Holmes Scholars Program
Established in 1991, the American Association of Colleges for Teacher Education (AACTE) Holmes Scholars Program supports students enrolled in doctoral programs in education with a demonstrated commitment to improving the representation and supporting the development of historically underrepresented communities in the education professoriate or in leadership positions in education and education research fields. The goal of the program is to offer mentorship, peer support, professional development, and rich scholarly experiences to Scholars, who in turn, become an outstanding pool of candidates for future faculty and leadership positions. Since 2008, Purdue University’s College of Education has sponsored the Holmes Scholars Program as a means to support the retention and graduation of doctoral students committed to improving the representation and development of historically underrepresented communities.
For more information visit AACTE Holmes Scholars Program website.
Who is Eligible?
- Per AACTE requirements: Individual that has a demonstrated commitment to increasing the representation and supporting the development of traditionally underrepresented communities in the education professoriate or in leadership positions in education and education research fields. All students, regardless of race or national origin, are invited and encouraged to apply to the AACTE Holmes Scholars Program.
- Full-time enrollment in a College of Education doctoral program
- Successful completion of at least one semester of doctoral coursework
- Evidence of a commitment to equity and diversity within education
- Interest in pursuing a career as a faculty member (or other leadership positions) within education
Meet Purdue’s Holmes Scholars
My focus is on student success, wellbeing, and retention in higher education with an emphasis on diversity and inclusion initiatives.
My doctoral research explores the experiences of youth and how they negotiate their ascribed identities to make meaning of global citizenship. I also explore Non-western and non-dominant perspectives, and critical frameworks of global citizenship to advance and promote social justice. Along with teaching multiculturalism, I am also interested in conducting research about the experiences of pre-service teachers and educators
around multicultural education.
My research interest includes the impact of post-colonial theory on social studies and history curricula in Africa (pedagogy and assessment) and comparative aspects of educational reform in the U.S. and African countries; middle-level and high school students’ historical thinking and the historical (mis) representations in trade and textbooks; and how multicultural citizenship and global citizenship are conceptualized, rationalized, and thought in different educational systems.
My research interests include therapeutic processes and outcomes for incarcerated and formerly incarcerated individuals and examining the strengths of formerly incarcerated individuals and community-based reentry organizations that fosters and promotes successful reentry in both the community and higher education.
My research focus is on using geospatial tools and techniques to improve spatial cognition and gender diversity in STEM. She uses GIS and story maps to capture individual narratives and experiences in a variety of educational settings, with particular interest in improving the educational experiences of children who lack access to technology and resources.
Curriculum and Instruction
My research interest focuses on the intersection of race and religion in education and first-generation African immigrants in community colleges.
Past Holmes Scholars
Troy Bell (2019)
Horrane Holgate (2017)
Taewon Kim (2018)
Marquetta Straight (2017)
Temitope F. Adeoye (2016)
Shalyse Iseminger (2016)
LaMarcus Hall (2015)
Kwalfle Scott-Bradley (2014)
Ileana Cortes-Santiago (2012)
Constance Harris (2010)
Kevin Brooks (2009)
Contact Floyd Craig at firstname.lastname@example.org
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