K-12 Partnerships

GCI-Grand Challenge Initiative

George Mason dean shares bold vision for K-12 education at Innovation Africa conference

Katarina Benson — Wed, 28 May 2025 15:02:01 +0000

George Mason dean shares bold vision for K-12 education at Innovation Africa conference Katarina Benson Wed, 05/28/2025 - 11:02

Before an audience of ministers, ambassadors, educators, and global innovation leaders, Ingrid Guerra-López, dean of ��’s College of Education and Human Development (CEHD), delivered a keynote address that called for a bold, system-wide transformation of K–12 education to secure Africa’s workforce future—and the world’s.

“Africa’s future is already in motion,” she said. “It’s sitting in today’s classrooms. The one billion young people who will shape the continent’s future are learning—or trying to learn—right now. And what happens in those classrooms will determine the future of economies, democracies, and entire regions.”

Guerra-López speaking at the summit. Photo provided

The “Innovation Africa 2025” summit, held in Addis Ababa, Ethiopia, convened senior policymakers and international partners to tackle the most pressing challenges in education and skills development across the continent. Guerra-López emphasized that education is not simply one among many priorities in development—it is the foundation upon which all others rest.

With this sense of urgency and opportunity, Guerra-López proposed a six-pillar framework to guide education system transformation. She emphasized that meaningful and sustainable change requires a coherent, integrated response—one that bridges workforce development, teacher preparation, digital learning, access for all learners, and alignment with long-term economic opportunity.

“Too often we treat education reform as a series of disconnected efforts—fixing curriculum here, training teachers there, or piloting tech solutions in isolation. But the truth is, systems only improve when the elements are aligned and mutually reinforced,” Guerra-López said. “Strengthening teacher pipelines without modernizing curriculum, for example, won’t yield lasting gains. True transformation requires intervention at the system level.”

Her framework calls for action in six interconnected areas:

strengthening the education workforce,
transforming learning through technology and innovation,
expanding access and opportunity to all learners,
aligning education with economic opportunity,
equipping learners with future-ready skills, and
building global and regional partnerships to scale what works.

Each pillar supports the others, offering a roadmap for national leaders and development partners seeking to improve education outcomes in both the short and long term.

In discussing workforce development, Guerra-López acknowledged UNESCO estimates that Sub-Saharan Africa will need more than 17 million additional teachers by 2030 just to meet basic education goals. This, she said, presents both a challenge and a powerful opportunity—to professionalize teaching and create lifelong pathways of growth for educators. Similarly, she cautioned against overreliance on devices alone, arguing that educational technology must be embedded in broader digital ecosystems that include training, localized content, and robust infrastructure, in alignment with a clear national educational technology strategy.

One of the most resonant themes of her talk was the role of education in building more just, prosperous, and resilient societies, emphasizing that education systems must intentionally prepare learners for an uncertain future shaped by automation, climate change, and shifting labor markets.

“Future-ready skills aren’t just a buzzword—they are a necessity,” Guerra-López said. “The World Economic Forum and countless global studies make clear that skills such as critical thinking, creativity, digital fluency, and environmental stewardship are the currency of tomorrow’s workforce. These must be embedded early, across all learning pathways—not just as add-ons or electives.”

Innovation Africa summit. Photo provided

Equally critical is ensuring that education is accessible and effective for all learners. She called attention to the persistent disparities in access and outcomes between rural and urban learners, boys and girls, and students with and without disabilities.

“Education for all is about more than enrollment,” she said. “It’s about removing both visible and invisible barriers—so every learner, everywhere, has a genuine opportunity to thrive and contribute meaningfully to their communities and economies.”

Dean Guerra-López’s systems-based approach resonated deeply with the summit’s focus on scalable and sustainable solutions. She stressed that while innovation and investment are essential, national leadership and community ownership must drive change.

It is in this spirit that CEHD engages with partners across government agencies, universities, and the private sector—co-creating education strategies that reflect local priorities while drawing on global expertise.

