³ÉÈË´óƬ

Shaundricka Medlock

Shaundricka Medlock is a second-year doctoral student in the Curriculum and Instruction program at the ³ÉÈË´óƬ. She earned her bachelor's degree from The University of Louisiana at Monroe and her master’s degree from Nova Southeastern University in Elementary Education. Currently, she coordinates internships and works alongside mentor teachers in Clay County District Schools as well as supervises elementary education teacher candidates as a Resident Clinical Faculty member at UNF. She has 23 years of teaching experience and serves as a member on the leadership team of the SCOEHS Project PREP grant. Shaundricka’s research interest is in the area of clinical practice, supervision, and inquiry with teacher candidates during their field experience in an Urban school setting. Shaundricka is honored to be a Holmes Scholar and looks forward to collaborating with other scholars in the network.

Crystal Parker

Crystal Parker is a second-year doctoral student in Curriculum and Instruction at the ³ÉÈË´óƬ. She received her Bachelor of Arts in Communication Studies from the University of Florida and her M. Ed in Curriculum and Instruction from UNF. She has over 20 years of teaching experience in Duval County Public Schools teaching English, AVID, and Early College, as well as classes for FSCJ. She received the Glady’s Prior Award in 2022. Beyond the classroom, Crystal serves as a Staff Developer for AVID where she imparts invaluable knowledge on best practices in Reading and Writing to educators nationwide. Crystal is a graduate research assistant. Her research interest is with culturally relevant text specifically focused on empowerment of adolescent black females.

Lindsay M. Gallon

Lindsay is a third-year doctoral student in the Curriculum and Instruction Program at the ³ÉÈË´óƬ. She earned her bachelor’s degree from Florida Memorial University in Music and her master’s degree from the ³ÉÈË´óƬ in Educational Leadership. Lindsay was an educator for 12 years in urban Title I schools and has served as a teacher, mentor, math coach and assistant principal, before transitioning to higher education at ³ÉÈË´óƬwhere she still serves in urban based schools. As a Resident Clinical Instructor in Teaching, Learning, and Curriculum department, she supports a school within the ³ÉÈË´óƬProfessional Development School partnership and teacher candidates matriculating through the ³ÉÈË´óƬelementary teacher preparation program. Her research interests focus on the impact that peer coaching models will have on teacher candidates’ professional growth by engaging in collaboration and reflexivity. Lindsay is honored to be a Holmes Doctoral Scholar.

Dominique Keys

Dominique Keys is a third-year doctoral student. Dominique is currently serving his fifth year as an Assistant Principal at KIPP Impact Academy, a public charter serving youth in Northwest Jacksonville. Before this role, he worked as a 7/8th grade science teacher, grade level chair, and content lead. A native of Washington, D.C., he obtained his bachelor’s and master's degrees from Tennessee State University. Dominque is passionate about urban education, successful principal leadership practices; his current research interests include educational leadership, teacher development, quality instruction, and student achievement and its impacts on marginalized and urban youth. Dominique is honored to be part of the Holmes Scholar Program and looks forward to learning from the scholarly community and partnering with others to increase the diversity, equity, and inclusion of minority voices in research.

Tommy Silas

“Coach” Tommy Silas is a school-based administrator at an academic acceleration school, a member of the “Divine 29” Doctoral Cohort at UNF, and a member of the first Freshman class admitted to UNF. Tommy is a native of Orlando, but attend Jacksonville public schools. As a coach, he was a Level II USATF Track & Field and Cross Country and Coach of the Year at Raines High School. Throughout his career as an educator and student advocate, he has worked to make the inclusion of marginalized students in academically rigorous events the norm and has inspired students to excel. His research interests focus on teacher bias and students attending academic remediation schools.

Sheryl Patterson-Coulibaly

Sheryl Patterson-Coulibaly is an educator, mentor, and emerging scholar whose work resides at the intersection of research, advocacy, and empowerment. Currently pursuing her Doctor of Education in Educational Leadership at the ³ÉÈË´óƬ, she focuses her scholarship on creating spaces of belonging for marginalized populations, with a particular emphasis on Black women navigating professional educational environments.

