College of Education and Human Development

George �鶹��Ƶ's College of Education and Human Development is advancing responsible AI in education

ckearney — Wed, 28 Jan 2026 20:39:13 +0000

George �鶹��Ƶ's College of Education and Human Development is advancing responsible AI in education ckearney Wed, 01/28/2026 - 15:39

As artificial intelligence (AI) continues to reshape education, �鶹��Ƶ’s College of Education and Human Development (CEHD) is helping chart a path for schools to adapt AI responsibly, equitably, and effectively. Through the Educational Research Alliance of Northern Virginia (ERA.NOVA), a research and practice partnership that connects CEHD and other George �鶹��Ƶ faculty with K–12 and state leaders, the college is convening some of the region’s most forward-thinking voices to define what readiness for AI in education truly means.

ERA.NOVA Fall Convening brought together state policymakers, division technology officers, superintendents, and faculty researchers to explore how AI is changing the K-12 landscape across Virginia. Photo by Evan Cantwell/Office of University Branding

This year’s focus on AI in education within ERA.NOVA reflects the vision of CEHD Dean Ingrid Guerra-López and ERA.NOVA’s school superintendent partners. It positions the alliance as a catalyst for forward-looking, research-informed solutions for school districts across the region and will strengthen educational opportunity and readiness for the future.

That necessity of the shared vision was evident at the ERA.NOVA Fall Convening in late October, which brought together state policymakers, division technology officers, superintendents, and faculty researchers to explore how AI is changing the K-12 landscape across Virginia. Participants shared a common understanding: The question is no longer whether AI belongs in education, but how to implement it in ways that strengthen instruction, prepare students, and ensure safety.

Superintendent Dan Hornick of Orange County Public Schools described his district’s efforts to balance innovation with responsibility. “We cannot pretend the future does not exist,” he said. “If we do not teach students to use AI responsibly, we are not preparing them for the world they are entering.”

Hornick’s division created flexible guidelines and integrated conversations about AI into curriculum planning and professional learning communities. Success, he said, depends on taking time to address privacy, safety, and teacher preparation before expanding implementation.

At the state level, Calypso Gilstrap, executive director of the Virginia Department of Education’s Office of Innovation, outlined the commonwealth’s Guidelines for AI Integration Throughout Education (PDF), which emphasize age-appropriate use of AI, careful tool selection, family engagement, and collaborative policy development.

“AI readiness is no longer optional,” Gilstrap said. “There are 32,000 jobs in the United States right now with AI in the title. Our students need these skills today, not 10 years from now.”

By 2029, she added, the department expects AI to be part of problem-based learning across grade levels, beginning with early exposure in kindergarten.

Gilstrap stressed that AI should not be seen as a shortcut to learning. Students must learn to question AI-generated content, verify information, and maintain human connection as they use digital tools. “Well-trained teachers can use AI to enhance their work, not replace it,” she said.

From George �鶹��Ƶ CEHD’s research perspective, Elizabeth Davis, postdoctoral fellow with EdPolicyForward, shared findings from the AI for Responsive Inclusive School Enhancement (ARISE) project. The project examines how school districts can use AI to identify and interpret research, such as to expand evidence-based interventions used to support school improvement planning.

Davis coauthored AI in K-12 Education: What School Divisions May Consider in Preparing for the Future and the companion PDF resource AI in K-12 Education: Preparing for the Future . Both publications were shared with convening participants and highlight emerging research on effective and ethical implementation.

“Efficiency must never come at the cost of human judgment,” Davis said.

Her team’s findings, focused on AI literacy, ethical design, and data governance, reflected many of the same priorities discussed by district leaders. She also noted that Northern Virginia’s position as the world’s largest data center hub gives the region an opportunity to lead in sustainable and ethical AI use.

District technology leaders Aaron Smith of Loudoun County Public Schools and Sharon Shewbridge of Stafford County Public Schools shared how their divisions are turning policy and research into local action. Smith emphasized the importance of protecting students and ensuring that the tools brought into classrooms are safe and developmentally appropriate. “Our focus has to be on protecting students and understanding what K–12 really needs from AI before we bring it into classrooms,” he said.

Audra Parker, director of George �鶹��Ƶ’s Office of Teacher Preparation, underscored that preparing educators is essential to any successful AI strategy. “AI readiness is ultimately about people,” Parker said. “Teachers need structured opportunities to build confidence, deepen their understanding, and practice using these tools in ways that elevate the irreplaceable human work of teaching. When we invest in educator preparation, we ensure that AI supports learning rather than driving it.”

Participants agreed that responsible integration of AI requires more than access to new tools. It calls for a shared framework grounded in educator expertise, ethical design, and a commitment to equity. Several divisions are also involving students directly in AI policy discussions, forming advisory committees and encouraging young people to provide feedback on how these technologies are used in classrooms.