“Transformation doesn’t come from outside. It comes from within—when local leaders, educators, and communities shape solutions that reflect their vision and context. Our role, as education and research partners, is to listen, align, and bring evidenced-based tools and support that enable sustainable progress,” she said.

Guerra-López positioned CEHD and �� as not only a hub for innovation, but as a platform for consequential research that drives measurable progress and meaningful societal impact. She echoed George Mason’s Grand Challenge Initiative, especially the university’s commitment to “advancing 21st-century education for all,” framing this work as both a critical component of sustainable development and a strategic investment in global stability and shared prosperity.

Guerra-López’s address made clear that global transformation begins with local action—and that George Mason is committed to walking alongside the leaders shaping that future.

“Africa holds extraordinary promise—not just for the continent, but for the world. If we act boldly and collaboratively, we can unlock that potential—starting in the classroom, where the seeds of every future workforce are planted.”

Topics

GCI-Grand Challenge Initiative

U.S. Department of Defense

AI4Defense develops DoD-driven smart solutions

Nathan Kahl — Fri, 23 May 2025 11:20:18 +0000

AI4Defense develops DoD-driven smart solutions Nathan Kahl Fri, 05/23/2025 - 07:20

In This Story

Kamaljeet Sanghera

Mihai Boicu

Kammy Sanghera, executive director of global engagements and tech talent development and a professor in the Department of Information Sciences and Technology at ��, received a grant from the Griffiss Institute to lead the AI4Defense program—an innovative incubator that empowers high school and early undergraduate students to explore artificial intelligence (AI) applications in national defense.

Funded by the Air Force Office of Scientific Research, the grant supports AI4Defense, a month-long, hands-on experience designed to immerse students in real-world problem-solving. Participants collaborate with mission partners—including the Department of Defense (DoD) and agencies such as the Space Force and the Defense Digital Service—to develop AI-driven solutions to national security challenges.

The Griffiss Institute, a leading STEM accelerator for the DoD and the Defense Innovation Unit (DIU), help expand the program's reach and impact. “A very important element happened last year,” said Sanghera. “DIU joined forces with the same mindset—build the talent pipeline, engage mission partners to solve real-world problems, and use AI to create efficient and secure solutions. These three elements were perfect for the design of the program.”'

Students at the 2024 AI4Defense event. Photo provided.

With support from academic and industry mentors, the program has grown into a public-private partnership that Sanghera and her team aim to scale further this summer. Students not only gain technical and communication skills but also engage in customer discovery—working directly with mission partners to define problems and tailor AI solutions accordingly.

In 2024, one student team developed a proof-of-concept AI agent for the U.S. Air Force to automate the creation of Self-Assessment Checklists (SACs). Traditionally a manual and time-intensive process due to regulatory complexity and frequent updates, the AI solution was able to extract key phrases from regulations and generate relevant questions, significantly improving the speed, accuracy, and consistency of SAC creation.

Sanghera emphasized the program’s multilevel impact: undergraduate and graduate students served as mentors to high school participants, gaining leadership experience and exposure to the defense innovation ecosystem. “Many of our graduate students are international students, so it was also a valuable opportunity to work alongside early undergraduate students and with unclassified data and explore career pathways in the defense sector,” she said.

The Defense Department strategy for AI adoption. Photo credit Department of Defense.

The program was promoted across Fairfax County, Arlington County, and Loudoun County public schools and culminated in a final symposium. Students pitched their AI solutions to a panel of judges, received feedback, and were recognized with awards. Several teams chose to continue collaborating with their mission partners beyond the summer program.

This year, the program will begin in June, and Sanghera is enthusiastic about the possibilities. “We’re excited to see what creative, impactful solutions students bring forward.”

Associate Professor Mihai Boicu—Co-PI with Sanghera on the AI4Defense initiative—will lead efforts to guide students in presenting their work through a continuing research lens. He will also oversee the development of peer-reviewed publications based on students’ projects, which will be cataloged as part of the program’s scholarly output and shared broadly to promote AI learning and innovation in future cohorts.

