College of Education and Human Development

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.”

Learn more about Mason LIFE

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College of Education and Human Development

The 2025 Family of the Year enjoys life on campus

Katarina Benson — Tue, 25 Nov 2025 16:38:59 +0000

The 2025 Family of the Year enjoys life on campus Katarina Benson Tue, 11/25/2025 - 11:38

The Dr. Alan and Sally Merten Family of the Year Award honors the essential role families play in supporting their students at ��. Students nominate their families, and the Family of the Year Award is announced at Family Weekend in the fall. The Choi family is the 14th Family of the Year recipient.

Eun Kyung (EK) Choi is a full-time graduate student in the Inclusive Early Childhood Education Program in the College of Education and Human Development—and a dedicated student parent.

The Choi family is the 2025 Family of the Year. Photo by Evan Cantwell/Office of University Branding

Her journey to George Mason began when she and her husband moved to the United States after he was posted to the Embassy of the Republic of Korea in Washington, D.C., by the Ministry of Foreign Affairs. With this major transition came an opportunity: Choi chose to pursue a teaching license, hoping to one day work in international schools around the world.

But after welcoming their baby, Choi found herself unsure how she could continue her master’s program. “I wasn’t sure how I could finish my master’s degree,” she recalled.

That’s when her husband made a pivotal decision: He took a year of parental leave to care for their baby, ensuring Choi could fully focus on her studies. His support made all the difference. Choi successfully completed the teacher certification exams required for her internships and continues to excel in her program.

“Without his support, it would not have been easy to take my current classes or prepare for my internship next semester,” she said.

The Choi family lives in Masonvale on Mason’s Fairfax ��, where they embrace the vibrant local community. They enjoy long walks to Old Town Fairfax—often stopping by the Fairfax Regional Library or treating themselves at De Clieu Coffee & Sandwiches when they don’t feel like cooking. On campus, they frequent Southside and Ike’s, and Choi keeps an eye on Mason360 for fun family-friendly events.

“Being part of the George Mason community as both a student and a mom has been a meaningful journey,” Choi shared. “I hope my story encourages other students who are also balancing school and family life.”

Her advice for fellow students balancing family and school is:

Take Care of Your Health: “Parenting is a whole new world. No matter how much support you have, it takes energy. I used to stay up finishing work all night and start work early in the morning, and that was my joy. But I can’t do that anymore I’ve learned to take care of my body and rest when I can. This season of life is different, but it’s precious and full of gratitude.”

Share the Responsibilities: “Parenting is not a solo journey. My husband’s and family’s support has made it possible for me to continue my studies. I also try to respect my husband’s personal time, like going to the gym or seeing friends. It helps us both.”

Use the System: “In my case, my husband was able to take one year of paid parental leave, which made this balance possible. In Korea, parents can usually take one year of paid leave plus up to two additional years of unpaid leave. Because this system was so familiar to me, I didn’t fully realize how meaningful it was. However, after talking with Colleen Vesely, my Engaging Families of Diverse Learners professor, I truly came to appreciate not only the existence of this system but also the supportive environment that allows us to use it.”

Find a Supportive Community: “I truly appreciate the welcoming community at George Mason. My professors and classmates have supported me during pregnancy, childbirth, and this parenting season. Special thanks to Professor Bweikia Steen for creating a warm and inclusive class, to Professor Carly Fisher-Maltese for her kindness during my delivery time, and to my friend Jialin for her care before and after birth. Last but not least, thank you to my academic advisor, Kayla Turner, and internship coordinator, Amanda Davis, for constantly checking on me and handling my situations. Families of the Korean Embassy and friends from the diplomatic community have also been so kind. They brought food, took me on little trips to Baltimore, and even bought my favorite bingsoo from Soricha Tea and Theater. I’ve truly felt cared for.”

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Family of the Year

College of Education and Human Development

University Life

Students

Fulbright enables tourism professor to share her expertise in Tajikistan

Katarina Benson — Tue, 25 Nov 2025 16:21:50 +0000

Fulbright enables tourism professor to share her expertise in Tajikistan Katarina Benson Tue, 11/25/2025 - 11:21

Sue Slocum, professor in the Tourism and Events Management Program at ��, received a Fulbright Specialist Program award in support of a project on how best to prepare students for jobs in Tajikistan’s tourism economy. She went for a month to advise and collaborate with faculty from the International University of Tourism and Entrepreneurship of Tajikistan.

