K-12 Partnerships

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New DOJ training grant focuses on the prevention of school violence

Colleen Rich — Thu, 28 Aug 2025 17:12:05 +0000

New DOJ training grant focuses on the prevention of school violence Colleen Rich Thu, 08/28/2025 - 13:12

With the support of a U.S. Department of Justice (DOJ) training grant, �鶹��Ƶ researchers are working to integrate comprehensive school-based mental health systems as part of proactive violence prevention programming in public middle schools in Prince William County, Virginia.

Elizabeth Levine Brown. Photo provided

Funding for this project, Comprehensive Safety and Violence Prevention in Diverse Middle Schools, will approach $2 million over three years.

Elizabeth Levine Brown leads the research team, which comprises faculty from across several programs within the College of Education and Human Development (CEHD). Co-Principal investigators include Stephanie Dailey and Samantha Viano.

The primary goals of this project are to improve school climate, increase perceptions of safety, and reduce violence in all 17 middle schools within the Prince William County Schools (PWCS) system.

Students’ access to school-based mental health systems can play a critical role in creating a school environment conducive to learning. Although existing preparation programs for teachers and other school leaders provide introductory training on how a student’s social, emotional, and behavioral responses can impact their learning, there is an increasing need for more in-depth mental health training. This project will address that need through the development of on-site training that will provide school personnel with the skills necessary to support student mental health as part of a proactive violence prevention program.

Stephanie Dailey. Photo by Office of University Branding

Brown, an associate professor in the Elementary Education and Educational Psychology Programs, is a developmental psychologist and a recognized expert in school-based mental health programming. Dailey, an assistant professor in the Counseling Program, has extensive experience in the design of responsive schoolwide violence prevention initiatives and inclusive trauma-informed education. Viano, associate professor in the Education Leadership and Education Policy Programs, is known for her extensive research on school safety and security, and related implications for educational policy and leadership.

In addition, the researchers have ongoing collaborations with other universities and national centers, such as the National Center for School Mental Health and the National Center for Safe and Supportive Learning Environments.

“This grant provides opportunities to train within multidisciplinary teams by bringing together teachers, leaders, school mental health providers, and school resource officers to have a common understanding of procedures and policies to support violence prevention with clear extensions to implementation exercises that can be used across the whole school site,” Brown said.

Samantha Viano. Photo provided

“Safety is not just the absence of violence—it is the presence of belonging, trust, and proactive support,” said Dailey. “We aim to build school climates that cultivate resilience, connection, and student and staff empowerment. By embedding these principles into middle school systems, this project will create lasting impact.”

The initiative is being developed in tandem with the strategic planning process currently underway within PWCS. The researchers’ goal is to facilitate the development of a violence prevention plan that is multi-tiered, developmentally appropriate, inclusive and responsive, trauma-informed, and centered around prevention rather than reaction.

The project will be implemented in four phases:

A comprehensive needs assessment will be conducted across all 17 PWCS middle schools using the School Mental Health Quality Assessment (SMH-QA), which can help identify strengths and gaps that may exist in a school’s mental health intervention services and supports.
Multidisciplinary teams will be formed at each school comprising middle school leaders, teachers, school mental health professionals, school resource officers (SROs), and students.
Evidence-based training focused on school climate, mental health literacy, multi-tiered systems of support, threat assessment, and violence prevention will be codeveloped and delivered to school personnel.
A series of in-school training exercises and activities, tailored to the school’s specific needs as identified during the assessment, will be implemented over a three-year period to ensure long-term adoption of best practices.

“We will conduct focus groups to gather the perspectives of school personnel on school climate, staff requirements for tiered levels of services and supports, multidisciplinary teaming, and current school safety and prevention protocols,” Brown explained.

The team chose to focus on middle school students because of the heightened emphasis on peer dynamics and social status that takes place during early adolescence. However, Brown believes that their approach could be applied to elementary and high schools in the future.

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George �鶹��Ƶ launches its inaugural ACCESS Academy cohort

Katarina Benson — Wed, 09 Jul 2025 20:09:41 +0000

George �鶹��Ƶ launches its inaugural ACCESS Academy cohort Katarina Benson Wed, 07/09/2025 - 16:09

The College of Education and Human Development (CEHD) at �鶹��Ƶ is excited to welcome the inaugural class of students for their Accelerated College and Employability Skills (ACCESS) Academy.

