Sarah Holland

This MBA student is already putting her degree to work

Sarah Holland — Fri, 12 Dec 2025 15:30:18 +0000

This MBA student is already putting her degree to work Sarah Holland Fri, 12/12/2025 - 10:30

Working full-time while getting a graduate degree is no easy feat. But for Air Force veteran and soon-to-be �� alum Kathleen Gillmore, hard work is second nature.

Gillmore is graduating from George Mason in fall 2025 with a master of business administration and a graduate certificate in business analytics from the Costello College of Business. She started her degree at the same time she started as a data analyst at Accenture Federal Services.

What made you choose George Mason?

I first heard about George Mason from my husband, who grew up in Reston and knew the school well. When we moved to Virginia after leaving the Air Force, he recommended George Mason so we could stay close to family and have a solid support system.

Once I researched the university myself, I was really drawn to its strong ties with major tech and business companies in Northern Virginia, as well as its connection to federal agencies. I chose George Mason because it offers a great pathway into both the local industry and government sectors.

How have your professors impacted your time at George Mason?

My business analytics professors have made a huge impact on me. They really fueled my love for working with data, and I enjoyed getting hands-on experience with the different analytics software we used in class. Being able to apply what I was learning with real tools made the material come alive and helped me grow both technically and professionally.

How have your classes helped prepare you for your work as a data analyst?

My classes have directly supported my work at Accenture Federal Services. The business-focused courses helped me understand how organizations operate from a strategic and operational perspective, which improved my ability to interpret the “why” behind the data. The business analytics classes taught me to approach data from multiple angles and to think more critically about patterns, insights, and decision-making. These skills have translated seamlessly into my current role.

How do you hope this degree will advance your career?

This degree has expanded my knowledge in both business and analytics, and I’m already applying what I’ve learned in my current role. Looking ahead, I see the MBA as a versatile credential that will help me continue advancing in roles that involve analytical problem-solving and strategic decision-making. It opens doors across many areas of business and gives me the flexibility to pursue opportunities in different industries as my career grows.

What is one piece of advice you would give to an incoming student?

Use everything George Mason offers: office hours, workshops, software access, and especially the networking events and career fairs. Those resources not only help you stay on track academically, but they also open the door to meaningful professional connections and opportunities.

What's next for you?

Academically, after completing this degree, I will be returning to George Mason next year to pursue a second master’s degree in data analytics engineering. Professionally, I look forward to applying everything I’ve learned in the MBA to continue growing as a data analyst and to open up new career opportunities. I’m excited to build on the momentum from this program and position myself for roles that allow me to contribute more strategically and analytically within my field.

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The un-forgotten founder: How George Mason’s legacy lives on

Sarah Holland — Wed, 10 Dec 2025 19:21:05 +0000

The un-forgotten founder: How George Mason’s legacy lives on Sarah Holland Wed, 12/10/2025 - 14:21

“That all men are by nature equally free and independent and have certain inherent rights, of which, when they enter into a state of society...namely, the enjoyment of life and liberty...pursuing and obtaining happiness and safety.”

The Virginia Declaration of Rights, penned by George Mason IV, begins with this bold proclamation. It’s a familiar opening: the Declaration of Independence, arguably the more famous document between the two, reads, “we hold these truths to be self-evident, that all men are created equal.”

Yet George Mason’s name isn’t on the Constitution, despite his obvious influence. The first 3-D depiction of him in the United States wasn’t erected until 1996, on ��’s Fairfax ��. He is considered the “Forgotten Founder.”

Now, on George Mason’s 300th birthday, we come with a question: What is a legacy? What does it mean to be remembered?

Photo by Andani Munkaila/Office of University Branding

George Mason, the man, was born on December 11, 1725, in present-day Fairfax County, Virginia. His home, Gunston Hall, sits on the Potomac River less than 20 miles southeast of ��’s Fairfax ��.

From drafting Virginia's first constitution and the Virginia Declaration of Rights to declaring it the “Commonwealth of Virginia” instead of a state, Mason built the foundation of the place �� would first call its home. And his influence extends far beyond the commonwealth’s borders: his Virginia Declaration of Rights is said to have influenced the United States Declaration of Independence and Bill of Rights, as well as human rights declarations across the globe.

At the “The Un-Forgotten Founder,” an event hosted Dec. 8 by the Law and Economics Center at the Scalia Law School, panelists examined the complicated legacy of a man who, they believe, was unconcerned with how he might be remembered. He did not leave behind troves of primary sources as other founding fathers did; he stayed steadfast in his refusal to sign the Constitution because it did not include a Bill of Rights; he had no alliances or allegiances to any one school of thought.

Much of Mason’s life is hidden in the gaps between a small pool of primary sources. And in those gaps, we find echoes of a complicated and conflicted legacy: His firm pronouncement of inalienable rights for “all men” and rejection of the international slave trade did not extend to those enslaved people of Gunston Hall, for example.

Intellectual curiosity was one of Mason’s defining characteristics. And it is in the complexities of Mason’s life and legacy that we see the echoes of the founding father most strongly. That history becomes a pathway through which students can wrestle with big ideas, ask complex questions, and learn how to sit with contradiction and juxtaposition.

