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Dr. Sharolyn Pollard-Durodola earned an Ed.D., M.A.T., M.S., and B.A. She is a professor in the English Language Learning Program at ���ӽ紫ý. Dr. Pollard-Durodola has served as the coordinator for the program since Fall 2019.

Dr. Pollard-Durodola explained her research focus as “how to effectively support native and second language development (Spanish/of English) of multilingual learners in varied U.S. bilingual education and mainstream English medium settings.” Thanks to funding from the U.S. Department of Education, some of the areas of focus Dr. Pollard-Durodola’s research has examined:

• the effectiveness of early language/literacy interventions in Spanish (native tongue) and English (second language),
• the cross-linguistic transfer of early literacy skills,
• the effectiveness of multidimensional professional development approaches in expanding teachers’ ability to integrate second language development opportunities during content teaching (e.g., mathematics, literacy), and
• how school based and parent-led shared book reading vocabulary practices can stimulate children’s oral language and conceptual knowledge development.

Dr. Pollard-Durodola’s research has focused on targeting the needs of children whose language and literacy abilities were still developing as well as the instructional practices of their teachers, which may be influenced by complex belief systems (e.g., beliefs about multilingualism, self-efficacy). “My research includes mentoring scholars from Asia and Southeast Asia whose research is related to these topics (e.g., reading in a logographic language, multilingualism in Indian International Baccalaureate schools, Chinese students’ experiences with U.S. racism),” Dr. Pollard-Durodola said.

Dr. Pollard-Durodola believes that the Holmes Scholars program is important because it allows doctoral students to develop networks with peers from across the U.S. who have similar research interests and professional aspirations. “The program is valuable because it provides mentoring for doctoral students who identify as racially and ethnically diverse and serves as a bridge between their current doctoral experiences and the professoriate,” she said.

Discussing the scholars’ attainments attributable to the program, Dr. Pollard-Durodola explained, “I expect students to be able to present their research at a professional conference, receive support and professional development opportunities as a doctoral student, grow in their confidence and abilities as an emerging scholar, and to begin to think about how to build skills that are important for the professoriate.”

Sharing her advice to future Holmes Scholars, Dr. Pollard-Durodola encouraged students to explore the many opportunities that are provided nationally for students to diversify their involvement—for example, Washington policy experience, seeking a position on the Holmes Council, etc. And in preparation for the cooperative nature of the research and learning processes, she believes future scholars should seek ways to collaborate with other students within the Holmes organization. “To make the most of their experience, I would advise scholars to establish clear goals for how they can use the experiences to grow professionally and personally,” Dr. Pollard-Durodola said.

Ayo Aborishade is a second-year doctoral student who is passionate about ensuring students with disabilities have equitable access to quality education. Influenced by her parents, both educators, and shaped by her undergraduate studies in special education at the University of Ibadan, Nigeria, she developed a strong foundation through practical experiences with children with disabilities from diverse backgrounds. She began teaching in Nigeria, focusing on children with intellectual and learning disabilities, and later expanded through graduate studies at ���ӽ紫ý. She focuses on addressing disproportionality in special education settings through assessments that accurately measure students’ strengths and needs to provide appropriate placement and support. Through the Holmes scholar program, she aspires to deepen her understanding of educational policies and practices. She looks forward to using the program’s resources and mentorships to contribute to creating inclusive learning environments that empower students with disabilities to thrive academically and socially.

Doctoral student Nazanin Asadi focuses her research on interaction and media. She is also a student representative on the Department of Teaching and Learning’s Advisory Board. She earned her master’s degree in teaching English to speakers of other languages while teaching multilingual students. In addition to working as a graduate assistant at ���ӽ紫ý, she is a part-time instructor at the College of Southern Nevada.

Nazanin’s research objectives are in the realm of the convergence of educational technology, Universal Design Learning, and culturally responsive teaching in multilingual environments. These experiences also reflect her commitment to equity and education innovation. She is working to make learning environments more inclusive and engaging. She plans to use the Holmes Scholar opportunity to enhance her scholarly journey, connect with like-minded scholars, and continue my education research and leadership efforts.

Tofunmi Babalola recently completed his second-year requirements for a Ph.D. in special education. With a prior Ph.D. in psychology of education, he brings a rare, holistic lens to the learner, masterfully bridging assistive technology and artificial intelligence, well-being, and targeted interventions for students with learning disabilities (LDs). Being a former university instructor in Nigeria, Tofunmi now serves as a graduate assistant at ���ӽ紫ý, where he has contributed to federally funded studies and co-taught graduate courses. He also serves as a peer reviewer for journals and conferences, including the Council for Exceptional Children and the Literacy Research Association. Among his growing body of work, his systematic literature review on smartphones for students with ADHD is now in press at the Journal of the American Academy of Special Education Professionals. Ultimately, Tofunmi seeks to learn from and contribute to the Holmes Scholars community, advancing inclusive, technology-enhanced educational practices.

