STEM education - News - ��Vlog��ý Little Rock

Nine ��Vlog��ý Little Rock Students Present STEM Research at Arkansas State Capitol

Molly Coleman — Fri, 13 Mar 2026 19:01:21 +0000

Nine students from the University of Arkansas at Little Rock recently showcased their research at STEM Posters at the Capitol, an annual event held at the Arkansas State Capitol that highlights student-led research from across the state.

STEM Posters at the Capitol provides students with the opportunity to share original research with state lawmakers and fellow researchers while demonstrating the impact of STEM innovation happening across Arkansas.

Representing ��Vlog��ý Little Rock, the nine graduate and undergraduate students presented projects addressing real-world challenges in fields ranging from medical data analysis and data science to energy resources, biology, and chemistry.

Undergraduate student Kolton Claybrook, a senior double major in chemistry and business administration with a focus in entrepreneurship, presented research focused on developing cost-effective methods for concentrating lithium from brine water found in the Smackover Formation in southern Arkansas. The research addresses the growing demand for lithium, a critical element used in batteries and energy storage technologies.

“Presenting at the Capitol was a very fun and rewarding experience,” Claybrook said. “Speaking with peers and faculty across the state created great dialogue about the innovations happening right here in Arkansas.”

Claybrook added that the event also provided valuable networking and presentation experience as he prepares for his future career.

Ammar Ahmed Taha Mohammed, a graduate student in information science, presented research on entity resolution, a process used to determine when different records refer to the same person or household despite inconsistencies or incomplete information. Mohammed said this work is particularly important for fields such as healthcare and government, where inaccuracies in data can have serious consequences.

“Presenting my work at the Arkansas State Capitol was surreal and deeply inspiring,” Mohammed said. “What stood out most were the thoughtful and engaging conversations. It was exciting to see people from diverse backgrounds connect with the broader significance and real-world applications of my research.”

For Joie Lea Murorunkwere, a fourth-year Ph.D. candidate in applied science with a concentration in applied mathematics and statistics, the event offered a chance to highlight how advanced statistical techniques can improve medical research. Murorunkwere’s project examined melanoma treatment outcomes from different therapies using resampling-enhanced survival analysis.

“Presenting at the Arkansas State Capitol was both exciting and meaningful,” Murorunkwere said. “It gave me the chance to share why rigorous, data-driven methods matter for real health decisions. As a student researcher, this experience strengthened my confidence and reinforced my commitment to research that can make a practical difference.”

Events like STEM Posters at the Capitol allow students to share their work beyond the classroom while highlighting innovative research happening at ��Vlog��ý Little Rock. By connecting students with policymakers, faculty, and researchers from across the state, the event demonstrates how student-led research contributes to solving real-world challenges in Arkansas and beyond.

Presenters included:

Kolton Claybrook, Computer Science, “Concentrating Lithium Brine Using Reduced Graphene Oxide Forward Osmosis Membranes”
Ammar Ahmed Taha Mohammed, Information Science, “A Hybrid Entity Resolution Pipeline Integrating LLM Intelligence, Semantic Clustering, and Household Movement Analysis”
Hannah Jones, Engineering, “Detecting the Undetectable: Methods to Detect BVID in Wind Turbine Blade Samples”
Ruby Bagchi, Biology, “Cinnamic Acid Modulates Iron Deficiency Responses in Soybean Through Improved Phenotypic Performance and Regulation of Iron Homeostasis-Related Genes”
Mohammed Naif, Chemistry, “Improved Electrode for Lithium-Sulphur Battery”
Eshaal Nadeem, Chemistry, “Emerging Ionic Nanomedicines: Synthesis, Characterization to In Vitro and In Vivo Performance”
Joie Lea Murorunkwere, Mathematics, “Resampling-Enhanced Survival Analysis of Adjuvant Versus Neoadjuvant Therapies in Melanoma Using Kaplan-Meier Estimation, Weighted Log-Rank Tests, and Time-Dependent Cox Models”
Meherun Nesa Shraboni, Computer Science, “A Gaze-Aware XR Framework for Synchronizing Head-Based Interaction and Eye-Movement Analysis”
Kalyn You, Chemistry, “Advanced Material Platforms for Stretchable Bioelectronics and Flexible Circuitry”

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Civil Engineering Major Anterica Jones Named 2026 ��Vlog��ý Little Rock Homecoming Royal

Sydney Ambrus — Mon, 09 Mar 2026 20:34:31 +0000

Sophomore Anterica Jones believes college is about more than earning a degree — it’s about building community and encouraging others.

