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When it comes to preparing students for the complex, unpredictable world of public service, the  at �������� is not content with conventional classrooms. Instead, it has invested in a transformative model of undergraduate education known as “learning communities” (LCs). 

These immersive, yearlong programs offer cohorts of students a mix of academic rigor, real-world experience, and faculty mentorship, all within an environment designed to feel more like a home base than a lecture hall. In addition to academic growth, these communities emphasize professional development—helping students build critical skills, networks, and experiences that position them for success in internships, graduate school, and careers in public service.

Across four distinct communities— (����չ�),�� (FY Dem Lab),  (UL Dem Lab), and  (JPLC)—students are not only learning policy and governance but living it.

Launched as a virtual program in fall 2020, the first learning community evolved into what is now the First-Year Democracy Lab. Since then, the initiative has expanded rapidly, driven by strong student interest in experiential, community-centered education. The LCs give participants the benefits of a small college atmosphere while taking advantage of the considerable advanced resources of a Carnegie R1 research institution with more than 40,000 students, the largest public university in Virginia. George Mason is also a Carnegie Opportunity College, indicating proven accessibility, return on investment, and upward mobility for graduates, and these programs showcase those features. 

A Task Force That Tackles the Real World

In the IRTF, students are charged with identifying and addressing some of the world’s most intractable problems. Under the guidance of Associate Professor , they craft policy solutions rooted in deep research and human experience. This isn’t armchair theorizing—it’s engagement with the real world.

“Professor McGlinchey’s ability to foster a sense of community, guide discussion, and lead us helped me flourish as a student,” said senior  (GVIP) major Nicholas Chervenak, a combat engineer in the U.S. Army who graduated from George Mason in May. He was particularly pleased with how well the content of the community supported his future goals. “After this year together, I feel confident in my understanding of the government, philanthropy, think tanks, immigration, and foreign policy.”

Both Chervenak and fellow GVIP major Sofía Lorenzo, a student government senator, echoed how transformative the policy paper writing process was, offering an energizing mixture of constructive criticism and encouragement.

“It was so fun to hear about my peers’ findings and be involved throughout the process with one another. It was such an uplifting experience,” said Lorenzo, winner of the  program’s 2025 Feminist Leadership Award and an intern for the recently deceased U.S. Rep. Gerry Connelly (D). 

“I loved the community it created—it was like a village. It takes a village to raise an IRTF scholar,” she joked.

McGlinchey points to how the students connect their classroom learning with the networking opportunities he creates. 

“In the fall semester, we met with colleagues at [Ukrainian nonprofit] Razom,” he said. “In the spring semester, we traveled to the United States-Mexico border and learned from counterparts in El Paso and Juárez how changing U.S. immigration policy can profoundly impact deeply interconnected communities.”

Demystifying the Law

The JPLC, directed by Assistant Professor , offers a law school-like experience for undergraduates. Students don’t just read about the law, they simulate jury selections, analyze real Supreme Court cases, and meet judges and prosecutors. It’s more than an education, the students said, it’s a revelation.

For GVIP May 2025 graduate Madison Quick, one moment stood out. 

“The most impactful experience I had in the JPLC course was volunteering at the Fairfax County General District Court,” said Quick, who continues to work postgraduation with the university’s LGBTQ+ Resources Center as a Queer Leadership Development intern. “I watched my first civil proceeding, specifically a protective order. That experience made me realize that I wanted to practice civil law—and become a judge.”

Holman, a lawyer and policy advocate specializing in workplace harassment reform, gender equity, and civil rights, notes how JPLC demystifies the legal profession through mentorship and real-world exposure. 

“Our GOVT 301 course mimics the intensity and structure of a [first year] 1L law school curriculum,” she said. 

One student, Holman said, leveraged her class experience to secure an internship at the Legal Services Corporation, the largest funder of civil legal aid for low-income Americans.

This example of a direct bridge from classroom-to-career is not an accident, it’s an intentional ambition of the LCs.

Building Democracy, One First-Year at a Time

The First-Year Democracy Lab was the Schar School’s first foray into learning communities, with more than 60 incoming students signing on for the first in-person cohort in fall 2021. 

