Sarah Holland

Student consulting group brings expertise to business development in Fairfax City

Sarah Holland — Fri, 06 Feb 2026 20:46:41 +0000

Student consulting group brings expertise to business development in Fairfax City Sarah Holland Fri, 02/06/2026 - 15:46

Experiential learning is one of the ways George �鶹��Ƶ prepares its students for life beyond the classroom. It’s a core part of our mission. For Costello College of Business sophomore Iman Chaudhry, it’s also an inspiration that helped shape �鶹��Ƶ Consulting Group’s (MCG) new venture: pro bono consulting support for local small businesses in Fairfax City.

�鶹��Ƶ Consulting Group presents their recommendations to Make My Day CPA. Photo provided.

MCG began as a means to educate the George �鶹��Ƶ community about consulting as a career path. When Chaudhry, the current president of MCG, began an internship with Fairfax City Economic Development (FCED), she came with a vision for the group to expand their impact and reach through free consulting services for local businesses in Fairfax City.

“It was mutually beneficial: we help strengthen our local community and support small businesses, as well as providing experiential learning opportunities aligned with Costello’s strategic priorities,” she said. “We still want to educate the community about business consulting, while providing real, tangible, experiential learning opportunities to students where they’re working with a real-life client.”

As an intern, Chaudhry served as a bridge between FCED and Costello: “A person on the inside,” she said, who helped make the initiative successful.

With support and guidance from FCED, Chaudhry and the group developed the program structure, reviewed applications, selected the inaugural clients, and negotiated a contract deal with FCED to provide funding to support implementation of their recommendations.

MCG completed their first round of consulting in Fall 2025, serving two Fairfax City clients: BE2 Pilates and Make My Day CPA. Throughout the semester, the team held regular meetings with clients to provide updates and pitch ideas; at the end, they presented their final recommendations and deliverables to both businesses and FCED.

“Knowing how to market my business has been my Achilles’ heel,” said Julia Hughes, founder and owner of BE2 Pilates. “I thought I’d toss my hat into the ring when I saw the call for applications for the program.”

The team provided Hughes with a comprehensive social media marketing plan and a range of business development recommendations, such as adding QR codes to business cards and developing a pricing structure for students.

�鶹��Ƶ Consulting Group visits BE2 Pilates with founder and owner Julia Hughes (third from left) and MCG prsident Iman Chaudhry (fourth from left). Photo provided.

“Everything they gave me in terms of deliverables are things that could be started on the small scale and grown over time,” Hughes said. “And their recommendations helped me think outside of the box for business development, thinking more broadly about with whom I can partner, with whom I can connect.”

MCG’s services are free to those businesses that are accepted through the FCED program. Hughes noted that the quality of the business consulting provided was above and beyond her expectations.

“The level of professionalism, the product presented, and the deliverables MCG provided were all of a caliber that far surpassed their years of experience,” said Hughes. “I was quite impressed by them at every step of the way.”

“The �鶹��Ƶ Consulting Group has done an outstanding job diving deep into the consulting world. The students are getting hands-on experience with real clients to understand the dynamics of consulting and the complexities of the business world,” said MCG’s faculty advisor Katherine Rosenbusch, associate professor of management in Costello.

After the success of this first cohort, FCED has agreed to extend funding for another semester. MCG is selecting their next round of clients for the Spring 2026 semester.

“We’re a young club, but I think Costello and George �鶹��Ƶ’s vision of high access and high outcomes makes us stand out,” Chaudhry said. “I want to help put George �鶹��Ƶ on the map as a hub for high-caliber student talent delivering real-world impact."

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Outdoor learning at Burke Lake shows students science career pathways

Sarah Holland — Mon, 26 Jan 2026 14:42:18 +0000

Outdoor learning at Burke Lake shows students science career pathways Sarah Holland Mon, 01/26/2026 - 09:42

Cynthia "Cindy" Smith (left) works with one of the seventh grade students. Photo by Evan Cantwell/Office of University Branding

Down at the shores of Burke Lake, seventh-grade students squeal in delight and disgust. They've found a collection of invertebrates under a rock. Their field interpreter—a �鶹��Ƶ student—gathers them around to take a closer look and identify what they see. Nearby, another group of students takes water samples. Another group measures the soil compaction around the mossy roots of a tree.

For some of these Fairfax County Public School (FCPS) students, it’s the first time they’ve been to Burke Lake. Some didn’t know it existed at all, despite being in their proverbial backyards. But through the Meaningful Watershed Educational Experiences (MWEEs) program, FCPS students get the chance to do hands-on learning outdoors.