As part of this initiative, titled “Enhancing the Level of Competence of University Faculties,” Slocum identified opportunities for enhanced research and partnerships to support increased tourism development in Tajikistan. She also provided training related to teaching pedagogies and outcomes, and educational technologies to support classroom learning.

Students were taught new tourism strategies. Photo provided

The Fulbright Specialist Program is part of the larger Fulbright Program established by the U.S. Department of State and Bureau of Educational and Cultural Affairs to pair highly qualified U.S. academics and professionals with host institutions abroad. Initiatives under this program were short-term projects, ranging in length from two to six weeks. About 400 academic researchers and professionals participate annually in the program.

As a Fulbright Specialist award recipient, Slocum presented a series of lectures for both university faculty and students related to several types of tourism—most notably sustainable tourism, including integrated tourism models and visitor management strategies—and the specific needs and challenges of each. She taught for four hours a day, six days a week. She also presented at two conferences, teaching professionals about tourists’ use of technology for marketing purposes and how “to showcase development [and] accomplishments to the traveling public.”

Slocum took time to travel Tajikstan. Photo provided

“Most of my students were from small villages and had been exposed to tourism,” Slocum said. “The curriculum on sustainable development was very well received, and the students were excited to be able to apply some of what I taught to their home communities.”

She also gave a lecture to support faculties commitment to publishing
in SCOPUS academic journals, which the university was just beginning to explore.

“I also took four days to travel to Haft Kul [in the Pan Mountains] and Pajikent. Not only did it give me an opportunity to be a tourist in a country where I was teaching tourism, it also allowed me to spend time with villagers impacted by tourism. The sights were stunning, and the people were some of the friendliest I have ever met,” Slocum said.

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Fulbright Scholars

Tourism and Events Management Program

College of Education and Human Development

Research

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.

Learn more about the College of Education and Human Development

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ACCESS Academy freshmen to become dual-enrolled college students this spring

Katarina Benson — Mon, 03 Nov 2025 17:52:45 +0000

ACCESS Academy freshmen to become dual-enrolled college students this spring Katarina Benson Mon, 11/03/2025 - 12:52

An open house at Fuse at Mason Square offered an exciting glimpse into the future for ��’s Accelerated College and Employability Skills (ACCESS) Academy, complete with robotics demonstrations and hands-on technology experiences. Behind the buzz and energy was a deeper message: Through a collaborative partnership with Northern Virginia Community College (NOVA), ACCESS Academy freshmen will take their first college course this spring, an opportunity rarely available to ninth-grade students.

The inaugural cohort will enroll in an asynchronous Information Technology course through NOVA Online, making them officially dual-enrolled college students while still in their first year of high school. It’s a bold step that underscores the program’s mission to accelerate learning and expand access to higher education.

To prepare students for this milestone, NOVA staff and a dedicated online student success coach will guide them through registration and orientation, helping them understand what it means to take a college-level course in an online, asynchronous format. Students will learn about managing study time, accessing digital course materials, and communicating effectively with college faculty. Webinars and virtual office hours will also provide opportunities to connect with NOVA staff and ask questions as they adjust to this new academic experience.

Through dual enrollment, ACCESS Academy students can meet their Virginia high school graduation requirements while earning college credit in courses taught by NOVA instructors. Over time, students will be able to take dual enrollment classes in English, social studies, math, and science, earning up to 13 college credits before graduation.

“This partnership represents the best of what dual enrollment can offer: early access, equity, and opportunity,” said Kristen Carter, associate director of dual enrollment at Northern Virginia Community College. “By working together, we are opening college doors to students much earlier, providing a strong framework of support, and instilling the confidence to see themselves as future college graduates.”

The benefits of dual enrollment are well documented. Research shows that high school students who earn college credit before graduation are more likely to persist in college, earn higher GPAs, and complete degrees at higher rates. They also report greater confidence and a stronger understanding of what it takes to succeed in college.