On Saturday, Feb. 28, Jones was crowned the University of Arkansas at Little Rock’s 2026 Homecoming Royal during the halftime homecoming court ceremony at the men’s basketball game.

The student body chooses the Homecoming Royal through Trojan Engage, a campus platform that connects students, faculty, and organizations through groups, community feeds, and events.

Jones is a civil engineering major from North Little Rock, Arkansas. She is a member of the Chancellor’s Leadership Corps, Student Government Association, National Society of Black Engineers, and ��Vlog��ý Little Rock’s New Student Orientation Leaders. She also serves on the lead team for the Little Rock Baptist Collegiate Ministry.

After being crowned, Jones said she feels incredibly grateful.

“Being crowned Homecoming Royal is such an honor, and it means so much to know that my peers and community supported me in this way,” she said. “More than anything, I’m thankful for the people who encouraged me along the way and for the opportunity to represent my school.”

Jones said she was inspired to run for Homecoming Royal by her faith and a desire to step outside of her comfort zone.

“I’ve had such a meaningful experience as a student here, and I really wanted the opportunity to represent a community that has given me so much,” she said.

“To me, being part of the Homecoming Royal court means representing the heart of our student body. It’s not just about the title, but about showing school spirit, encouraging others, and reflecting the community that makes our campus so special,” Jones said. “I see it as an opportunity to represent my peers with gratitude, positivity, and authenticity.”

Jones hopes to use her new title as Homecoming Royal to encourage students.

“I want to be someone who uplifts others, celebrates the people around me, and helps create an environment where everyone feels valued and included,” she said. “If I can use this opportunity to brighten someone’s day and represent our school in a positive way, that means everything to me.”

Jones aspires to become an architect. Growing up, she watched HGTV, which sparked her interest in architecture, design, and the creativity involved in building and decorating homes.

“After I graduate, I hope to step into that creative space and eventually be involved in many parts of the process, from designing and decorating to helping people find the perfect place to live,” she said.

In her free time, Jones enjoys doing hair and spending time with family and friends. She values building connections with others.

“One thing I’d want people on campus to know about me is that I genuinely love connecting with others and building community,” she said. “I believe college is such a special time where people from different backgrounds come together, and I really value being someone who encourages others and helps create a positive environment.”

As she continues her time at ��Vlog��ý Little Rock, Jones said she hopes to use her role as Homecoming Royal to uplift others and represent the campus community that supported her.

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Planetarium Reopening Signals New Era of Immersive Learning at ��Vlog��ý Little Rock

Molly Coleman — Tue, 24 Feb 2026 16:16:30 +0000

As the University of Arkansas at Little Rock prepares to reopen its newly renovated planetarium in fall 2026, excitement is building across campus for the return of a beloved landmark and the possibilities it represents for the future of science and community connection.

The renovation is made possible through a $1.2 million gift from Leslye and Ray Shellam honoring Leslye’s late father, Arkansas business leader L. Dickson Flake, and her late mother, Linda Blaine Flake. The Shellam Flake Planetarium will soon reopen after nearly two decades. But for faculty and students, the reopening is about far more than renovation and technology upgrades. It signals a new era of immersive, interdisciplinary learning.

For Dr. Gregory Guisbiers, associate professor of physics and astronomy, the planetarium represents a fundamental shift in how students experience complex scientific ideas.

“What excites me most is the opportunity to transform how students experience physics,” Guisbiers said. “The planetarium allows abstract ideas — whether dynamical systems in classical mechanics or quantum state evolution in quantum computing — to become immersive and intuitive.”

In fields such as quantum computing, many ideas are highly abstract. Guisbiers envisions the planetarium as a way to transform his teaching by making difficult core concepts and invisible phenomena more accessible. The dome’s immersive capabilities allow students to visualize challenging processes such as wavefunctions, carrier dynamics, and structure-property relationships.

“I would also integrate research data into the learning experience, allowing students to explore simulations and experimental results interactively,” Guisbiers said. “This connects coursework with research, strengthens undergraduate research opportunities, and helps students develop both scientific intuition and communication skills.”