“The limited sources we had on Mason were an opportunity to use him and his legacy as a teaching tool, to help students learn and engage critically with the complexities of the past,” said George Oberle, director of the Center for Mason Legacies at ��. In fact, the project that formed the foundation for the Center for Mason Legacies was a student-directed summer project: “The Enslaved Children of George Mason," which also inspired the Enslaved People of George Mason installation near his statue on Wilkins Plaza on the Fairfax ��.

Because this is where the real learning begins for George Mason students. That insatiable thirst for knowledge, the unwillingness to accept what is simply because that is how it has always been: These same things that motivated Mason to pen the Virginia Declaration of Rights continue to push our students to new heights. To ask hard questions and to be unafraid of the complexities of the answers is how �� prepares its students to tackle the grand challenges of the 21st century.

Much has changed since Mason’s signature dried on those documents that shaped the future of the United States of America. Stepping into a �� classroom in 2025, the tableau unfolds: a commuter student from Fairfax sitting next to an international student, speaking to a U.S. Army veteran with a 20-year career who is working on a presentation with a first-generation college student.

We can’t know what future Mason envisioned when he penned the opening line in 1776—and who he believed deserved that future. But that’s the thing about legacy and history: Each new generation gets to look at the evidence with a fresh perspective. And with the groundwork laid by Mason in 1776, �� has become a place where “all men” means everyone is given the opportunity to embrace intellectual curiosity and create a legacy of their own.

Photo by Evan Cantwell/Office of University Branding

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Congressional internships teach Mason LIFE students independence, resume skills

Sarah Holland — Mon, 01 Dec 2025 19:26:47 +0000

Congressional internships teach Mason LIFE students independence, resume skills Sarah Holland Mon, 12/01/2025 - 14:26

�� knows the value of hands-on experience in the workplace for all students. An internship can lead to the experience of a lifetime. And that includes Mason LIFE students who are interning on Capitol Hill.

Established by former Representative Gregg Harper in 2010, the Gregg and Livingston Harper Congressional Internship Program for Individuals with Intellectual Disabilities matches Mason LIFE students with House and Senate congressional office internships. Students start their internships in their second year and continue them through completion of the program.

“We’re helping them gain the skills needed to seek a fulfilling career when graduating from the program,” explained Linn Jorgenson, director of Mason LIFE, a four-year nondegree educational transition program for students with intellectual and developmental disabilities. One of Mason LIFE’s core curriculum requirements that supports this development is the internship.

“We’re helping them learn what they like and don’t like, how to make decisions on their own, and developing their ability to advocate for themselves,” Jorgenson added.

This fall, eight Mason LIFE students interned across 16 different congressional offices on Capitol Hill.

“My favorite part is getting to see what happens behind the scenes of the government,” said Madison Gulley, a third-year Mason LIFE student and one of the congressional interns.

Mason LIFE students and peer support staff in Washington, D.C. Back row: Nehal Gundawar, Ankit Borle, Shane Sorensen, and Nick Ortega. Front row: Amar Malik, Max Gulley, Noah Coon, Shreya Adusumilli, Sofia Puritano, Eli Zhou, Madison Shaw, Leah McDuffie, Vrushali Vijay Patil, and Varsha Ponnaganti. Not pictured: Aryaa Bhole and Riya Stanly.

Every Friday, Mason LIFE students and their peer support staff—George Mason students who travel with the students to their workplaces to provide support and guidance—take the Metro into Washington, D.C., complete their internship assignments for the day for their two congressional offices, eat lunch, and take the Metro back to Fairfax. Students in the program tackle a variety of work for their assigned congressional offices: answering phones, researching bills, delivering mail, giving tours, and doing data entry, to name a few.

“The students working on the Hill are part of a team, completing work that is essential and meaningful to all parties involved,” emphasized Jorgenson.

“When our students come to their internships, our peer support staff are there to facilitate inclusion and support students in successfully completing tasks,” said Melissa Chabot, employment and community involvement coordinator for Mason LIFE. “So not only are these necessary jobs done, you know they’ll be done well.”

Through the internship program, Mason LIFE students learn independence, confidence, and social and cultural competencies; they build valuable resume skills; and they explore their interests to see if they’re the right fit for a long-term career. And for the peer support staff, the benefits are just as important.

Ankit Borle, one of the newer peer support staff, is working toward a master’s in data analytics engineering. “I’ve learned to listen actively, communicate clearly, and tailor support so people can be independent—skills that build trust with teammates, clients, and stakeholders...Most importantly, I’m taking forward an inclusive mindset—making sure every voice is heard—which will make me a stronger colleague and leader wherever I work,” Borle said.

Madison Shaw, a graduate student in the Master of Social Work Program, has worked with Mason LIFE for three years. “It can be so important to focus on abilities versus disabilities. Each student carries so many strengths within themselves and has a lot to offer,” she said.

There’s a similar benefit to the employer. “Mason LIFE students bring an important perspective to the office,” said Chabot. “Employers get an opportunity to reflect on their inclusivity. What are the employers doing that helps everyone be successful, and where can they improve?”

And the joy of watching their fellow students succeed is perhaps the greatest reward of all.

Peer coach Nehal Gundawar, a master’s student in computer science, works with one of the Capitol Hill interns. “In the beginning, they [the Mason LIFE student] were nervous about interacting with staff and unsure how to approach tasks without guidance...after a few weeks they began initiating tasks on their own and even asked for additional responsibilities. Their supervisor complimented their improvements,” he said. “Watching them grow into a more confident and independent employee was incredibly rewarding.”