“Students are already using these tools,” Gilstrap noted. “The question is how we guide them to use it well.”

The convening also reflected CEHD’s growing role as a thought leader, particularly in defining how institutions can prepare students and educators for a future shaped by intelligent systems. Under Dean Guerra-López’s direction, ERA.NOVA is intentionally bridging scholarly expertise with the urgent, practical needs of school divisions navigating AI’s rapid evolution.

Guerra-López emphasized that this kind of collaboration reflects CEHD’s mission to bridge research, policy, and practice for the public good. “Artificial intelligence is accelerating the evolution of work and learning.” Guerra-López said. “We launched this year’s ERA.NOVA focus on AI because our partners told us they needed guidance grounded in both research and real-world practice. As we prepare future educators, we have both an opportunity and a responsibility to lead—to ensure AI strengthens human development, expands opportunity, and supports ethical, future-ready learning across our schools.”

The Fall Convening was the first in ERA.NOVA’s 2025–26 series on Artificial Intelligence in Education. Upcoming sessions will continue to explore readiness, capacity building, and ethical implementation across all levels of the education system.

Learn more about the Grand Challenge Initiative

Topics

Campus News

Artificial Intelligence

College of Education and Human Development

GCI-Education

George �鶹��Ƶ online graduate programs rank among Virginia’s best

ckearney — Mon, 26 Jan 2026 18:27:58 +0000

George �鶹��Ƶ online graduate programs rank among Virginia’s best ckearney Mon, 01/26/2026 - 13:27

�鶹��Ƶ earned top Virginia placements across business, nursing, and education, and leads in the region as a college destination for veterans and working professionals in the 2026 Best Online Programs rankings by U.S. News & World Report, released today.

Photo by Evan Cantwell/Office of University Branding

Recognized as the No. 1 public university in Virginia and the Washington, D.C., region for upward mobility, George �鶹��Ƶ translates access into outcomes through its nationally ranked online programs. Ranked in 13 U.S. News online graduate program categories, the university appears in highly selective fields statewide; in eight of those categories, only a small number of Virginia universities are included, sometimes as few as two or three.

A National Leader for Veterans and Military-Affiliated Students

As a designated Military Friendly® School, George �鶹��Ƶ demonstrates a long-standing commitment to serving military-connected students at scale. Approximately 14% of George �鶹��Ƶ’s 40,000-plus students are current or former service members or military dependents, and approximately one in five freshmen, transfer, and graduate students this year has military ties, making George �鶹��Ƶ a leading destination for military-affiliated learners in Virginia and the Washington, D.C., region.

That commitment translates into nationally recognized outcomes across multiple programs:

Master’s in business programs for veterans ranked No. 1 in Virginia, including both MBA and non-MBA options. The master’s in business (non-MBA) for veterans debuted 18th nationally and 14th among public universities.
The master’s in nursing for veterans pathways was ranked No. 1 in Virginia and among public universities in the Washington, D.C., region.
The master’s in information technology for veterans program ranked 19th nationally and 13th among public universities.
The master’s in education for veterans program ranked 18th nationally and among public universities, placing 2nd in both Virginia and the Washington, D.C., region.

Overall, four of six veteran-focused programs included in the rankings placed in the top 20 nationally, with all six ranking in the top 50, underscoring George �鶹��Ƶ’s role as a regional and national leader in education designed for those who have served.

Beyond rankings, George �鶹��Ƶ provides comprehensive support for military-connected students and their families, grounded in an understanding of the academic, professional, and lived experiences they bring to the university. Through the Military, Veterans, and Families Initiative and the Office of Military Services students are connected to academic advising, career preparation, and regional resources that recognize the realities of military service and transition.

“These rankings are a testament to both the strength of the faculty and curriculum, as well as the overall student experience that we provide for our veterans,” said Keith Renshaw, senior associate provost for undergraduate education and professor of psychology. “They’re reflective of our comprehensive approach to serving those who have served our nation.”

Preparing Business Leaders

George �鶹��Ƶ’s master’s in business programs within the Costello College of Business posted some of the strongest gains this year, with the master’s in business (non-MBA) program climbing 19 spots nationally to 37th, rising 12 spots among public universities to 27th, and ranking 2nd in Virginia.

At a time when many traditional MBA graduates face prolonged job searches, George �鶹��Ƶ’s business programs emphasize practical, career-aligned learning designed for working professionals. This year, two of the university’s four business programs ranked No. 1 in Virginia, with all four placing among the top five statewide, reflecting a consistent focus on applied skills, flexible online delivery, and workforce-aligned preparation.

“We continue to innovate across our online programs and the significant rise in our master’s in business ranking, along with our online business programs placing within Virginia’s top 5, are indicative of Costello’s growing prestige among business schools in our region,” said Cheryl Druehl, interim dean of the Costello College of Business. “These rankings reinforce our success in delivering an educational experience that meets learners' needs—with graduate programs that emphasize career outcomes, flexibility, and affordability.”