“To be eligible to take a college-level Python programming course as ninth graders, students must maintain at least a 3.25 GPA. This standard reflects both their readiness and the rigor of this experience,” said Ingrid Guerra-López, dean of George Mason’s College of Education and Human Development. “At the same time, ACCESS Academy is deeply committed to creating the conditions for every student to thrive. Our mission is to open doors to opportunities like this for all learners, preparing them to be future-ready across college, career, and life."

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Lab School

K-12 Partnerships

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George Mason pathways program introduces high schoolers to quantum

Katarina Benson — Fri, 03 Oct 2025 19:01:23 +0000

George Mason pathways program introduces high schoolers to quantum Katarina Benson Fri, 10/03/2025 - 15:01

Quantum science may operate at the tiniest scales of the universe, but its potential to reshape our world is anything but small. This summer, �� hosted the Pathways to Quantum Immersion Program, preparing high school students for careers in the rapidly emerging field of quantum science.

The program welcomed rising seniors from across the Washington, D.C., metropolitan area and Virginia for an immersive, two-part experience consisting of a two-week virtual course covering the fundamentals of quantum science, followed by an in-person week centered at the George Mason Fairfax ��. During the in-person experience students engaged with hands-on learning and saw how quantum concepts are already shaping the world around them. They also visited leading institutions in research, technology, and policy.

Program leads Nancy Holincheck and Jessica Rosenberg. Photo by Zander Leon/College of Science

“Before this experience, I always associated 'quantum' with quantum physics,” said participant Benjamin Fu. “But I’ve learned that quantum technologies power many of the applications and systems we rely on every day.”

The program is led by Jessica Rosenberg, professor of Physics and Astronomy and director of education at George Mason’s Quantum Science and Engineering Center, and Nancy Holincheck, associate professor in the College of Education and Human Development and associate director of the Center for Social Equity Through Science Education.

"We want to give the students a feel for why it is interesting and important so that they consider taking that next step in a field that can be challenging," said Rosenberg. "If we can get these students interested, there will be plenty of time for them to dive into the math and other details that you need to really pursue the field. We also make sure to introduce them to a lot of people with a lot of different backgrounds and experiences to show them the variety of ways they can engage with and make an impact in the field."

Both Rosenberg and Holincheck guided students this summer through interactive sessions and field experiences, with many participants citing the visits as a highlight of their experience. For Fu, the visit to the MITRE Corporation, an organization that manages federally funded research and development, left a lasting impression.

“I met so many working professionals, and I admire their curiosity and how well they communicate their expertise,” he said. “They have to work closely with government agencies and serve as a bridge between academic research and real-world policy, and I could definitely see myself doing something like that in the future.”

2025 Quantum Pathways Program participants. Photo by Zander Leon/College of Science

Fellow participant Laura De also liked visiting MITRE. “I’m interested in industry-based applications of quantum and so seeing how people in the workforce implement the technologies, outside of academia, was the coolest thing. I think seeing that helped me envision doing that in the future.”

Participant Colette Cookson described the visit to NASA’s Goddard Space Flight Center as the highlight of the program, where she witnessed aerospace engineering in action and saw the massive machinery used in final-stage rocket testing. The students were shown how the facility uses vibration, sound, and extreme temperatures to ensure a rocket is sound before sending it to space. “I didn’t realize how many people were involved in making a single launch possible and that each step had its own specialist come in to do their part. There’s a lot of collaboration and interdisciplinary work,” she said.

Rosenberg and Holincheck also took participants through George Mason’s labs and let them see some of the work being done by current George Mason students.

Participant Horayn Gibson uses a handheld spectrometer to look at the different light waves that make up helium. Photo by Kimberly Cruz-Cruz

“I had no idea George Mason had so many resources or was investing this much in STEM,” said Cookson. “Every lab we visited was amazing, and it was cool to hear the postdocs talk about their research. One was working on something they said they hoped could cure cancer.”

For Avanthika Thodupunuri, the most exciting part was meeting current George Mason students whose research connected with her own interests. “I want to know how quantum can be applied to the stock market, and one student was working on a physics-based study in that area,” she said. “This program was incredible. I was surrounded by people who were not only incredibly smart, but also genuinely curious, asking thoughtful questions and interested in the subject.”

