New 2026 cohort of Holmes Scholars named

Mopinre Akinola-Olabanji

Special Education, Dept. of Educational Studies

“I am excited to join the 2026 Holmes Scholar cohort because it offers a supportive community where I can strengthen my research skills, learn from national mentors, expand my professional network, and contribute to efforts that advance inclusive practices,” she said.

Mopinre hopes to gain the knowledge and experience that will help her secure  a tenure‑track assistant professor position in special education at an R1 institution in the U.S., to participate in conferences where she can share her work and continue building meaningful professional connections, and to serve as both a mentor and a meaningful representation for students who come from underrepresented backgrounds. 

Janelle Cronin

Ecological Sciences & Engineering and Curriculum Studies, Dept. of Curriculum & Instruction

“I look forward to joining a professional community of peers and colleagues working collaboratively towards our professional goals,” she said.

Janelle hopes to learn from the lived and shared experiences of other Holmes scholars and alumni as they navigate completing their dissertations to securing a job.

Xuwei (Sara) Luo

Curriculum Studies, Dept. of Curriculum & Instruction

“I am grateful for the opportunity to join the Holmes Scholar program and connect with scholars nationwide,” she said.

Through the Holmes Scholar Program, Sara hopes to refine her research agenda, expand her professional network, and further strengthen her leadership capacity.

Sariya Shabnam

Special Education, Dept. of Educational Studies

“I am honored to join the Holmes Scholar Program and am especially excited to engage with a community of scholars committed to advancing equity in education while continuing to develop my research on educational access and belonging for multilingual learners and students with disabilities,” she said.

Sariya’s future goal is to become a faculty member in special education, where she aims to advance research and teacher preparation focused on multilingual learners and students with disabilities. Her work examines how institutional structures, educational systems, and teacher practices can create supportive and inclusive learning environments that promote belonging and equitable access for diverse learners.