Chike Elue is an international doctoral student pursuing a Ph.D. in Curriculum and Instruction with a focus on technology education. He holds a bachelor’s degree in Curriculum and Integrated Sciences from Delta State University and a Master’s in Curriculum and Instruction from the University of Benin. His research explores how emerging technologies, such as AI and machine learning, can support underserved communities and help teachers connect science instruction to students’ cultural knowledge in elementary and middle schools. He brings a global perspective shaped by his international experience, and is committed to amplifying marginalized voices. Chike looks forward to harnessing more knowledge from others, contributing to the Holmes Scholars community and promoting inclusive, technology-enhanced educational practices.

Craig Hall is a doctoral student in the teacher education and teacher quality program at ���ӽ紫ý. He received his bachelor's degree in secondary education from ���ӽ紫ý and his master's in community counseling from Oregon State University. Craig's research interest focuses on how learning counseling skills can better prepare pre-professional teachers for when they have their own classrooms.

Craig began his English teaching career in the Clark County School District in 2001. He quickly understood that teachers and students are equally important in the classroom and that relationship-building makes education more impactful and fulfilling for all concerned. After returning to the classroom with his master's degree, making connections with students became easier because of the realization that students are people who just want to be understood. He hopes that more teachers will understand this, which may lead to better relationships between other teachers and their students.

"Being a Holmes Scholar will allow me to soak up more knowledge from others in the program and help others as I have all of my professional career," -Craig Hall.

Karly Van Holten is a passionate educator and advocate dedicated to transforming spaces of higher education through the unapologetic embrace of the Afrikan Diasporic identity. Her passion brewed from her experience as an undergraduate and graduate student at UCLA studying education, social transformation, and organizational change. As an Afro-Caribbean American with a profound commitment to educational equity, Karly aims to challenge and reframe the norms within predominantly and historically white institutions. Her approach is grounded in the belief that true progress arises from confronting discomfort and fostering inclusive environments for all.

She invites and inspires other Black professionals and students to show up fully and unapologetically. Her commitment is to ensure that higher education becomes a place where diverse identities are not just accepted but actively sought out and valued for more than celebratory demographic statistics.

Lissa P. Love is a third-year doctoral student at ���ӽ紫ý. She has worked for more than nine years in special education at the Clark County School District, with experience with students with autism and other disabilities from culturally and linguistically diverse backgrounds. Her research interests include culturally and linguistically diverse students and parents' participation in the Individualized Education Program (IEP).

The number of students from culturally and linguistically diverse (CLD) qualifying for special education services continues to increase. Developing culturally and linguistically responsive individualized education programs is critical to service delivery for CLD students and their families. However, there is much to learn about how the development and implementation of culturally responsive IEPs shape student outcomes and parent involvement in the IEP process. In addition, she is looking to develop a better understanding of the systemic barriers CLD parents encounter. With this information, we can change policies, improve pre-service training, and enhance professional development for special education teachers.

With help from the Holmes Scholars Program, Lissa is looking forward to mentorship opportunities outside of the special education field that will further her special education expertise.

Kristopher Miguel joined Holmes Scholars in his third year of his doctoral studies in teacher education. He is also a graduate teaching assistant and serves on the college's Diversity, Equity, Inclusion, and Justice (DEIJ) Committee, as well as two other committees with the Association of Teacher Educators (ATE). His research focuses on DEI in secondary school classrooms and the mechanisms by which curriculum, instruction, and preservice training promote or inhibit DEI. My goal is to teach at a four-year college or university, while also focusing attention on curriculum and policy issues at the administrative level.

Zhixuan (Selena) Zeng is a second-year Ph.D. student in Counselor Education and Supervision at ���ӽ紫ý. As an international scholar and school counselor, her research focuses on school counselor burnout, workplace racism, advocacy, and equity within culturally diverse school settings. She is particularly interested in promoting sustainable and supportive environments for school counselors and students from historically underserved communities. Selena currently serves as the WACES graduate student representative and as an editorial assistant for the Journal of Humanistic Counseling. She has presented research at state and regional counseling conferences and is actively involved in leadership and mentorship initiatives. Her professional interests include multicultural and social justice counseling, counselor education, advocacy, leadership development, and increasing access to equitable mental health and educational support systems.