and potentially explore the impact of teammates on mental health, a dimension not fully explored in this current study.

 

Reginald M. Archibald II – Artificial Intelligence Biases in Healthcare

Senior, Computer Science Major

Reginald Archibald II explored the critical issue of artificial intelligence (AI) bias in healthcare, highlighting how AI models can perpetuate systemic inequalities.

Archibald’s research uncovered six types of bias in healthcare AI models: implicit, selection, measurement, confounding, temporal and algorithm bias.

An example pointed to in this research is the dermatology AI tool developed by Stanford University, which was trained predominantly on images of lighter-skinned individuals. This could have a significant negative impact on patients who have a darker skin complexation.

“When you go in and they’re trying to detect for skin cancer, oftentimes they’re not able to find it, and they might (misdiagnose) you,” Archibald said.

Several other real-world scenarios demonstrate the potential harm of biased AI. During the COVID-19 pandemic, pulse oximeters were found to miss conditions in Black patients three times more often than in other races. Another study revealed an AI algorithm that based healthcare decisions on costs that systematically undervalued Black patients’ health needs.

To address these critical issues, Archibald proposes multiple solutions. These include conducting bias audits before AI deployment, training healthcare professionals on AI decision-making processes and incorporating synthetic data to improve representation.

He emphasizes the importance of diversity in AI development, stating that diverse team members can provide “ethical background knowledge about their race, their gender, their age group and their economic status.”  

LU Announces Addition of Public Health, Healthcare Administration Majors to Tulsa Campus

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By The Langston University Office of Public Relations

TULSA, Okla. – The Langston University – Tulsa Campus will begin offering Public Health and Healthcare Administration majors during the 2025-2026 academic year.

These additions to the LU – Tulsa campus support Langston University’s commitment to expanding the healthcare workforce not just in the Tulsa community, but also throughout the state of Oklahoma and beyond.

These additional programs added to LU – Tulsa expand learning opportunities for working adults, older learners and returning students to pursue a degree with the flexibility and support needed for their busy lives and career goals.

Assistant Professor Dr. Sandra Brown said the classes in the Langston University School of Nursing and Health Professions are designed to focus on the practical application of public health and healthcare management theories, offering real-world and dynamic teaching-learning experiences.

“We provide an interdisciplinary approach to learning,” Dr. Brown said. “Healthcare leaders can no longer afford to learn and work in silos. Interdisciplinary professional education is critical to understanding the multiple roles in healthcare, is essential in fostering mutual respect, and helps to enhance patient outcomes.”

Healthcare administrators are crucial for the efficient and effective operation of healthcare facilities, while public health professionals are critical for protecting and improving community health by focusing on disease prevention, health promotion and equitable access to healthcare.

Because of the importance of these programs, they will have a significant impact on the Tulsa area by producing a more skilled and better-prepared workforce to meet the growing demand in the healthcare industry. With a projected job growth rate of about 28% – one of the highest in the nation – there is no indication of a slowdown. By equipping professionals with advanced knowledge and practical skills, the public health and healthcare administration programs will contribute to enhancing the overall quality of care in the communities of Tulsa and surrounding areas.

Dr. Teressa Hunter, Dean of the School of Nursing and Health Professions, expressed her enthusiasm for the expansion.

“We are proud to expand Langston University’s presence in Tulsa by offering degree programs in Public Health and Healthcare Administration,” Dr. Hunter said. “These new majors reflect our strategic focus on workforce development and health equity throughout Oklahoma.”

With a low faculty-to-student ratio, students enrolled in the Public Health and Healthcare Administration majors will have more one-on-one learning opportunities. This creates a highly engaged and supportive learning environment. Students interested in these programs can expect a dynamic and enriching education led by experienced, compassionate faculty who are committed to student success.

Enrollment is now open for Healthcare Administration and Public Health classes at LU-Tulsa: 

Healthcare Administration Courses:

  • HA 3253 – Introduction to Healthcare Administration
  • HA 3063 – Introduction to Gerontology

Public Health Courses:

  • PUH 2333 – Introduction to Public Health
  • PUH 2313 – Global Health 

If you are currently a student at Langston University, you may enroll in these classes by contacting LU-Tulsa Campus Advisor Ms. Deborah O’Guin at deborah.oguin@langston.edu and at (918) 887-8123. You may also reach out to Langston Campus Advisor Ms. Carolyn Johnson at carolyn.s.johnson@langston.edu.

If you are not currently a student at Langston University, you may apply at the Langston University website.