The Quantum Pathways Immersion program is part of QSEC’s K12 Quantum Workforce Development Project, which was funded by an appropriation sponsored by former U.S. Rep. Jennifer Wexton and aims to inspire the next generation of students to pursue the field while simultaneously preparing a diverse quantum workforce in the Washington, D.C., metropolitan region.

“As the next generation, I think everyone is going to want to at least have some basic understanding [of quantum], and this program definitely gives you a head start on it,” said Thodupunuri.

Discover the Quantum Science and Engineering Center

The Mats Hormel vQ scholarship endowment is making a difference in the lives of Mason LIFE Students

Colleen Rich — Mon, 29 Sep 2025 16:45:56 +0000

The Mats Hormel vQ scholarship endowment is making a difference in the lives of Mason LIFE Students Colleen Rich Mon, 09/29/2025 - 12:45

“It has transformed the life of my child in remarkable ways and helped them discover the strength and resiliency that was always inside them.” This sentiment is common among families whose young adults attended ��’s Learning Into Future Environments (Mason LIFE) program.

The Mason LIFE cohort processing into EagleBank Arena during the College of Education and Human Development's Degree Celebration. Photo provided

Now even more students will be able to take part in the program, thanks to the financial support provided by the Mats Hormel vQ Scholarship Endowment.

This scholarship endowment is provided by Tommy Everett and Sarah Hormel Everett in honor of their son, Mats Von Quillfeldt, a former Mason LIFE student. The scholarship was established to help defray the costs associated with attending Mason LIFE, including tuition, fees, housing, textbooks, and related expenses. Scholarship awards are given to both incoming and continuing Mason LIFE students and are based on a student’s demonstrated financial need.

The Everetts have made a $1.2 million pledge to expand the existing Mason LIFE scholarship. The Mats Hormel vQ Scholarship Endowment will now offer two full-ride scholarships for the program, doubling the financial support previously provided.

Mason LIFE is a comprehensive four-year postsecondary transition program in the College of Education and Human Development (CEHD) that offers young adults with intellectual and developmental disabilities a full university experience in a supportive academic environment. The Mason LIFE program focuses on research, academic progress, community involvement, employment and housing with the goal of gaining independent living skills. The impact of Mason LIFE on students who participate in the program is nothing short of transformational.

Von Quillfeldt, who completed the program in May 2020, captures the essence of what the Mason LIFE program is all about.

“College changed my life. I would not be able to work full time or have my own apartment with two roommates without my Mason LIFE experience,” Von Quillfeldt said. “Mason LIFE taught me how to cook, shop, do my laundry, be respectful of my roommates and be on time to classes and work. I learned to plan my daily life.”

In addition to his academic work—he said his favorite subject in college was Early American History—Von Quillfeldt held an internship on Capitol Hill, where he performed administrative duties in a congressional office. He traveled to and from Capitol Hill on his own using the Metro bus and subway system.

His mother, Sarah, highlighted the positive impact that the Mason LIFE program had on him. “It is amazing to have gone through this whole process with him. Even during his junior year in high school, I would not have imagined him to be able to live independently. This is an incredibly unique program. Just having this inclusive setting for these young adults is priceless.”

His father, Tommy, concurred, adding, “Mason LIFE opened our eyes to what he could do.”

Through the shared experience of living together, learning together, working together, and supporting one another, students in the Mason LIFE Program build important skills that help them in living a more independent life. They earn a certificate of completion at the end of the program.

Linn Jorgenson, associate professor of special education at George Mason and director of Mason LIFE, has dedicated herself to the program’s success.

“Our students participate in academics, they participate in the community, they have a work component, and they have the option to live in campus housing,” said Jorgenson.

Jorgenson points out that some students begin the Mason LIFE program feeling apprehensive. For many, like Von Quillfeldt, it is their first time being away from home and making certain decisions on their own. As they begin their educational journey under the guidance of Mason LIFE faculty and staff, these same students quickly acclimate to their new surroundings, and their sense of independence begins to develop. Their self-confidence grows stronger as they progress through the Mason LIFE program and are exposed to new experiences.

