College of Education and Human Development

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.”

Learn more about the College of Education and Human Development

Topics

Research

College of Education and Human Development

Helen A. Kellar Institute for Human disAbilities

College of Education and Human Development Division of Special Education and disAbility Research

Virginia Department of Education

This alum found his calling in Alaska’s community recreation

Katarina Benson — Tue, 29 Jul 2025 18:50:22 +0000

This alum found his calling in Alaska’s community recreation Katarina Benson Tue, 07/29/2025 - 14:50

Brenden Powers, BS Recreation Management ’23, isn’t one to shy away from an adventure. As the indoor recreation supervisor for Anchorage Parks and Recreation in Alaska, he’s found himself thousands of miles from Northern Virginia—but right where he belongs.

A proud alumnus of �鶹��Ƶ’s College of Education and Human Development (CEHD) School of Sport, Recreation, and Tourism Management (SRTM), Powers oversees the Spenard Community Recreation Center in Anchorage, where no two days are the same.

From managing daily operations and summer camps to launching city-wide youth initiatives, Powers leads with purpose, empathy, and an unshakeable belief in the power of public service. “Typical days are far and few when it comes to working within parks and recreation. But every day, I know we’re making a difference,” he said.

Powers next to a snowman.

Powers’s journey into recreation management wasn’t always obvious; after enrolling at Northern Virginia Community College in 2018 and working part-time for NOVA Parks at Fountainhead Regional Park, he found his spark and his mentor. “I absolutely fell in love with the work I was doing—being outside, interacting with my community, and brightening someone’s day,” he says.

It was Nancy Chamberlain, his supervisor at the time and now an adjunct professor in the Recreation Management Program of SRTM, who offered him the words that would change everything: “Let’s turn your passion into a profession.” That encouragement was all he needed to transfer to George �鶹��Ƶ and dive headfirst into the field of parks and recreation.

At George �鶹��Ƶ, Powers found more than an academic home—he found a community that believed in him. “Every professor pushed me further than I imagined. They didn’t just want me to succeed; they believed in me even before I believed in myself.”

He credits the coursework and faculty support for building a professional foundation he still draws from today. The Recreation Management Program’s focus on accessibility, administrative practices, and the psychology of recreation helped him understand the deeper impact of his work beyond daily operations. His internships, first with the Bureau of Land Management and Chesapeake Conservancy and later with the American Conservation Experience, would eventually lead him to Alaska.

Now in Anchorage, Powers is putting all of it into action. In just six months in his current role, he’s helped shape programs that provide critical support to youth and families in the city. With Anchorage facing a growing homelessness crisis, he and his team partnered with local nonprofits Juanita Strong Forever Project and Hennings Inc. to provide free meals to anyone under age 18, five days a week. The Spenard Community Recreation Center also opens its doors daily to youth at no cost, giving them a safe space to play and belong. Adults can participate in additional programming for as little as $3.

“We’re also offering one of the most affordable summer camps in the state,” he said. At just $190 a week, the camp is American Camp Association-accredited and packed with STEM, arts, outdoor adventure, and field trips across Alaska. “What we’ve accomplished so far is only the beginning. I couldn’t be more proud of my team.”

Powers’ decision to move to Alaska was part childhood dream, part personal challenge. He grew up captivated by the Disney classic movie Brother Bear and later found himself inspired by Outdoor Boys, the popular YouTube channel created by fellow George �鶹��Ƶ alumnus Luke Nichols, JD ’09.

“Watching Luke’s adventures in the Alaskan wilderness really lit a fire in me,” Powers says. “I love a challenge, and Alaska just called to me. All the recreational activities I enjoy—hiking, fishing, skiing—they’re all elevated here. Once the idea was in my head, I couldn’t get it out.”

Powers in the woods.

Outside of work, Powers embraces every season. Winters are filled with cross-country skiing, snowboarding, skating, and watching weekend dog mushing races. Summers bring endless daylight, hiking, biking, and outdoor exploration. “It’s truly insane how much you can do when the sun doesn’t set,” he said.

Reflecting on his George �鶹��Ƶ experience, Powers speaks with deep appreciation. “To me, being an alumnus means being part of something far greater than just a degree. It means carrying forward the torch of empathy, equity, and lifelong learning that was ignited during my first few minutes at George �鶹��Ƶ,” he says. “Every child I teach, every life I touch, I do so with the knowledge that I am standing on the shoulders of the professors, classmates, and community who believed in me when I was still learning what it meant to believe in myself.”

His advice for students hoping to follow a similar path is simple but powerful: “Work hard, keep an open mind, and always arrive 15 minutes early. Your passion can absolutely become your profession, and George �鶹��Ƶ will give you the foundation to make it real.”