Developed as part of the National Oceanic and Atmospheric Administration (NOAA) Bay Watershed Education and Training (B-WET) program and Chesapeake Bay Program, MWEEs increase environmental literacy through hands-on experience in indoor and outdoor classrooms. Since 2010, George �鶹��Ƶ environmental science and policy professor Cynthia Smith has worked with FCPS and Fairfax County Park Authority to develop and support her students in delivering MWEEs in waterfront park locations around the county. In her role as outreach director for the Potomac Environmental Research and Education Center (PEREC), Smith integrates PEREC aquatic ecology research into these programs.

The program is an extension of the FCPS seventh-grade life science curriculum, bringing students out of their classroom labs and into the field to gain hands-on experience. With support and guidance from field interpreters, the students move through different stations to learn about the history of development around the lake, test the water chemistry, investigate invertebrate habitats, measure soil erosion and compaction, and examine biodiversity living amongst the trees and leaf litter to gather a holistic look at the health of their local watershed. The data they record during their field excursion is further investigated in the classroom.

George �鶹��Ƶ student and field interpreter Deena Chouaf (right) and one of the seventh grade students. Photo by Evan Cantwell/Office of University Branding

“We’re looking at the human impact on the land and how it impacts the water,” Smith explained. “But instead of just hearing a lecture on it, the students are immersed in the environment. When you see it, touch it, measure it, and talk about why you’re doing it, then the learning is just so much more impactful, and you become more invested in protecting and preserving it.”

Smith recruits George �鶹��Ƶ students to serve as the field interpreters, giving them an opportunity to practice their science communication skills in a real-world setting. “They’re explaining challenging concepts to young learners, encouraging them to engage with the data they’ve collected, helping them learn through inquiry," Smith explained. “I’ve seen so many students evolve into incredible leaders and communicators through their experiences as field interpreters.”

“I had never had a job where I had to speak in front of people, and I really couldn’t do it at all when I started,” said Matt Helfinstein, BS Biology ’12. He worked as a field interpreter throughout his time at George �鶹��Ƶ. “But I was able to develop those science communication skills and get much more comfortable with it.”

Now, Helfinstein is camp director of Fish and Explore—a company that offers guided outdoor experiences and summer camps—and continues to work with Smith as the MWEE site manager. Helfinstein met the owner of the company while serving as a field interpreter, which opened the door to his future career.

"We have students go into policy, environmental science, science communication, as well as working for our partners like the Park Authority or Fish and Explore,” said Smith. “Translating science to the public opens up so many opportunities for them that they never thought possible.”

George �鶹��Ƶ student and field interpreter Angelina Seehusan. Photo by Evan Cantwell/Office of University Branding

It’s an important opportunity for the middle school students as well. “This is the first time some of them have ever met a college student working outdoors in a park setting,” Smith explained. Because of this, she has her field interpreters introduce themselves not just as George �鶹��Ƶ students, but with their expected career paths: freshwater ecologist, marine biologist, environmental scientist, etc.

“They hear about all these different career fields and areas of study in science, they get excited. They routinely ask field interpreters what they have to do to pursue that same career,” said Smith.

The Chesapeake Bay Watershed Agreement put forth a new goal in 2025 of increasing elementary, middle, and high school student participation in MWEEs, working toward 75% of public school students enrolled in a school district with MWEEs by 2040.

In 2016, Smith and her collaborators in FCPS and the Fairfax County Park Authority received a Jack Wood Award for Town-Gown Relations in the category of Partnership Initiative for their work. Ten years ago, they had served over 25,000 seventh graders throughout the county. Now, Smith estimates PEREC outreach programs reach more than 10,000 students a year. And more and more, she’s seeing those students enroll at George �鶹��Ƶ and become field interpreters themselves.

“Sometimes just seeing one cool thing is life-changing,” Smith said.

Photo by Evan Cantwell/Office of University Branding

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Special education experts hope to slow teacher turnover with Project TURTLES

Sarah Holland — Thu, 22 Jan 2026 16:26:19 +0000

Special education experts hope to slow teacher turnover with Project TURTLES Sarah Holland Thu, 01/22/2026 - 11:26

Numerous surveys and studies have found that special education fields face unique challenges that lead to high burnout and high turnover rates among educators. As this special education teacher shortage garners national attention and concern, �鶹��Ƶ educators are building a new pathway toward a solution.

Sheri Berkeley. Photo provided.