The planetarium will also elevate ��Vlog��ý Little Rock’s role as a public-facing science institution. Rather than science existing primarily in classrooms and labs, the dome creates a shared space for research visualization, interdisciplinary programming, and community engagement.

Guisbiers notes that the planetarium is not just a site of education but a hub for the community.

“The ��Vlog��ý Little Rock planetarium can become a bridge between the university and the broader Little Rock community by serving as a hub for STEM education, public science literacy, and interdisciplinary engagement,” he said. “Beyond astronomy, it can function as a cultural and creative space where science, art, and storytelling intersect, strengthening the university’s role as a regional center for education and community connection.”

Guisbiers sees the planetarium reopening as representative of ��Vlog��ý Little Rock’s broader investment in science infrastructure and education. Alongside the observatory reopening in March 2025, the planetarium showcases the university’s commitment to hands-on learning and expanding access to STEM education.

Dr. Michael DeAngelis, associate professor of geology, sees equally transformative potential in the planetarium’s reopening.

Currently, the geology department offers field experiences to locations such as the Bahamas for the Geology and Ecology of the Bahamas course, excursions to Colorado and New Mexico for Field Geology II, and local trips across Arkansas to the Ouachita and Ozark Mountains. The planetarium’s immersive capabilities unlock new opportunities for students to explore different regions of the world.

“As a geology professor, I consistently seek opportunities to expose our students to diverse global environments,” DeAngelis said. “With the planetarium’s digital projection system, I can now envision taking our students on virtual expeditions: to the peaks of the Himalayas, the frozen depths of Antarctica, inside the giant crystal caves of Mexico, or even to never-before-visited locations like the Moon or Mars to explore their geology.”

The planetarium’s versatility creates an interdisciplinary space for learning that extends beyond the sciences. DeAngelis sees potential for immersive experiences such as virtual art shows for art and design students, concert performances for music students, and visualized global supply chains for economics students.

For DeAngelis, the reopening is especially significant for ��Vlog��ý Little Rock’s science programs.

“For science programs, the planetarium will allow for the visualization of phenomena at scales beyond human perception,” he said. “This includes viewing microscopic interactions, such as microbial life, mineral structures, and simulated chemical reactions. It also encompasses the immense, like solar system formation, supernovae, and the expansion of the universe.”

Concepts that once existed only in textbooks or on flat screens can now unfold across the dome in full scale, placing students inside the systems they study.

When asked what he hopes visitors will take away from their experience, DeAngelis answered with a single word:

“Awe,” he said. “And all of its synonyms — wonder, astonishment, reverence, and amazement.”

As the university approaches its centennial, the reopening of the Shellam Flake Planetarium signals forward momentum in science education and interdisciplinary collaboration.

In reopening the planetarium, ��Vlog��ý Little Rock is not just restoring a beloved space — it is strengthening its role as a regional hub for education, innovation, and opportunity.

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Cybersecurity Education Leader Inspiring Others by Fulfilling Educational Goals

Fri, 26 Jan 2024 13:44:42 +0000

In the dynamic realm of cybersecurity, where resilience is key, the newly minted Dr. Sandra Leiterman not only safeguards digital landscapes but also blazes a trail of inspiration.

While balancing a full-time career as managing director of the Cyber Arena at ��Vlog��ý Little Rock, a myriad of research and teaching responsibilities, and an unwavering commitment to education, Leiterman recently achieved a remarkable milestone—earning her doctoral degree.

In 2020, Leiterman was already working on a doctorate in STEM when she made a bold decision to switch Ph.D. programs to the Urban Education program at the University of Wisconsin-Milwaukee, where she specialized in math education. In the same year, she also switched roles to work in cybersecurity education at ��Vlog��ý Little Rock.

“Life is full of twists and turns,” Leiterman said. “Sometimes, it’s the detours that take you to the most fascinating places you never knew existed. Through it all, I embraced the spirit of the panther – moving with strength, confidence, and adaptability through unpredictable terrain. And I’m thankful for the support of family, friends, and colleagues along the way. I am thrilled to begin the new year as Dr. Sandra Leiterman!”

Throughout the past three years, Leiterman has been balancing a full-time career, which includes working on several high-level cybersecurity grants and projects at ��Vlog��ý Little Rock, with doctoral classes and research, family, and STEM education volunteering.