Powers also extended a heartfelt thank you to the SRTM faculty and staff who helped shape his journey. “You didn’t just teach me facts or theories. You taught me resilience, compassion, and how to lead with integrity. You saw potential in me before I knew it existed and helped mold me into the man I am today. Because of you, I leave not just with a degree, but with purpose, confidence, and a heart full of gratitude. I carry your lessons with me every single day.”

Topics

Alumni

College of Education and Human Development

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.”

Learn more about the College of Education and Human Development

Topics

Research

GCI-Grand Challenge Initiative

College of Education and Human Development

Frederick County Public Schools

Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Powering Artificial Intelligence at George �鶹��Ƶ

Learn more about ACCESS Academy

Topics

Campus News

College of Education and Human Development

K-12 Partnerships

Fuse at �鶹��Ƶ Square

Artificial Intelligence

Using virtual reality to prevent falls in older adults

Katarina Benson — Tue, 01 Jul 2025 18:51:03 +0000

Using virtual reality to prevent falls in older adults Katarina Benson Tue, 07/01/2025 - 14:51

Annually, one in four senior citizens seek emergency care from a fall-related injury. Traditionally, conventional physical therapy rehabilitation approaches have been used to help prevent falls, which are often the result of poor balance. However, many in the physical therapy field now view immersive virtual reality (VR) technology as an intriguing option. While laboratory-based experiments provide promising findings, to date this technology has yet to be translated into clinical settings.

Tiphanie Raffegeau of �鶹��Ƶ ’s School of Kinesiology in the College of Education and Human Development, and Christopher Rhea, Old Dominion University’s associate dean for Research and Innovation in Ellmer College of Health Sciences, envisioned a future where clinicians could use affordable VR technology to outperform traditional diagnostics, therapeutics, and pharmaceutical approaches in fall prevention. They saw an opportunity to develop effective uses of VR technology to detect cognitive-motor function in older adults and identify fall-risk factors for this population. They were awarded a 4-VA grant for the project.

Neuroscience major Sammana Waziri tries out the rehabilitative VR in the lab. Photo by Evan Cantwell/Office of University Branding

Raffegeau’s prior research focused on inducing anxiety during walking to study the fear of falling with an elevated height VR paradigm, while Rhea has primarily concentrated on examining how people adapt their steps to avoid obstacles in virtual environments. Through a 4-VA partnership, they aimed to increase accessibility to rehabilitative VR technology for interventions focused on reducing older adult fall-risk, while developing a framework for future scalable and fundable research.

Raffegeau hired three student programmers, Trevor Hsu, Chara Canfield, and Micah D Williams, from George �鶹��Ƶ’s Virginia Serious Game Institute (VSGI) to help. The student programmers were supervised by VSGI research faculty member Jacob Enfield. Two �鶹��Ƶ graduate students are also working on the project: Kelly Poretti and Mackenzie Barrowman.

After a year of research, Raffegeau noted, “Our testing proved fruitful, and we identified a number of important results.”

First, they found that experiencing fall-related anxiety in immersive VR can further impair a senior’s walking performance. Interestingly, they also found that the anxiety response tapers over time, suggesting that experiencing virtual high-elevation settings may reduce fall-related anxiety overall. They also saw that anxiety-provoking VR settings could promote stability-related adaptations during non-VR walking in impaired populations. This suggested that the VR experience could serve as a clinical intervention to improve walking.

Tiphanie Raffegeau, Mackenzie Barrowman, and Kelly Poretti with the poster of their study. Photo provided

They shared their findings at the Gait and Clinical Movement Analysis Society’s annual meeting, the American Society of Biomechanics annual meeting, and the College of Education and Human Development’s Research Symposium.

Poretti, who is working on a PhD in Education, was awarded the Switzer Research Fellowship for Doctoral Dissertation Research by the Administration for Community Living for her dissertation “Using Virtual Reality to Reduce Mobility-Related Anxiety in Lower-Limb Prosthetic Users,” which uses preliminary data from the VR project.

“This 4-VA funding provided crucial funds to support my work as an early investigator, and it has made my future grant applications stronger as evidence of institutional support for my career trajectory,” Raffegeau said.

Raffegeau and Rhea will continue to pursue this line of research. They recently submitted a proposal to the National Institutes on Aging on “Investigating Biobehavioral Responses to Mobility-Specific Anxiety Across the Menopause Transition and the Effects on Mobility and Fall-Risk,” focusing on the effect of VR-induced fall-related anxiety on walking in pre- and post-menopausal older women.

Research at George �鶹��Ƶ

Topics

4-VA at �鶹��Ƶ

doctoral students

College of Education and Human Development

School of Kinesiology

Research

Patriot Profile: Midori Galligan

Katarina Benson — Mon, 02 Jun 2025 14:05:18 +0000

Patriot Profile: Midori Galligan Katarina Benson Mon, 06/02/2025 - 10:05

Back in 2023 on the day before she moved into her residence hall at �鶹��Ƶ, Midori Galligan received a bit of advice from her dad as she embarked on her college journey. “He kind of gave the normal talk of ‘You need to do new things, meet new people, and just say yes.’”

