Conic Named Scholar of the Month for March
Congratulations to March Holmes Scholar of the Month Frank Conic!
Conic is a doctoral candidate in higher education administration at the University of Florida (UF), where his research and professional concentration is focused on developmental mathematics education, policy, and reform. His other research interests include the achievement gap for minority students and the “school-to-prison” pipeline.
Conic, who has been a Holmes Scholar since 2011, exemplifies the tenets of scholarship, research, leadership, and mentoring both in his studies and professionally. He is a graduate assistant for the UF/Santa Fe College Faculty Development Project, serving as an adjunct instructor in the mathematics department at Santa Fe College. He is also assistant program director for the Community College Futures Assembly, an independent policy forum in the Institute of Higher Education at UF. Additionally, Conic serves as a mathematics coach for the National Achievers Society at the Santa Fe College Center of Excellence, a multifaceted program to motivate elementary and secondary students to prepare for and ultimately enter college.
In addition to his wealth of professional experience, Conic has presented his research at eight conferences, including the National Association of Developmental Education, American Association of Blacks in Higher Education, Florida Association of Teachers of Mathematics, and Florida Association of Teacher Educators. He has also presented at the AACTE Holmes Scholars poster session and served as Sergeant at Arms for the Holmes Scholars Council in 2015-2016.
Conic’s dissertation topic is “analyzing the impacts of Florida Senate Bill 1720 (SB 1720) on gateway math courses at a large community college.” Upon completing his Ph.D., he plans to continue teaching mathematics at a community college, become a mathematics department chair, then delve into higher education administration.
To nominate a Holmes Scholar for the Scholar of the Month award, please use this online form.