The congressional interns see the changes in themselves as well.

“Mason LIFE helps me with the skills that are required to be an independent man,” said Amar Mailk, a third-year student.

“Mason LIFE has changed my life,” said Aryaa Bhole, a second-year student. “Because of the lessons and skills, I know to stand out and inspire others and to lift them with my voice.”

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Principal Registered Apprenticeship Program hopes to grow future school leaders

Sarah Holland — Wed, 12 Nov 2025 14:56:26 +0000

Principal Registered Apprenticeship Program hopes to grow future school leaders Sarah Holland Wed, 11/12/2025 - 09:56

Research has shown that school leadership and student outcomes are strongly related: the better the leaders, the better the student outcomes.

But as school districts struggle with teacher retention in the aftermath of COVID-era lockdowns, school divisions are facing a drought in their hiring pools for school leaders. Now, they’re looking for ways to rebuild those pipelines.

��, in partnership with Alexandria City, Arlington County, Stafford, Loudoun County, and Franklin City school divisions, received more than $150,000 from the Virginia Department of Education to pilot the Principal Registered Apprenticeship Program. This initiative is part of a nationwide expansion of Registered Apprenticeship programs supported by the U.S. Department of Labor.

Farnoosh Shahrokhi. Photo by Office of University Branding

“School leaders have an incredible impact on the culture and climate of the school, and this grant acknowledges that it is equally important to invest in school leaders as it is to invest in teachers,” explained Farnoosh Shahrokhi, associate professor of education leadership in the College of Education and Human Development (CEHD) and coordinator of the grant.

Apprenticeship programs are critical to the development and retention of educators across various levels, including school leadership.

“It’s one thing to know that something will be part of your job, and another to do it,” said Corey Kapelski, director of professional learning at Arlington Public Schools. “School leadership is such a wide-ranging job, and the apprenticeship gives them the opportunity to really dig deep into all the different roles a school leader has to fill.”

As such, principal apprenticeship hours are a core part of the curriculum for leadership certificate programs: the means by which educators receive their endorsement, which opens the doors for them to apply to leadership positions in school divisions.

While apprenticeship is critical to the experience, one major roadblock is the time and cost. Along with the cost of tuition, books, and other expenses, educators must complete 24 credit hours and at least 2,000 apprenticeship hours. Usually, this requires them to leave their full-time positions for a year and thus sacrifice their annual salary.

The grant provides full funding to those selected by their school divisions to participate in the certificate program, removing those barriers and giving more individuals the opportunity to advance their careers in education.

In this first grant cycle, 12 participants were selected from the five school divisions. And in thinking about long-term sustainability of school divisions, the program has the potential to solidify a leadership pipeline.

“Because Alexandria City Public Schools is a small school division, the leadership pipeline is important. We like to build strong candidates from within,” said Pierrette Finney, chief academic officer of Alexandria City Public Schools. Finney graduated from George Mason in ‘06 with her MEd in education leadership.

George Mason’s Education Leadership Program is well-established as a top-tier program for aspiring leaders in education. In addition to Council for the Accreditation of Educator Preparation (CAEP), the coursework is aligned with National Educational Leadership Preparation (NELP) standards and holds Specialty Professional Associations (SPA) accreditation for high-quality standards by the National Policy Board for Educational Administration. Other hallmarks of George Mason’s program are the inclusion of improvement science pedagogy and tools in its curriculum, its faculty that span a wide range of professional backgrounds, and its coordination with an advisory board that represents its partnered school divisions, Shahrokhi said.

“George Mason has been a long-standing and trusted partner of Loudoun County Public Schools in leadership preparation. Their programs combine rigorous academic study with practical, job-embedded experiences that align with our district’s vision for leadership development,” said Tanisha Holland, director of human resources and talent development for Loudoun County Public Schools. “Their program emphasizes reflective practice, equity-centered leadership, and systems thinking, all essential for success in today’s schools.”

Out of the six Virginia universities that received a portion of the grant money, George Mason is collaborating with the most school divisions for the grant. That speaks to the university’s and CEHD’s intentional and sustained investment in the local community and commitment to building strong, lasting partnerships with school divisions, as well as serving as a hub for collaboration amongst educators and leaders across the region.

“The wealth of knowledge and collaboration with other school divisions only fosters a greater partnership and makes us stronger as a school, stronger as a school system, and stronger as a region,” said Finney.

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A legacy of resilience: New scholarship helps students persevere to get their degree

Sarah Holland — Thu, 06 Nov 2025 20:46:17 +0000

A legacy of resilience: New scholarship helps students persevere to get their degree Sarah Holland Thu, 11/06/2025 - 15:46

“What advice would you give to someone who’s in the process of understanding and knowing their worth?” Amany Bouali asks her mother.

“Everyone one of us has a lot to give and a lot to receive. You are so precious, and you are worth this world and more,” Zeineb replies.

It’s a bittersweet interlude on Amany Bouali’s album Came from Something: Her mother, Zeineb Mrad Bouali, passed away not long after recording. She was a student in ��’s MA in English program.