“You have to have a certain level of insanity, which I possess, to do this, but it just comes down to time management,” Leiterman said. “There are times I would spend all day in meetings and then still have classes and homework. The biggest key to my success is having a schedule to follow and time management. It was more work than I anticipated, but it’s a huge relief to be done.”

In her dissertation, “Success in College Algebra: Examining Student Experiences in Corequisite College Algebra Courses,” Leiterman researched undergraduate student experiences and perceptions in college algebra courses, particularly focusing on math anxiety and mindset at the beginning and end of the semester.

“The official question is how students’ interests, attitudes, and beliefs affect their enrollment in prerequisite college algebra,” Leiterman said. “Student backgrounds play a role. Their K-12 experiences play a role in how they deal with college math.”

Her findings suggest student-centered instruction and integrated support in the corequisite college algebra model can help foster more positive student experiences. However, effectiveness depends greatly on implementation, indicating a need for faculty development and standardized corequisite design focused on promoting engaging and collaborative learning environments to support student mastery.

Leiterman also holds a bachelor’s degree in middle school math and science education and a graduate certificate in gifted and talented education from ��Vlog��ý Little Rock, as well as a master’s degree in digital and teaching learning from Kansas State.

The cybersecurity education leader hasn’t even finished her educational goals. She also joined ��Vlog��ý Little Rock’s National Cybersecurity Teaching Academy two years ago. At the end of the summer, she will earn her graduate certificate in cybersecurity education.

“I think that will be the end of my formal education, at least for now, but we are never fully done learning,” she said.

Her journey is more than an academic triumph; it’s a testament to the indomitable spirit that defines true leaders in the rapidly evolving world of cybersecurity.

“It’s never too late to pick and choose your priorities,” Leiterman said. “That is my message. I’m 48 and just earned my doctorate. I didn’t get my bachelor’s degree until I was 35. I did things backwards, but it’s been a very rewarding career, and you can always teach an old dog new tricks.”

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STRIVE Program Empowers Arkansas Educators to Prepare Students for STEM Careers

Fri, 18 Aug 2023 12:25:26 +0000

Debra Rail, a chemistry and physics teacher at Vilonia High School, recently spent 18 days exploring the intricate workings of a lumber and design center.

“I love to learn new stuff that I can take back to my students,” she said, explaining that she learned about kitchen design, architecture, plumbing, electrical engineering, and more.

Rail was among 26 Arkansas teachers who participated in STRIVE, a statewide paid professional development program for Arkansas middle and high school STEM teachers. Held at the University of Arkansas at Little Rock, the program’s goal is to inform teachers so they can better prepare students for success in jobs that require STEM skills taught in the classroom. STEM stands for science, technology, engineering, and math.

During STRIVE, teachers are immersed in local businesses and industries for part of the summer to experience how the skills they teach in the classroom relate to the real world. Teachers receive training and support in how to incorporate the experiences into their classrooms, promoting approaches such as science inquiry and problem-based learning.

Rail intends to incorporate what she learned at Ridout Lumber in Conway into a classroom project for her students.

“They’re going to create a blue blueprint for a house, determine what materials that will need, and the cost,” she said. “We’re going to look at the different careers involved in building that house such as the architect, the engineer, the plumber, and the electrician.”

Rail is a mentee in the program because it’s her first year. STRIVE has a tiered approach involving mentees, mentors (second year), and advisors.

Cameran Faucette, who teaches biology and human anatomy/physiology at Watson Chapel High School, is a mentor in the program.

“STRIVE is the future,” he said, explaining that it allows teachers to help students explore new career pathways and gain skills at a high school level.

When he was immersed in the Kohler manufacturing company in Sheridan, Faucette asked two questions: What are some skills that you see people lacking when they come into a job like this? What are some of the skills you see as positive assets to the company? The responses were self-motivation and attendance.

“I’m going to incorporate those skills into my lesson plan as 21st Century skills,” he said, adding that he will continue to include the specialized lab skills he added when he was immersed with the National Center for Toxicological Research in Jefferson County last summer.

Moriah Santiago, a 6th grade science teacher at J.O. Kelly Middle School in Springdale, said STRIVE inspired her to increase student awareness of the diversity of jobs that require STEM skills.

“I am committed to teaching them the skills they need in any future workforce and I’m excited to invite any community partners to my classroom so we can interact more with our community,” she said.

