College of Education and Human Development

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.

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The Mats Hormel vQ scholarship endowment is making a difference in the lives of �鶹��Ƶ LIFE Students

Colleen Rich — Mon, 29 Sep 2025 16:45:56 +0000

The Mats Hormel vQ scholarship endowment is making a difference in the lives of �鶹��Ƶ LIFE Students Colleen Rich Mon, 09/29/2025 - 12:45

“It has transformed the life of my child in remarkable ways and helped them discover the strength and resiliency that was always inside them.” This sentiment is common among families whose young adults attended �鶹��Ƶ’s Learning Into Future Environments (�鶹��Ƶ LIFE) program.

The �鶹��Ƶ LIFE cohort processing into EagleBank Arena during the College of Education and Human Development's Degree Celebration. Photo provided

Now even more students will be able to take part in the program, thanks to the financial support provided by the Mats Hormel vQ Scholarship Endowment.

This scholarship endowment is provided by Tommy Everett and Sarah Hormel Everett in honor of their son, Mats Von Quillfeldt, a former �鶹��Ƶ LIFE student. The scholarship was established to help defray the costs associated with attending �鶹��Ƶ LIFE, including tuition, fees, housing, textbooks, and related expenses. Scholarship awards are given to both incoming and continuing �鶹��Ƶ LIFE students and are based on a student’s demonstrated financial need.

The Everetts have made a $1.2 million pledge to expand the existing �鶹��Ƶ LIFE scholarship. The Mats Hormel vQ Scholarship Endowment will now offer two full-ride scholarships for the program, doubling the financial support previously provided.

�鶹��Ƶ LIFE is a comprehensive four-year postsecondary transition program in the College of Education and Human Development (CEHD) that offers young adults with intellectual and developmental disabilities a full university experience in a supportive academic environment. The �鶹��Ƶ LIFE program focuses on research, academic progress, community involvement, employment and housing with the goal of gaining independent living skills. The impact of �鶹��Ƶ LIFE on students who participate in the program is nothing short of transformational.

Von Quillfeldt, who completed the program in May 2020, captures the essence of what the �鶹��Ƶ LIFE program is all about.

“College changed my life. I would not be able to work full time or have my own apartment with two roommates without my �鶹��Ƶ LIFE experience,” Von Quillfeldt said. “�鶹��Ƶ LIFE taught me how to cook, shop, do my laundry, be respectful of my roommates and be on time to classes and work. I learned to plan my daily life.”

In addition to his academic work—he said his favorite subject in college was Early American History—Von Quillfeldt held an internship on Capitol Hill, where he performed administrative duties in a congressional office. He traveled to and from Capitol Hill on his own using the Metro bus and subway system.

His mother, Sarah, highlighted the positive impact that the �鶹��Ƶ LIFE program had on him. “It is amazing to have gone through this whole process with him. Even during his junior year in high school, I would not have imagined him to be able to live independently. This is an incredibly unique program. Just having this inclusive setting for these young adults is priceless.”

His father, Tommy, concurred, adding, “�鶹��Ƶ LIFE opened our eyes to what he could do.”

Through the shared experience of living together, learning together, working together, and supporting one another, students in the �鶹��Ƶ LIFE Program build important skills that help them in living a more independent life. They earn a certificate of completion at the end of the program.

Linn Jorgenson, associate professor of special education at George �鶹��Ƶ and director of �鶹��Ƶ LIFE, has dedicated herself to the program’s success.

“Our students participate in academics, they participate in the community, they have a work component, and they have the option to live in campus housing,” said Jorgenson.

Jorgenson points out that some students begin the �鶹��Ƶ LIFE program feeling apprehensive. For many, like Von Quillfeldt, it is their first time being away from home and making certain decisions on their own. As they begin their educational journey under the guidance of �鶹��Ƶ LIFE faculty and staff, these same students quickly acclimate to their new surroundings, and their sense of independence begins to develop. Their self-confidence grows stronger as they progress through the �鶹��Ƶ LIFE program and are exposed to new experiences.

Noah Miller, a �鶹��Ƶ LIFE student from 2018 to 2022, spoke highly of the program, highlighting the life skills he acquired, particularly in �鶹��Ƶ Life’s independent Living Course. “All four years I lived on campus in the dorms. That's how I learned to be independent,” Miller said. “Cooking for myself, getting along with my roommates—all the good stuff.”