High Schoolers Explore Futures in STEM at LU Math and Science Academy

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By Ellie Melero, Media Relations Specialist

At 10 a.m. on a bright and sunny Monday morning less than two weeks into his summer vacation, Tomas was back in the classroom.

The rising junior from Southeastern High School in Oklahoma City listened excitedly as Dr. Lindsay Davis explained the Quiz Bowl rules to a lecture hall full of students from the 2025 Langston University Math and Science Academy. Like many of his fellow Academy students, Tomas was ready to compete for bragging rights in the fast-paced trivia game.

They were split into two teams that rotated in groups of four to compete head-to-head answering questions ranging from pop culture trivia to properly solving math equations. In no time at all, the room was filled with excited shouts and laughter as the students raced to their buzzers, trying to be the first to correctly answer a question and earn points for their team.

“Currently, since we’re learning about the Quiz Bowl, I’m going to try my best to excel in that,” Tomas said. “And just overall, I’m trying to improve my skills and learn new things with my teachers.”

Students playing Quiz Bowl
Students play Quiz Bowl at the 2025 Langston University Math and Science Academy.

The Quiz Bowl was just one of many activities these high school students participated in during the Math and Science Academy. For two weeks, the 25 students who made up this year’s cohort lived on LU’s Langston campus and got a taste of what life is like in college. They spent their days learning about math, science and technology and their evenings relaxing and having fun.

The students took classes on public speaking, ACT preparation, math, biology, chemistry and technology. They also went on outings such as touring the E. Kika de la Garza Goat Research Center, a day trip to the Oklahoma Science Museum in Oklahoma City, and a field trip to a water park. In the evenings, there were movie nights and other recreational activities.

“What I especially like here is that while they are giving you work, they’re more into their lessons,” Tomas said. “They’re more into teaching. Like, I have this one teacher, Dr. Abraham, and while in the middle of lectures, if you have questions, he makes sure to answer all of them. That’s really cool because the teachers here invest so much of their time and knowledge into the students that even if you didn’t want to do the work, you’re still going to learn.”

For more than 30 years, Langston University has hosted the Math and Science Academy in the summers to inspire high schoolers to pursue careers in STEM. Dr. Lindsay Davis took over as Summer Camp Director for the Academy three years ago, but long before that, she was a student herself.

As a high schooler in Oklahoma City, Dr. Davis attended the Math and Science Academy every summer. That’s where she first met Dr. John Coleman and Dr. Alonzo Peterson, who were LU faculty members in chemistry and mathematics, respectively. It was the first time she had ever met a Black chemist or a Black mathematician, and it was also the first time she realized those were careers she could pursue if she wished.

Each summer, Dr. Davis was excited to return to the Academy and learn more about math and chemistry until she was finally able to enroll in the Chemistry program at Langston University. She went on to become the first African American to earn a Ph.D. in Chemistry at the University of Texas at Arlington in 2021 before returning to Langston University as a faculty member working under Dr. Coleman, Interim Dean of the School of Arts and Sciences; and Dr. Peterson, Vice President of Academic Affairs.

“Oftentimes, I tell people that Math and Science Academy is what inspired me to become a chemist,” Dr. Davis said. “Because I’ve been through the program, I understood the impact that it had. So, my goal (as director) was to be very intentional, to plant seeds in the students because it was once a seed planted in me.”

Chloe, a rising junior at Baton Rouge Magnet High School in Louisiana, has been inspired to explore new career paths thanks to her time at the Academy.

Before coming to the Academy, Chloe was thinking about becoming either an interior designer or a physical therapist, but she hadn’t made up her mind. The Academy gave her an opportunity to learn more about other fields she hadn’t considered.

In her technology class, she learned about different types of coding and had an opportunity to practice coding on a board while building a smart farm. As someone who loves lotion, one of her favorite activities was making lotion in her chemistry class.

“(The Math and Science Academy) is all about STEM, so it really gives me an inside look into what it’s like,” Chloe said. “The teachers talk about what they do, and the different fields and majors you can go into. You get to do a lot of different things.”

This year, in addition to the traditional academic and social elements of the Academy, Dr. Davis wanted to add professional development and community building elements. She added Intro to Public Speaking to their daily class schedules and brought in faculty and staff members to serve as guest speakers on topics like financial literacy and navigating financial aid in college.

In an effort to be more connected to the local community, this year’s cohort also attended a Memorial Day program at the Wm Conrad Veterans Memorial Gardens in the Town of Langston. Later in the week, they completed a service-learning project to help beautify T.G. Green Park in the Town of Langston.

“I think that the Math and Science Academy can help in many ways,” Dr. Davis said. “Not only academically, socially and personally, but we had a chance to get the students into the community and to do some good work.”