Lyndsey Rich, a health sciences teacher at Valley View High School in Jonesboro and a STRIVE advisor, said the program has transformed her.

Arkansas teachers prepare their final presentation for the Arkansas STRIVE program at ��Vlog��ý Little Rock. Photo by Ben Krain.

“It has changed me as an educator in evaluating data on my students, making sure my lessons are applicable to the workforce and rigorous, and determining how to use that data to improve for next year,” she said.

As an advisor, Rich has helped create professional development for when the teacher meets in person and for asynchronous learning. She also provides support for the mentors.

“STRIVE is always looking to support businesses, teachers, and students in all parts of the state,” said Dr. Mark Baillie, STRIVE program director. “For 2024, we are hoping to expand participation in southern Arkansas, so if you live there and are thinking about participating, please reach out to us.”

If you would like to learn more about how you can join the program as a teacher or business, attend the virtual open house on Jan. 20, 2024, from 9 a.m. – 12:30 p.m. on Zoom. Register for the . For more information, please visit the STRIVE program website at .

The teachers who participated in the 2023 STRIVE program are Jessi Beaver and Brandon Murphy, Maumelle High School; Chad Nall, eSTEM Charter High School; Kellie Smith, Horace Mann Middle School; Larry Williams, Mills Middle School; Whitney Major, Lakeside High School; Aquia Vasseau, Hot Springs High School; Cameran Faucette and Pamela King, Watson Chapel High School; Clay Morton, Fayetteville High School; Moriah Santiago, J.O. Kelly Middle School; Paul Wolf, Haas Hall Academy Springdale; Preslee Carter, Drew Central High School; Alayna Duren, Armorel High School; Kyla Glasser, Ahlf Junior High School; Sharon Hamilton, Mountain Home Junior High School; Jamie Hawley, Huntsville High School; Misty Jolly, Corning Middle School; Jennifer Langston, Paragould Junior High School; Debra Rail, Vilonia High School; Lyndsey Rich, Valley View High School; Ron Sayler, Haas Hall Academy Bentonville; Jodi Taintor, Warren Middle School; Kim Usery, Cabot High School; Jody Williams, East End Middle School; and Tyler Williams, Calico Rock High School.

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��Vlog��ý Little Rock Faculty Embrace Strategies to Improve Teaching

Wed, 21 Jun 2023 16:56:59 +0000

��Vlog��ý Little faculty members learned about valuable teaching strategies to improve student success and retention in the classroom through active-learning techniques during the 2023 Mobile Institute on Scientific Teaching held May 15-19 in Ottenheimer Library.

The workshop provides a focus on active learning because that students are 1 ½ times more likely to pass classes in active learning classrooms compared to students in classes that use traditional lecturing only.

Since ��Vlog��ý Little Rock began offering the workshop in 2019, they have trained more than 125 people including more than 105 faculty members and 20 graduate teaching assistants. Dr. Mark Baillie, assistant professor of chemistry, is part of a national Mobile Institute on Scientific Teaching leadership group and has run workshops at 15 locations around the world.

��Vlog��ý Little Rock received a nearly $2 million grant from the National Science Foundation last year to enhance teaching, learning, and student success in undergraduate STEM education. One of the things the grant provides funding for is a stipend for up to 75 STEM faculty to complete the workshop over the next five years. The ��Vlog��ý Little Rock Office of the Provost generously provided matching stipends for any non-STEM faculty who completed this year’s workshop.

Participants had a hands-on experience on the impact of evidence-based teaching approaches such as active learning and inclusive teaching practices, with deliberate practice and backward design. This workshop has been identified as a major transformative event in the career of many college faculty, from R1 institutions to community colleges.

“I was very interested in learning about other teaching techniques to improve the learning environment,” said Michelle Malone, digital learning specialist at Ottenheimer Library. “I’ve heard about the Mobile Institute on Scientific Teaching before, and I was excited to take it for myself. I wanted to learn more about the latest teaching practices.”

Malone was especially interested in learning about backward design, an approach to creating curriculum, subjects, and classes that prioritizes the intended learning outcomes instead of topics to be covered.

“I was able to practice backward design using lessons we plan to use in the next school year about open education and affordable learning practices,” Malone said. “The idea of having more engaged, experiential learning in the classroom is promising, and I am glad that so many people are taking this workshop.”