Amany (left), Fathi, and Ons hold a photo honoring Zeineb at Ons' graduation from Elon University. Photo provided

Inspired by their mother’s determination, Amany and her sister, Ons, and their father, Fathi, created the Zeineb Mrad Bouali Tenacity and Perseverance Award for students who have had to pause their educational goals and are now hoping to return to complete their degrees.

Zeineb called herself an “avid life wanderer,” her daughters said. A mother, a daughter, an educator, a poet, a cake decorator, and a business owner, Zeineb wore many hats throughout her life. But she had one dream waiting to be fulfilled: completing a master’s degree.

Before immigrating to the United States, Zeineb was an accomplished English teacher in her home country of Tunisia. But like many immigrants, her credentials didn’t transfer upon her arrival in the U.S.

“Part of my mom’s struggle in this country was all the barriers that are in place for immigrants to start a business, go back to school, resume where they were in their country,” explained Ons. “She had to start her college education from scratch.”

Throughout her life she tried returning to school to be reaccredited, periodically taking classes at University of Texas at San Antonio, George Mason, and Northern Virginia Community College. Life just kept getting in the way of a formal degree program.

But Zeineb cared deeply about her daughters’ education. “Her whole life's dream was watching us succeed. When we went on college tours and got acceptances, she was so excited,” said Ons. “She was beside herself with happiness when the acceptance letters came in.”

“That was her moment,” agreed Amany. “It meant so much more to her than it could have ever meant to me.”

Zeineb in from of the Department of English offices. Photo provided

And it was her daughters who encouraged Zeineb to try for her master’s degree one more time. “Our mom put her whole life on hold to make sure we could achieve our dreams,” said Ons. “And once we were older, we told her that it was time for her to go after her dreams.”

With support from then-graduate admissions coordinator of the Department of English Holly Mason Badra, Zeineb applied and was accepted into the MA in English program in 2021, where she planned to pursue a concentration in literature. She passed unexpectedly from complications due to a rare autoimmune disease in September 2022. This is the inaugural year for the scholarship honoring her legacy.

“I hope my mom’s story inspires the recipients to be resilient and to find a way to achieve their dream no matter the obstacles, even if it doesn't look exactly like they planned,” said Ons. “I want them to think, ‘what would Zeineb do?’”

“We want the scholarship to give people from diverse backgrounds who have these additional challenges they’re facing a bit of additional support and kind of ease that burden from them, so they can persevere like our mom did,” said Amany.

This year’s inaugural awardees honor Zeineb’s legacy through their determination to achieve their dreams despite major setbacks.

Hyerin Cha

Major: Global affairs

Photo provided

When Hyerin Cha was a child, she and her family were displaced from their home in South Korea after a major tragedy. Rebuilding from those early hardships shaped her deep commitment to education and community service. “I’m always trying to learn something” she said. “Because of the lack of resources around me, I had to teach myself.”

Driven by curiosity and compassion, Cha grew into an active advocate for equitable education. She has served as a STEM and coding mentor for underprivileged children, an NGO strategy coordinator, and a volunteer leader in community development initiatives both in Korea and abroad. “Giving back through education became my way of honoring the help I once needed,” she said.

Knowing early on that she wanted to work in policymaking, Cha chose Mason Korea for its global connections and focus on international governance. Balancing her studies with part-time jobs to fund her education, she continued to excel academically and serve her community.

As a Mason Korea student, she was required to complete a year at the Fairfax ��, but her student visa limited her ability to work. The Zeineb Mrad Bouali Tenacity and Perseverance Award provided crucial support, allowing her to continue her studies and complete her degree.

“This scholarship didn’t just relieve a financial burden, it reaffirmed my belief that perseverance and purpose matter,” she said. “It reminded me that I’m on the right path, and that I can keep going.”

Andrea Delgado Portillo

Major: Criminology, law and society

Photo provided

Andrea Delgado Portillo and her family immigrated to the United States in 2017. Despite being approved for a green card and completing her high school education in Virginia, Delgado Portillo did not qualify for in-state tuition and was ineligible for federal financial aid.

After graduating from high school in 2020, she completed three semesters at Northern Virginia Community College, paying out-of-state tuition. Already facing financial strain, she was forced to pause her education when her mother was diagnosed with cancer in 2022.

“My primary focus shifted to providing for her both financially and emotionally, and after my money ran out, going back to school was out of the question,” she said.

But Delgado Portillo, a first-generation high school graduate, had dreams of studying criminology and law and being the first in her family to get a college degree. “My community doesn't have a lot of representation in law enforcement,” she said. “When my mom went through a domestic violence incident, she didn’t have anyone to translate for her. I want to be able to help people like that in my community.”

While supporting her mother through treatments, she saved money whenever she could in the hopes of returning to college. After a two-year gap, she applied to George Mason to finish her degree.

“[George Mason’s] financial aid office helped me be accepted for in-state tuition and showed me where to apply for scholarships,” she said. The Zeineb Mrad Bouali Tenacity and Perseverance Award was one of her awarded scholarships.

“With the scholarship I was able to pay for books, parking, and part of my tuition,” she said. “I hope one day I can pay their generosity back, maybe through supporting another immigrant student who, like me, had a dream they were struggling to achieve.”

Delgado Portillo plans to graduate in Spring 2026.

“When I came here [to the United States], I knew nothing, not even how to say, ‘how are you?’” she said. “Now, I’m going to graduate from college. Hopefully, my mom is going to see me walk across the stage.”

