Holmes scholar and doctoral candidate Mayra Marquez-Mendez (Educational Psychology, Leadership, and Higher Education) and Tina Vo (Teaching and Learning) recently presented their research at the 2025 . Their paper, "Scripted Curriculum, Unscripted Support: Understanding How Elementary Science Teachers Conceptualize Mentorship and Support-Seeking," offers insightful findings on the role of mentorship in supporting the professional development of elementary science teachers. The research highlights the dual nature of mentorship: while teachers appreciate autonomy-oriented support, they actively seek competency-based assistance to effectively engage with complex science topics. This study emphasizes the importance of designing mentorship programs that meet both the professional and emotional needs of teachers, fostering an environment where educators and students alike can thrive.
