One Year as a Holmes Scholar: A Future of Impact
The Holmes Scholarship Program supports students who self-identify as racially and ethnically diverse and are pursuing graduate degrees in education at AACTE member institutions.
Tell us about yourself.
My name is Chenchen Lu, a fourth-year PhD candidate in social studies education in the Department of Curriculum & Instruction. Before coming to the U.S., I taught high school social studies in Zhejiang, China, where I grew up. My research interests include citizenship education, teacher identity, and inquiry-based learning and teaching in the classroom. I joined this community as a Holmes Scholar in the Spring of 2023.
Why did you join the Holmes Scholar Program?
I had two senior colleagues in my field, Drs. Razak Dwomoh and Godwin Gyimah, who were both graduate students and Holmes Scholars at that time and have since graduated. Dr. Dwomoh is now an assistant professor of curriculum and instruction at Northern Illinois University, and Dr. Gyimah is an assistant professor at the University of Montana. Both served as excellent role models for me, and I wanted to learn from this community. I had heard that the program offers travel grants to attend conferences for professional development, which is crucial for doctoral students to gain insights from professional meetings.
Where did you go with that support?
I used the support funding to attend several conferences in my field. Last November, I attended the National Council for the Social Studies (NCSS) annual meeting in Nashville, Tennessee, where I presented at the College and University Faculty Assembly (CUFA) graduate forum. This was an eye-opening experience that allowed me to engage with leading scholars in the field and receive valuable feedback on my research. Building on this, I submitted proposals for both the CUFA annual meeting and the International Assembly annual meeting, and I’m pleased to share that both were accepted this year. Both of these meetings will take place in Boston, Massachusetts, in November 2024, and I am eager to present my latest findings and engage with an international community of educators.
Additionally, I had the opportunity to present a poster at the American Psychological Association (APA) annual meeting, specifically Division 15, which focuses on Educational Psychology. Held in Seattle, Washington, this event allowed me to connect with researchers who share my interest in the psychological aspects of education, particularly in how teacher identity shapes classroom practices. These experiences have been transformative, both professionally and personally. They have expanded my understanding of the field and provided me with the confidence and skills needed to pursue a career in academia.
What else did you achieve in the past year?
In 2024, I published my first journal article titled “Exploring teachers’ inclination towards adopting inquiry-based learning in social studies: Insights from teacher professional identity” in the Teaching and Teacher Education journal. I am deeply grateful to my advisor, Dr. Kathryn Obenchain, for her invaluable guidance and support in this achievement. The research presented in the article explores the relationship between teachers’ professional identities and their willingness to adopt inquiry-based learning activities in the classroom. I believe that understanding this relationship is crucial for promoting effective teaching practices that can engage students in meaningful learning experiences. Looking forward, I am excited to continue this line of research, with a particular focus on how these dynamics play out in diverse classroom settings.
What is your career goal?
As I look ahead, my ultimate career goal is to become a teacher educator in social studies education. I am passionate about preparing future teachers to be thoughtful, reflective practitioners who are equipped to navigate the complexities of today’s classrooms. I believe that social studies education plays a vital role in developing informed, responsible citizens, and I am committed to contributing to this mission through my teaching and research.
In addition to teaching, I hope to continue my research on teacher identity and instructional practices, particularly in the context of citizenship education. I am eager to collaborate with other scholars and educators to explore innovative approaches to teaching social studies and to help shape the future of the field.
What will you share with our new Holmes Scholar Program members?
To our new members, welcome to an incredible community! The Holmes Scholar Program and the College of Education offer a unique and supportive environment where you can grow both personally and professionally. This is a place where you can make lasting connections, gain invaluable experience, and truly make a difference. I am especially grateful to Dr. Crystal Johnson for her heartfelt recommendation letter during my application process—it truly made all the difference. Thanks to our program director, Brittne D. Paramore, for her leadership and support. We’re all in this together, and I’m excited to see the amazing contributions you’ll bring to our community!
Source: Chenchen Lu, lu927@purdue.edu