Zeineb Mrad Bouali: A remembrance, a celebration, a legacy

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PiVoT Peace Lab transforms conflict into connection

Sarah Holland — Fri, 17 Oct 2025 13:35:41 +0000

PiVoT Peace Lab transforms conflict into connection Sarah Holland Fri, 10/17/2025 - 09:35

Look at any newsfeed in the United States, and it won’t take long to find an article, op-ed, or think piece on the growing divide between Americans. Left vs right, liberal vs conservative, blue vs red: political polarization has become a hot topic in American media as both a cause and a symptom of growing tensions across the country.

But what’s missing from the conversation is the solution. How do we find common ground and bridge these growing gaps to create a more peaceful future?

In the Polarization and Violence Transformed (PiVoT) Peace Lab in the Jimmy and Rosalynn Carter School for Peace and Conflict Resolution, researchers and practitioners are developing methods for peace-oriented responses to the negative impacts of extreme polarization and conflict around the globe.

Daniel Rothbart. Photo by Creative Services/Office of University Branding

“Most protracted violent conflicts are identity-based, meaning that the militants of one identity group are in a violent engagement with the militants or civilians of another identity group,” said Daniel Rothbart, Druscilla French Chair in Conflict Analysis and Resolution and director of the PiVoT Peace Lab. “That type of destructive polarization that encourages dehumanization is often at the center of these conflicts.”

The lab hosts a number of student- and researcher-led projects diving deeply into polarization: its causes, its consequences, and its possible solutions.

“It’s created for me this exciting opportunity to not only explore these important issues, but also to work with amazing students at all levels of our program,” said Rothbart.

One of those students is PiVoT Peace Lab manager Randy Lioz. Lioz, a master’s student in conflict analysis and resolution, developed an interest in the study of polarization in 2016, when conversations with friends and family about the 2016 presidential election highlighted contrasting viewpoints.

“I thought that what we’re missing are the tools and skills to have these conversations that could bring us into better understanding with one another,” he said. Since pivoting his career from the automotive industry to peacebuilding, Lioz has worked with practitioners and academics to develop methods and strategies for engaging opposite sides in relationship building that can break the cycles of dehumanization that fuel negative polarization.

“We need to understand what forces exist and how they push people toward radicalization, extremism, and alienation,” Lioz explained, “and then we need to figure out the best interventions.”

“Our mission as peacebuilders is to not only understand violent conflicts, but to help change the relationship among antagonist groups and help them transform,” said Rothbart.

As part of the peace lab’s mission to develop methods of reducing or eliminating the negative impacts of polarization and to foster this transformation, one of Lioz’s ongoing projects is leading the Depolarization Labs and Trainers Alliance (DeLTA). DeLTA brings scholars and practitioners together to build connections and explore pathways for bridging the growing divide.

Randy Lioz. Photo provided.

“Putting nonprofit partners in the same room as academics gives folks who are working in this field a place where they can talk about their research and connect it back to practice on the ground,” Lioz said.

DeLTA’s upcoming conference on October 27, “Pathways Forward: How Can We Restore Trust and Faith in America?” will give students, scholars, and practitioners the opportunity to learn about intervention techniques from national nonprofit leaders and university professors across the greater Washington, D.C., region.

“Right now, our faith in our institutions has been shaken, and this is existential for us. We need to rebuild our social capital and our trust in each other,” said Lioz. “I want people to get inspired by the work that’s being done to bring us all back into community with one another, particularly students who might want to pursue this field as a career. I want this to motivate us to tackle this existential problem of our time.”

But still, the question posed by the media remains: Can we come back from this?

Lioz and Rothbart believe so.

“Just as the forces of polarization have increased, I see the forces of depolarization are also intensifying. I see it in the strength and resilience that all over the nation, in how people are protecting the most vulnerable populations,” said Rothbart. “We talk about polarization as if it’s an inevitability; polarization is not inevitable, nor is it irreversible. There are so many reasons to be hopeful.”

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Explore George Mason’s Grand Challenge Initiative addressing the greatest threats to humanity’s ability to live a peaceful, healthy, prosperous, and just existence.

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Camp Costello gives first-year students a head start in their college careers

Sarah Holland — Wed, 01 Oct 2025 14:13:54 +0000

Camp Costello gives first-year students a head start in their college careers Sarah Holland Wed, 10/01/2025 - 10:13

No matter how big or small your university, the first semester of college can feel overwhelming. But a new initiative in the Costello College of Business at �� is hoping to make that transition a little smoother.

Camp Costello participants and student mentors. Photo by Hannah Patterson/Costello College of Business

This year, Costello hosted its inaugural Camp Costello: a three-day program for incoming first-year students starting on move-in day and ending with New Student Convocation.

“Many students attend Orientation early in the summer, so this was designed to bridge the gap,” said Maxwell Gocala-Nguyen, director of undergraduate recruitment and engagement in Costello. “It was a way for us to build community for students in an intentional way.”

Amanda Ngour, a business management major, came to Camp Costello, “because I wanted to have a head start for this semester and to be in a fun and creative community.”

In between community building exercises like challenge courses at The Edge on the Science and Technology �� and icebreakers led by student mentors, the 50 participating students met with staff and faculty from various campus offices, such as Housing and Residence Life, Career Services, University Life, and the Alumni Association.