Sanghera and Boicu will continue collaborating with Caitlin Bowers, a Defense Innovation Faculty Fellow at George Mason. Together, Sanghera’s strategic vision, Boicu’s research expertise, and Bowers’ experience in defense innovation projects form a strong team that will provide students with the opportunity to gain practical skills and apply them to real-world challenges relevant to the defense sector.

Topics

Artificial Intelligence

Defense and Security

Governor’s School at Innovation Park offers high school students a pathway to college at George Mason’s Science and Technology ��

Lauren Reuscher — Wed, 21 May 2025 17:56:21 +0000

Governor’s School at Innovation Park offers high school students a pathway to college at George Mason’s Science and Technology �� Lauren Reuscher Wed, 05/21/2025 - 13:56

The Governor’s School at Innovation Park, located at ��’s Science and Technology ��, holds a special distinction: It’s Virginia’s only academic-year Governor’s School located on a four-year college campus.

That means that high school juniors and seniors spend part of each school day experiencing life as �� students.

Governor's School at Innovation Park students gather in Verizon Auditorium at Colgan Hall on the Science and Technology ��. Photo provided

The Governor’s School at Innovation Park celebrates its 15th anniversary this year. Located in Manassas, it is one of 19 academic-year Governor’s Schools in the commonwealth. Students earn college credit for their coursework through dual enrollment at their high school and George Mason.

"The Governor's School at Innovation Park provides a vital opportunity for local high school students to experience the rigors of college education,” said Janette Muir, vice provost for academic affairs at George Mason. “The program exemplifies George Mason’s role as an anchor for access to higher education in Northern Virginia.”

Qualified students at partner high schools are offered guaranteed admission to George Mason after completing the program.

The Governor’s School at Innovation Park serves 166 students from 15 high schools across three school divisions. The program’s faculty are Prince William County Schools employees and are also George Mason affiliate faculty. Several also work as adjunct faculty at George Mason.

The program was founded in 2010 through the collaborative efforts of George Mason, Prince William County Public Schools, Manassas City Public Schools, and Manassas Park City Schools. The STEM-focused curriculum includes real-world research and mentorship opportunities in business, industry, government, and university settings.

“Our location at George Mason’s SciTech �� has had an incalculable impact on all three school divisions, as well as the campus,” said Jason Calhoun, director of the school. “Our students’ access to world-class laboratory facilities has allowed them to conduct research and excel in national and international research and STEM competitions.”

Students are selected for the program through a committee review process in their school division. Applicants are evaluated based on a holistic review of their academic performance in high school and must have demonstrated excellence in advanced STEM courses.

“There is no better opportunity to prepare our advanced STEM students for the rigors of advanced course work and research, while still having access to the opportunities and socialization that high school allows,” said Calhoun.

Governor's School students at their annual research symposium. Photo provided

Calhoun noted that the program helps students hone laboratory and research skills, time management, and organizational skills, which are critical to success in college and beyond.

“The breadth and depth of their growth over two years is amazing, in part due to the structure of our students’ schedules and the early access to college life and expectations,” said Calhoun.

The Governor’s School semester has wrapped up with a research symposium and a graduation ceremony for seniors. And with STEM coursework under their belt from George Mason, their paths to success have a foundation of excellence.

Learn more about the Governor's School at Innovation Park

Topics

Science and Technology ��

Prince William County

Manassas

Manassas Park

Governor's School at Innovation Park

Using robotics to introduce AI and machine learning concepts into the elementary classroom

Colleen Rich — Thu, 23 Jan 2025 17:52:02 +0000

Using robotics to introduce AI and machine learning concepts into the elementary classroom Colleen Rich Thu, 01/23/2025 - 12:52

�� researcher Erdogan Kaya is part of an interdisciplinary research team that is planning to introduce elementary students to the foundational concepts of artificial intelligence (AI) and machine learning using educational robotics.

