Sarah Holland

Technical assistance grant supports early childhood teachers throughout Virginia

Sarah Holland — Wed, 30 Jul 2025 19:39:48 +0000

Technical assistance grant supports early childhood teachers throughout Virginia Sarah Holland Wed, 07/30/2025 - 15:39

The first few years of a child’s life are some of their most important. Those years, full of learning, exploring, and growing, can shape their future for decades to come. It’s critical, then, that early childhood educators have access to the necessary tools to help children succeed at the early stages of their development, including young children with delays and disabilities.

Christan Coogle, associate professor of special education in �鶹��Ƶ’s College of Education and Human Development and principal investigator of the Early Childhood Training and Technical Assistance Center (TTAC), is hoping to expand and improve the toolboxes of teachers across Virginia to better support students with delays and disabilities.

Christan Coogle. Photo by Office of University Branding

“There’s an increased need for resources and support in settings in which 2-5 year olds receive their education, particularly related to inclusion of children with delays and disabilities and how to best promote their development through effective interactions and practices,” said Coogle. The number of children with delays and disabilities continues to rise, and birth to five is a “critical window of opportunity” to alter and enhance their developmental trajectory, as well as their everyday interactions with peers, family members, and educators.

Within this window, evidence-based practices—practices with demonstrated effectiveness through rigorous research methods and replication across studies and research teams—are critical. “We know children cannot benefit from evidence-based practices they do not receive. The earlier we can reach children with delays and disabilities and their families, the better outcomes they have,” Coogle explained.

With support from associate director Amber Gant, and coordinators Jacqueline Kilkeary, Alexandra Morris, and Kate Welsh, the TTAC team is bridging the gap between research and practice for educators in the field and building state capacity through differentiated supports which are responsive to school districts’ specific preferences and needs. These include resource banks, professional development sessions, and coming alongside administrators and educators to deliver and facilitate coaching. They have received more than $600,000 in funding from Virginia Department of Education (VDOE) since the program began in 2024-25.

This year, Coogle and her team organized a new method of support. Partnering with early childhood leaders within the VDOE, TTAC delivered three conferences for early childhood educators, hosted in Fredericksburg, Williamsburg, and Roanoke. Attendees included teachers, therapists, administrators, and representatives from VDOE. “This is an opportunity to come together and hear from one another with a commitment to learning from and growing together and disseminating information to the local communities in which we all serve," said Coogle

All of this comes together to help create more inclusive classrooms—as defined by the Commonwealth of Virginia's guide to inclusion—that are supportive of students across a spectrum of ability and development. Through this project, educators have access to quality support whose efficacy and fidelity are backed by data and whose implementation is supported by policy.

“Having a framework in which state agencies, practitioners, and institutes of higher education partner together to reach a common goal is something unique about Virginia,” Coogle said. “Educators, faculty, and administrators often say, ‘we want to do inclusion, but how do we do inclusion.’ This partnership provides a system of support to increasing knowledge, supporting the transition of knowledge to practice, and delivering evidence-based practices.”

George �鶹��Ƶ, Coogle said, is particularly well-positioned to support this work. And this work is part of the university's commitment to advancing 21st-century education for all, as part of the Grand Challenge Initiative.

“That’s one thing I really love about technical assistance work,” said Coogle. “It really is a model of a state agency like VDOE partnering with not only practitioners and educators, but also institutions of higher education to work together to meet a common goal, which is ultimately to increase inclusion and enhance outcomes for young children with disabilities and delays.”

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V-TOP subaward will help make George �鶹��Ƶ’s top-ranked internship opportunities more accessible

Sarah Holland — Tue, 15 Jul 2025 19:42:01 +0000

V-TOP subaward will help make George �鶹��Ƶ’s top-ranked internship opportunities more accessible Sarah Holland Tue, 07/15/2025 - 15:42

In 2025, �鶹��Ƶ came out on top for its commitment to increasing access to opportunity in two key rankings. U.S. News and World Report ranked �鶹��Ƶ #1 in the state of Virginia for internships, and the Carnegie Foundation and American Council on Education (ACE) named �鶹��Ƶ to the highest tier of its list of Opportunity Colleges and Universities: Higher Access, Higher Earnings.