Excellence Across Key Academic Disciplines

Strong national and regional standing was also evident across multiple master’s programs, including education, nursing, engineering, and information technology.

In education, George �鶹��Ƶ stands out for its national leadership in special education, a field facing persistent workforce shortages in Virginia and across the country. The master’s in special education ranked 7th overall and 8th among public universities, being only one of two Virginia universities included in the category.

That leadership aligns with George �鶹��Ƶ’s broader efforts to address special education workforce challenges. Through innovative training programs, the university is helping prepare the next generation of special education leaders through a focus on evidence-based practice, policy expertise, and leadership training.

"National recognition matters because it affirms the responsibility we carry,” said Ingrid Guerra-López, dean of the College of Education and Human Development. “These rankings reflect the depth of our faculty’s expertise and our focus on preparing educators and leaders who think critically, continue learning and adapting, and work across boundaries to solve real-world challenges.”

The School of Nursing within George �鶹��Ƶ’s College of Public Health also earned strong recognition as demand for nurses remains high across Virginia and the country. The master’s in nursing ranked No. 1 in Virginia and among public universities in the Washington, D.C., region, placing 41st nationally among public universities. The master’s in nursing for veterans program ranked 15th nationally and 10th among public universities, reinforcing George �鶹��Ƶ’s role in preparing nurses to meet growing health care demands.

"At the School of Nursing, we advance nursing excellence by offering flexible, accessible pathways to advanced degrees,” said Dean Melissa Perry, College of Public Health. “Through online and veteran-focused options, we are strengthening the nursing workforce and preparing graduates to deliver high-quality, patient-centered care in a rapidly changing health care environment. The recognition as the top program in Virginia reflects the College of Public Health's commitment to developing tomorrow’s leaders in health care."

George �鶹��Ƶ’s College of Engineering and Computing demonstrated strength across engineering and information technology programs aligned with high-demand technical fields critical to the region’s innovation economy. The master’s in industrial engineering ranked 11th nationally, and several programs placed among the top 50 nationally, including master’s in engineering (50th), master’s in engineering for veterans (34th), and the master’s in information technology (38th).

“We’re happy to be so well represented in this year’s rankings,” said Ken Ball, dean of the College of Engineering and Computing. “Our college has a successful history in online education, which includes offering George �鶹��Ƶ’s first online master’s degree—a master’s in computer science—in 2005. We’re proud to provide flexible learning opportunities that support one of the university’s Grand Challenge [Initiative] solutions: advancing 21st-century education for all.”

Commitment to Access

Taken together, these rankings reflect George �鶹��Ƶ’s sustained investment in education that expands access, strengthens workforce pipelines, and delivers meaningful outcomes. For veterans, working adults, and post-traditional students, George �鶹��Ƶ’s online programs support upward mobility and regional impact across high-demand fields.

View the full list of George �鶹��Ƶ in the Rankings

Topics

Campus News

Rankings

College of Engineering and Computing

College of Public Health

College of Education and Human Development

Veterans

Military

Costello College of Business

Costello College of Business News

Graduate Education

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.

Explore the College of Education and Human Development

Topics

Campus News

College of Education and Human Development

special education

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

U.S. Department of Education

George �鶹��Ƶ faculty and students host inaugural Qualitative Research Day

Shayla Brown — Wed, 21 Jan 2026 14:46:15 +0000

George �鶹��Ƶ faculty and students host inaugural Qualitative Research Day  Shayla Brown Wed, 01/21/2026 - 09:46

In This Story

Supriya Baily

Erin D. Maughan, PhD

�鶹��Ƶ recently held its first-ever Qualitative Research Day, an event for PhD students of all disciplines to engage in hands-on and interactive opportunities with the goal of learning new qualitative research techniques and methodologies. The inaugural event is the latest innovation in George �鶹��Ƶ's ongoing efforts to find new ways to support its PhD students.

The event was a collaboration between faculty and students from the College of Public Health, the College of Education and Human Development (CEHD), and the Carter School for Peace and Conflict Resolution, including Supriya Baily from Carter School, Erin Maughan from the School of Nursing, Bethany Letiecq from CEHD, PhD students Karthik Ramanujam and Tara Altay, and Fenwick Library team members, including Debby Kermer and Ramanujam.

The team received funding from each of the colleges as well as the Graduate Nursing Organization and the Graduate Division.

Baily, who served as president of the Comparative and International Education Society, an academic association comprising more than 3,500 researchers, analysts, practitioners, and students, used her connections to bring national research experts to the event to deliver keynotes, lead workshops, and guide students through data analysis activities. Students were able to refine their qualitative research skills and network with professional qualitative researchers from across the globe.

