AACTE Welcomes New Holmes Scholars

The Holmes Program continues to expand with exceptional graduate students and future education leaders.  We are proud to welcome new scholars from Boston University, University of Florida, University of North Florida, and George Mason University to the Holmes community.

Mariah Brown is the evaluation assistant for the Network for Enhancing Wellness in Disaster – Affected Youth (NEW DAY), a SAMSHA funded disasters mental health training project. She was nominated by the University of Massachusetts Lowell psychology department to receive the psychology student “Excellence Award 2022” for strong contribution to research, community service, strong academics, and significant contributions to the university. Brown is enrolled at Boston University as a special education master’s student with a focus in PK-8. She is passionate about impacting youth and young adults and has extensive experience working with diverse populations.

Rohan Arcot is a first-year Ph.D. student in counseling psychology at Boston University. He holds an M.S. in clinical mental health counseling from Johns Hopkins University (JHU), a B.A. in psychology from Hamilton College, and is a Nationally Certified Counselor. He works as a research team member in the ARISE lab and for the Center for Character and Social Responsibility. He previously worked as a research assistant at JHU for the IDEALS Institute and lab manager for the SPiEE lab. He also worked as a graduate assistant for the Office of Diversity and Faculty Development as well as a teaching assistant for the Counseling Program. His research interests include Asian American mental health, culturally sensitive therapeutic treatments, positive psychology, anti-racism, and multicultural counseling training. This research has been supported through funding by the Association for Multicultural Counseling and Development (AMCD) and Southern Association for Counselor Education and Supervision (SACES) and has been presented at national conferences including APA and AERA.

Takeshia Pierre is a public health practitioner, researcher, and teacher-educator from Miami, FL. She is also a doctoral candidate pursuing a Ph.D. in curriculum and instruction in science education at the University of Florida’s College of Education, School of Teaching and Learning. Pierre research centers on the identity intersections of STEM doers and pursuers such as race, gender, and culture and provides culturally responsive professional development strategies to STEM teachers. Her collective goal is to identify and nurture the unique cultural capital of Black students across the African Diaspora and to encourage equity in STEM.

Reshandia McIntyre, an alumna from the University of Florida’s (UF) College of Health and Human Performance, serves as vice president of New Student Recruitment for the UF Association of Black Alumni. A professional with extensive experience in sports management and higher education, McIntyre currently serves as an instructor for Florida State College at Jacksonville. Some of her most profound roles were with the Jacksonville Superbowl Host Committee and the PGA TOUR, Inc. McIntyre, a profound Gator, is a founding member of the UF ABA – JAX Chapter, serving as vice president of athletic engagement from 2018-19. She holds a bachelor’s degree in Health & Human Performance from UF and a master’s degree in Sports Management from Wayne State University.

Danielle is a first-year doctoral student in special education. She received her bachelor’s degree in special education and master’s degree in early childhood education, both from the University of Florida. She is a McKnight Fellow and is supported by Project EASE (Econometric Analysis in Special Education), a leadership grant funded through the US DOE Office of Special Education Programs (OSEP). Her research interests lie at the convergence of literacy, policy, and leadership in special education and disability studies. She intends to utilize her research to evaluate policies and practices within the field to develop and disseminate knowledge and recommendations for effective teacher development. She aspires to reduce the gap between research, policy, and implementation. Her goal is to work within local agencies through university and district partnerships to affect changes in teacher and leadership practices that directly impact students with disabilities. 

Cheolwoo Park is a doctoral student at the University of Florida in counseling and counselor education. Park is from South Korea. Before starting a doctoral journey, Park earned an M.Ed. and Ed.S. in marriage and family counseling at the University of Florida. Park’s research interests include attachment, complex trauma, particularly relational and developmental trauma, family and couple dynamics, marriage and family counseling, multicultural competence and social justice, assessment development, and program evaluation. Park is deeply committed to engaging in the pursuit of equity and social justice through research, practice, and the education of the next generation of counselors.

Tiffany Green is a third-year doctoral student in the Curriculum and Instruction Program at the University of North Florida. She earned her bachelor’s degree in sociology from Jacksonville University and a double master’s degree in human resources development and management and leadership from Webster University. Green has been an educator for 16 years in urban Title I schools and has served as a teacher and reading coach before serving as a school-based administrator. Green is currently the principal of Annie R. Morgan Elementary School. Being in administration and reflecting on the preparation process has led her to her research interest, the effectiveness of principal preparation programs and principal non-reappointment.

Eden Langston is a full-time Ph.D. candidate in the College of Education and Human Development at George Mason University with a primary specialization is multilingual multicultural education. She is a full-time graduate research assistant for the Transmodalizing with Technology Project and Anti-Racist and Decolonizing Research Collaborative. Before starting the Ph.D. program, Langston earned her master’s degree from Kent State University and worked as a full-time elementary teacher for the last 13 years, focusing primarily on third grade. Her research interests are in equity in education, policymaking that predominantly affects traditionally marginalized student populations, and multilingual, multicultural identity in early education. Langston credits her diverse teaching experiences with helping her develop a passion for creating tangible change that can influence teacher education and encourage students’ maintenance of identity throughout their educational journey. As a Holmes Scholar, she has begun to build a community with faculty mentors and peers while strengthening her project management and critical thinking skills as a graduate research assistant. Upon graduation, she hopes to remain in the world of academia while consulting local school districts and state education systems on how to equip students and educators with skill sets that will deepen support for multilingual and multicultural learners.


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Weade James

Senior Director, Development and Research

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