Critical to expanding the field of opportunities is University Career Services, which provides top-tier support for students, including critical scholarships to increase internship accessibility. And as a testament to their dedicated work, the office recently received a Virginia Talent + Opportunity Partnership (V-TOP) subaward for $40,000 for continued development and expansion of internship programs.

Students at the 2025 Career Fair. Photo by Ron Aira/Office of University Branding

Internships play a large part in career readiness. They give students a chance to test their skills in real-world situations while becoming comfortable in new office environments and navigating new responsibilities.

“Data shows that students who complete experiential educational activities are always more likely to be able to find career success in their first job,” said Matthew Myers, associate director of employer and alumni engagement and recipient of the subaward on behalf of University Career Services.

But one of the largest barriers for students interested in internships is the cost.

“A lot of George �鶹��Ƶ students are working while putting themselves through school,” said Myers. “Doing an unpaid internship might mean having to cut their hours or even quit the jobs that they need to provide for themselves and their families, without receiving supplemental income in return.”

To help give all students the opportunity to pursue an internship, University Career Services offers scholarships for students who take unpaid internships. The V-TOP subaward will, in part, support these scholarships.

“Part of our duty as a university is to provide students with opportunities. More opportunities mean better outcomes for them in both internships and future careers,” said Myers.

Myers noted that this doesn’t just help the students: It gives employers a unique opportunity to grow. Lack of funding for internships is just as much of a barrier for smaller organizations as it is for the students. Through the internship scholarships, smaller organizations get a chance to explore what interns can do for their company without as heavy a cost burden.

“Interns bring fresh perspectives and new talents, and they widen applicant pools, particularly for smaller organizations,” said Myers. “Once they see the value, we hope they’ll be encouraged to continue providing those opportunities."

Photo by Evan Cantwell/Office of University Branding

George �鶹��Ƶ is well-regarded in the area for the strength of its graduates across various industries. Myers, in his work with employers, believes the proof is in their continued engagement with the university and recruitment of George �鶹��Ƶ students.

Angela Biehl, director of talent acquisition for the nonprofit organization ATCC, calls ATCC’s strategic partnership with George �鶹��Ƶ, “an integral component of our broader talent acquisition strategy.” Multiple ATCC team members are George �鶹��Ƶ alumni, many of whom started their early career journeys with internships at ATCC. And the pipeline continues: Two current George �鶹��Ƶ students are participating in their 2025 Summer Internship Program.

“ATCC’s partnership with George �鶹��Ƶ continues to deliver measurable results—fueling innovation, advancing our scientific mission, and empowering the next generation of scientists,” said Biehl. “It is a model of how strategic academic collaboration can drive workforce development and long-term organizational impact.”

“Our students are go-getters. They aren’t afraid of a challenge,” he said. “And the multicultural experiences they get in the classroom—working not just with people from around the globe but also of different ages, socioeconomic backgrounds, and more—is highly valuable to employers.”

Whether through scholarships, internship fairs, or resume and interview help, University Career Services’ dedication to connecting students with valuable internship experiences helps strengthen Virginia’s workforce.

Myers said, “we want our students to impact the community, and being able to get meaningful experiences in their field of choice is a big piece of that.”

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George �鶹��Ƶ educators improve middle school mathematics education with data-driven decisions

Sarah Holland — Fri, 11 Jul 2025 20:50:36 +0000

George �鶹��Ƶ educators improve middle school mathematics education with data-driven decisions Sarah Holland Fri, 07/11/2025 - 16:50

Education is an ever-evolving field. With each new cohort of students, teachers must adapt to different learning preferences and needs. And at �鶹��Ƶ, researchers are developing tools and techniques to support K-12 educators and improve student outcomes.

Associate Professor Courtney Baker, MEd Curriculum and Instruction ’08, PhD in Education with a mathematics education leadership concentration ’14, specializes in mathematics education and teacher development. Her current research, initially supported by a seed grant from the College of Education and Human Development, focuses on mathematics specialists in K-12 schools and how they can best support student learning.

“It’s hard to study what’s happening with math specialists because it’s a complex phenomenon,” Baker said. Not only do their roles vary greatly from school to school, person to person; they interact with and influence both teachers and students in unique ways. “You have to understand the ecosystem.”