George �鶹��Ƶ and co-collaborators Auburn University and University of Oklahoma received $3.7 million from the Office of Special Education Programs within the U.S. Department of Education for Project Training special edUcatoRs To Lead with Evidence and Support (TURTLES). The project aims to tackle national and state-identified shortages in special education personnel by providing funding to doctoral students in special education leadership in exchange for dedicated service in the field of special education.

The curriculum for the Project TURTLES cohort is based on both traditional leadership skill-building and evidence-based practices, so graduates can effectively evaluate their schools’ special education programs and provide critical support to their students, teachers, and students’ parents.

“We want them to have a deep knowledge of special education policy and practice and a strong methodological base so they can engage with research to make well-informed decisions,” said Sheri Berkeley, professor of special education in the College of Education and Human Development and co-Project Director (PD) of the grant.

Collaboration is a major component of that. The project brings together three R1 universities to share expertise, networks, and research; eight scholars at each university will receive funding. There are plans for cross-site activities among the partnering universities, such as colloquiums, courses, and conference attendance where students will have a chance to meet.

Pamela Williamson. Photo provided.

“It gives our students an opportunity to have a much larger network than just within George �鶹��Ƶ,” said Pamela Williamson, associate professor of special education and co-PD. “Having that broader perspective of how different states approach special education is huge.”

George �鶹��Ƶ is nestled amidst some of the country’s largest school districts, with access to urban, suburban, and rural regions that give students access and exposure to a breadth of school environments. “We’re a perfect place for a grant like this,” said Berkeley.

While full funding through Project TURTLES comes with parameters—specifically, for every one year of funding, recipients commit to two years of working in a special education position in the United States—it opens opportunities for dedicated special education leaders. “We’re helping them achieve this degree that they may not be able to afford on their own,” said Berkeley, “and it strengthens their commitment to the field.”

“This funding can be life changing for our students,” said Williamson.

And with support and skills, they hope Project TURTLES will combat the high turnover rates in the field.

“The peer support they’ll gain from the grant cohort as well as George �鶹��Ƶ’s network will hopefully follow them into the field,” said Berkeley.

“And if you’re well-prepared, you’re more likely to come to the job with excitement rather than fear, and be able to do so much more good,” added Williamson.

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NASA-funded wildfire digital twin could save assets and lives with pollution prediction, burn forecasting

Sarah Holland — Thu, 15 Jan 2026 19:29:20 +0000

NASA-funded wildfire digital twin could save assets and lives with pollution prediction, burn forecasting Sarah Holland Thu, 01/15/2026 - 14:29

One year ago, the Palisades and Eaton Fires ravaged the coast of Southern California. Combined, the fires killed 28 people, destroyed more than 16,000 structures, and displaced tens of thousands of residents.

Wildfires are notoriously difficult to predict due to the multitude of factors that affect their growth, spread, and speed. That uncertainty makes it difficult for response teams to know who should be evacuated to avoid both active flames and hazardous air pollution. Mass evacuations require cooperation and communication across numerous departments, and getting those systems activated can take precious time that evacuees might not have if the fire is spreading at a rate of seven and a half football fields per minute as the Palisades fire did.

Chaowei "Phil" Yang. Photo by Office of University Branding.

One researcher at George �鶹��Ƶ is working on a solution. Chaowei “Phil” Yang, professor in the Geography and Geoinformation Science Department in the College of Science, has teamed up with researchers from California State University—Los Angeles (CSU-LA), NASA Jet Propulsion Laboratory, and the City of Los Angeles to develop a wildfire digital twin to understand fire evolution and air pollution impact.

“The goal is to develop an artificial intelligence (AI)-based system that can provide real-time, high-resolution simulation and forecasting of wildfire behavior and model the resulting air pollution and air quality impacts for better informed public health responses,” Yang said.

Air pollution is a critical metric here. “Inhaling wildfire smoke can cause serious and long-lasting damage to the breathing system,” said Yang. “We need to get those people impacted to safety as well as those in direct line of the spreading flames.”

Yang, who is the director of the Center for Intelligent Spatial Computing for Water/Energy Science, has worked on several projects using his knowledge of geospatial cyberinfrastructure and spatial cloud computing to study the impacts of major global events on air quality. When the wildfires hit southern California, Yang felt that his expertise and resources could be used to help mitigate future wildfire disasters.

Yang’s work ties directly to improving human health, well-being, and preparedness, as well as building a climate-resilient society, two key solutions in George �鶹��Ƶ’s Grand Challenge Initiative, the university's research focus to enable us to live in a world of our choosing.

“Looking at the damage increasing because of climate change, to both assets and people’s life and health, that really triggered us,” Yang said. “We really felt that we needed to do something to address it.”