Another important element of the camp was preparing students for the ACT.

On their first day, the students took a practice ACT to help give them a baseline from which to start. For some of the students, it was their first time taking an ACT or SAT test. Every day, they attended an ACT preparation class in the mornings, and on the last day of the Academy, they took the official ACT exam.

On average, each student improved by three points from their practice test score.

The opportunity to improve his ACT score was something Tomas was happy about because he’d only taken the test once before the Academy. Improving his score was important to him because he knew he wanted to pursue a career as a forensic chemist, and a good ACT score will help him get into a good program.

Throughout the Academy, though, he learned a lot more than just how to improve his ACT. He was particularly excited to discover a new interest in pathology thanks to his biology class with Dr. Abraham. He learned the difference between epidemiology and pathology, and it’s already changed his perspective on his potential future career.

Experiences like this are part of what allows the Math and Science Academy to have such a profound impact on students, and it’s why Tomas said he encourages other students to apply.

“It was a very good experience,” Tomas said. “This camp is amazing, and it can teach you so many new things. In one week, you learn stuff that it would take regular teachers weeks to teach. It’s just amazing.”

The Math and Science Academy is funded by the Oklahoma Regents for Higher Education, the National Aeronautics and Space Administration, and Alpha Phi Alpha Fraternity, Inc.

A sign for the E (Kika) de la Garza Institute for Goat Research

Langston University named 2025 Carnegie Research College and University

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Langston University has been designated a Research College and University by the Carnegie Classification of Higher Education Institutions, one of only 216 institutions nationwide to hold this classification.

“This recognition highlights the hard work and dedication of our researchers, faculty and staff who strive to strengthen the academy,” said Dr. Alonzo Peterson, the Vice President for Academic Affairs. “We have very smart people at Langston University. I am always inspired when I visit the labs or sit down with my colleagues.”

Faculty, staff and students at Langston University conduct research in a variety of areas across multiple disciplines. The university is known internationally for its E. (Kika) de la Garza American Institute for Goat Research, but it also has research programs for horticulture and agronomy, aquaculture and aquaponics, biotechnology, and agribusiness and rural economic development, to name a few. Notably, the university’s Rehabilitation Research and Training Center was renewed for a third 5-year cycle of funding from the National Institute on Disability, Independent Living, and Rehabilitation Research in late 2023.

Since 1973, the Carnegie Classification has been the leading framework for recognizing and describing institutional diversity in higher education across the United States. Administered by the American Council on Education (ACE), the Carnegie Classifications are updated every three years and give institutions designations based on their sizes, types of degrees conferred and many other such characteristics.

The amount and types of research conducted at institutions have long been of interest to ACE and the Carnegie Foundation, and the Carnegie Classification traditionally reserved the coveted Research 1 (R1) and Research 2 (R2) designations for doctoral institutions with high research spending. For 2025, the Carnegie Classification has updated its metrics to provide clearer distinctions between R1 and R2 institutions while also adding a third research designation for non-doctoral institutions: Research College and University.

“On average, institutions in this category spend at least $2.5 million annually on research and development,” said President Ruth Ray Jackson. “Langston University’s research expenditures totaled $10,505,000 in fiscal year 2023. This recognition underscores Langston University’s commitment to expanding research excellence and advancing our institutional impact.”

The threshold for an R2 designation is $5 million in research spending annually, which Langston University exceeds, and at least 20 research doctorates awarded annually. Langston University offers one doctoral program, the Doctor of Physical Therapy, which is a professional rather than research doctorate.

There are more than 4,300 higher education institutions in the United States, and of these, 542 institutions received some level of research designation. Seven of these institutions are in Oklahoma and 40 are Historically Black Colleges or Universities. All 19 of the 1890 land-grant institutions, including Langston University, have received a research designation.

children in 4H smile while holding their plates of homegrown and prepared food

Seeds for the Future: LU’s 4-H programs teach kids life skills

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(This story was originally published in ‘E Roar Digital Magazine | Volume 2 Issue 1)

by Ellie Melero

Yellow squash, zucchini, bell peppers and parmesan cheese. These are ingredients used to make a simple but nutritious squash skillet like the ones 4-H students made in the Junior Master Gardeners program at Langston University.

Junior Master Gardeners, or JMG, is an international program and curriculum that teaches kids about growing their own food to support healthy lifestyles. Kids learn about everything from the best times of year to plant seeds for different fruits and vegetables to the proper knife skills needed to prepare the veggies for cooking.

The curriculum is filled with hands-on activities and opportunities to try new foods, making it popular among the members of the Roaring Adventures 4-H Club in Langston, Oklahoma.