“We want to remove the barriers,” said Gocala-Nguyen. “We want them to see faculty, staff, and administrators as accessible, approachable, and committed to their success.”

Dean Ajay Vinzé poses with student mentors. Photo by Hannah Patterson/Costello College of Business

That includes barriers between first-year students and upperclassmen. “As student mentors, we’re there to help, to say, ‘hey, we knew exactly what you’re going through,’” said one of the eight Camp Costello student mentors Abhinav Dinesh, a senior business major and Honors College student. “And that student-to-student interaction can give them the confidence to, for example, reach out to faculty or offices that will help them. “I wish I had an opportunity like this when I was an incoming student,” Dinesh added. “It can be overwhelming in your first year, but our job is to show them that these offices and people are here for them, and to send them into their first semester feeling confident and prepared.”

Based on the support from the community, external as well as internal partners see Camp Costello’s mission as an important step on a new student’s path. “Our corporate partners, benefactors, and the Costello team really made this inaugural program come together,” said Gocala-Nguyen. “They offered their time and energy to give back to the university to help the next generation be successful.”

Even Dean Ajay Vinzé joined the students for some of the panels. Being able to speak directly with the dean is not an opportunity often afforded to college students. But that’s what makes George Mason and Costello special. “Our leadership wants students to knock on their door and tell them their stories,” Gocala-Nguyen said. “We want to bring students into the conversation.”

“[The dean] is a student-first person and his involvement in Camp Costello really showed incoming students that he wants them to talk to him,” said Dinesh.

Photo by Hannah Patterson/Costello College of Business

For marketing major Geoffrey Yuan, a quote from Dean Vinzé is something he thinks he’ll carry with him throughout the coming school year. “He told me, ‘never say no to opportunities and work hard wherever you are. In this way more doors will open for you, but even if a door doesn't open, you're still on the right path to get to wherever you're trying to go,’” Yuan reported.

Camp Costello is a one-of-a-kind experience for first-year students that Gocala-Nguyen hopes will continue to grow year after year.

“By breaking down barriers, we’re showing how people at all levels of the university are deeply invested in student success and dedicated to building community that sticks with you long after graduation,” he said.

Dinesh said the bonds made during Camp Costello are persisting.

“These are the types of friendships that can last your entire time in college,” he said. “And having friends like that is one of the best ways to succeed.”

Photo by Hannah Patterson/Costello College of Business

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AI plus mathematical modeling equals a new tool for teaching

Sarah Holland — Tue, 23 Sep 2025 16:36:49 +0000

AI plus mathematical modeling equals a new tool for teaching Sarah Holland Tue, 09/23/2025 - 12:36

“Where am I going to use that?” is, according to Jennifer Suh, a common complaint in math classrooms. The real-world applications of algebra, geometry, and probability are often lost in the shuffle of textbook questions and equations. But this professor of mathematics leadership education is hoping to change the narrative.

Ziyu Yao, PI, assistant professor in the Computer Science Department in the College of Engineering and Computing; Suh, co-PI, professor of mathematics specialist leadership in the College of Education and Human Development; and collaborative site-PI Janice Zhang of William and Mary received a grant from the National Science Foundation’s Research on Innovative Technologies for Enhanced Learning (RITEL) program to develop MathVC: a virtual classroom where middle school students can work through mathematical modeling problems with AI-powered chatbot students. A preliminary version of this project was sponsored by Microsoft’s Accelerating Foundation Models award, also led by Yao.

“We're trying to build these 21st-century skills in collaborative problem-solving while preparing students to solve global challenges, all while making math modeling a more inclusive practice,” said Suh.

Mathematical modeling creates a mathematical representation of a real-world scenario to help teach students math concepts in context. These can be small scale scenarios—calculate costs for a party—or global challenges—supplying clean water to a city after a major flooding event.

A demo of MathVC with Yao communicating with the virtual students. Photo provided.

These types of math problems combine computational skills and soft skills like critical thinking, collaboration, and communication: identifying the problem, defining the variables, analyzing solutions, iterating on the model, and reporting findings.

“These are problems with real-world applications,” explained Suh. “It helps students understand the value.”

While mathematical modeling is an incredibly effective tool for math education, it comes with its own set of challenges. “Schools vary greatly in their access to classroom resources, teacher resources, education research...and as a result not all students are given the opportunity to engage with this type of learning,” Suh said. “And on an individual level, some students find the communication aspect of this more challenging than others.”

MathVC is one way to bridge those gaps of accessibility.

Within the virtual classroom, the human student can collaborate with generative AI students to work through these mathematical models.

“We see the benefits for multilingual students, as well as for students who want to develop their communication skills for math reasoning and justification through math talk,” said Suh. And for teachers, MathVC allows students to ask questions and be prompted through the problem without their intervention: a benefit for teachers with large classroom sizes who are otherwise unable to monitor every group.

Once the program is deployed, access will be as simple as logging into a website. “Our system is developed using state-of-the-art Large Language Models (LLMs). The cost of these tools is reducing, the programming required is reducing, so it’s an incredibly practical solution,” said Yao.

From the student perspective, MathVC’s success is dependent on how accurate the generative AI student voices are. Part of the grant supports the development of Math EdVentures Camp, a week-long program for students to build their skills in mathematical modeling, as well as an opportunity for Suh and Yao to collect valuable data on student problem-solving and communication techniques.