The digital twin will integrate a range of data from a diverse set of sources—such as satellites, UAVs, ground observations, and citizen reports—in order to forecast and simulate the progress of a wildfire and the mitigation of potential interventions. Everything from fuel sources, moisture, load, and consumption to wind speeds and temperatures to real-time sensors for the fire are pulled into the system.

George �鶹��Ƶ’s high-performance computing (HPC) cluster is used to automate the data interpretation process, while machine learning modeling calibrates the data sets to increase accuracy. As more data sets become available, the model’s accuracy will increase.

“When we eventually provide information to firefighters and local agencies, we will give them a range of possibilities and a confidence level in those possibilities, such as ‘the fire will move in this direction with about 90% confidence, or 20% confidence,’” Yang explained. “That’s important for them when they’re trying to make these quick decisions about where to put fire fighters. It makes the information actionable instead of just data sets.”

While working on a bold solution to a grand challenge, the project is also an opportunity for students of all levels—from high school through post-doctoral—to get hands-on experience in cloud computing and digital transformation to address grand challenges.

Anusha Srirenganathan, PhD Earth Systems and Geoinformation Sciences ’25, joined the project during her time at George �鶹��Ƶ. “Working closely with researchers from different disciplines helped me grow as a collaborator, and my work on the project strengthened my abilities in large-scale satellite data processing, spatial cloud computing, and AI/ML modeling for environmental applications,” she said.

“We’re using these capabilities to cultivate the next generation workforce,” said Yang. “It’s eye-opening for the students and paves a path for them to become the future leaders of the nation.”

Securing a safer future for both the current and future generations is what drives Yang in his work. And he sees this work on a wildfire digital twin as only the beginning of what’s possible with the technology.

Yang said his team is already working on a Chesapeake Bay digital twin project to develop more accurate flood forecasting, and collaborating with Daniel Rothbart at the Carter School on a conflict resolution digital twin with an alert system. “There could be possibilities for this technology to help predict other natural disasters or forecasting conflict as it evolves,” Yang said. “It’s exciting to get the chance to utilize our knowledge and tools to address the grand challenges we’re facing today to hopefully save lives and reduce asset loss.”

“This experience has shown me that research can provide real value when it matters most,” Srirenganathan said.

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This MBA student is already putting her degree to work

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

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

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

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

What made you choose George �鶹��Ƶ?

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

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

How have your professors impacted your time at George �鶹��Ƶ?

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

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

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

How do you hope this degree will advance your career?

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

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

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

What's next for you?

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

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The un-forgotten founder: How George �鶹��Ƶ’s legacy lives on

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

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

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

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

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

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

Photo by Andani Munkaila/Office of University Branding

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

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

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

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

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

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

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

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

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

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Congressional internships teach �鶹��Ƶ LIFE students independence, resume skills

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

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

�鶹��Ƶ 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 �鶹��Ƶ 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 �鶹��Ƶ 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 �鶹��Ƶ LIFE, a four-year nondegree educational transition program for students with intellectual and developmental disabilities. One of �鶹��Ƶ 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 �鶹��Ƶ 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 �鶹��Ƶ LIFE student and one of the congressional interns.

�鶹��Ƶ 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, �鶹��Ƶ LIFE students and their peer support staff—George �鶹��Ƶ 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 �鶹��Ƶ LIFE. “So not only are these necessary jobs done, you know they’ll be done well.”

Through the internship program, �鶹��Ƶ 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 �鶹��Ƶ 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. “�鶹��Ƶ 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 �鶹��Ƶ 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.

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

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

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Principal Registered Apprenticeship Program hopes to grow future school leaders

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

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

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

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

�鶹��Ƶ, 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 �鶹��Ƶ in ‘06 with her MEd in education leadership.

George �鶹��Ƶ’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 �鶹��Ƶ’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 �鶹��Ƶ 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 �鶹��Ƶ 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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A legacy of resilience: New scholarship helps students persevere to get their degree

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Hyerin Cha

Major: Global affairs

Photo provided

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

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

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

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

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

Andrea Delgado Portillo

Major: Criminology, law and society

Photo provided

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

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

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

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

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

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

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

Delgado Portillo plans to graduate in Spring 2026.

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

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

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PiVoT Peace Lab transforms conflict into connection

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Randy Lioz. Photo provided.

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

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

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

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

Lioz and Rothbart believe so.

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

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Jimmy and Rosalynn Carter School for Peace and Conflict Resolution

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GCI-Grand Challenge Initiative

�鶹��Ƶ Square

GCI-Democracy

Grand Challenge Initiative

Explore George �鶹��Ƶ’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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