Posts Tagged ‘Holmes Program’
I have exciting news for all master’s and doctoral students! The University of Central Florida (UCF) Holmes Scholar Program will host a Research & Scholarship Expo, Building Bridges: Promoting Impactful, Equitable Research, on June 28-29 in Orlando, FL. The Expo will include sessions on developing and conducting qualitative and quantitative research, exploring and securing external grant funding, developing winning manuscripts (conceptual and empirical), problem-solving through the dissertation journey, building meaningful mentoring relationships, and other practical topics related to successfully navigating higher education and the publication process.
Our keynote speaker will be David H. Jackson, Jr. dean of the School of Graduate Studies and Research at Florida A& M University.
Although the Research Expo will be hosted by the UCF Holmes Scholar program, the sessions are open to all master’s and doctoral students. For registration and hotel information, please visit https://2019ucfholmesscholarexpo.eventbrite.com.
Data is a central and essential element in the work of scholar-researchers. Big data or data sets with information too sizeable or intricate for traditional statistical software, can be particularly challenging to analyze. Some students may be yet unaware of the nuances of big data and how it can inform their research. Additionally, others may wonder where to start or find sources for big data that can yield helpful insights for their work.
If you would like to increase your working knowledge of what big data is, where to find it, and how it can grow your analysis, Florida Atlantic University’s (FAU) Holmes Scholars invites you to attend “The Story of BIG DATA with All the Small Details” presented by Charles Dukes. This dynamic presentation on the mammoth data sources that are ubiquitous to our lives will not only provide participants with context and approaches for understanding big data, attendees will leave with a viable research agenda useful for their careers as social science researchers.
The presentation will take place on April 10, 2019 at 2:30 p.m. EST. If you are interested in video-conference attendance please RSVP for access to join us via Skype at http://bit.ly/HolFAU.
For more information, please contact me at firstname.lastname@example.org.
The “AACTE Initiatives toward Increasing Diversity, Equity and Inclusion in Colleges of Teacher Education” Deeper Dive session was held during the 2019 Annual Meeting. The session highlighted the association’s current, ongoing, and future commitments in these areas in a discussion moderated by Jennifer Robinson of Montclair State University and included panelists Lillian Sharon Leathers of William Paterson University of New Jersey and AACTE’s Jacqueline King, Jacqueline Rodriguez, and Jane West.
King, author of AACTE’s recently published Education Students and Diversity: A Review of New Evidence report, described the findings, which showed that education is the least diverse in bachelor’s degree fields. King shared other important data such as 50% of African American education students and 40% of Hispanic education students are independent; 30% of African American students and 20% Hispanic students had children; and 20% African American students were single parents. She emphasized that child care, for example, is an issue that cannot be ignored when considering the matter of diversity. In addition, 4% of Hispanic students are first generation students and 22% do not have a parent that has graduated from high school. The study revealed that one in five African American students work full-time and that the median family income of white, dependent students is more than double of their African American and Hispanic peers.
AACTE is excited to announce registration is open for its 2019 Washington Week. This signature event is held annually in the nation’s capital, with participation from AACTE and the Association of Teacher Educators (ATE) state chapter leaders, Holmes Scholars, and AACTE members and non-members alike interested in advocating for the profession. Under the theme “Your Voice Matters,” this year’s Washington Week will be held June 2-5 at the Renaissance Arlington Capital View Hotel in Arlington, VA, and on Capitol Hill.
The AACTE Holmes Scholars Program recently welcomed two new members: University of North Carolina at Charlotte (UNCC) doctoral students Stephanie Jones-Fosu and Deondra Gladney. The two Scholars share their experience as first-time AACTE Annual Meeting and Holmes Preconference attendees.
The Holmes Scholar Program is designed to provide equitable opportunities to emerging scholars from underserved populations. By having the distinct opportunity to be one of first Holmes Scholars from UNCC, an entire level of educational greatness has been literally dropped in my lap. During the 2019 AACTE Annual Meeting in Louisville KY, the Holmes Program created an exclusive preconference event where Holmes students at various levels of education came together to learn and grow from Scholars around the country.