For the past three years, Baker has worked with Frederick County Public Schools (FCPS) in Maryland to study the role of math specialists in middle school mathematics education. With four middle schools, FCPS offers a rich and diverse context for research, with math specialists bringing a wide range of experiences and fulfilling varied roles across the district.

Varier (top center) and Baker (top right) present their most recent findings to FCPS. Photo provided.

There’s history there, too. Deb Crawford, MEd Education Leadership ’92, and PhD in Education with a mathematics education leadership concentration ’15, secondary mathematics coordinator for FCPS, was in the same PhD cohort as Baker and has worked with George �鶹��Ƶ researchers on numerous other projects.

“When we first discussed the project in June 2022, our math scores weren’t where we wanted them to be,” said Crawford. “We saw this as an opportunity for growth.”

To conduct the study, Crawford and Baker recruited Divya Varier, George �鶹��Ƶ associate professor of educational psychology and research methodology, and Johnna Bolyard, PhD Education ’06, associate director of the School of Education at West Virginia University. Varier is a mixed method researcher, using both qualitative and quantitative data to evaluate how educational programs work. Bolyard served as a consultant and collaborator on the project.

For this project, they utilized surveys and interviews with teachers, math specialists, and administrators in Frederick County’s four middle schools, as well as conducted frequent data reviews to discuss their findings.

“We want to be as close to the study context as possible,” said Varier. “In research practice partnerships, that's the expectation.”

“They are very embedded in the culture of the school division,” said Crawford.

In large systems like a school district, or even a school itself , multiple factors contribute to student outcomes. Understanding context, then, is necessary in order to shape the course of the research. After an investigative first year speaking with leadership, administrators, and teachers, the team decided to narrow their research to the assessment methods used to track student comprehension and progress through the curriculum: from exit tickets to quick in-the-moment knowledge checks that provide teachers with a better sense day-to-day, minute-to-minute of how students are learning.

And because of their findings, FCPS is making changes. They committed resources to hiring dedicated math specialists for each school after the data showed improvement in student outcomes as a result. Additionally, some assessment tools have been discontinued after the results showed that the tools were not providing teachers or students with what they needed. And the data compiled throughout this project has been used to update the schools’ Comprehensive School Improvement Plans.

Baker (left) and Crawford pose with their Program That Works plaque. Photo provided.

"All of this goes toward helping students have rich, relevant, and rigorous mathematics experiences to help prepare them for the future,” said Baker.

As a testament to their dedicated and sustained work, the program was named a 2025 “Program That Works” by the Virginia Mathematics and Science Coalition. Their work is an example of how George �鶹��Ƶ is transforming education to break barriers and to create inclusive and accessible learning opportunities for the workforce of the future, empowering communities worldwide.

“Ultimately, I want members of the school community to recognize their own agency and feel empowered to contribute to research-based, data-informed decisions,” said Baker. “My hope is that they see their ability to help shift the status quo in meaningful and positive ways.”

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When the mosquitos bite, the Biomedical Research Lab bites back

Sarah Holland — Thu, 03 Jul 2025 19:45:51 +0000

When the mosquitos bite, the Biomedical Research Lab bites back Sarah Holland Thu, 07/03/2025 - 15:45

It’s summer, and with those longer days come backyard cookouts, outdoor activities and—ouch!—bug bites. Mosquitoes love Northern Virginia’s infamous hot and humid summers. And as the world’s deadliest animal, according to the Centers for Disease Control and Prevention, they’re more than just a nuisance at the family barbeque: They’re a health hazard.

Farhang Alem. Photo by Creative Services

But in partnership with Prince William County, �鶹��Ƶ’s Biomedical Research Laboratory (BRL) is working to prevent outbreaks of mosquito-borne diseases.

Since 2016, in response to the Zika virus outbreak, the county and the university partner each year to collect mosquito samples and test them for diseases like West Nile virus.

“West Nile is endemic in the United States, and infections can be lethal,” explained Farhang Alem, MS Biology ’15, PhD Biosciences ’19 , associate director of the BRL. Alem has led the mosquito testing program since 2019.

“Eighty percent of people will have no symptoms,” he said, “but about one in every 150 cases of West Nile is severe.” It’s a neuroinvasive disease, meaning severe cases can damage the nervous system, resulting in high mortality rates and a high likelihood of disability if survived. Even those with non-neuroinvasive West Nile virus, though most likely to make a full recovery, could experience symptoms for weeks or months.