George Mason professor Erdogan Kaya with some of the educational robots his team will be using with elementary school students. Photo provided

Kaya, an assistant professor in George Mason’s School of Education, and his collaborators—Hasan Deniz of University of Nevada, Las Vegas; Ezgi Yesilyurt of Weber State University; and Refika Turgut of University of South Carolina—have been awarded a $1 million grant from the National Science Foundation (NSF) “Computer Science for All” program for their project, “Cultivating Artificial Intelligence Literacy through Linguistically Inclusive Integrated Elementary Curriculum via Educational Robotics.”

“Over the years, I have seen firsthand how robotics can captivate and inspire students, making complex STEM concepts accessible and more engaging,” said Kaya. “Students gain insight into how AI systems work and develop a deeper understanding of the power of AI, which promotes foundational AI literacy.”

Approximately 600 elementary students in grades 4 and 5 from schools serving underrepresented populations in Clark County, Nevada, will participate in this study. The goal of this project is to provide the students with hands-on learning opportunities that will allow them to develop an understanding of AI and its application in science and technology.

The study will also offer professional development to 25 in-service educators to equip them with the foundational knowledge of AI and machine learning needed to teach an AI-integrated STEM curriculum.

Kaya emphasized that it is essential for young learners to acquire a level of AI literacy that includes an understanding of how AI algorithms work, how AI applications are developed, and how they can be used responsibly and creatively. He hopes that by being exposed to AI and machine learning at an early age, students will develop skills that may lead them to pursue careers in STEM.

“This project is about opening doors to AI literacy for young students, especially those from multilingual backgrounds who may not see themselves represented in tech fields,” said Kaya, who grew up in Turkiye and began learning English in middle school.

After working with multilingual learners in Title I schools in Arizona, Kaya discovered that his perspective as someone who has navigated education in multiple languages gave him insight into serving this population of students effectively.

“By integrating AI and robotics early on, we are providing a foundation in STEM that not only builds skills but instills a belief in students that they can be part of AI-intensive fields,” he said.

Educational tools, including Birdbrain Technologies’ Hummingbird Robotics®, Teachable Machine, and Snap!, a visual block-based programming environment, will be used in this study. Students will be tasked with designing automated solutions to real-world challenges that exist in their home communities, such as how to make smart homes more energy-efficient or how to develop farming robots capable of harvesting strawberries. Kaya said that projects like these will allow the students to apply AI concepts in ways that they will find more culturally relevant and meaningful.

The study will also promote the responsible and ethical use of AI by asking students to engage in critical thinking regarding the broader societal impact of AI and how bias can affect AI algorithm outputs.

Teachers using the AI-integrated curricular resources developed under this project will be able to incorporate them into their existing curricula.

“Our curriculum is designed to be flexible and integrative. By combining AI, engineering, language arts, and science into integrated lessons, teachers can address multiple subjects within a single lesson, making the most of limited classroom time,” said Kaya.

The importance of teaching the principles of AI and machine learning at an early age continues to gain traction in K-12 computer science education. Kaya notes that organizations such as the International Society for Technology in Education and Computer Science Teachers Association (CSTA) are responding with programs such as Teach AI. In addition, CSTA is updating its standards, scheduled for release in 2026, to incorporate machine learning and AI.

At the state level, Virginia’s recent updates to the Computer Science Standards of Learning (SOLs) include requirements for machine learning, further underscoring the need to prepare students in this field.

It is these changes in the field of computer science education that influenced Kaya’s decision to pursue a second master’s degree—this one in machine learning—at George Mason. “Even though I have a CS background, I recognized that machine learning and AI are becoming crucial parts of CS education,” he said. “To better serve the needs of future teachers and K-12 students, I decided to further my own education in this rapidly evolving field.”

With this project, Kaya said the goal is to equip teachers to bring AI and robotics into their classrooms with confidence, even if they do not have a technical background. “By providing practical training and readily available materials, we hope to create a ripple effect where teachers inspire their students and make AI education a reality in their classrooms,” Kaya said.