The 71st AACTE Annual Meeting was held in Louisville Kentucky from February 22-24, 2019. The AACTE theme this year was “Sustaining and Advancing the Profession.” The attendance was impressive, surpassing the number of attendees from previous years. The meeting allowed the members and alumni of the AACTE Holmes Program to escape daily routines, work distractions, and be fully present during a vibrant and innovative experience. This special environment fostered rich dialogue, sharing of research ideas, and collaboration on finding solutions to complex problems.
Interactive Sessions, Dynamic Conversations, Innovative Solutions, and Tangible Outcomes
The AACTE Holmes preconference agenda centered around growth—both professionally and personally. While lecture-style sessions are beneficial, this year the strategic planning team implemented more interactive sessions. For example, during the Career Choice Pathway sessions, the audience was intentionally involved and invited to participate in dialogue. This year also consisted of tangible outcomes such as productive writing skills. A session was dedicated for focus based-research writing, which allowed for experimentation of a new writing tool to aid in efficient writing. Students were able to share and connect over similar writing experiences and provide guidance on how to stay motivated. Lastly, this year we were honored to have alumni host sessions, provide their mentorship, and invite collaboration on projects.
Spencer Niles, dean of the School of Education, College of William & Mary poses with Holmes Scholars (L-R) Okenna Egwu, Leila Warraich, Jessica Scott, Denise Lewis, Chandra Floyd, Jingjing Liu, Shuhui Fan
Twelve College of William & Mary (W&M) Holmes Scholars attended the Holmes Scholars Annual Meeting in Louisville, KY in February as part of the 71st American Association of Colleges for Teacher Education (AACTE) Annual Meeting. The AACTE Holmes Program encourages diversity in education by providing mentorship opportunities to students from high school through doctoral programs who are interested in careers in education. William & Mary’s 14 current Holmes Scholars are high-achieving doctoral students from populations underrepresented in higher education.
Congratulations to the Shanita. Pettaway, the March 2019 Holmes Scholar of the Month!
Pettaway, a native of Mobile, AL is a Ph.D. candidate in administration of higher education at Auburn University. She is focusing her research on the areas of administrative law, higher education law, human resources, public policy, historically black colleges and universities, as well as, the higher education professoriate—a logical and instinctive continuation of her previous graduate education. Her dissertation consists of a multi-content analysis of Title IX policies at historically black colleges and universities.
Graduating in 2008, with the highest academic average of a senior in business Administration from Alabama Agricultural & Mechanical University, Pettaway is also an alumna of Southern University Law Center (Juris Doctor), Southern University and Agricultural & Mechanical College (Master of Public Administration), and Auburn University (Master of Education, Administration of Higher Education; Graduate Certificate in College and University Teaching).
Front Row (left to right): Amber Haley, Azaria Cunningham; Middle Row (left to right): Ke-La Harris, Sacha Cartagena; Reena Patel-Viswanath, Lydia Carsenale, Valentina Contesse, Timara Davis; Back Row (left to right): Adegoke Adetunji, Marquess Vela; Absent: Carla Roberson
AACTE welcomes the 2019-2020 Holmes Scholars Council, elected during the preconference events at the Annual Meeting last month. The council will work closely with AACTE liaison, Brandon Frost, to plan activities and communicate with Holmes participants throughout the year.
On February 21, the Third Annual Diversified Teaching Workforce Institute (DTW) will convene teacher educators, aspiring teachers, school leaders and deans from across the nation to address one of the most pressing teacher education issues—diversifying the teacher workforce. Over 200 people, including the AACTE Holmes and Networked Improvement Community Members, have joined DTW Topical Action Group (TAG) members in Tampa, FL and Baltimore, MD at the first two Institutes. The Third Annual DTW Institute, part of the 2019 AACTE Annual Meeting Preconference, is organized by leaders of the DTW TAG, with the support of AACTE’s Member Engagement and Support team.
The Institute will take place from 8:00 a.m. to 5:00 p.m. The morning activities will begin with opening comments by Marvin Lynn, College of Education Dean at Portland State University and be followed by an opening plenary, “Examining Teacher Diversity Across U.S. Policy Contexts,” to explore current teacher diversity initiatives and policies taking place in various states committed to addressing the recruitment and retention of teachers of color in the profession. Following the opening panel, the morning will offer four concurrent breakouts sessions by teacher diversity experts in growing your own initiatives, culturally responsive pedagogy, and program development focused on strategies and approaches that they are utilizing at their home institutions.