“We want to prevent the spread as much as possible,” Alem said.

Testing season starts in late spring and runs through the fall. Each week, samples are collected at more than 60 sites across Prince William County, and the mosquitoes are sorted by species. Vector species—meaning those that carry disease—are sent to the BRL for testing. Researchers extract RNA from the mosquitos and check for the markers of West Nile virus. They then send their report to county officials. If mosquitoes are positive for West Nile virus, the county will follow their larvicide and adulticide spraying protocols to eliminate the threat at the site where the mosquitoes were trapped.

“It allows us to more precisely target areas before they become a concern for the local community,” said Eli Hosen, environmental project manager for the mosquito and forest pest management branch of Prince William County Department of Public Works. “The lab provides us with a quick turnaround so we can respond as soon as possible.”

The program has been effective, Alem said, in reducing the number of West Nile carriers in the region. "Spraying is definitely working to control the spread."

Alem is in conversation with other counties in Northern Virginia to see if there’s interest in expanding the surveillance program. The BRL is also hoping to learn best practices on mosquito trapping from Prince William County to implement in other areas of research.

George �鶹��Ƶ epidemiologist Amira Roess is looking into the possibility of a similar surveillance program in India for dengue fever, for example. And if deployed, researchers hope what they learn in India can be useful to their research here as well.

With almost 10 years’ worth of data from the ongoing testing, Alem is hoping the lab can one day look at trends in disease occurrence and correlating environmental factors.

“It's leading to new avenues of research for us,” said Alem.

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Amira Roess, PhD, MPH

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This George �鶹��Ƶ psychology researcher is clocking in to make workplaces safer for all

Sarah Holland — Thu, 26 Jun 2025 20:09:11 +0000

This George �鶹��Ƶ psychology researcher is clocking in to make workplaces safer for all Sarah Holland Thu, 06/26/2025 - 16:09

Researchers have estimated that the average American will spend approximately one-third of their life at work. With more than 90,000 hours of our lives spent in our places of employment, we want those spaces to be as safe and welcoming as possible.

Photo provided

Yijue Liang, assistant professor of industrial/organizational psychology at �鶹��Ƶ, has made occupational health the focus of her work. Now, she’s working to develop a better understanding of workplace sexual harassment and how companies can protect their employees.

Liang started her career in finance, but an interest in workplace dynamics led her to shift to psychology. “I was interested in gender topics, exploring how women can thrive in the workplace and how we can make the workplace more friendly and safer for women,” she said. Specifically, the #MeToo movement inspired her to investigate sexual harassment in the workplace.

“After the #MeToo movement, we realized that this issue is more prevalent than many of us thought,” Liang said. “And we haven’t seen much improvement.” Equal Employment Opportunity Commission (EEOC) data show sexual harassment claims remain high and have yet to trend downwards; as Liang notes, that only includes what is considered severe enough to be reported to the EEOC and is therefore limiting.

But by expanding the relevant research on workplace sexual harassment, Liang hopes to see those numbers start to decrease.

Liang found that most of the previous research has focused on the victims or targets of sexual harassment in the workplace, leaving a gap in understanding the bystanders’ role. “There isn’t enough research about what people can do to help the victim, whether a direct bystander who witnesses the event, or a secondary bystander who hears about the event.”

Building on the research she completed for her dissertation, she developed a scale of different bystander behaviors—confronting the harasser, distracting the harasser, supporting the target, reporting the incident to an authority, and discussing the incident with a coworker—including identifying combinations of those behaviors. From there, Liang, along with YoungAh Park at University of Illinois Urbana-Champaign, developed three latent profiles based on the combinations of behaviors: no or limited intervention, low-risk intervention, and active intervention.

According to this paper, all forms of intervention are received positively by victims, which she hopes will encourage more people to engage in low-risk or active intervention.

Organizations should also work toward a zero-tolerance policy toward sexual harassment, Liang said. She suggests looking at policies and procedures to make sure the situation is treated seriously, with protection for the reporters and the victims and meaningful consequences for the harasser.

“We want to see more encouragement of active intervention, while emphasizing that even low-risk intervention can make a difference,” she said. “Hopefully, we can reduce or break the myth about intervention not being welcomed by the target or victims.”

