Dr. Sharolyn Pollard-Durodola earned an Ed.D., M.A.T., M.S., and B.A. She is a professor in the English Language Learning Program at UNLV. Dr. Pollard-Durodola has served as the coordinator for the program since Fall 2019.

Dr. Pollard-Durodola explained her research focus as “how to effectively support native and second language development (Spanish/of English) of multilingual learners in varied U.S. bilingual education and mainstream English medium settings.” Thanks to funding from the U.S. Department of Education, some of the areas of focus Dr. Pollard-Durodola’s research has examined:

• the effectiveness of early language/literacy interventions in Spanish (native tongue) and English (second language),
• the cross-linguistic transfer of early literacy skills,
• the effectiveness of multidimensional professional development approaches in expanding teachers’ ability to integrate second language development opportunities during content teaching (e.g., mathematics, literacy), and
• how school based and parent-led shared book reading vocabulary practices can stimulate children’s oral language and conceptual knowledge development.

Dr. Pollard-Durodola’s research has focused on targeting the needs of children whose language and literacy abilities were still developing as well as the instructional practices of their teachers, which may be influenced by complex belief systems (e.g., beliefs about multilingualism, self-efficacy). “My research includes mentoring scholars from Asia and Southeast Asia whose research is related to these topics (e.g., reading in a logographic language, multilingualism in Indian International Baccalaureate schools, Chinese students’ experiences with U.S. racism),” Dr. Pollard-Durodola said.

Dr. Pollard-Durodola believes that the Holmes Scholars program is important because it allows doctoral students to develop networks with peers from across the U.S. who have similar research interests and professional aspirations. “The program is valuable because it provides mentoring for doctoral students who identify as racially and ethnically diverse and serves as a bridge between their current doctoral experiences and the professoriate,” she said.

Discussing the scholars’ attainments attributable to the program, Dr. Pollard-Durodola explained, “I expect students to be able to present their research at a professional conference, receive support and professional development opportunities as a doctoral student, grow in their confidence and abilities as an emerging scholar, and to begin to think about how to build skills that are important for the professoriate.”

Sharing her advice to future Holmes Scholars, Dr. Pollard-Durodola encouraged students to explore the many opportunities that are provided nationally for students to diversify their involvement—for example, Washington policy experience, seeking a position on the Holmes Council, etc. And in preparation for the cooperative nature of the research and learning processes, she believes future scholars should seek ways to collaborate with other students within the Holmes organization. “To make the most of their experience, I would advise scholars to establish clear goals for how they can use the experiences to grow professionally and personally,” Dr. Pollard-Durodola said.

Kamilah Bywaters is a doctoral student in Early Childhood, Multilingual and Special Education as well as a Rodman Scholars Fellow. She earned her bachelor’s degree as well as a Masters of Divinity from Howard University and a Master of Education from UNLV. Her research focuses on teacher preparation, equity and diversity in leadership, and the Black Lives Matter movement as well as police brutality and their impacts on students.

With a passion for lifting up the voices, stories, and work of leaders in her community, Bywaters devotes her time to initiatives that aim to spark change in her hometown of Las Vegas. Currently, she serves as president of the Las Vegas Alliance of Black School Educators and as a board member of the Las Vegas Chapter of the National Action Network.

Now, she is looking forward to growing as a professional and connecting with scholars across the nation with the opportunity to join the UNLV Holmes Program.

“My professor and colleague recommended I look into being a Holmes Scholar, and after doing the research, I knew right away I would love this opportunity,” Bywaters said. “I value mentorship and having access to networks that will enhance my growth as a student and scholar.”

Claudia Chiang-Lopez (they/she) is a queer and disabled first-generation scholar and Asian-Latinx immigrant. They are a Ph.D. student in the Cultural Studies, International Education, and Multicultural Education program and a Graduate Certificate student in Program Evaluation and Assessment at the University of Nevada, Las Vegas. She is a two-time UNLV graduate, as she holds an M.A. in communication studies and a B.A. in multidisciplinary studies, during which time they were a McNair Scholar. In addition, they are a Point Foundation scholar and an American Association for Hispanics in Higher Education Fellow. She has also been recognized as an outstanding instructor at UNLV and is a founding member and president of the Latinx Graduate Student Association on campus. Her research focuses on how marginalized communities create discursive spaces in-person and online and the relationship between abolition and dis/ability critical race studies. Their research has been published in Race, Ethnicity, and Education. She's excited about her time as a Holmes Scholar and to mentor and be mentored as part of it.

Craig Hall is a doctoral student in the teacher education and teacher quality program at UNLV. He received his bachelor's degree in secondary education from UNLV and his master's in community counseling from Oregon State University. Craig's research interest focuses on how learning counseling skills can better prepare pre-professional teachers for when they have their own classrooms.