“I think that’s what was so important about 4-H is that that’s what they promote,” said Donnesha Williams, the 4-H educator in charge of the Roaring Adventures Club. “It’s positive youth development through hands-on learning, through hands-on engagements.”

4-H, the largest youth development program in the United States, is operated by Cooperative Extension at public land grant institutions across the country, including at Langston University. The Sherman Lewis School of Agriculture and Applied Sciences operates three 4-H clubs in Oklahoma, providing opportunities for kids from elementary through high school to engage with their communities and learn life skills.

4-H members prepare green beans at the Langston University Horticulture Education and Research Center
The Roaring Adventures 4-H Club teaches its members prepare a green bean dish during their Junior Master Gardeners program.

LU’s largest 4-H club is Roaring Adventures, which has 25 members ranging from ages 5 to 14. Many of its members are part of Coyle Public Schools, which operate virtually on Friday mornings, so the club meets every Friday afternoon at the Horticulture Education and Research Center (HERC) on LU’s Langston campus. There the kids participate in a variety of fun and educational activities, like JMG.

Because Roaring Adventures is based in Langston, Oklahoma, Williams takes advantage of as many of the university’s resources for her programming as she can. In addition to working with the HERC for JMG, she works with other departments to host activities like drone demonstrations and a Goat, Sheep and Haire Day. Another valuable resource for Williams are the LU students.

About 20 LU students from various organizations and majors volunteer to help Williams with the Roaring Adventures Club each semester. After completing their volunteer certification training, the college students help the 4-H-ers with activities ranging from making ice cream in mason jars to preparing for the annual fishing derby in the fall.

“We lean on (our college students) so much, and luckily, they love it,” Williams said. “They’re very hands-on. They adore the kids and the kids adore them.”

Down the highway, Amir Rashidi is in charge of the Eastern Pasture Community Club in Spencer, Oklahoma. The club has 15 members, mostly around 12 to 13 years old, and like the kids in Roaring Adventures, they participate in community events and do lots of hands-on educational activities.

Because it’s located much further from the Langston campus, the Eastern Pasture Club doesn’t have access to some of the resources Roaring Adventures does, like the HERC. So Rashidi works with local community partners like the Minnis Lakeview Recreation Center to put on programming for the kids, such as their recent canning workshop. A piece of programming Rashidi is especially passionate about is his horses.

a child brushes a horse
Rashidi puts on demonstrations for his 4-H-ers where he teaches them about proper grooming and care for the horses.

A rodeo participant since childhood, Rashidi likes to incorporate his horses into lessons and activities for the Eastern Pasture Club. He puts on demonstrations where he teaches the kids about proper grooming and care for the horses, such as how to clean their hooves and what to feed them. He said it felt natural to include the horses in his club’s programming because of 4-H’s agricultural ties, and the kids love getting to see and pet the animals.

“Some kids, they’re not blessed with the opportunity to have interactions with horses,” Rashidi said. “So, I’m just trying to give these children more of this positive interaction just because they might not ever come in contact with a horse again. I’m trying to give them an experience so that they can have a positive outlook that one day they can possibly be a young cowboy or cowgirl.”

Roaring Adventures and Eastern Pasture are always welcoming new members to their clubs, and Williams encouraged any students or parents interested in 4-H to reach out for more information. In the future, LU Extension hopes to open more clubs around Oklahoma to continue to bring these opportunities to more children.

The Chemistry of Success: The Legacy of John K. Coleman

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(This story was originally published in ‘E Roar | Vol. 2 Issue 1 in Jan. 2025)

By Jet Turner, Assistant Director of Communications

Dr. John Coleman received a call from the fourteenth president of Langston University, Dr. Ernest Holloway, in 1993. Holloway’s gregariousness led their conversation all over the place, but his message was clear: the students at Dear Langston needed additional support.

Coleman left his position as an assistant professor at Hudson Community College in New Jersey after that summer and journeyed back to his home state of Oklahoma. He only planned to stay for a couple of years, but his dedication to helping students be their best kept him on Langston University’s campus. After 32 years of service and mentorship, Coleman will retire at the conclusion of the 2024-2025 academic year.

His career as the Chair of the Department of Chemistry at LU has been dedicated to teaching science, technology, engineering and mathematics (STEM) subjects and equally to seeing that students learn to excel in academics and life. His influence can be seen all over the University and, more importantly, in its students.

Beginnings

Coleman grew up around educational excellence in Boley, Oklahoma.