Liang has another ongoing project to assess how harassers respond to different forms of intervention in order to map which interventions could be most effective in different use cases.

Liang is expanding her research beyond the office as well, with an ongoing project on gig workers and their experiences with customer sexual harassment. Preliminary research shows gig employees—such as rideshare and delivery drivers, dog walkers, care assistants, independent contractors, etc.—are particularly vulnerable to harassment, due to their proximity to customers, a lack of bystanders, and lack of collective representation or support.

“If people have negative experiences at work, that can lead to negative work behaviors,” Liang explained. “Having a healthy, supportive, and safe workplace for everyone is critical for higher employee performance.

“We spend so many hours at work each week, and our workplace experiences have a great impact on our well-being. We need to do what we can to make these places safe and supportive for all.”

Learn more about the Industrial-Organizational Psychology Program

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George �鶹��Ƶ professor teaches Pre-K-12 teachers how to make their lessons more accessible

Sarah Holland — Thu, 29 May 2025 17:18:12 +0000

George �鶹��Ƶ professor teaches Pre-K-12 teachers how to make their lessons more accessible Sarah Holland Thu, 05/29/2025 - 13:18

Ten years ago, navigating the intersection of Roanoke River Road and Braddock Road by �鶹��Ƶ’s Fairfax Campus was a challenge. The busy intersection, with five lanes of traffic, was difficult to cross even during off hours. Now, accessible, audio, and haptic cues make crossing much safer for everyone.

We have Kimberly Avila, associate professor of special education: blindness and visual impairments, to thank for that.

Not only is Avila working to create a more accessible campus—working with the Virginia Department of Transportation to upgrade and improve intersections and promoting dismount zones for pedestrian safety—Avila has been a service provider and teacher of the visually impaired, as well as an advocate for accessibility, for more than 25 years.

“It’s a fascinating field,” she said. “We have so much going on: the technology, the innovation. Things have progressed so rapidly.”

But the field is facing one critical shortage: teachers for elementary and secondary schools.

Students in the consortium program visit Fairfax Campus for the weekend workshop in June. Photo provided.

The Virginia Consortium for Teacher Preparation in Blindness and Vision Impairment is a long-running, state-funded program to recruit, train, and retain teachers for students who are blind and visually impaired. At George �鶹��Ƶ, the lead university on the grant, that training comes in multiple levels and forms: an undergraduate major and minor, master’s concentration, and graduate certificate. Old Dominion University and Radford University serve as co-collaborators.

Avila serves as the lead coordinator, and she teaches most of the classes that are blindness specific. Courses are mostly synchronous online, so students throughout Virginia can participate while maintaining teaching positions.

Vision impairment can be either ocular or neurological: stemming from either the eyes themselves or from how the brain processes what is seen. Because of this, it’s not always obvious when a student has a vision impairment. Avila notes that about 90% of the students with low vision show symptoms that are only obvious to those with training.

And without the ability to see or perceive visual content, access to education in the classroom is impacted. Being unable to see or read what’s written on a presentation, smart board, or chalkboard, missing important demonstrations, and being unable to understand instructions on worksheets or homework all can cause students to rapidly fall behind.

“It is extremely important that general education and special education administrators are aware of the cues that could signify learning is being impacted by a student’s eyesight,” explained Avila, “and to know how to adapt the classroom environment to support that student’s learning ability.”

Photo provided

Throughout the various degree paths, students learn foundational knowledge on how to spot signs of possible vision impairment, how to develop and implement accessible classroom designs and lesson plans, and how to read braille. And, as with most degrees in education, they are required to complete field experience hours. In this case, their experiences are often teaching braille to a child with vision impairment, or working with mentors and teachers to design solutions to support a child’s success in their classroom through various adaptive and assistive technologies. They even spend a weekend on the Fairfax Campus during the summer to be trained in using a white cane and learning guiding techniques, so they can better understand the nuances of safely and effectively guiding someone who may need assistance.

“When George �鶹��Ƶ first took over the program in 2007, it had the ingenuity and innovation to redevelop the program through incorporating the available technologies,” said Avila. “And George �鶹��Ƶ continues to show that it’s committed to supporting our program because it serves a critical need.”