Make a difference with the School of Education

Topics

Artificial Intelligence

Machine Learning

National Science Foundation

Strategic Direction

Mason Momentum

�� recognized for supporting military families through collaboration

Colleen Rich — Mon, 04 Nov 2024 14:17:27 +0000

�� recognized for supporting military families through collaboration Colleen Rich Mon, 11/04/2024 - 09:17

�� was recently recognized as a member of the Northern Virginia team that earned one of the four national Pete Taylor Partnership of Excellence Awards for 2024 from the Military Child Education Coalition (MCEC).

Now in its 20th year, the award recognizes and celebrates partnerships between military installations and nearby school districts that support K-12 children from military and veteran families, addressing their unique challenges that come from frequent relocations. There are approximately 1.6 million military-connected children in the United States, with nearly 80% attending public schools. Each year, the coalition honors schools and military installations from around the world for their “exceptional and sustainable” efforts in celebrating military children.

George Mason is part of the Fairfax County Military-Connected Youth Process Action Team, a collaboration between Fort Belvoir, Fairfax County Public Schools (FCPS), and George Mason’s Military, Veterans, and Families Initiative. This team works to support military-connected students as they transition in and out of FCPS, ensuring their academic, behavioral, and social-emotional needs are met through ongoing events.

“This program is another terrific example of how George Mason’s Military, Veterans, and Families Initiative works to bring together faculty expertise, community partnership, and experiential learning for our students in service of the broader military and veteran population,” said Keith Renshaw, MVFI director, professor in the Department of Psychology, and George Mason’s senior associate provost for undergraduate education.

Studies show that military children typically move six to nine times between kindergarten and high school graduation—about three times more often than their nonmilitary peers—as their parents change duty stations. These frequent moves can make it difficult for them to feel connected to their communities, a factor that is crucial to their success and well-being. Around 900,000 military children have experienced a parent being deployed, adding another layer of complexity to their lives.

George Mason and Fort Belvoir officials worked directly with Renée LaHuffman-Jackson, the director of family and school partnerships for FCPS.

And that collaboration proved effective.

“This award recognizes the value of community collaboration and working together to support the population,” said Jennifer Drake Patrick, an associate professor at George Mason’s College of Education and Human Development and a military spouse. “It shows the power of coming together rather than working individually.”

Help from Mason came through consulting in course development for Fairfax educators in understanding military culture and strategies to engage and support military families and in collaborating to develop training for Student Ambassador Programs in area high schools. These initiatives serve to help K-12 schools create a more welcoming and supportive culture for military-connected students and their families.

“We want the students with military connections to come in and feel connected,” Drake Patrick said.

Learn more about MVFI

Topics

Military Veterans and Families Initiative (MVFI)

Human Computer Interaction

Military

Strategic Direction

Researching the effect of smartphone-free schools in Virginia

Martha Bushong — Tue, 08 Oct 2024 22:05:15 +0000

Researching the effect of smartphone-free schools in Virginia Martha Bushong Tue, 10/08/2024 - 18:05

Virginia K-12 students who returned to school this fall may be confronted with smartphone-free hallways and classrooms as part of new state cellphone bans that are sweeping the United States. Nora McDonald, an assistant professor in the Department of Information Sciences and Technology (IST) at ��, is teaming up with the Prince William County School district to try to understand how students, teachers, administrators, and parents are reacting to these bans and what are the long-term implications.

Photo by iStock

Increasing concerns about the use of personal internet-connected (“smart”) phones and other devices among youth have dramatically intensified, especially about the constant connectivity in school settings. Scholars, educators, and lawmakers are taking action to combat the distractions, cyberbullying, and reduced face-to-face social interaction they perceive to be created and exacerbated by smart devices with near or total schoolwide bans.

McDonald says, “It is urgent that we do this work … we know that youth use technology to seek support for social and identity development, particularly for certain identities. At the same time, we do not understand how near-constant use of smartphones might simultaneously be eroding or limiting outlets for social support-seeking and identity expression offline.”

While individual schools have already responded with cellphone bans, Virginia is among those states that will be introducing a full K through 12 ban starting this fall, though not all may adopt them until 2025. The goal of this proposed research is to talk to teachers, administrators, parents, and students before and after the imposition of cell phone bans creating a critical opportunity to determine what primarily psychosocial outcomes may be observed and whether any are sustained, or even potentially amplified over time.