“AI safety is paramount,” explained Yao. “Authentic simulation prevents the students from losing the social skills of communicating with real-life peers, as well as makes the human-AI interaction more engaging.”

Students in Math EdVentures Camp explore how many water drops could fit on a coin. Photo provided.

This past summer, students in the Math EdVentures Camp explored STEM problems both large and small—from bridge engineering to calculating the number of water drops that could fit on a coin—in three-person teams with guest professors Theresa Wills and Andy Gilbert. Teachers provided feedback as they worked through the modeling problems. On the last day, Yao led the students through a demonstration of the MathVC and asked for their feedback.

All of this is helping mold the generative AI.

“We found that students don’t want to be told the answer,” said Yao. “They prefer the interactive learning, where they get thought-provoking questions that help them find the solution.”

Math EdVentures Camp leadership. Photo provided.

“Watching our fantastic team of Math EdVentures instructors and George Mason student researchers work with the middle schoolers was also a rich source of data to improve how the AI will support student problem-solving and critical thinking,” said Suh.

Yao and Suh discovered some surprises, too.

“They were actually really interested in how we developed the program,” said Yao. “Students were asking me what classes they needed to take in high school or college in order to develop a platform like this themselves. And we had good discussions about keeping a critical mind while using AI.”

MathVC represents one way that George Mason researchers are leveraging transdisciplinary collaboration to advance 21st education for all, a part of the university’s Grand Challenge Initiative. And there’s another goal as well—changing the narrative of math education.

“When we talk to middle schoolers, a lot of them have math phobia. But these more collaborative learning models get them excited and interested,” Suh said. “We want all kids to see that they are math people.”

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Can AI expand access to legal services? This aspiring lawyer hopes to find the answer.

Sarah Holland — Fri, 05 Sep 2025 19:23:17 +0000

Can AI expand access to legal services? This aspiring lawyer hopes to find the answer. Sarah Holland Fri, 09/05/2025 - 15:23

With an associate’s degree from Northern Virginia Community College already in hand by the time she graduated high school, Sharanya Maddukuri was determined to make the most of her final two undergraduate years. Because of its top ranking in Virginia for internships, �� was the place for her.

Maddukuri, an Honors College student, is majoring in government and international politics with a minor in ethics and artificial intelligence (AI) and wants to attend law school. She’s already hit the ground running, landing two internships at the Legal Services Corporation (LSC) in Washington, D.C., during spring and summer semesters in 2025.

How did you find your internship with the LSC?

I’m in the [Schar School of Policy and Government] mentorship program, and I’m paired with Tim O’Shea, BA Government and International Politics ’19. He’s currently a lawyer for the government. I told him about how I was having trouble finding an internship for the spring 2025 semester, and he recommended I look at opportunities with LSC.

You’ve interned in two different sectors of LSC. Your first internship in the spring was with the Pro Bono Innovation Fund (PBIF). What kind of work did you do?

Basically, the PBIF offers grants to legal aid organizations across the nation to help them engage more lawyers and non-legal professionals in pro bono services to help close the justice gap. So, one of my main projects was a five‑month audit of the Pro Bono Innovation Fund, where I analyzed data from 30 legal aid organizations. After presenting my findings, I realized my work had sparked a genuine shift in how the team approached its largest grant, which made this project one of the most rewarding experiences I’ve ever had.

I also helped my supervisor plan a panel on pro bono work for the Equal Justice Conference in San Francisco, and I got to attend the conference to see the panel I had worked on for five months come to life! I had the opportunity to hear about pro bono cases all around the world, like a case of international kidnapping where private attorneys from a big law firm stepped in to provide resources and help the client. Hearing about these cases where pro bono made a difference was really inspiring.

In the summer, you transitioned to the Disaster Grants Program within LSC. How did your responsibilities change?

In the Disaster Grants Program, I mainly worked on the Legal Aid Disaster and Heartland websites, which are both resources for legal aid professionals working in disaster areas and for disaster survivors. One exciting project I did was paving the way for a site-wide content audit to support the development of an AI chatbot, which will greatly assist disaster survivors navigating the plethora of legal issues that arise after a disaster.

Maddukuri in front of the LSC sign in their office. Photo provided.

You mentioned the justice gap: Is this an issue you’re passionate about?

Yes, definitely. The justice gap has been growing since the ‘80s, and LSC reports that low-income Americans did not receive any or enough legal help for 92% of their civil legal problems. Having been exposed to the ways that legal aid organizations and LSC are using AI, I know I want to pursue a career helping legal aid organizations incorporate AI. Using AI responsibly to help reduce the load of their intake processes for applications, developing AI self-help resources for legal advice or completing paperwork, or even chatbots that can provide translation services: Those would really help people who don’t have access to legal services, and therefore would help narrow that gap. I would love to be at the forefront of that.

How have your experiences at George Mason helped prepare you for the responsibilities of your internships?

The Jurisprudence Learning Community (JPLC) in the Schar School has been really helpful in equipping me with pre-law resources. The director of the JPLC, Assistant Professor Shea Holman Kilian, has been a great resource as well, particularly helping me prepare to apply for the internship. And her class is also very similar to a class you would take your first year of law school, so I feel better prepared for law school when it’s time.