Keynote speakers Kevin Roy (left) and Colleen Vesely at Qualitative Research Day. Photo by Shayla Brown/Office of University Branding.

"We did this purely because we thought the students needed it. We were determined that this was going to be a hands-on and interactive event to ensure that the students left having learned something new," said Baily, who was previously co-director of the Center for International Education.

"I was very grateful they were willing to come here and share their expertise with the students," Baily said of the guest speakers.

"PhD students need to enhance their skills in this area—be more rigorous, professional, figure out how it's valued—and look at the new methodologies of doing it," she said.

Maughan teaches NURS 920 Qualitative Research in Nursing and Health Care in the School of Nursing where she met students who were passionate about qualitative research, including Altay, her advisee and doctoral nursing student.

"I was helping Tara navigate the resources on campus, and that's when we realized that there's actually a bit of a gap in resources for qualitative research compared to that for quantitative research, which tends to be the more traditional research for many [PhD candidates]," said Maughan.

The team made sure the events really resonated with the students by identifying where they wanted more information. The biggest area of interest for PhD students focusing on qualitative research was analysis.

Qualitative Research Day presentation. Photo by Shayla Brown/Office of University Branding.

Guest speaker Jeffrey Lee, former professor of education at University of Massachusetts Global, guided students through best practices in data coding, data analysis, and theme development. His workshop helped students build expertise by framing the complexity of data analysis in an accessible and scaffolded approach.

Lee also categorized reviews from the recent Bruce Springsteen biopic Deliver Me from Nowhere to demonstrate the process for qualitative analysis of audience reception.

Altay, who is working on a PhD in nursing and earned a Qualitative Research Certificate, worked with Maughan and Baily to help make Qualitative Research Day happen.

"To my knowledge, it's rare for students in the School of Nursing to do a full qualitative dissertation, but the nursing faculty have been super supportive of my doing a full qualitative dissertation, which is such a huge thing," said Altay, whose research focuses on the stigma sex workers face with health care providers.

"It's all about students' professional development so they can be the best versions of themselves when they go off and get jobs as researchers and scholars," said Baily. "As the next generation of academics, they'll be able to say 'George �鶹��Ƶ trained me well.'"

Topics

College of Education and Human Development

College of Public Health

Carter School for Peace and Conflict Resolution

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.”

Learn more about �鶹��Ƶ LIFE

Topics

College of Education and Human Development

The 2025 Family of the Year enjoys life on campus

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

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

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

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

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

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

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

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

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

The Choi family lives in �鶹��Ƶvale on �鶹��Ƶ’s Fairfax Campus, where they embrace the vibrant local community. They enjoy long walks to Old Town Fairfax—often stopping by the Fairfax Regional Library or treating themselves at De Clieu Coffee & Sandwiches when they don’t feel like cooking. On campus, they frequent Southside and Ike’s, and Choi keeps an eye on �鶹��Ƶ360 for fun family-friendly events.

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

Her advice for fellow students balancing family and school is:

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

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

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

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

Topics

Family of the Year

College of Education and Human Development

University Life

Students

Fulbright enables tourism professor to share her expertise in Tajikistan

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

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

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

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

Students were taught new tourism strategies. Photo provided

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

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

Slocum took time to travel Tajikstan. Photo provided

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

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

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

Topics

Fulbright Scholars

Tourism and Events Management Program

College of Education and Human Development

Research

Principal Registered Apprenticeship Program hopes to grow future school leaders

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

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

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

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

�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

Topics

Campus News

College of Education and Human Development

Education leadership

Northern Virginia

Virginia Department of Education

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

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

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

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

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

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

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

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

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

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

Topics

College of Education and Human Development

Lab School

K-12 Partnerships

Campus News

GCI-Grand Challenge Initiative

GCI-Education

George �鶹��Ƶ pathways program introduces high schoolers to quantum

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Discover the Quantum Science and Engineering Center

College of Education and Human Development

George �鶹��Ƶ's College of Education and Human Development is advancing responsible AI in education

Related Stories

Topics

George �鶹��Ƶ online graduate programs rank among Virginia’s best

A National Leader for Veterans and Military-Affiliated Students

Preparing Business Leaders

Excellence Across Key Academic Disciplines

Commitment to Access

Related News

Topics

Special education experts hope to slow teacher turnover with Project TURTLES

Related news

Topics

George �鶹��Ƶ faculty and students host inaugural Qualitative Research Day

In This Story

Topics

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

Related news

Topics

The 2025 Family of the Year enjoys life on campus

Topics

Fulbright enables tourism professor to share her expertise in Tajikistan

Related Stories

Topics

Principal Registered Apprenticeship Program hopes to grow future school leaders

Related news

Topics

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

Related News

Topics

George �鶹��Ƶ pathways program introduces high schoolers to quantum

Read more about quantum science at George �鶹��Ƶ