In her two years on campus, Galligan has taken that guidance to incredible heights. In the process, she’s discovered new passions while pursuing the degree that prompted her to come to George �鶹��Ƶ.

Midori Galligan. Photo by Ron Aira/Office of University Branding

Rowing on a Whim: A former soccer player, Galligan decided to focus on academics when she came to George �鶹��Ƶ. But during an activities fair on campus, a George �鶹��Ƶ rower encouraged her to try out for the squad. “I was like, you know what? I’m just going to try it. I was looking for things to do, trying to meet new people.”

Despite having no prior awareness of the sport, Galligan cleared tryouts and embarked on a journey that’s still going strong three years later. “The program takes in a lot of novices, and they will teach you how to row. It ended up being the best decision I feel like I’ve made so far.”

Keep to the Beat: Galligan is also an active member of Noteworthy, George �鶹��Ƶ’s a cappella group. Like with rowing, she joined on a whim. “I decided [to try out] 30 minutes before the audition.” She got in, and by her third year the group named her music director, which had her selecting the music and leading rehearsals. Her favorite song to perform is “Somebody That I Used to Know.” “I have a solo in this one! Plus the group has enjoyed learning this one, and it was our concert finisher, so energy was always high!” 

She’s Got Rhythm: Galligan has found some surprising similarities between her two passions. “Rowing is a very rhythmic sport. In a boat of people, you have to be moving together. Constantly being on a beat has helped me pick up rowing technique.”

Honors College student Midori Galligan was recently recognized as one of this year's Stearns Scholar Athletes. Photo provided

The teamwork and collaboration she has experienced come with their own rewards. “It’s a really cool feeling, having a collective goal, working hard for it, wearing a uniform of the school, and going out and competing or performing. I take a lot of pride in it.”

Best Laid Plans: While Galligan, who is also an Honors College student, seemingly left the social part of her life as a Patriot to chance, her academic path shows strong intention. “I knew I wanted to be a physical therapist,” she says, “and a big part of preparing for PT school is experience.” She cites the university’s proximity to Washington, D.C., and its rich pool of internship opportunities as major factors in her decision to come to George �鶹��Ƶ. “The kinesiology curriculum has set aside credits and time for you to get internships as well. I thought I would be really set up to create a strong PT application.”

Advice for New Patriots: In her journey of “saying yes,” Galligan says she’s discovered something far more important. “I think the point of going to school and having all the opportunities is just to kind of get out of your comfort zone and see what’s there. You learn something about yourself and what you want…it helps you figure out who you can be.”

Learn more about the Rowing Team

Support George �鶹��Ƶ Athletics

Topics

Patriot Profile

Student Athlete

College of Education and Human Development

Students

Honors College

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.”

Learn more about the College of Education and Human Development

Topics

Campus News

College of Education and Human Development

College of Education and Human Development Division of Special Education and disAbility Research

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

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

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

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

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

Guerra-López speaking at the summit. Photo provided

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

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

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

Her framework calls for action in six interconnected areas:

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

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

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

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

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

Innovation Africa summit. Photo provided

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

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

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

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

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

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

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

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

Topics

Campus News

College of Education and Human Development

GCI-Grand Challenge Initiative

K-12 Partnerships

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

In This Story

Craig Yu

Topics

Research

College of Engineering and Computing

College of Education and Human Development

Artificial Intelligence

Community Impact

National Science Foundation

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.

2025 Spring Commencement

Topics

Students

Graduation

College of Education and Human Development

College of Humanities and Social Sciences

Athletics

Wrestling

College of Education and Human Development

Technical assistance grant supports early childhood teachers throughout Virginia

Learn more about the College of Education and Human Development

Related news

Topics

This alum found his calling in Alaska’s community recreation

Topics

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

Learn more about the College of Education and Human Development

Related news

Topics

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

Powering Artificial Intelligence at George �鶹��Ƶ

Learn more about ACCESS Academy

Related News

Topics

Using virtual reality to prevent falls in older adults

Research at George �鶹��Ƶ

Related Stories

Topics

Patriot Profile: Midori Galligan

Learn more about the Rowing Team

Support George �鶹��Ƶ Athletics

Related News

Topics

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

Learn more about the College of Education and Human Development

Related news

Topics

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

More from the College of Education and Human Development

Related News

Topics

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

Discover how George �鶹��Ƶ is driving AI

In This Story

Related News

Topics

Student athlete brings passion for teaching to the mat

2025 Spring Commencement

Read more about our graduates

Topics