Today, the historically Black town might seem unassuming, but when Coleman was growing up in the 1940s and ’50s, the town was described by Booker T. Washington as the “finest Black town in the world.” Many of the individuals Coleman grew up around had their doctoral degrees or some other form of higher education, including his parents.

Boley’s significance in education parallels no other Black town in the nation, historian Currie Ballard said in a 2017 article by The Oklahoma Eagle.

This meant Coleman was always surrounded by excellent teachers. One of whom was Holloway, his future president, who taught chemistry at Boley Junior High in the 1950s.

“Holloway knew what was happening in Boley and how we got prepared,” Coleman said. “You always have someone who is going to help you. You didn’t have to rely on just your resources at home.”

Community is where Boley found its strength, and Coleman carried that lesson with him throughout his academic career.

Coleman always expected to go to college, and Langston University was a natural choice.

Dr. Coleman as a freshman at Langston University during the 1961-1962 academic year.
Coleman began his freshman year at Langston University during the 1961-1962 academic year.

He began his freshman term during the 1961-1962 academic year. Buildings like Sanford Hall and Moore Hall still stood proudly where they are today, although their functionality was different from their modern day uses.

During his time at LU, he served as the freshman class president and was a brother of Alpha Phi Alpha Fraternity, Inc. Even though LU had been around for almost 75 years by the time Coleman graduated in 1965 with his bachelor of science in chemistry and mathematics, students still had to march at the Oklahoma State Capitol every year to fight for the university to remain open. Coleman was an active participant in these efforts.

Just as obtaining his undergraduate degree was expected for Coleman, working toward an advanced degree was a natural next step. He began his PhD in Theoretical Physical Chemistry at the University of Oklahoma in 1972.

OU was still integrating, and undergraduate Black students especially were facing discrimination at the hands of some students and employees. Coleman became a graduate advisor to the Alpha Phi Alpha chapter on campus during this time.

“There were cannons pointed south and all kinds of things going on,” Coleman said. “But we did a lot of things with students to try to help students feel more comfortable. We did a lot of tutoring. We did a lot of whatever, trying to make the students come in and be successful.”

Growing up in a Black town and attending a Historically Black University helped Coleman understand the importance of community. At every opportunity, Coleman shared that community with others.

Coleman as a senior at Langston University
Coleman graduated from Langston University in 1965.

He earned his PhD in 1976 and concluded his postdoctoral studies at OU in 1978.

Coleman was briefly a researcher at Halliburton Company before traveling east to become an assistant professor at several local institutions. First at Bergen County Community College in Paramus, New Jersey; then at City University of New York, and finally at Hudson Community College, where he received that call from Holloway.

Returning Home

Upon returning to Langston University, Coleman immediately got to work.

Coleman’s years of experience teaching STEM courses provided insights into the problems that frequently impede student learning. He encountered students’ wide-spread practice of what he calls “plug ‘n play.” Plug ’n play is when students use a solved “example” problem as a model and plug in variables from the new problem to find a solution. This bypasses the need to learn and apply core concepts.

Coleman developed and adopted instructional strategies embedded in a process he calls Competency Performance Recording for Learning (CPR-L). His CPR-L teaching and learning process has had a positive impact on student academic performance for his over 30-year career at Langston University and is the basis for how he approaches educating his students.

Dr. Alonzo Peterson, Vice President for Academic Affairs, witnesses Coleman’s commitment to Langston University’s students almost daily. Coleman can often be found on campus until 9 p.m. or later, depending on how many students still need help.

“He’s by far one of the smartest people I know,” Peterson said. “His ideas are very, very innovative. He spends a lot of time with students, hours and hours.

“One of the things I recognize from his tutoring processes is that he doesn’t give students answers. Students may ask, ‘how do you do this?’ and he responds, ‘well, how do you think we do it?’ And then he will go back and talk through the problem for them to solve it, not him. Some people are dispensers of knowledge, he is a facilitator of knowledge.”

In 2003, Coleman received a grant from the National Science Foundation which started Langston’s Integrated Network College (LINC) for STEM program. This program provided scholarships for students in STEM fields and required them to participate in research on campus and across the country. They would then present that research at conferences.

The goal of the LINC program was to produce more minority students in STEM fields who would then earn their doctoral degrees. This program was exceedingly successful.

LINC boasted a 92% graduation rate, with 60% of those students going on to earn graduate degrees. Many of these were earned at major universities that include Vanderbilt, University of Kansas, University of Texas, Baylor University, Johns Hopkins and more.

The students’ participation in summer research internships at institutions that include Johns Hopkins, University of Texas, Stanford, Cal Tech, University of California at Berkley, University of Oklahoma and more. Their research work generated over 300 Abstracts. Their participation in competitive research presentation events throughout the U.S. earned over 50 top awards.