Noah Miller, a Mason LIFE student from 2018 to 2022, spoke highly of the program, highlighting the life skills he acquired, particularly in Mason Life’s independent Living Course. “All four years I lived on campus in the dorms. That's how I learned to be independent,” Miller said. “Cooking for myself, getting along with my roommates—all the good stuff.”

Miller appreciated his other classes too, especially those in sport management. His enthusiasm leaves no doubt about how much he valued his time at George Mason. “College was the best,” Miller said. “I enjoyed George Mason a lot. Not only getting to be in the Mason LIFE program but also getting to explore other classes as well.”

The faculty and staff of Mason LIFE routinely hear from the families of students who are grateful for the life-changing opportunity their students received, many because of the generous financial support provided by the Mats Hormel vQ Scholarship Endowment.

“My hope for a person who completes the Mason LIFE Program is that they learn who they are and that they live a life that they had hoped for whether that is independent living, working, contributing, or just being part of a world that they had hoped to be part of,” said Jorgenson.

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College of Education and Human Development

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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Summer Camps

College of Education and Human Development

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Ziyu Yao

First-year teacher makes an early impact

Katarina Benson — Fri, 19 Sep 2025 18:10:19 +0000

First-year teacher makes an early impact Katarina Benson Fri, 09/19/2025 - 14:10

In her first year of teaching, Emmeline Mejia, MEd ’24, has already earned one of Fairfax County Public Schools' top honors: 2025 Outstanding New Secondary Teacher of the Year. It's a milestone that speaks volumes about her passion for education and her commitment to multilingual learners at Justice High School in Falls Church, Virginia.

“Being named Outstanding New Secondary Teacher of the Year is both humbling and affirming,” Mejia said. “It reminds me that the hard work, long hours, and deep care I pour into my students are making a difference.”

Emmeline Mejia. Photo provided

A first-generation college graduate, Mejia earned her master’s degree in Curriculum and Instruction with a concentration in Teaching English to Speakers of Other Languages (PreK to Adult) from ��’s College of Education and Human Development (CEHD). She came to teaching through a nontraditional path, via an undergraduate degree in sociology and a teacher residency program.

“I knew I needed a deeper understanding of pedagogy and language acquisition,” she said of her decision to pursue the certificate. “What stood out about CEHD’s program was its strong focus on equity and culturally responsive teaching. It didn’t just shape me as a teacher—it helped me build my identity as an advocate.”

In the classroom, Mejia brings that advocacy to life. She teaches with empathy, celebrates her students’ cultural identities, and upholds high expectations for all learners. Through visual scaffolding, bilingual supports, and building personal relationships, she creates a space where newcomers feel seen, supported, and empowered.

Her passion for collaboration was strengthened during her time at George Mason, particularly through working alongside other educators in her cohort. “The practical advice and wisdom of experienced teachers helped me shape my own approach to classroom management and student support,” she said. “It reminded me how important professional community is.”

That sense of community extends beyond her school walls. Mejia remains deeply connected to her CEHD peers and professors and views the alumni network as an ongoing source of encouragement. Looking ahead, Mejia hopes to grow into a school leadership role and continue advocating for newcomer programs and inclusive school cultures.

Emmeline Mejia with students. Photo provided

“In the short term, I’m pursuing professional development that sharpens my cultural competency and helps me mentor others,” she said. “Leadership isn’t just a title; it’s a responsibility to advocate, inspire, and serve.”

When asked what she wants others to know about the role of TESOL educators, Mejia is candid. “We are so much more than English teachers. We’re guides, counselors, and often lifelines for our students. It’s deeply emotional work that requires empathy, cultural humility, and an unwavering belief in our students’ potential.”

Her advice for future educators? “Don’t be afraid. You will make mistakes, and that’s okay. What matters is that you keep coming back to your ‘why.’ Teaching is about the heart—build relationships, show empathy, and believe in your students. That’s what they’ll remember.”