Scott Woolbright, an assistant professor of biology, has previously taken the workshop back in 2020 and was helping lead this year’s event as a facilitator. He led small groups of 4-7 faculty members as they learned about the backward design process.

“Coming back and being a facilitator of the workshop is extremely comprehensive,” Woolbright said. “I am retaining more knowledge, and it’s rewarding to facilitate and help other faculty members embrace these skills. I would encourage more faculty to attend this workshop.”

��Vlog��ý Little Rock professors collected data on teaching practices during the spring semester from some of the faculty who completed this year’s workshop. They will collect data again in a year to measure any changes in their teaching practices and classroom environments that result from their participation in the workshop or communities of practice in the fall.

Participants also learn about the importance of data collection in teaching, which provides educators with insights on how to reflect on what changes they make in order to improve over the years. They can also use this data to publish research, which is especially important to career success for tenured and tenure-track faculty.

��Vlog��ý Little Rock teaching assistants and professors discuss active-learning techniques during the Mobile Institute on Scientific Teaching workshop on campus. Photo by Benjamin Krain.

“It’s something that every class needs to do – improve activity and active learning,” said Dr. Mariofanna Milanova, a professor of computer science. “It also stimulates the brain to participate in this workshop. We’ve had interesting exercises that encourage people to think in different ways. I will find this very useful in my classroom.”

During the final day of the workshop, Chancellor Christina Drale, Provost Ann Bain, and Deans Sarah Beth Estes, Lawrence Whitman, and Thomas Cliffton joined the participants for lunch to hear their thoughts on improving learning at the university.

“In this lunch session, workshop participants were able to voice their appreciation for support provided by the administration and also make suggestions for how to increase the likelihood that they and others would be able to increase the use of student-centered approaches on our campus,” Baillie said.

STEM faculty members who completed the workshop can continue to improve their teaching skills by participating in a Community of Practice – small groups of up to five faculty members who will meet bi-weekly to offer peer support and build out their expertise, another new ��Vlog��ý Little Rock professional development program funded by the NSF grant.

“The grant also allows us to build out communities of practice for STEM faculty in the fall, where faculty from the workshop will meet every other week to receive support as they try to implement evidence-based practices into their classes,” Baillie said. “The grant does provide a stipend for these faculty participants.”

This year’s participants, named Scientific Teaching Fellows after completing the workshop, include:

· Amanda Trickey, assistant clinical professor, School of Nursing

· Amy Brown-Westmoreland, online program coordinator, eLearning

· Anita Neal, instructor, School of Social Work

· Arya Basu, assistant professor, Department of Computer Science

· Crystal Rose, assistant professor, School of Nursing

· Eric Wiebelhaus-Brahm, associate professor, School of Public Affairs

· Fairah Solomon, assistant professor, School of Nursing

· Farren Moore, assistant professor, School of Nursing

· Fusheng Tang, associate professor, Department of Biology

· Joanna Hall, director of simulation, School of Nursing

· Josh Landers, instructor, Department of Biology

· Kimberly Porter, assistant professor, School of Nursing

· Krista Schoening, assistant professor, School of Art and Design

· Li Poirot, researcher, Department of Chemistry

· Mahbuba Begum, instructor, Department of Chemistry

· Mariofanna Milanova, professor, Department of Computer Science

· Maureece Levin, assistant professor, School of Human Inquiry

· MD Karim, assistant professor, Department of Accounting, Economics, and Finance

· Megan Fritts, assistant professor, School of Human Inquiry

· Michelle Malone, digital learning specialist, Ottenheimer Library

· Nancy Hamilton, associate professor, School of Education

· Phil Williams, staff, Department of Information Science

· Raffaela Lesch, assistant professor, Department of Biology

· Sheila Brooks, clinical assistant professor, School of Nursing

· Stephanie Feola, post-doctoral researcher, STEM Education Center

· Zephaniah Greenwell, graduate student, University of Arkansas at Fayetteville

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STEM education - News - ����Vlog��ý Little Rock

Nine ����Vlog��ý Little Rock Students Present STEM Research at Arkansas State Capitol

Civil Engineering Major Anterica Jones Named 2026 ����Vlog��ý Little Rock Homecoming Royal

Planetarium Reopening Signals New Era of Immersive Learning at ����Vlog��ý Little Rock