These STEM professionals now hold prominent positions in both industry and education, including achieving success as entrepreneurs.

According to RTI International, of the STEM PhDs awarded in the U.S. in 2021, 5% went to Black scientists, even though the U.S. population is 12% Black, showing the disparity in the field.

Coleman was also encouraging students to stick with the STEM field, even if they did not think it would be for them.

Dr. Ryan Johnson, a former chemistry major and now professor at Langston University, was one of these students.

When Johnson began attending LU in the early 2010s, he was not interested in attending college, much less becoming a chemist. Even though he showed up to Dear Langston as an undeclared major, a mistake in the system had him listed as a chemistry major.

Wanting to change his major, Johnson was told to speak with Coleman before deciding.

That one conversation changed his life.

“He convinced me to stay,” Johnson said. “He told me I was doing well in my other STEM classes, and I was on track to take Chem I anyway. I took it the following semester and ended up staying with chemistry. Kind of weird, right? How those little conversations can change the trajectory of your life.”

As part of the LINC program, students had to at least apply for graduate schools as their undergraduate degrees concluded. Johnson had no intention of earning his doctorate, but another conversation with Coleman convinced him to apply to Louisiana State University, one of the leading producers of doctoral-prepared Black chemists in the nation.

The men of Alpha Phi Alpha Fraternity, Inc. in 1964-1965.
Coleman was a member of Alpha Phi Alpha Fraternity, Inc. during his time at Langston University.

Innovation was another one of Coleman’s missions in the classroom.

Coleman was an early adopter of integrating technology into the classroom at Langston University, something that stood out to Dr. Byron Quinn when he was being taught by Coleman at Langston University.

“Even back in the early ’90s, at the beginning, he was at the forefront of this,” Quinn said. “He was working with really the first iteration, first generation, of tablets and PCs in the classroom, so that students could write and do homework on them and digitally turn them in.”

But Coleman’s impact is much farther reaching than the borders of Langston University’s campus.

About a year after his return to teaching at LU, Coleman set out to build strong science and math foundations when he received a grant to establish the Langston University Summer Math and Science Academy.

It was here, when she was 14 years old, Dr. Lindsay Davis met a Black chemist for the first time in her life.

She hated chemistry.

“It was the hardest thing ever,” Davis said. “But Dr. Coleman had such an eloquent way of communicating chemistry. And so, by the end of that camp, I knew I wanted to be a chemist.”

She attended the Math and Science Academy many more summers after that. Her familiarity with the campus, its scholarship opportunities and its faculty led Davis to enroll at Langston University.

She took her first class with Coleman, Organic Chemistry, her sophomore year. It is still the most difficult course she has ever taken.

More than a third of black STEM PhD holders earn their undergraduate degrees at HBCUs according to American Institutes for Research.

But Coleman’s student-centric approach helped her through the class. She took three more classes with him throughout her time at LU and, after graduating, like so many of his students, was convinced by Coleman to pursue her doctoral degree.

“That took a lot of convincing, and there were a few mechanisms that helped me to go off and produce my PhD,” Davis said. “But Dr. Coleman being the first chemist I ever met inspired me to get a PhD.

“When you are able to see the representation in front of you, I think it either consciously or subconsciously inspires you.”

Because of Coleman’s influence, in 2021 Davis went on to become the first Black chemist to graduate with their PhD from the University of Texas at Arlington. 

Legacy

Johnson, Quinn and Davis are just a handful of the students Coleman not only encouraged to go and earn their doctoral degrees, but to come back and teach at Langston University.

Quinn is currently the Chair of the Biology Department at Langston University, working closely with Coleman each day and utilizing the lessons he learned in using technology in the classroom to instruct his students and conduct world-renowned research.

Johnson just returned to Langston University as a professor in the chemistry department and is now providing the same mentorship, guidance and expectations Coleman gave to him as a student.

Most Intellectual 1965: John Coleman and Louvenia Stidham
Coleman was voted “Most Intellectual” in 1965 alongside Louvenia Stidham.

Davis is not only a professor in the chemistry department but also leads the Math and Science Academy at Langston University, bringing her journey full circle. Now, she gets to be the same inspiration to the students who attend each summer that Coleman was to her as a teenager. She may even be the first Black chemist some of them meet.

“I hope I even have (a legacy),” Coleman laughed.

But his legacy is unmistakable. Coleman has built his own community of educational excellence at Langston University, in the STEM field and across the world.

