For Latesha Watson, a doctoral student and one of two inaugural Holmes Scholars at Temple University, the idea of support is paramount. Not only does she point to the support she receives through mentorship and professional development provided by the Holmes Program, but she also recognizes the value of the support she can provide to others. "It's about visibility in spaces, but also the support that faculty in a teacher prep program could give to people who want to be teachers, and how that support also trickles down in K-12 settings." 

When she first learned about the Holmes Scholars Program in an email from the college, Watson says she "could only imagine how being a Holmes Scholar would add value to my trajectory as a doctoral student and beyond." 

Coming from a K-12 background, she finds the scholarship provides her with valuable insights into higher education, bridging the gap between practical experience and academic research. Additionally, through connections with program coordinators, deans and fellow scholars, she has gained a deeper understanding of teacher preparation programs and the inner workings of academia. 

Being a Holmes Scholar comes with the expectation of active engagement. Scholars participate in conferences such as the American Association of Colleges for Teacher Education (AACTE), monthly correspondences and online networking through platforms like WhatsApp. There is also an expectation to contribute to the field through research and presentations at conferences, further strengthening their academic knowledge. 

"I think it's important to have access to a clear understanding of teacher preparation in higher education. Exploring its many nuances helps us recognize that teacher preparation is a distinct content area that deserves its own recognition and focus," she shared.  

Networking is a significant benefit of the Holmes Program. Watson highlighted how connecting with colleagues working on similar projects has been both inspiring and educational. "I think in one way it provides insight, like, this is possible, you can do it. And in other ways, it's making connections with people in the field outside your own institution," she added.  

Holmes Scholars are also supported as they foster leadership development. Watson recalled a pivotal moment at the AACTE conference she attended in February, where she witnessed the College of Education and Human Development Dean Monika Williams Shealey, who recently completed her leadership tenure with AACTE, actively engaging in leadership roles. "Being able to see what it looks like in action - how the dean of a college of education is actively involved in leadership in the field on a national level - was really cool," she reflected. 

As a researcher, Watson focuses on literacy instruction for students with disabilities, particularly those from culturally and linguistically diverse backgrounds. Her dissertation explores how social studies teachers use writing and technology to support students with disabilities. "Ultimately, I am interested in research with literacy for students with disabilities, particularly students from culturally and linguistically diverse backgrounds, with the integration of technology," she explained. 

Through the Holmes Scholars Program, she has expanded her research lens, integrating both qualitative and quantitative approaches to best represent her work. "Being a Holmes Scholar has exposed me to some qualitative approaches as well and really helped me see how they can be integrated together," she noted. 

As the first cohort of Holmes Scholars at Temple, Watson and her colleague Alexis Washington are paving the way for future scholars, with plans to welcome more students into the program in the coming years. Watson sees great potential for expanding the Holmes community at Temple University. "I think there's a good opportunity to anchor future scholars in the Temple community," she said. Watson hopes to strengthen its presence on campus and foster a sense of belonging among graduate students.