Alexandria Holmes
Graduate Student
Educational Psychology and Research Methodology,
Educational Studies
Email:
holme104@purdue.edu
About
PhD candidate in Educational Psychology & Research Methodology at Purdue and Bilsland Dissertation Fellow. I use a complexity-informed dynamic systems approach (DSMRI) to study authentic identity exploration as preservice teachers move from learning to teach to actually teaching.
Education
- Ph.D. Educational Studies, Educational Psychology and Research Methodology (Expected: Summer 2026)
- Dissertation: Moments of Meaning in Preservice Teachers Learning to Teach Journey
- Committee members: Drs. Toni K. Rogat (Chair), Avi Kaplan, Helen Patrick, Ala Samarapungavan
- M.A. Education Studies, Educational Psychology and Research Methodology (2023)
- Purdue University, West Lafayette, Indiana
- Instructional Design Certificate, Purdue University (2025, Spring)
- Qualitative Research Certificate, Purdue University (2025, Spring)
- Certificate of Practice in College Teaching, Purdue University (2021, Fall)
- B.A. Child, Youth, and Family Studies (2020)
- B.A. Psychology (2020)
- Portland State University, Portland, Oregon
Career Experience
- Research Consultant (Library of Congress TPS Grant) • Old Dominion University Research Foundation • Norfolk, VA / Remote • 2024–present
- Graduate Teaching Assistant/ Recitation Instructor (EDPS 43001) • Purdue University, College of Education • West Lafayette, IN • 2024 Fall
- Instructor of Record (EDPS 17700) Purdue University, College of Education • West Lafayette, IN • 2023 Spring
- Graduate Teaching Assistant (EDPS 23500) • Purdue University, College of Education • West Lafayette, IN • Fall 2022; Spring 2023; Fall 2023; Spring 2024; Spring 2025
- Graduate Research Assistant — Clifford B. Kinley Trust project • Purdue University — 2021–2022
- Graduate Research Assistant — NSF PDE project • Purdue University — 2020–2021
Awards & Honors
- Purdue University Bilsland Fellowship, highly competitive in recognition of outstanding dissertation proposal (2025-2026)
- Purdue University Ross Fellowship (2020-2024)
- Purdue University College of Education Dean’s Scholarship, in recognition of outstanding doctoral research (2024, April)
- AERA Complexity SIG (2024, April)
- Purdue Graduate Student Government Professional Development Grant (2025, March)
- Purdue College of Education Travel Award (2024)
- AERA Complexity SIG (2024, April)
- Purdue Graduate Student Government Professional Development Grant (2024, January)
- Purdue Graduate Student Government Professional Development Grant (2023, March)
- Purdue Graduate Student Government Travel Grant (2022, August)
Professional Appointments
Junior & Senior Graduate Student Representative: AERA SIG 17 Complexity Theories in Education Graduate Student Committee (2023-2025; two-year term)
Subcommittee Leader: Affinity Group AERA SIG 68 Motivation in Education Graduate Student Committee (2023-2024)
Graduate Student Ambassador APA Division 15 Educational Psychology (2022- Fall 2024)
Chief of Staff, Purdue University, Graduate Student Government (2024- 2025)
Educational Policy Committee Member, Purdue University (Fall, 2023; 2024-2025)
Chair of Grant Review and Allocations Committee, Purdue University, Graduate Student Government (2023-2024)
Professional Affiliations/Memberships
- American Education Research Association, member (2018-ongoing)
- SIG 68 Motivation in Education (2020- ongoing)
- SIG 17 Complexity Theories in Education (2023-ongoing)
- American Psychological Association, member (2018- ongoing), Division 15 (Educational Psychology)
- International Society of the Learning Science (2020- ongoing)
- The International Honors Society in Psychology (2018- ongoing)
Research & Publications
My dissertation draws on a complexity paradigm to investigate preservice teachers’ learning, identity, motivation, and emotions as they are experienced. I employ a novel methodological approach, a reflective “meaningful moments” photographic journal, to capture the authentic, nuanced events that contribute to preservice teachers’ developing professional identity. Alongside my dissertation, a second longitudinal study follows the same preservice teachers through their first three years of teaching to examine how contextual factors shape their lived experiences and professional identity formation.
Current Grants & Funded Research
Empowering Teacher Educators with Primary Sources: Bridging the Gap in Understanding and Teaching Rural School Desegregation • Library of Congress Teaching with Primary Sources Program (via Old Dominion University Research Foundation) • PI: Dr. Yonghee Suh; Co-PIs: Drs. Joanna Garner & Brian Daugherity • Role: Research Consultant • 2024–2025 (current)