Grounded in Black Feminist and Marxist theories, Sheryl employs Narrative Inquiry as her primary research methodology, allowing her to delve deeply into personal stories that illuminate broader systemic issues. This approach enables her to critically examine systems of power while amplifying the lived experiences of those historically marginalized. Through the lens of Black Girl Magic, her work explores themes of identity, labor, resilience, and representation, challenging dominant narratives and advocating for authenticity and agency.

As a L.E.A.D. Scholar, Sheryl is committed to mentorship, critical inquiry, and the pursuit of liberation in educational spaces. Her dedication to justice and her ability to articulate truth with both grace and determination position her as a transformative voice in the field of education.

Artrice Johnson

Artrice Johnson is an instructional leadership coach and doctoral candidate in Educational Leadership, with a focus on the evolving intersections of artificial intelligence, policy, and equity in K–12 education. With extensive experience supporting school districts across multiple states, Artrice partners with educators to elevate English Language Arts instruction and drive strategic innovation in teaching practices through coaching school administrators and district leaders. Her current research explores how key K–12 stakeholders perceive and engage with AI in classroom spaces, with an emphasis on digital equity and the TPACK (Technological Pedagogical Content Knowledge) framework. A passionate advocate for culturally responsive and future-ready learning environments, Artrice also supports community-based initiatives that introduce young learners—especially girls and underrepresented groups—to emerging technologies like robotics and generative AI. Whether coaching, researching, or creating, Artrice is committed to empowering educators to confidently navigate and shape the future of learning.

Dunia Jean Batiste

Dunia Jean Baptiste is a third-year doctoral student in Educational Leadership at the ³ÉÈË´óƬ. With 27 years of diverse teaching experience in Cumberland County (NC), Department of Defense (Fort Bragg, NC), Harford County (MD) schools, and Florida, focused on students in intensive reading. She holds a bachelor's degree from Russell Sage College, and a master's degree from the State University of New York at Albany, in Public Administration. Her teaching certification is from Fayetteville State University. Her research interests include the success and challenges Black males face in intensive reading programs, as well as supporting educators to engage in positive and proactive parent communication. Her dissertation is titled "Lived Experiences of Black Male Students in Intensive Reading: A Phenomenological Study.”

Dione Thomas Webber

Dione Webber is a school-based administrator at Mayport Coastal Sciences Elementary School located in Jacksonville Florida. Prior to becoming an administrator, she was an instructional math coach at the Bridge to Success Academy, a double promotion program for students two to three years’ overage for grade. As a teacher she taught 9th through 12th grade mathematics at William Marion Raines High School. Having had a range of experiences at schools primarily educating students from lower socio-economic status, Dr. Webber is extremely passionate about educating youth through the use of culturally relevant pedagogy and sustained relationships that build students character beyond the walls of the classroom. Her research interests focus on the perspectives and experiences of students that are overage including students who successfully completed school after being overaged.

Talya M. Taylor

Talya M. Taylor received a Bachelor of Arts in Communication from Edward Waters University and a Master of Arts in Teaching and Learning with a concentration in Curriculum and Instruction from Nova Southeastern University. Talya currently serves as a principal in a large urban school district and has diverse experiences in leading public, charter, and gifted and talented magnet schools. Talya has successfully partnered with her school communities to improve academic performance and transform school cultures. As a doctoral student at ³ÉÈË´óƬ, Talya’s research interests include using collective leadership to drive school improvement and literacy practices to enhance reading performance with English Language Learners and students in urban communities.

Crishana Benton

Crishana "Crissy" Benton is in her second year of UNF's doctoral program in Educational Leadership. Crissy received her bachelor's in Journalism from Florida A&M University and graduated from ³ÉÈË´óƬwith an M.Ed. in Curriculum and Instruction. In the 15-year span of her career, Crissy has taught elementary, high school, and adult education. Her current work as a program coordinator at FSCJ aligns with her desire to widen access points for underrepresented student groups. Among her work and doctoral studies, Crissy also represents her cohort on the Ed.D. Steering Committee and works as a Graduate Assistant in both research and teaching. Crissy is driven to infuse trauma-informed practices in higher education and her research interests are educational equity in the virtual classroom and whole-person productivity in faculty research output.

