For Kizzy Davis, pursuing doctoral studies is not just about advancing her own career; it is about strengthening the systems that support students in higher education. As a Holmes Scholar at Temple University’s College of Education and Human Development (CEHD), Davis is part of a national network of doctoral students committed to advancing equity, leadership and research in education. 

Davis is currently pursuing an EdD in higher education at CEHD after earning her bachelor’s in elementary education from Morgan State University and her master’s in educational administration from Rider University. She also serves as assistant director of graduate programs in pharmaceutical sciences at Temple University’s School of Pharmacy. In this role, Davis supports recruitment, program administration and student success initiatives. This work has directly shaped her academic and professional goals. 

“My research interests focus on faculty advising, mentorship and how institutional structures influence student success in higher education,” Davis says. “My experiences working closely with students inspired me to pursue doctoral studies so I could contribute research that improves advising practices and institutional support systems.” 

A Community Rooted in Equity and Leadership 

Davis was drawn to the Holmes Scholars program because of both its mission and the people who make up the community. 

“I was motivated to become a Holmes Scholar because the program focuses on supporting scholars who are committed to advancing equity and leadership in education,” she explains. 

Beyond the program’s mission, Davis was especially struck by the strong sense of connection and shared purpose among its members. 

“The opportunity to connect with a national network of doctoral students and faculty who share a commitment to improving educational systems made the Holmes Scholars program particularly meaningful to me.” 

Through the program, Davis has also had opportunities to engage with scholars beyond Temple’s campus. Most recently, she attended the American Association of Colleges for Teacher Education (AACTE) Annual Meeting through the Holmes Scholars network, where she connected with doctoral students and faculty from across the country who are working to advance equity and leadership in education. 

“Attending the annual meeting gave me the opportunity to engage with scholars from across the country who are passionate about improving education systems,” Davis says. “It was inspiring to be part of conversations focused on equity, leadership and research that supports student success.” 

That network has continued to shape her experience as a doctoral student, providing both encouragement and opportunities to grow alongside other emerging scholars. 

“Being part of the Holmes Scholars community has enhanced my doctoral experience by providing a supportive network of scholars who share similar academic and professional goals,” Davis shares, adding that the community has also opened doors for mentorship, collaboration and meaningful conversations about research, leadership and equity in education. 

Growing as a Scholar and Leader 

Through the Holmes Scholars program, Davis has expanded her professional network and strengthened her confidence as a researcher. 

“I have had opportunities to participate in conferences, connect with scholars from institutions across the country and engage in conversations that support my development as a researcher,” she says, explaining that these experiences have also helped her refine her research interests and feel more confident presenting and discussing scholarly work. 

For Davis, the Holmes Scholars community offers something unique; an environment where academic growth and personal support go hand in hand. “It creates a space where scholars can engage in meaningful research conversations while also receiving encouragement and mentorship from peers and faculty who understand the challenges of doctoral study.” 

That sense of support aligns closely with Davis’s broader goals for her work in higher education. 

“My long-term goal is to contribute to institutional practices and policies that improve advising systems and support student persistence, particularly for students from historically underrepresented backgrounds.”