Seven Holmes Scholars named to 2024 cohort

Abigail Erskine’s future goal is to become a professor of mathematics, undertake research within the classroom environment, and make significant contributions to the improvement of mathematics through publications and conferences. Her research interests are in social justice mathematics, equity, and diversity. Specifically, she focuses on pre-service mathematics teachers’ mathematical identity development, conceptualizations about teaching mathematics for social justice, equitable teaching practices, and computational thinking. She aspires to utilize her research knowledge and skills in mathematics and education to help bridge the gap between research and practice.

Ty’Bresha Glass’ research interests include social, emotional, and moral dilemmas of Black gifted students (including but not limited to the ‘Acting White’ Phenomenon); attrition and retention of teachers of color; curriculum gamification. 

Jessica Harris is a passionate advocate for academic excellence and community empowerment. She  balances her education with her role as a devoted mother to Jayden Harris, currently in eighth grade, and Mykasia Bostic, a sophomore at Purdue. With a background in special education, she earned a master’s degree and administrator license from Purdue Global. She is committed to supporting Title I schools in lower socioeconomic areas, emphasizing behavioral intervention. She serves as the Director of Education at the Allen County Juvenile Center (ACJC) and Allen County Learning Academy (ACLA), fervently working to disrupt the school-to-prison pipeline. Her efforts include implementing restorative practice training, cultural competency resources, and a mentorship program to prevent recidivism.

Dallann Johnson’s research interests focus on aspects of enculturation precipitating clinical racial bias towards people of color, particularly towards Black individuals and African Americans in mental and behavioral health settings. He is also interested in developing clinical models of care for populations of color to facilitate reduction of iatrogenic harm and increase accountability among clinicians.

Tirtha Karki’s research primarily focuses on preparing teachers for culturally and linguistically diverse students. He works with both pre-service and in-service teachers who specialize on teaching multilingual students. He is also interested in integrating emerging technologies (e.g., AI) in education and exploring the critical AI literacy in pre-service teachers. He studies language and literacy practices of refugee/immigrant parents and children in different spaces.

Samuel King studied at the University of Louisville, receiving his BA in Psychology with a double minor in Anthropology and Sociology and his MEd in College Student Personnel Services. His research interests includes examining the role that acculturation, resiliency, thriving, and environment have on the mental health and success of Latinx students attending predominantly white institutions (PWIs). He is currently the Graduate Assistant under Brittne Paramore, director of the College’s Office of Student Success and Global Engagement.

Mahreen Mamoon is passionate about designing innovative educational programs and interventions and focuses on addressing the evolving needs of adult learners (particularly less-represented women in teaching). Central to her research agenda is the promotion of culturally responsive pedagogy and inclusive learning environments. Mahreen earned a Bachelor’s degree in Marketing and an MSc in International Marketing from Queen Mary University of London, UK; and an MEd in Curriculum and Instruction from University of Dhaka, Bangladesh. In Bangladesh, she taught as an assistant professor for fifteen years and also served as the Core Skills Teacher Trainer for the Connecting Classrooms project for the British Council for seven years. At Purdue, Mahreen has been teaching Multiculturism and Education since 2023.