Through focus group interviews and qualitative surveys, McDonald is now working on engaging parents and students to learn more about these cellphone bans' impact on student behaviors and social experiences in and out of the classroom, specifically how it impacts how students spend their time and where they are seeking social support.

Her work builds on research in her field of human–computer interaction (HCI) that has focused on the benefits of social media for marginalized identities but increasingly acknowledges the darker side of these privacy-invasive algorithms on youth's sense of self. She published a paper at CHI 2024 and in The Conversation on teen self-perceptions and digital literacy in relationship to social media “for you” algorithms. Ultimately, McDonald says, she wants to “engage youth awareness to understand why they are seeing the toxic content or the misinformation they are seeing, and the privacy-invasive algorithms behind it.”

This month, McDonald attended the Symposium on Child Safety Research and Policy hosted by the Center of Democracy and Technology to talk more about these pressing issues related to social media technology and youth.

In This Story

Nora McDonald

Noteworthy work and publications

CSCW workshop, “AI through the Eyes of Gen Z: Setting a Research Agenda for Emerging Technologies that Empower Our Future Generations ”

ACM Interaction journal, “AI Through Gen Z: Partnerships Toward New Research Agendas"

Learn more about research at ��

Topics

smartphone bans

CEC high impact stories

NSF grant will help enhance equity in math education through technology and data literacy

Colleen Rich — Tue, 01 Oct 2024 20:57:40 +0000

NSF grant will help enhance equity in math education through technology and data literacy Colleen Rich Tue, 10/01/2024 - 16:57

�� School of Education professor Jennifer Suh was awarded a National Science Foundation (NSF) grant in support of her project “Framework for Integrating Technology for Equity (FIT for Equity).” Working with Suh as coprincipal investigator is Theresa Wills, also of the School of Education in the College of Education and Human Development.

Jennifer Suh. Photo by Ron Aira/Office of University Branding

The project aims to strengthen teachers’ abilities to use technology in transformative ways. By developing data literacy lessons that incorporate transformative technologies, Suh and her team will address community-based challenges and humanize mathematics through culturally relevant tasks.

By combining modern technology with effective teaching practices, it is possible to create a dynamic learning experience that will inspire a new generation of mathematicians and problem solvers.

This project builds on the ongoing research that Suh and Wills have conducted in increasing teacher awareness of the importance of equity in education and their work in developing the tools and resources for teachers.

“This project aligns perfectly with our passion for educational technology, equitable instruction, and curriculum development. The FIT for Equity project expands on the Equity-Centered Transformative Technology (EqT-Tech) framework created by our team,” said Suh, who teaches in the Mathematics Specialist Leadership and Elementary Education PK-6 Programs. “It aims to enhance equity in mathematics classrooms by integrating culturally relevant math teaching principles and emphasizing data literacy, which is a key focus at both state and national levels in math education.”

Through the EqT-Tech framework, Suh and her colleagues previously developed a lesson analysis tool to help teachers choose technology for the math classroom in judicious ways. For this work, Suh and her EqT-Tech colleagues received the National Technology Leadership Initiative Fellowship in Mathematics award.

Theresa Wills. Photo by the Office of University Branding

“Traditional teaching methods often fail to engage students or address their individual learning needs,” Suh said. “FIT for Equity aims to bridge this gap by leveraging technology and interactive learning to make math more accessible and relevant.”

The FIT for Equity project will be implemented in phases, starting with an innovative professional development model called “Inclusive Lesson Study,” which brings together teachers, students, and community members to cocreate lessons.

“We will get to work in classrooms to understand how teachers consider equitable implementation of technology into their inquiry-based data literacy lessons,” said Wills, an associate professor in George Mason’s Mathematics Specialist Leadership, Secondary Education 6-12, and Elementary Education PK-6 programs.

The project will be piloted in Virginia, Ohio, Tennessee, and Michigan, in collaboration with researchers at Bowling Green State University (Bowling Green, Ohio), Middle Tennessee State University (Murfreesboro, Tennessee), and Wayne State University (Detroit, Michigan). Each university is in a diverse school district.