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Trial by virtual fire: Augmented reality project tailors training for firefighters

Sarah Holland — Thu, 22 May 2025 17:18:32 +0000

Trial by virtual fire: Augmented reality project tailors training for firefighters Sarah Holland Thu, 05/22/2025 - 13:18

For firefighters, even training is a risk. According to the United States Fire Administration, 16.6% of all firefighter fatalities in 2024 took place during training exercises. �鶹��Ƶ researcher Craig Yu is hoping to change that statistic.

Yu, associate professor of computer science, has been developing augmented and virtual reality training for most of his career, and he has a particular interest in exploring how artificial intelligence (AI) and emerging technologies could help research on human development and sports science. Through National Science Foundation’s EArly-concept Grants for Exploratory Research (EAGER) program, Yu and Joel Martin, associate professor of kinesiology, are developing just that: an augmented reality program that could help train firefighters while minimizing risk.

“Firefighters have high rates of injuries and many injuries happen during training. There is a need for training technology that can replicate aspects of emergencies while minimizing the injury risk and physical burn,” said Martin. Martin has spent the past few years working with Fairfax County Fire and Rescue to determine how they can reduce physical strain to firefighters during training exercises. “I think that technology such as immersive reality training can help to meet training needs while minimizing the physical risks of performing certain drills."

A prototype of the virtual training space from their proposal. Image provided.

Augmented—or mixed—reality uses devices such as phones or a headset to overlay 3D computer-generated content onto the real world. An increasingly accessible tool, you can find augmented reality in applications like Ikea furniture previews in your house, dinosaur encounters in the Smithsonian, and catching Pokémon in your neighborhood.

As described in their project proposal, “Adapting Mixed Reality Training Programs to Real-World Scenes to Enhance Human-AI Teaming in Emergency Responses,” the new training would utilize augmented reality to create realistic training scenarios for firefighters.

Based on a 3D digital twin of the room, the program will use AI to analyze what's in the room and create a realistic outbreak of fire: where it is most likely to start and spread, and where civilians are most likely to be.

“The program understands the environment, and it will be refined with additional input from professional firefighters,” said Yu.

Yu also notes that the scenario can be adapted for different experience levels. Simpler scenarios can be developed for new firefighters, which can then be adjusted for increasing sophistication and complexity as the trainees learn and improve. It also allows them to practice scenarios that would be difficult or impossible to replicate in a live burn, such as how to best evacuate and rescue civilians.

Most importantly, it prevents firefighters from being exposed to hazardous conditions while in training.

“I don’t ever see us replacing real fire training,” said Yu, “but this is a means to augment the training to improve the health and safety of the firefighters, as well as make training easier to deploy in a variety of buildings and circumstances. AI allows us to rapidly analyze human performance and then adaptively synthesize training programs to address weakness we observe.”

Martin and Yu are in the early phases of development but hope to deploy their initial training designs with Fairfax County Fire and Rescue soon. They both have hopes for further incorporation of AI and augmented reality technology in firefighting tools, such as headsets that can scan the environment and offer real-time feedback about potential dangers, exit strategies, and health metrics as firefighters enter hazardous zones.

“More and more virtual and immersive reality training is being used [in kinesiology],” said Martin. “I think this project demonstrates the importance of collaboration and interdisciplinary teams to solve challenges in the field.”

Discover how George �鶹��Ƶ is driving AI

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An inspiring internship resume for a blossoming entrepreneur

Sarah Holland — Tue, 13 May 2025 19:45:18 +0000

An inspiring internship resume for a blossoming entrepreneur Sarah Holland Tue, 05/13/2025 - 15:45

One could say that student Leticia Nunez Nova’s path to business was predestined. Genetic, even.

Photo provided

Her maternal grandfather owned numerous businesses around the Dominican Republic—from real estate to auto shops to hardware stores—and her paternal grandmother used business to support her family after her husband’s passing.

“I grew up hearing these stories about how entrepreneurship has helped people out of difficult situations,” she said. Nunez Nova is studying business at �鶹��Ƶ with concentrations in marketing and business analytics. “I was inspired. I wanted to build something from scratch myself.”

