UNF Holmes Scholar Program
The University of North Florida College of Education and Human Services is a proud member of the American Association of Colleges of Teacher Education (AACTE) Holmes Scholar Program. The AACTE Holmes Program supports high achieving doctoral students who self-identify as racially and ethnically diverse and are pursuing doctoral degrees in education at AACTE member institutions. UNF Scholars are selected based on their accomplishments and their commitment to equity and diversity.
UNF Holmes Scholars enjoy the benefit of mentorship at the local and national level, professional development opportunities, and membership in a national network of peers. UNF Holmes scholars have opportunities to present their research at the AACTE annual conference as well as participate in the AACTE Holmes Scholars Summer Policy Institute and AACTE Day on the Hill.
Doctoral students selected as AACTE Holmes Scholars:
- Are pursuing a terminal degree in the education field. These individuals may be nominated after successfully completing two semesters of coursework and begin their Scholar status at any point after this that the UNF COEHS is prepared to fully support their participation.
- Are members of groups traditionally underrepresented in leadership positions in the education and education research fields (especially racial, linguistic, and ethnic minorities, and people with exceptionalities).
- Intend to be or are engaged in teacher education (pre-service and/or in-service) OR are engaged in fields/specializations with a clear school-based focus (e.g., teacher leadership, curriculum and instruction, educational administration, education technology, or counseling).
- Demonstrate a commitment to equity and diversity.
- Agree to participate in university-school-community collaborative partnership activities, including teaching, research, service and advocacy efforts.
Apply to be a Holmes Scholar
The UNF Holmes Scholar Fellowship is awarded to students who are actively working to complete their doctoral degree in PK-12 education. This fellowship awards UNF doctoral students funding to attend Holmes Scholar events. Awards may be renewed for up to three years.
UNF Holmes Scholars enjoy the benefit of mentorship at the local and national level by Holmes Scholar alumni currently in academia and other leadership positions. Scholars have access to a national network of peers with access to dedicated social networks. UNF Holmes Scholars have opportunities to present thier research and participate in dedicated mentoring forums at the AACTE annual conference. Scholars can also participate in leadership and professional development at the national level. For more information on the benefits of being a Holmes Scholar, visit AACTE's Benefits for Students webpage.
Now Accepting Applications for the 2020-21 Academic Year
Applicants are required to submit
- an application form,
- a cover letter,
- a letter of support from a COEHS doctoral teaching faculty member, and
- a 3-5 page curriculum vitae/resume.
All application materials are due by email to Dr. David Hoppey no later than August 1. Applications received after the deadline will not be considered.
If you are interested in becoming a UNF Holmes Scholar, or would like an application form, contact Dr.David Hoppey at email@example.com
Meet the Scholars
Brooke is a fourth-year doctoral student in the Educational Leadership Program at UNF. She is a graduate of The Ohio State University and graduated from the University of Florida with an M.Ed. in Curriculum and Instruction. Brooke is honored to be a part of the Holmes Scholar Program and looks forward to broadening her academic and professional knowledge. She has over ten years of teaching and leadership experience in urban settings at various levels and currently serves as a clinical instructor in elementary education at the University of North Florida. She also represents her cohort on the Ed.D. Steering Committee and serves as a mentor to aspiring educators. Her research interests include how professional development school leaders enact their role in coaching for equity and how action research can serve as a catalyst for culturally responsive pedagogy.
Dione Webber is an school-based administrator at Carter G. Woodson Elementary School located in Jacksonville Florida. Prior to becoming an administrator, she was an instructional math coach at the Bridge to Success Academy, a double promotion program for students two to three years’ overage for grade. As a teacher she taught 9th through 12th grade mathematics at William Marion Raines High School. Having had a range of experiences at schools primarily educating students from lower socio-economic status, Dione is extremely passionate about educating youth through the use of culturally relevant pedagogy and sustained relationships that build students character beyond the walls of the classroom. Her research interests focus on the perspectives and experiences of students that are overage including students who successfully completed school after being overaged.
Charles McWhite is a doctoral student in the Educational
Leadership program at the University of North Florida. A former elementary school teacher, he is
currently the principal at Tiger Academy Elementary School, a YMCA public
charter school located in Jacksonville, Florida. A native of Jacksonville, Charles received
his bachelor’s degree from the University of Florida and his master’s degree
from the University of North Florida. He
currently coordinates the curriculum implementation process and professional
development activities at Tiger Academy.
Charles has experience as an administrator in both elementary and secondary
schools. He has served as a volunteer
for AdvancED on school accreditation reviews for schools as well as districts in
multiple states, including Florida, Georgia and Michigan. His
research interests include school choice and effective professional development
implementation in the K-5 setting.