Developed in partnership with Northern Virginia Community College (NOVA) and Loudoun County Public Schools (LCPS), ACCESS Academy is a lab school designed to reimagine how students prepare for college, careers, and civic life in a rapidly evolving world. The program will particularly support students who may not have previously expected to follow a college pathway—those navigating limited exposure to higher education or career pathways, relevant information, or professional networks.

“ACCESS Academy reflects a commitment to transforming how we think about readiness—not just for college or careers, but for life in a complex, interconnected society,” said Ingrid Guerra-López, dean of CEHD. “By aligning K–12, higher education, and industry partners, we’re creating more coherent and responsive pathways that honor learners’ potential while addressing workforce and societal needs.”

ACCESS Academy students will work toward high school graduation requirements while engaging in real-world problem-solving situations informed by industry partners. They will develop future-ready skills, including critical thinking, collaboration, and adaptability, while building the mindsets and capacities required to navigate dynamic and evolving work environments.

"With the launch of ACCESS Academy, we’re not just starting a new program, we’re opening doors to new possibilities for dual enrolled students and reimagining what learning could look like. This inaugural class is stepping into a bold, future-focused initiative designed to empower students not only to succeed in high school, but to lead in college, career and beyond,” said Eun-Woo Chang, NOVA vice president of academic affairs and chief academic officer.

As a preview of ACCESS Academy’s learning model, students from across Northern Virginia are participating in the ACCESS Academy Artificial Intelligence (AI) Summer Camp at �鶹��Ƶ Square in Arlington. This one-week program introduces foundational concepts in machine learning through engaging hands-on projects guided by problem-based learning strategies.

“The level of interest in the ACCESS Academy AI Summer Camp has been both affirming and encouraging,” said Roberto Pamas, director of ACCESS Academy. “With three week-long sessions accommodating a total of 180 students, the camp presents an early

opportunity for students to engage with foundational concepts in machine learning while offering a preview of ACCESS Academy’s broader approach to experiential education.”

ACCESS Academy’s curriculum is shaped by collaboration among faculty in CEHD and the Department of Information Sciences and Technology at the College of Engineering and Computing, with input from NOVA, LCPS, and industry partners who make up the ACCESS Academy Curriculum Innovation Advisory Board. This collaborative approach is designed to ensure alignment with evolving workforce needs while streamlining coursework.

“The insights shared through our collaboration with the advisory board have been invaluable,” said Guerra-López. “They help ensure that ACCESS Academy remains grounded in what will best prepare our graduates to be competitive and confident in the modern workforce, even if that requires reimagining traditional educational pathways and practices.”

“ACCESS Academy is more than a program—it’s a launchpad. By combining academic rigor with real-world relevance, we’re empowering students to graduate with the skills, experiences, and credentials needed to thrive in tomorrow’s workforce,” said LCPS Chief Academic Officer Ashley Ellis.

ACCESS Academy is positioned for expansion through the formation of a regional consortium that could include new partnerships with school divisions across Virginia’s Region 4 to scale the model for other high-demand fields such as education and health care.

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George �鶹��Ƶ awarded $5 million from U.S. Department of Education to increase school counselors in high-need schools

Katarina Benson — Wed, 04 Jun 2025 16:03:50 +0000

George �鶹��Ƶ awarded $5 million from U.S. Department of Education to increase school counselors in high-need schools Katarina Benson Wed, 06/04/2025 - 12:03

A faculty team from several programs within the School of Education at �鶹��Ƶ has been awarded a U.S. Department of Education grant to train mental health services providers in Manassas City Public Schools. The grant is part of the Bipartisan Safer Communities Act to expand student access to mental health services in high-need K-12 public schools.

The training initiative supported by this award, “School Based Mental Health Alliance,” is centered on a partnership that includes George �鶹��Ƶ, Northern Virginia Community College (NOVA), and the Manassas City Public Schools district. Funding under this award will approach $5 million ($4,976,702) over five years.

Principal investigator Sam Steen, a professor in George �鶹��Ƶ’s Counseling Program, is leading a multidisciplinary team that includes co-principal investigators Erik Hines, also a professor in the Counseling Program, and Elizabeth Levine Brown, an associate professor affiliated with both the Elementary Education and the Educational Psychology Programs. Other members of the team include faculty members Diane Reese and Victoria Stone of the Counseling Program; Khaseem Davis of Georgetown University; Mia Hines, interim executive director of George �鶹��Ƶ’s Early Identification Program; Richmond Hill, provost at NOVA’s Woodbridge Campus; Duhita Mahatmya, University of Iowa; and representatives from the Manassas City Public Schools district.