Nunez Nova’s desire to nurture a business from the ground up paved the way for a series of internships with start-up companies. In her freshman year, she landed a position with the Center for Innovation and Entrepreneurship (CIE) in the Costello College of Business. Her work included supporting the SOAR Initiative for aspiring entrepreneurs and the student venture program The Depot, which she said helped create a strong foundation for her future career.

“Supporting student entrepreneurship and the local business ecosystem aligned with my reasons for studying business,” she said.

Her work at CIE became a foundational experience. “CIE associate director Crystal Fickers helped me build core soft and technical skills, and CIE director of operations and engagement Rebecca Howick taught me how to use kindness strategically to help others and manage challenges in the workplace,” she said.

That interest in local businesses continued with her second and third internships. While continuing her work with the CIE, Nunez Nova worked for the start-up company HomeCook, a platform to connect commercial kitchen owners with food entrepreneurs. Then, she interned with WISE Cities LLC, a student-up developing an app to encourage senior community engagement, social participation, and physical activity with citizens over the age of 65.

Now, she’s trying something a little different: gaining experience working for growing telecommunications start-up Raycom. She’s learning the intricacies of office culture and procedures, something that she says is perhaps the most valuable for students to learn.

“Those basic workplace skills are transferable,” she said. “Working in an office is a unique experience, and it will give you an edge if you can say you’ve done it and done it well.”

While each internship has given her the opportunity to grow in unique skills, all of them have built onto the foundation she’s gained from her classes at George �鶹��Ƶ.

“I learn by doing, so I think it’s so important that you apply whatever you’re learning in the classroom. It helps you understand the reality of the world that you’ll be going into once you graduate,” she said. “It gives you the chance to determine if this is really the path you want.”

Nunez Nova will graduate in spring 2025. She hopes her future continues to be one of discovery and exploration while pursuing her goal of making an impact.

“The more I explore, the more I learn, and the more I find to love about marketing,” she said. “I want to work in a place where I really believe in the mission.”

2025 Spring Commencement

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This former rower is racing toward the finish of her accelerated master’s

Sarah Holland — Fri, 02 May 2025 18:40:51 +0000

This former rower is racing toward the finish of her accelerated master’s Sarah Holland Fri, 05/02/2025 - 14:40

Monika Blakely, BS Information Technology ’24, has lived all over the world, but her time at �鶹��Ƶ has been particularly special. From rowing with the women’s rowing team to working as an influencer with Shop�鶹��Ƶ, this soon-to-be double George �鶹��Ƶ graduate has left her mark on Fairfax Campus.

Photo provided

Blakely plans to graduate in spring 2025 with a master’s in management from Costello College of Business, completed through the Bachelor’s to Accelerated Master’s Program.

What inspired you to combine information technology and management?

My long-term goal is to be a project manager, and I think it’s useful to know both the technical side and the management side to understand how to be effective as a project manager. It also gives me the flexibility to do what I want in a different career path, if that ends up being right for me. I had extra spaces in my undergraduate classes, so I added the Bachelor’s to Accelerated Master’s Program for management.

Tell me about your internships.

Currently I have two internships. The first is with Fairfax City Economic Development (FCED). I started there in fall 2023 as a social media intern. I thought local government was interesting. I’d never been involved in that industry before and wanted to learn more about who’s involved and what they do for the city. I figured I’d try it and see if I liked it, and I did! I became a marketing fellow with FCED in spring 2024, and I am now a part-time programs associate.

My second internship is with General Dynamics Information Technology (GDIT). I’ve been a public relations intern there since summer 2024.

What classes would you say have set you up for success at your internships?

Senior Capstone, for one, because I think that’s been the most similar to real-world problem solving. We worked with different concentrations in the IT department. We had people doing web development, programming, cybersecurity, and so on, seeing how those different skill sets can contribute to that one broad end goal.

GBUS 653 Organizational Behavior has also been helpful, just learning about different learning styles, how your learning style can fit in with others, and so on.

How have your extracurriculars impacted your work in the classroom?

Teamwork and communication are probably the biggest things. In rowing, you have different parts of the boat, different strengths coming together, and you have to work to stay in sync. Sometimes when you work in a team, it’s not always ideal for you. You have to learn how to work with other people, how to adjust your learning style to fit with theirs, and how to make compromises with decisions that won’t be agreed on.