University researchers will work with teachers in their respective school districts to provide them with specialized training on how to integrate these new methods into their classrooms. The effectiveness of the lessons will be evaluated through continuous feedback and refinement.

The project will explore how emerging technologies, such as dynamic graphical software, adaptive learning and collaborative platforms, artificial intelligence (AI), geographical information systems (GIS), virtual reality (VR), and others can provide access to inquiry-based learning, and foster mathematical identity and agency.

The project will examine how formative assessment tools can assist in tailoring instruction to individual student needs. In addition, it will illustrate ways in which collaborative platforms can enhance collective learning, and how technology can amplify mathematical thinking processes. The research team will also look at how data tools and GIS can provide insights into lessons around social justice issues, thus making learning more inclusive and relevant.

“We hope to contribute to the development of innovative teaching strategies that can be scaled and adapted to diverse educational settings, ultimately making a significant impact on mathematics education,” said Suh.

Suh and Wills also hope that the FIT for Equity project will bring greater alignment to K-12 mathematics education with the new Virginia math Standards of Learning (SOL) focused on data literacy.

“This project emphasizes the development of critical thinking and problem-solving skills, which are essential for students’ future academic and career success. By focusing on data literacy, the project also prepares students for a data-driven world, equipping them with the skills needed to navigate and analyze complex information.”

Explore George Mason's College of Education and Human Development

Topics

National Science Foundation

9/11 Day of Service was a day of reflection and community service—for all ages

Lauren Reuscher — Thu, 19 Sep 2024 14:12:01 +0000

9/11 Day of Service was a day of reflection and community service—for all ages Lauren Reuscher Thu, 09/19/2024 - 10:12

�� students, faculty, staff, and alumni gathered on Wednesday, Sept. 11, for the 12^th annual Mason Nation 9/11 Day of Service. Since its inception, the day of service has been an opportunity to reflect on the value of individual contributions toward social change and the ways in which individuals can support their community through service projects.

The Mason Nation 9/11 Day of Service took place across locations on the Fairfax ��, with an opening ceremony and luncheon in the Johnson Center. Photo by Ron Aira/Office of University Branding

Over 200 George Mason students, faculty, staff, and alumni joined the day’s activities. Service activities occurred across campus, a service fair provided a chance to learn about year-round volunteer opportunities, and a luncheon honored first responders, active members of the military, veterans, and volunteers.

The event was hosted by University Life, and the planning team included campus partners from departments and offices around the university.

George Mason ROTC's Patriot Battalion Color Guard at the 9/11 Day of Service ceremony. Photo by Ron Aira/Office of University Branding

Service activities included a clothing, diaper, and wipe drive for Women Giving Back; a book drive to benefit the City of Fairfax Regional Library; assembling blankets and chew toys for the Prince William Animal Shelter; creating cards and flower pots for a local assisted living community, working in the campus Greenhouse and Gardens, and more. In partnership with Van Metre Companies, volunteers put together almost 300 snack bags to support children at Pattie Elementary School in Prince William County.

Volunteers work in the Innovation Food Forest for the 9/11 Day of Service. Photo by Evan Cantwell/Office of University Branding

Fourth and fifth grade students from Pattie Elementary also participated in the event. Members of the school’s P.O.P. Club (Paws of Positivity), a before and after school service club, visited George Mason for the day. Thanks to a grant from the Harvey S. Lowe, Jr. and Susan Hitchcock-Lowe Foundation, the university provided transportation, lunch, and project supplies for the students.

Students from Pattie Elementary School shared remarks on stage. Photo by Ron Aira/Office of University Branding

During the opening ceremony and luncheon, students from Pattie Elementary took the stage to share what 9/11 means to them—children who, like many of today’s college students, were not born before September 11, 2001.