Easter Brown

Easter is in her second year in the pursuit of her Ed.D. Easter served as a classroom teacher for six years and three years as Resident Clinical Faculty for a Professional Development School in partnership with the ³ÉÈË´óƬ before becoming an elementary school administrator. In continued efforts to bridge the gap between higher education and K-12 education, Easter serves as a member of the Business and Industry Leadership Team for Education and Human Services at FSCJ and UNF’s Teaching, Learning, and Curriculum Advisory Board. Easter is passionate in culturally responsive pedagogy in elementary school curriculum and the leadership journeys of Black female educators in predominantly white institutions, specifically K-12 education. She is a proud alumna of FSCJ and Jacksonville University.

Shaneka Ferrell

Shaneka Ferrell is a third-year doctoral student in the Educational Leadership program at the ³ÉÈË´óƬ. She received her bachelor’s degree from Edward Waters University and a master’s degree in Counselor Education; School Counseling at the ³ÉÈË´óƬ. Shaneka has a rich 6 years of experience as a school counselor at one of the top performing and visual arts secondary schools in the nation. Shaneka is extremely passionate about exploring educational spaces from anti-racist, social justice and advocacy lenses. Her research interests focus on advancing racial and ethnic diversity in the K-12 performing and visual arts teacher workforce.

Tiffany Green

Tiffany Green is a third-year doctoral student in the Curriculum and Instruction Program at the ³ÉÈË´óƬ. She earned her bachelor's degree in Sociology from Jacksonville University and a double master's degree in Human Resources Development and Management and Leadership from Webster University. Tiffany has been an educator for 16 years in urban Title 1 schools and has served as a teacher and reading coach before serving as a school-based administrator. Tiffany is currently the principal of Annie R. Morgan Elementary School. Being in administration and reflecting on the preparation process has led her to her research interest, the Effectiveness of Principal Preparation Programs and Principal Non-Reappointment.  

Stephanie Jackson

Stephanie is a second-year doctoral student in the Educational Leadership Program at the ³ÉÈË´óƬ. Stephanie has over 15 years of experience in education and currently serves as the owner of two preschools where she oversees curriculum implementation and professional learning initiatives. She received her bachelor’s degree from Florida A&M University and an M.Ed in Educational Leadership from Nova Southeastern University. Stephanie’s experiences in culturally diverse schools with a lack of culturally responsive teaching has led to her vested interest in developing and facilitating professional learning focused on using students’ cultural and ethnic backgrounds to cultivate their academic mindsets. Her research interests include examining the presence of culturally responsive teaching practices in preschool classrooms and understanding how early childhood education programs can lead efforts to eliminate the preschool to prison pipeline.

Marlena Jenkins

Marlena is a board certified assistant behavior analyst (BCaBA) with over 20 years of experience working with individuals with developmental and behavioral diagnoses. She holds a Master of Science in Developmental Disabilities with a concentration in Leadership/Advocacy and a Bachelor of Arts in K-12 Special Education. Additionally, Marlena served on a committee responsible for revamping the Florida Educator’s Autism Endorsement. Marlena’s passion for serving students in the areas of inclusion and advocacy led to her current role as the Lead Clinician with the University of Florida Neurodevelopmental Pediatric and Autism Center. It is in this position, that she provides training to families, educational and community personnel, and individuals identified with autism spectrum disorder, intellectual disability, and medical or educational complexities. Marlena plans to focus her doctoral research on equity, specifically educator and peer beliefs and practices toward the inclusion of students with disabilities.

Jeania Jones

Jeania is a second-year doctoral student in the Doctor of Education in Curriculum and Instruction Program at UNF. She received her bachelor’s degree from ³ÉÈË´óƬin Pre-K/Primary Education and master’s degree from Nova Southeastern University in Teaching and Learning. Jeania has 8 years of teaching experience in Title I urban elementary settings. She currently serves as the Co-Curriculum Area Director, Lead Field I Instructor, Clinical Supervisor, and Faculty in Residence at the ³ÉÈË´óƬ in the Elementary Program of the Silverfield College of Education and Human Services. She serves as a mentor to recent graduates and aspiring educators that are current students at UNF. Her research interests focus on the influence that professional learning communities for culturally responsive teaching have on teacher’s self-efficacy within professional development schools.