Led by Associate Professor , FY Dem Lab introduces incoming students to the foundations of democratic engagement and research. Just as important, it connects them to a network of mentors, faculty, and peers that continues long after the first year.

“The FY Dem Lab is the gateway learning community,” said Victor. “The community, connections, and access to Schar School and George Mason resources keep many of them looking to reinforce these experiences as they continue their education.”

For 2025 GVIP graduate Ruthu Josyula, the FY Dem Lab was catalytic. 

“As a freshman, I worked with Professor Victor on the First-Year Democracy Lab voter turnout study,” she said, referencing a research project intended to understand voting patterns among young voters (hint: campaigns relying on digital platforms are misguided).

“I had the incredible opportunity to present preliminary findings of this research at the annual Access to Research and Inclusive Excellence National Conference,” she said. The conference gives students experience in presenting in front of practitioners from higher education, community organizations, nonprofits, foundations, and small businesses, all dedicated to encouraging student involvement in research. 

The impact of these beyond-the-campus relationships ripples outward. 

“Being a part of First-Year Dem Lab connected me to Dr. Victor and many other students and faculty,” said Josyula, who the next year joined the IRTF community for deeper engagement. “I owe many of my collegiate experiences to the different things I learned and experienced in Dem Lab.” 

Rising sophomore GVIP sophomore Emebet Neale discovered newfound confidence in Dem Lab. 

“Dr. Victor has had a major influence on me,” said the student government senator. “From the start, she’s created an environment where students feel heard, supported, and encouraged. That kind of mentorship, especially so early in college, is rare.”

Neale emphasized the human connection that makes FY Dem Lab unique, including the Peer Pathways program that links First-Year and Upper-Level Dem Lab students in mentorship relationships. It’s an outreach program that provides academic and personal guidance, highlighted by an advice-laden panel discussion and breakout conversations about goal setting, dealing with stress, and overcoming failures.

“The Peer Pathways event was a wonderful and meaningful experience for me,” Neale said. “It helped create a supportive network of peers and mentors who want to see each other succeed.”

Upperclassmen, Deeper Dives

The Upper-Level Democracy Lab, taught by Associate Professor , builds on the freshman LC experience with advanced student-directed research. Students tackle issues such as redistricting, creating their own maps using real data, and presenting their findings with professional polish.

“Students developed their critical thinking and a more nuanced understanding of the interaction between law, ethics, politics, and geographical realities,” said Núñez. 

Just as importantly, the yearlong cohort model builds lasting relationships and trust. 

“As a faculty member, this continuity allows me to better get to know students as individuals,” Núñez added.

That deeper connection made all the difference for rising GVIP major Neelam Gurung. 

“The most impactful experience I had in the Upper-Level Dem Lab course was meeting guest speakers, especially during the alumni dinner,” she said. “These conversations helped me reflect on my own goals and gave me a clearer picture of what paths align with my interests and values.”

Rising junior  major Georges Saade, another UL Dem Lab student, highlighted the personal attention. 

“Professor Núñez is not just a great professor, but a great resource and mentor to have,” he said. “He really cares about all his students and makes everyone feel included.”

More Than Coursework

The common thread running through all these stories is confidence. By developing relationships among participants, students gain a strong sense of purpose and direction, and are positioned for success during their time on campus and after graduation.

“The impact of JPLC is most clearly reflected in our students’ achievements and evolving sense of self-efficacy,” said Holman. “They have discovered a belief in their ability to succeed in law school and beyond.”

Victor agrees. “When I see Dem Lab alumni in my other classes, they are often the most enthusiastic students in the room. They are ready to learn from their peers, contribute constructively, and share the depths of their knowledge.”

McGlinchey puts it simply: “IRTF students provide real-world solutions to real-world challenges and graduate from the learning community ready to apply their newly honed skillsets in diverse policy environments.”

Clearly, these learning community “villages” aren’t just innovations in teaching, they are platforms for transformation. For students, they represent the difference between getting by at a university and thriving within it.