Students from the Pattie Elementary School P.O.P. Club joined the service activities. Photo by Ron Aira/Office of University Branding

“In the P.O.P. club, we give back to our community through acts of service. Service is a way to show kindness and make our communities better. Whether it’s helping a friend, cleaning up trash, or doing something nice for someone, every little act of service counts. When we serve others, we spread positivity and help make the world a better place. So today, let’s think about how we can help out and make a positive change, just like so many people did on that day. Together, we can make a big difference.” –Trey, Pattie Elementary School student

Watch a video from Prince William County Public Schools to learn more about the P.O.P. Club and their visit to George Mason.

Topics

Faculty and Staff News

Prince William County

Volunteerism

Mason ROTC

Community Service

George Mason’s College of Education and Human Development expands collaboration with Google on new lab school

Colleen Rich — Mon, 19 Aug 2024 20:15:45 +0000

George Mason’s College of Education and Human Development expands collaboration with Google on new lab school Colleen Rich Mon, 08/19/2024 - 16:15

��’s College of Education and Human Development (CEHD) has received additional support from Google to launch the Accelerated College and Employability Skills (ACCESS) Academy with Loudoun County Public Schools (LCPS).

Google provided seed funding last year to begin school planning and also submitted a letter of support to the Virginia Board of Education. Recently, Google doubled their initial commitment, totaling $400,000 investment in the school to date. This additional funding will support research design and evaluation, along with a summer bridge program for the school, scheduled to launch in the 2025-26 school year.

Approved by the Virginia Board of Education earlier this year, the ACCESS Academy lab school for students in grades 9-12 was created by George Mason in partnership with Northern Virginia Community College (NOVA) and LCPS. ACCESS Academy will provide students with an alternative education pathway that emphasizes future-ready employability skills, innovative teaching and learning methods, and immersive experiences developed with industry partners, researchers, and instructional faculty.

“Google believed in our vision for ACCESS Academy from the very beginning, and we are now thrilled to collaborate with them to make that vision a reality,” said Dean Ingrid Guerra-López. “This collaboration is pivotal in our mission to equip the future workforce with essential skills and knowledge to excel in high-demand careers. We engaged Google early in the planning process to ensure that the ACCESS vision and plan was well-aligned to the rapidly changing job market, including artificial intelligence (AI).”

“We are proud to be a partner in the ACCESS Lab Academy to expand access to computer science education and tech career pathways,” said Shanika Hope, director of Google’s Education for Social Impact team. “The collaboration across George Mason, NOVA, and LCPS will ensure students are not only equipped with core computing skills but will thrive in high-demand jobs of the future. Together we are working to close equity gaps in computing education and give all students the opportunities they deserve to succeed.”

“NOVA looks forward to partnering with �� and Google on the ACCESS Academy to help prepare students for rewarding careers in information technology,” said NOVA President Anne M. Kress.

“ACCESS Academy is an innovative program to help prepare students with workplace skills that will help set them on a pathway for career and educational success,” said Ashley Ellis, chief academic officer, LCPS. “We are grateful for partners like Google that support and reinforce this innovation in education.”

CEHD will also be incorporating AI learning into the ACCESS Academy program, including the self-paced online course Google AI Essentials and Generative AI for Educators training course created with MIT. Google will also be collaborating with CEHD to design hands-on, immersive field experiences for ACCESS Academy students.

Roberto Pamas, CEHD School of Education faculty, will serve as the director of ACCESS Academy. Pamas and the ACCESS Academy leadership team are working with Google and the other lab school partners to develop the curriculum and course offerings and assess staffing requirements and other resource needs.

ACCESS Academy is one of two lab schools launching at George Mason. The Virginia Board of Education also approved funding for George Mason to launch the Shenandoah Valley Rural Regional College Partnership Laboratory School for Data Science, Computing, and Applications (DSCA), a collaborative partnership between the university and Frederick County Public Schools, as well as six rural and rural-fringe school districts in the Shenandoah Valley including Clarke County, Fauquier County, Page County, Shenandoah County, Warren County, and Winchester Public Schools, along with Mountain Vista Governor’s School and Laurel Ridge Community College.

Read the initial announcement of the ACCESS Academy

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Lab School

Google

Northern Virginia Community College