His mission has been to ensure Dear Langston’s students have the support they need to lay the foundation for a brighter future. Now, Coleman gets to wrap up his career as the Interim Dean of the College of Arts and Sciences, where he is still building programs and methods that will lay firm foundations and help educate students for the long term.

Langston University President Dr. Ruth Ray Jackson, who formerly served as the Vice President for Academic Affairs, has seen the impact of Coleman’s time at LU. She said regardless of his position, he has intentionally remained engaged with his students, ensuring they are well-prepared when they leave Langston University.

“I think that his lasting legacy really is his quest for knowledge, not just for himself, but for his students.

“We should all have a John Coleman in our lives.”

Alexis and Cerita Barnett in their regalia

“Better together:” Mother, daughter graduate rehabilitation counseling master’s program

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by Ellie Melero, Media Relations Specialist

It’s always a special moment to watch a loved one walk across the stage at graduation, but for the Barnett family, this year’s Langston University commencement ceremony was doubly special.

Mother-Daughter duo Cerita and Alexis Barnett both graduated with their master’s degrees in rehabilitation counseling this May, and their family and friends cheered loudly from near and afar as the two walked across the stage together as proud members of the Class of 2024.

“We laughed a lot, we studied a lot,” Alexis said. “We learned how to work as a team to grow.”

Alexis and Cerita didn’t always plan to go to school together.

A 1992 graduate of Langston University, Cerita wanted to work in a public school system, particularly with at risk students, to help provide guidance to young people as they navigate their next steps in life. After earning her bachelor’s in sociology, she intended to earn a master’s degree in pursuit of this goal. But life had other plans for her.

Cerita Barnett walks up to the stage at graduation
Certia Barnett graduated from Langston University in 1992 with her bachelor’s in sociology. Thirty-two years later, she graduated from LU again with her master’s in rehabilitation counseling.

Cerita got married, found a job and had kids. Her family became her priority, but she never gave up the idea of pursuing her master’s.

“I decided, okay, I’ll wait ‘til [the kids] get a little older so that it would be easier for me to actually do a program and do the homework, read the chapters, everything that was required of me,” Cerita said. “So, I was content working as a substitute teacher so that I can help still teach and guide my own children.”

As a substitute teacher in the Tulsa Public School system, Cerita had the opportunity to work with kids like she wanted, and she also had the flexibility to take an active role in her own children’s lives. That included taking an active role in their education.

In the classroom, she always tried to impress upon students the importance of taking their education seriously, and she did the same at home. She would volunteer in her kids’ classrooms, volunteer with their extracurriculars, help them with homework and do whatever she needed to help them succeed in school. And succeed they have.

Alexis graduated from the University of Oklahoma with a double major in psychology and sociology in 2021. Like her mother, Alexis knew she wanted to pursue a master’s degree.

Alexis Barnett walks across the stage at graduation
After graduating with her bachelor’s from the University of Oklahoma, Alexis Barnett encouraged her mother to pursue their master’s degrees together.

“I know that education can open doors,” Alexis said. “So, I had my mind set on [a master’s degree]. I knew that’s something I wanted to challenge myself to do, and I’m glad I did.”

After Alexis graduated from OU, Cerita began to think it might finally be time to return to school herself. Her family, including Alexis, encouraged her. Alexis and Cerita were both interested in counseling, so they began looking to see what programs were available in the Tulsa area.

Cerita, confident in the quality educational experience she would receive at Langston University thanks to her experience as an undergraduate student, began looking into the rehabilitation counseling program at LU-Tulsa. Alexis followed suit and decided to apply, but Cerita was still hesitant about whether she was ready to return to school yet.

“I was able to encourage her to go ahead and apply after I had applied,” Alexis said. “We were able to apply around the same time, and we both got accepted to the Spring ‘22 cohort.”

Cerita smiled and nodded as she remembered how excited their family was when the two announced their decision to go to school together.

“My family was excited for me because they knew at some point, I wanted to go back to school,” Cerita said. “And they thought it was neat, ‘Mama and Alexis is going to school together!’ And actually, at one point, I was not going to tell anybody just in case I changed my mind. But my husband, Harvel…”

“He started telling people,” Alexis laughed. “He was excited.”

With the support of their family–Harvel, Alexandria, Albany and Arnetta–and friends behind them, Cerita and Alexis began their graduate school journey together.

Cerita and Alexis Barnett pose together in their regalia.
Cerita (left) and Alexis helped and supported each other throughout the two-year rehabilitation counseling program and graduated together in May.

Thanks to the way the two-year rehabilitation counseling program is structured, Cerita and Alexis took all their classes together. While some of their classes reinforced things they had learned in their undergraduate courses, others introduced new concepts and encouraged them to look at things from new perspectives. With a built-in study-buddy, the Mother-Daughter duo tackled all their coursework head on.