The significant resources provided under this grant will directly benefit Manassas City Public Schools by increasing the number of school counselors who possess expanded clinical training.

Many school districts across the country are facing an increased need for student mental health services in the aftermath of the disruption caused by the pandemic. At the same time, school districts are struggling to find trained mental health professionals to deliver these services, Steen said.

“It used to be that school counselors went into school settings and used their clinical training to help students with things like course selection, academic enhancement, college and career readiness, and development of their social emotional learning skills. That is no longer enough,” said Steen. “School counselors today are handling a much wider variety of issues that are showing up in our schools and communities daily.”

Brown pointed out that while many programs focus on those individuals entering the school counseling profession, this award provides opportunities for continued learning for in-service counselors already working in the school system.

“There has been a workforce shortage of high-quality school counselors that enter the schools and stay in schools because of the caseload increases we have seen,” Brown said. “This grant is unique in that it addresses the training of both pre-service and in-service counselors, and it is that element of the award that will help build systemic capacity in school-based mental health services.”

George �鶹��Ƶ’s graduate certificate program in counseling will provide retraining for approximately 21 counselors now employed in the Manassas City Public Schools division. Upon completing the certificate, these in-service counselors will have broader clinical training that will enable them to deliver high-quality mental health services to students and make them eligible for licensure in the Commonwealth of Virginia.

“Our hope is that eventually these students will work in high-need school districts, such as Manassas City Schools or other schools throughout the Commonwealth,” said Brown.

In other partnership activities, faculty are working closely with NOVA representatives in developing an accelerated degree pathway for eligible students, which would allow them to matriculate into a bachelor’s and then a master’s program in counseling at George �鶹��Ƶ.

Hines said that to assist with sustainability of this project, George �鶹��Ƶ must create multiple pathways to the counseling profession, such as developing a bachelor’s to accelerated master’s degree program. “We include NOVA and George �鶹��Ƶ’s EIP students so they can start as early as their junior year in advancing through the School Counseling Program.”

This project will train about 60 mental health service providers. Approximately 30 pre-service counselors and 30 in-service counselors currently working in Manassas City Public Schools will receive certification required for full Virginia licensure. Students (pre-service counselors) recruited to participate in this training initiative will complete their required practicum and internship onsite at one of Manassas City’s nine public schools.

Participants will receive some financial and professional incentives from the funds provided under the grant. Upon completion of program requirements, individuals may receive a signing bonus or retention payment if they commit to work in a Manassas City public school or another high-need school in Virginia.

Should counseling positions within the Manassas City school district fill to capacity, the research team is confident that graduates will be able to find similar positions at one of the 20 Region IV school divisions that partner with George �鶹��Ƶ through the Educational Research Alliance of Northern Virginia, a research-practice partnership forum.

Through the resources provided under this grant, Steen believes this work with help close the gap in student access to comprehensive mental health services delivered by school counselors in the Manassas City Public Schools.

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GCI-Grand Challenge Initiative

George �鶹��Ƶ dean shares bold vision for K-12 education at Innovation Africa conference

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

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

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

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

Guerra-López speaking at the summit. Photo provided

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

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

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

Her framework calls for action in six interconnected areas:

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

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

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

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

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

Innovation Africa summit. Photo provided

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

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

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

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

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

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

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

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

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AI4Defense develops DoD-driven smart solutions

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

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

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

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

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

Students at the 2024 AI4Defense event. Photo provided.

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

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

Sanghera emphasized the program’s multilevel impact: George �鶹��Ƶ undergraduate and graduate students served as mentors to high school participants, gaining leadership experience and exposure to the defense innovation ecosystem.

“Many of our graduate students are international students, so it was also a valuable opportunity to work alongside early undergraduate students and with unclassified data and explore career pathways in the defense sector,” Sanghera said.

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

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

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

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

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

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Kamaljeet Sanghera

Mihai Boicu

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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�鶹��Ƶ recognized for supporting military families through collaboration

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

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

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

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

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

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

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

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

And that collaboration proved effective.

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

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

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

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Military Veterans and Families Initiative (MVFI)