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CEHD and University Libraries are building a tool to improve navigating education research

Sarah Holland — Thu, 28 Aug 2025 19:32:40 +0000

CEHD and University Libraries are building a tool to improve navigating education research Sarah Holland Thu, 08/28/2025 - 15:32

The widening gap between research and practice represents exactly the type of grand challenge that ��'s Grand Challenge Initiative seeks to tackle through cross-disciplinary innovation.

Faculty across the College of Education and Human Development, working with University Libraries, are exploring AI-powered ways to bridge that gap—exemplifying the Initiative's dual focus on advancing 21st-century education for all and driving responsible digital innovation in service of the public good.

Seth Hunter. Photo provided.

Seth Hunter, associate professor of education leadership and policy and senior fellow of EdPolicyForward: George Mason’s Center for Education Policy, collaborated with the University Libraries to receive seed funding from EBSCO—a library database service—to develop a tool that utilizes artificial intelligence (AI) to help practitioners in education find and interpret evidence-based practices and research that can be implemented to improve student outcomes.

Before coming to George Mason, Hunter worked in state and local education agencies, where “research in educational studies in K-12 was available, but not being used to support important decisions at district and state levels. The disconnect between research and practice and policymaking was fascinating to me.”

This wasn't exclusive to education agencies; the same patterns appeared in local school districts as well. Beth Davis, PhD Education ’23, and postdoctoral fellow in EdPolicyForward, noted that she saw this gap in action.

“When I worked at a high school in Maryland, there were so many challenges that I knew there were better ways to do things than what we were doing, but I also didn’t feel like we had the time to figure out what those things might be,” she said.

Beth Davis. Photo provided.

As Davis pointed out, an efficient and effective search takes time, even for the most seasoned researcher. Combing through search results, sorting books from articles from reviews, tracking new keywords and phrases: It can be a challenging, and time-consuming, effort just to find the articles you need. And that doesn’t account for the time required to read and interpret the content once found.

As AI grew in its capabilities, Hunter saw an opportunity to leverage this new technology to perhaps bridge that research/practice gap.

“We’re looking at bespoke AI tools that are out there already to help practitioners find and translate research in ways that would enable school improvement for student benefit while meeting federal and state policy guidelines,” explained Hunter.

Early results show promise. In a pilot endeavor within the Education Leadership MEd program, the students asked to search for articles using AI-powered tools found the process much easier than traditional search methods, and they reported that the AI helped them understand the research through its ability to succinctly summarize the contents in more accessible language.

“It could streamline the process of making evidence-based practices and research easier to find and therefore implement,” said Davis.

Christopher Lowder. Photo provided.

As the primary provider for access to scholarly research, University Libraries is central to this project. Hunter recruited the expertise of Christopher Lowder, education subject librarian, to assist them in developing the tool.

“Having computers go through information quickly is not new,” said Lowder, “but now we’re thinking about how this new generation of AI can make the research content understandable to the average user. It’s almost like translation, or decoding.” For example: Can the AI alert the user if the study meets the standards set forth by federal and state Departments of Education?

For Hunter, bringing the public back to university libraries is a secondary benefit of the project. “I think university library systems are such a huge value-add for the public good,” said Hunter. “Libraries set universities apart from many other knowledge organizations.”

Hunter also notes that a tool like this supports fiscal responsibility. With evidence-based practices, leadership can be confident they are putting resources behind an initiative that has been empirically tested and verified. "We want to enable better decision-making so leaders can be better stewards of public resources that can improve students’ lives.”

As one of the top 20 universities for innovation in the United States and a leader in AI innovation in Virginia, George Mason is working to advance research for the campus community and beyond. Multidisciplinary teams like this are, for Hunter, a core tenet of this, and necessary to the development of bold solutions to the grand challenges of our generation.

“We have these permeable boundaries within units and across colleges,” said Hunter. “I mean, this team illustrates that: We have CEHD faculty, we have a librarian, we’ll be working with computer scientists...we are encouraged to engage in transdisciplinary research and that feeds innovation.”

Lowder agreed. “George Mason encourages us to try things in new and different ways and to include different voices within the conversation, and our leadership genuinely believes that our work can do good not just for the university but also for the wider community. I believe it’s a public good for information to be findable, understandable, and accessible.”

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Grand Challenge Initiative

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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