Law and Society with [assistant professor] Kelly Richter was a welcome challenge and incredibly helpful. We analyzed the dynamic relationship where society shapes the law, and in turn, the law shapes society. And since I took that course in the spring, I was learning about procedural justice and all its complications while developing this pro bono panel that talked about procedural justice. I got to use what I was learning to develop my work.

And my courses with the Honors College prepared me with research skills that I’ve been able to use at LSC.

What have you gained from your time with LSC?

After this experience, I’ve decided that once I become a lawyer, I’ll be doing pro bono work, no matter what. I think it instilled that culture of service and caring about the community and really help reinforce that law is where I want to be. I believe in LSC’s mission now more than ever, and having had my eye on this profession since I was 11, this experience has only made me more certain that it’s the right place for me.

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Summer Academy transforms high school students into college-ready researchers

Sarah Holland — Wed, 03 Sep 2025 13:55:14 +0000

Summer Academy transforms high school students into college-ready researchers Sarah Holland Wed, 09/03/2025 - 09:55

When it comes to summer, perhaps the last place many students want to be is back in the classroom. But the students of ��’s Early Identification Program (EIP) are, as they say, “built different.”

As part of their commitment to the college access program, EIP students spend three weeks on George Mason’s Fairfax �� every summer attending courses in core academic areas and college preparation seminars.

“We want our students to have the tools and resources they need to make sound decisions about post-secondary options,” said Mia Hines, interim executive director of EIP. “Cultural capital—meaning understanding how the systems of higher education work—is an important part of that.”

Consistent exposure to college campuses and introductions to college offices and resources is one way students develop that “cultural capital.” And for the 11th graders, their penultimate Summer Academy experience is intended to inspire them to see college as a place where they can be empowered to cultivate their curiosity and take ownership of their research interests.

Fares Eloseily, center, with his team's poster presentation. Photo by Rahib Zaman/University Life

The core component of the 11th grade curriculum is the Research and Discovery Seminar, led by Nadeen Makhlouf, instructional faculty in the Honors College. Based on the Honors College first-semester research course HNRS 110 Principles of Research and Inquiry, this three-week seminar gives EIP students the opportunity to identify their interests and figure out what they can do with those interests if they decide to come to George Mason. Not only are students exposed to the breadth and depth of opportunities available in a post-secondary education environment, but they also get to experience what collegiate-level research looks like.

“When they’re in high school, they are told what to write about. They’re given a prompt, they’re given a question, and then told to write an essay,” said Makhlouf. “In this course, we give them the power to decide. We want them to get a taste of the academic agency they’ll get in college.”

Students complete a survey to identify their interests. They are then placed into groups with other students with similar academic and career interests. Each group decides on a research question and then compiles resources that could support their investigation into that inquiry—courses they could take, labs they could join, skills they would need to develop, and careers they could pursue. They present their findings at a final showcase.

“This is the first time they’ve done something like this,” Makhlouf said, showing the array of posters set up in Dewberry Hall. “They were so excited to see the posters printed. Some of them want to take them home. It’s just such a unique experience for them and really makes them excited about their academic future.”

Edison High School student Fares Eloseily is interested in the intersection of international relations and music “I know what I want to do but didn’t know where that could lead. This project showed me how I could make a career out of the things I’m most passionate about,” he said. His team focused on international affairs and the dynamic between the Global North and South.

"It’s something completely different from what you experience in high school. I’m surrounded by people who are all committed and passionate about what we’re doing. And it’s eye-opening to see how college classes are different from high school,” he said.

A key part of this is peer mentorship, also provided by the Honors College and led by Makhlouf. Current Honors College students offer support and guidance to the EIP students during their Summer Academy experience while gaining valuable leadership skills.

Christine Ziu listens to one EIP student's presentation. Photo by Rahib Zaman/University Life

“These students are just starting to look at colleges, but many of them aren’t sure what they want to do, or what kind of careers are available. This program helps them narrow their focus and shows them what’s possible, while developing their research and collaboration skills,” said peer mentor, Honors College student and cyber security engineering major Christine Ziu. “And it puts them in contact with people like me, who understand their experiences and can help them navigate that scary transition from high school to college as first-generation students.”

For Betzy Balladeres Oviedo, one of the Honors College instructors working with EIP, Summer Academy has been full-circle moment. She began her George Mason journey as an EIP student, joined the Honors College upon admission to George Mason, and graduated in 2024 with a BA in social work. In addition to supporting EIP students in the Honors College's Research and Discovery seminar, she served as a program assistant for EIP's Institute of Excellence this summer.

“These students want to succeed for their families, and I definitely saw myself in their shoes,” she said. “EIP alleviated some of the stress I would have faced around applying for and attending college. I think this sort of program, where we show students what college classes and research are like, makes them much more confident.”

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Can AI expand access to legal services? This aspiring lawyer hopes to find the answer.

How did you find your internship with the LSC?

You’ve interned in two different sectors of LSC. Your first internship in the spring was with the Pro Bono Innovation Fund (PBIF). What kind of work did you do?

In the summer, you transitioned to the Disaster Grants Program within LSC. How did your responsibilities change?

You mentioned the justice gap: Is this an issue you’re passionate about?

How have your experiences at George Mason helped prepare you for the responsibilities of your internships?

What have you gained from your time with LSC?

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Summer Academy transforms high school students into college-ready researchers

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