After 30 years on the other side of the classroom, Cerita had to adjust to being a student again. Thankfully, Alexis was there to help.

Alexis introduced her mother to some new studying techniques, helped her relearn APA Style–which had experienced a few updates since Cerita had last used it–and helped her navigate the technology they needed to use. In return, Cerita helped Alexis talk through and simplify concepts, helped her manage her time efficiently and always provided encouragement when she needed it.

“Our relationship as students helped to reinforce what we were learning in the class,” Alexis said. “We were able to provide one another with output. And when you put two brains together, then you have a strengthened perspective.”

“It’s like old school with new school,” Cerita agreed.

They helped and supported each other through the whole program, taking turns being each other’s shoulder to lean on when needed. After two years of hard work, they graduated this spring.

With her new degree, Cerita still plans to assist people in the counseling area. Alexis would like to give back and help people. Cerita and Alexis both expressed gratitude to God for this joyous, momentous opportunity.

“We are especially grateful that our mother/grandmother Marilyn is alive and celebrating our accomplishment with us,” Alexis said.

“It felt so special to be hooded,” Cerita said. “Our experience will remain in our hearts. I knew it was going to be a challenge to get back into the regimen of studying while wearing different hats. This was one of the most challenging things I’ve ever done in my life, but God helped me through.

“What was rewarding for me was, this is something I’ve been wanting to do for a long time. And now it’s happening, I’m walking in it. It’s a reality. And whatever challenges came, we were able to work with it. Better together.”

Langston University President Ruth Ray Jackson (left) and Arkansas Colleges of Health Education Assistant Provost and Director of DEI Christopher Smith sign an education agreement creating the Early Assurance Program.

Langston University signs agreement with Arkansas Colleges of Health Education to create new program providing pathways to degrees in occupational therapy, physical therapy

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Langston University and Arkansas Colleges of Health Education (ACHE) signed an education affiliation agreement on Thursday to establish the Early Assurance Program, which will create two pathways for Langston students to attend ACHE to study occupational therapy and physical therapy.

Through the new program, LU students who meet ACHE’s general and program-specific admission requirements can choose to follow one of two paths into either the Doctor of Occupational Therapy (OT) program or the Doctor of Physical Therapy (PT) program. The first pathway will guarantee a student’s placement in their program of choice while the second pathway will allow students to bypass ACHE’s initial screening process and receive a guaranteed interview for their program of choice.

“It’s so important to us that we create opportunities for our students and that when they’re here they are getting the content knowledge, the professional competency, and the personal confidence to go out and be able to evaluate options,” said Dr. Ruth Ray Jackson, President of Langston University. “Our mission is rooted in access and opportunity. We believe that this kind of partnership promotes what we were founded to do.

“The students who are here seem to have a drive that is rooted in purpose, so finding careers where they can improve the lives of other people, make the world a better place, it’s just something that I have found to be synonymous with the Langston experience. If you’re fortunate enough to receive some of our students, you’ll get to see that too.”

LU juniors can apply for the Early Assurance Program through the Office of Academic Affairs. If accepted into the program, students must complete all pre-requisite courses for the OT or PT programs and enroll at ACHE within two years.

Students pursuing the guaranteed placement pathway, in addition to meeting all admissions requirements, must also participate in the ACHE Mentoring and Achievement Preparation Program (MAP). This program, established in 2023 by the ACHE School of Occupational Therapy, School of Physical Therapy, College of Health Sciences Admissions and the Office of Diversity, is designed to educate, encourage, equip and engage diverse students from underrepresented and underserved populations considering careers in occupational therapy or physical therapy.

Students pursuing the guaranteed interview pathway must meet all ACHE admissions requirements for their given program, which can be found on the ACHE website.

“As Dean of the School of Occupational Therapy at Arkansas College of Health Education, I am thrilled for this relationship between Langston University and Arkansas College of Health Education,” Dr. Jennifer Moore said. “I have come to understand more and more in working with Langston the kind of students they have. The student from Langston has a sense of purpose, and a desire to serve their communities and to serve others, and that’s exactly the kind of student we’re looking for, and it fits our mission.

“To see that these two institutions are now collaborating is just going to be added value on both sides and frankly, I am thrilled to think about the caliber of students that Langston is going to give us in our program because it will only strengthen the School of Occupational Therapy. It will strengthen the profession of Occupational Therapy, and it will be of great value to those they serve.”

Representatives from Langston University and the Arkansas Colleges of Health Education pose for a group photo