My roles at FCED and GDIT helped me improve my communication skills. Even if you don’t work within your team, you’re working with other sections, and you always have to cross-collaborate. So, with FCED and GDIT, you have people from different backgrounds and different departments, which taught me how to collaborate effectively across teams to deliver a clear, unified message.

Shop�鶹��Ƶ also helped strengthen my communication skills, because you’re constantly collaborating with students and departments across the university and you have to come together to share a clear and engaging message. That experience has helped me better contribute in classroom discussions, group projects, and presentations.

Blakely, 6th from left, with the staff of FCED. Photo provided.

What are you most proud of from your time at George �鶹��Ƶ?

Being involved in different organizations and meeting a bunch of people I probably wouldn’t have connected with otherwise. I’ve been involved in organizations that reflect my culture and my studies, like the Japanese Student Association, the National Society for Black Engineers, and the Louis Stokes Alliance for Minority Participation. Connecting with students similar to me has made the university experience worth it.

What makes George �鶹��Ƶ special?

As the daughter of military service members, I’ve lived on different military bases around the world, and I think what makes George �鶹��Ƶ special is that it has a space for everyone. There are cultural organizations, religious groups, interest groups...everyone can find a place to belong here, and that’s not the case everywhere.

What’s one piece of advice you would give to your younger self?

If there’s a skill you want to develop or an interest you have, pursue it in undergrad when you have the time and space to do so. You never know when those skills will be useful, and if you’re passionate about your work, people will notice.

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Master's in Management Program

Student athlete brings passion for teaching to the mat

Sarah Holland — Mon, 28 Apr 2025 14:23:10 +0000

Student athlete brings passion for teaching to the mat Sarah Holland Mon, 04/28/2025 - 10:23

Red-shirting—when an athlete is withdrawn from college sporting events for a year to develop their skills and extend their period of eligibility by an additional year—is particularly common for student athletes from the early 2020s. With many of their careers put on pause due to COVID-19, most student athletes have the chance to keep competing while pursuing graduate degrees.

Photo by Rafael Suanes/Athletics

For Tyler Kocak, BA Integrative Studies ’24, that extra year of eligibility gave him the chance to pursue a second degree: an MEd in secondary education.

Kocak, who received the John R. Linn Memorial Award for Outstanding Student Athlete from the College of Education and Human Development, plans to cross the stage at the Spring 2025 Commencement Ceremony.

What inspired you to go into teaching?

My brother got me into it initially. He’s a teacher, and he said he liked it, so I thought I might like it, too. I have a passion for changing the future and impacting kids. In secondary education, I can build relationships with the students and support them along their journey to shape their futures. And I chose history and social science as my focus because I’m a big history junkie.

What brought you to George �鶹��Ƶ?

I’m from Pittsburg, Pennsylvania, and I was recruited for wrestling at George �鶹��Ƶ. That was a big factor, but I also liked the area a lot, and I liked the academics.

What’s something you learned from wrestling that translated to your teaching?

Working hard is number one. If you don’t work hard, you’re not going to get where you want to be. You have to roll with the punches: If something doesn't go well or doesn’t go your way, you have to keep going forward, keep moving. Wrestling is a lot about mindset and mentality. I’m a pretty optimistic person, so I always try to look on the bright side of things and work toward improving myself, improving my teaching, and improving my wrestling. Improvement is all about consistency, too, so I learned to take those little steps forward each time to get better and reach my goals.

Photo by Rafael Suanes/Athletics

What is your greatest accomplishment from your time at George �鶹��Ƶ?

I’ve competed nationally a lot. I placed 6th at the Mid-American Conference (MAC); I won a tournament; I made it to round 12 at Midlands Championship, which is a big tournament; and others. And I was on the MAC Honor Roll and was a National Wrestling Coaches Association (NWCA) Scholar All-American.

What advice would you give to a first-year student at George �鶹��Ƶ?

Never give up. Work hard and manage your time well. Stay ahead of the course, and plan ahead instead of falling behind. If you do fall behind, contact your professors. And if you’re an athlete coming in, try to build a good relationship with your coaches and teammates.

What are your current plans for post-graduation?

I want to teach history and social science somewhere in Fairfax County. Maybe I’ll end up doing special education. And I want to coach high school wrestling.

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Sarah Holland

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