Five Doctoral Students Named Holmes Scholars
This year, five doctoral students in the W&M School of Education were selected to participate in the American Association of Colleges of Teacher Education’s (AACTE) Holmes Scholars Program based on their achievements and their commitment to diversity and equity.
The new Holmes Scholars join a nationwide network of students from traditionally under-represented backgrounds who are pursuing their doctoral degrees. “I hope to learn from and become a part of the diverse network of Holmes Scholars and professionals to further develop as a researcher, and one day take these experiences to influence and implement equitable education policies that will support the counseling profession and stakeholders,” said Nancy Chae, a doctoral student in the Counselor Education and Supervision Program and one of the new Holmes Scholars.
Chae is joined by Shuhui Fan, who is also pursuing a doctorate in Counselor Education and Supervision; Jamon Flowers, a doctoral student in Educational Policy, Planning and Leadership for K-12 Administration; Chandra Floyd, also in Educational Policy, Planning and Leadership with an emphasis in gifted education administration; and Danielle Giscombe, a doctoral student in the Higher Education Program within Educational Policy, Planning and Leadership.
Fan, an international student who has studied in both China and the U.S., looks forward to connecting with fellow scholars to advance her research on globalization within the counseling profession. “I can affirmatively promote professional relationships, collaborative alliances, and the advancement of the discussion around the world.”
In addition to mentoring opportunities with peers and alumni of the Holmes Scholars Program, the new scholars will also be able to present their research at the AACTE Annual Meeting and participate in events such as the Summer Policy Institute and Day on the Hill.
Floyd said she appreciates that there are Holmes Programs at every academic level. “Through the program, as we are being mentored, we will also get to serve as mentors at other academic levels,” she said. “I hope to share and grow with others.”
Chae echoed this sentiment. “After taking advantage of the training and mentorship offered through the program, I hope to return the favor by publishing and presenting relevant scholarship that will impact the practice of school counselors, and contributing to the existing and growing legacy of the program,” she said. “Whether personally or professionally, I hope to ‘pay it forward’ and positively impact future Holmes Scholars.”
The Holmes Scholars Program is directed by Jacqueline Rodriguez, assistant professor of special education. If you are interested in learning more about the program, please contact Dr. Rodriguez at [[jarodriguez]].
Meet the new Holmes Scholars:
Nancy Chae
Counselor Education and Supervision
Nancy received her B.A. in Psychology and Studies in Women & Gender from the University of Virginia, and M.S. in School Counseling and Post-Masters Certificate in Clinical Mental Health Counseling from Johns Hopkins University. Nancy was a professional school counselor in Baltimore City Public Schools for six years, serving for two years at an elementary/middle school and four years at a high school. Nancy has additional experiences as a high school admissions director, school counseling curriculum writer, and IB MYP & DP program support. Her research interests include school counseling interventions and outcomes, International Baccalaureate (IB) programming, first-generation college students, and youth and adolescents.
Shuhui Fan
Counselor Education and Supervision Program
Shuhui received her B.S. in Applied Psychology at Southwest University in China and M.S. in Clinical Mental Health Counseling at Syracuse University. Her clinical experience includes depression, anxiety, and relationship issues. Her research interests include cross-cultural counseling and multicultural competency. She likes traveling and spending time with family members and friends.
Jamon H. Flowers
Educational Policy, Planning and Leadership Program for K-12 Administration
Jamon has earned degrees and certifications from the University of North Carolina at Charlotte and the University of Minnesota. Prior to the doctoral program, Jamon worked as a principal, assistant principal, instructional coach, and teacher. Additionally, he has completed a fellowship at the U.S. Department of Education, presented at multiple conferences and participated in several professional institutes focused on improving leading, teaching and learning. Currently, he is a graduate assistant in the School University Research Network (SURN), which provides professional development to administrators and teachers across the state of Virginia. His research interests include principal quality, curriculum and instruction, and urban education. Outside of academia, he enjoys spending time with family and friends, traveling and reading.
Chandra B. Floyd
Educational Policy, Planning and Leadership Program with an emphasis in gifted education administration
With a B. S. in English and a master's in education, Chandra has over 20 years teaching experience. She currently serves as a resource teacher for the gifted and talented at the secondary level. This service has created the catalyst for her educational policy and research interests: improving minority students' access to and retention in gifted programs, and improving support systems for children and families in turmoil. Chandra's other interests include reading, writing, and traveling.
Danielle Giscombe
Educational Policy, Planning and Leadership Program with an emphasis in higher education
Danielle Giscombe is a third year doctoral student in the Higher Education. She received an Associate’s Degree in Social Sciences from City College of Chicago, a Bachelor’s Degree in Workforce Education and Development from Southern Illinois University, and a Master’s Degree in Community Counseling in Urban Education from Norfolk State University. Currently, she is the Coordinator of Counseling at Tidewater Community College Chesapeake Campus. Her commitment as a practitioner, as well as her academic and student affairs involvement, continues to inform her scholarship, as she studies the ongoing evolutionary changes that face higher education. Her professional goals include promoting innovation in Higher Education by focusing on community, collaboration, civic engagement, relationship building through projects, research, and creative documentation.