Craig began his English teaching career in the Clark County School District in 2001. He quickly understood that teachers and students are equally important in the classroom and that relationship-building makes education more impactful and fulfilling for all concerned. After returning to the classroom with his master's degree, making connections with students became easier because of the realization that students are people who just want to be understood. He hopes that more teachers will understand this, which may lead to better relationships between other teachers and their students.

"Being a Holmes Scholar will allow me to soak up more knowledge from others in the program and help others as I have all of my professional career," -Craig Hall.

Lissa P. Love is a third-year doctoral student at UNLV. She has worked for more than nine years in special education at the Clark County School District, with experience with students with autism and other disabilities from culturally and linguistically diverse backgrounds. Her research interests include culturally and linguistically diverse students and parents' participation in the Individualized Education Program (IEP).

The number of students from culturally and linguistically diverse (CLD) qualifying for special education services continues to increase. Developing culturally and linguistically responsive individualized education programs is critical to service delivery for CLD students and their families. However, there is much to learn about how the development and implementation of culturally responsive IEPs shape student outcomes and parent involvement in the IEP process. In addition, she is looking to develop a better understanding of the systemic barriers CLD parents encounter. With this information, we can change policies, improve pre-service training, and enhance professional development for special education teachers.

With help from the Holmes Scholars Program, Lissa is looking forward to mentorship opportunities outside of the special education field that will further her special education expertise.

Mayra Marquez-Mendez is a doctoral student in educational psychology. She holds a bachelor’s degree in psychology with a minor in education studies and a Master of Education from the University of California, San Diego. Her research interests include teacher preparation and mentorship and how those experiences impact students’ self-determination as they navigate education.

Before returning to pursue her doctorate, Mayra taught elementary school for five years in a Title I school in Arizona. Teaching supported Mayra’s desire to pursue higher education. It allowed her to work and collaborate with students and educators, which helped her understand the types of support they needed. Through her experience in the classroom, Mayra has learned that collaboration, mentorship, and professional development are crucial elements for teachers to continue to support the growth and development of diverse students. As a first-generation Latina, Mayra values the opportunities that the Holmes Scholars program offers. She is excited to develop a research-focused agenda and gain more knowledge, skills, and opportunities to collaborate with other doctoral students and faculty who share research interests. She looks forward to the various mentorship experiences, research conferences, networking opportunities, and community-building with peers and faculty.

Adjoa Mensah is a doctoral student in teaching and learning with an emphasis on teacher education. She holds a bachelor's degree in psychology from the University of Western Ontario, a master's in education from Daemen College, and a master's in French from the University of Kent. She is a bilingual English and French speaker. Her research interest focuses on the effective integration of technology for diverse learners in K-8 classrooms.

Originally from Canada, Adjoa is the daughter of Ghanaian immigrants who instilled in her the importance and impact education has in everyone’s life. Before embarking on her doctoral journey, Adjoa was an elementary educator for fifteen years in dual language immersion. Through her time in the classroom and leadership experiences, Adjoa became aware of the need to support students with 21st-century technology skills. Her aspirations for higher education include teaching preservice teachers and building partnerships that provide training for inservice teachers. Adjoa became a Holmes scholar to meet and build community with other doctoral students. Through this community, she hopes to gain interdisciplinary insights, learn from faculty, attend conferences and further define her path toward research and scholarship.

Anel Rojas, a higher-education doctoral student, holds a bachelor's degree in anthropology and a master's in education from UNLV. As a first-generation college student, Anel's personal background, cultural influences, and educational journey have profoundly shaped her perspective. Being a Latinx student, she recognizes the obstacles faced by underrepresented students. Her research interests reflect a desire to challenge systemic barriers in higher education for students of color and advocate for community-based approaches to scholarly work. 

Anel is grateful to be a part of the Holmes Scholar Program, recognizing it as a valuable opportunity to strengthen her research skills, broaden her knowledge, and forge connections with fellow Holmes scholars and faculty. She embraces the opportunity to collaborate, learn, and contribute to fostering a more inclusive and equitable educational system. Through her involvement in this program, Anel looks forward to further developing her academic and professional skills, showcasing her research at conferences, and engaging in enriching mentorship experiences that will shape her journey as a scholar.

Monique Somma is a doctoral student in the career and technical postsecondary education program emphasizing STEM trades and occupations. She holds a bachelor’s degree in biological science from Western State University of Colorado and a master's degree in curriculum and instruction, emphasizing art and technology integration, from Nova Southeastern University. Monique currently serves as a science mentor for biology, chemistry, and geoscience at the Leadership Academy of Nevada. She works collaboratively with parents, administration, business, industry, and community partners to engage students in work-based learning and STEM career pathways accessible to all learners. She is a member of Association of Career and Technical Educators (ACTE) and the Geological Society of America (GSA). Monique is passionate about Black women’s empowerment and success. She aims to increase Black women’s pursuit and persistence in STEM CTE trades and help them become financially independent.