Miller appreciated his other classes too, especially those in sport management. His enthusiasm leaves no doubt about how much he valued his time at George �鶹��Ƶ. “College was the best,” Miller said. “I enjoyed George �鶹��Ƶ a lot. Not only getting to be in the �鶹��Ƶ LIFE program but also getting to explore other classes as well.”

The faculty and staff of �鶹��Ƶ LIFE routinely hear from the families of students who are grateful for the life-changing opportunity their students received, many because of the generous financial support provided by the Mats Hormel vQ Scholarship Endowment.

“My hope for a person who completes the �鶹��Ƶ LIFE Program is that they learn who they are and that they live a life that they had hoped for whether that is independent living, working, contributing, or just being part of a world that they had hoped to be part of,” said Jorgenson.

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AI plus mathematical modeling equals a new tool for teaching

Sarah Holland — Tue, 23 Sep 2025 16:36:49 +0000

AI plus mathematical modeling equals a new tool for teaching Sarah Holland Tue, 09/23/2025 - 12:36

“Where am I going to use that?” is, according to Jennifer Suh, a common complaint in math classrooms. The real-world applications of algebra, geometry, and probability are often lost in the shuffle of textbook questions and equations. But this professor of mathematics leadership education is hoping to change the narrative.

Ziyu Yao, PI, assistant professor in the Computer Science Department in the College of Engineering and Computing; Suh, co-PI, professor of mathematics specialist leadership in the College of Education and Human Development; and collaborative site-PI Janice Zhang of William and Mary received a grant from the National Science Foundation’s Research on Innovative Technologies for Enhanced Learning (RITEL) program to develop MathVC: a virtual classroom where middle school students can work through mathematical modeling problems with AI-powered chatbot students. A preliminary version of this project was sponsored by Microsoft’s Accelerating Foundation Models award, also led by Yao.

“We're trying to build these 21st-century skills in collaborative problem-solving while preparing students to solve global challenges, all while making math modeling a more inclusive practice,” said Suh.

Mathematical modeling creates a mathematical representation of a real-world scenario to help teach students math concepts in context. These can be small scale scenarios—calculate costs for a party—or global challenges—supplying clean water to a city after a major flooding event.

A demo of MathVC with Yao communicating with the virtual students. Photo provided.

These types of math problems combine computational skills and soft skills like critical thinking, collaboration, and communication: identifying the problem, defining the variables, analyzing solutions, iterating on the model, and reporting findings.

“These are problems with real-world applications,” explained Suh. “It helps students understand the value.”

While mathematical modeling is an incredibly effective tool for math education, it comes with its own set of challenges. “Schools vary greatly in their access to classroom resources, teacher resources, education research...and as a result not all students are given the opportunity to engage with this type of learning,” Suh said. “And on an individual level, some students find the communication aspect of this more challenging than others.”

MathVC is one way to bridge those gaps of accessibility.

Within the virtual classroom, the human student can collaborate with generative AI students to work through these mathematical models.

“We see the benefits for multilingual students, as well as for students who want to develop their communication skills for math reasoning and justification through math talk,” said Suh. And for teachers, MathVC allows students to ask questions and be prompted through the problem without their intervention: a benefit for teachers with large classroom sizes who are otherwise unable to monitor every group.

Once the program is deployed, access will be as simple as logging into a website. “Our system is developed using state-of-the-art Large Language Models (LLMs). The cost of these tools is reducing, the programming required is reducing, so it’s an incredibly practical solution,” said Yao.

From the student perspective, MathVC’s success is dependent on how accurate the generative AI student voices are. Part of the grant supports the development of Math EdVentures Camp, a week-long program for students to build their skills in mathematical modeling, as well as an opportunity for Suh and Yao to collect valuable data on student problem-solving and communication techniques.

“AI safety is paramount,” explained Yao. “Authentic simulation prevents the students from losing the social skills of communicating with real-life peers, as well as makes the human-AI interaction more engaging.”

Students in Math EdVentures Camp explore how many water drops could fit on a coin. Photo provided.

This past summer, students in the Math EdVentures Camp explored STEM problems both large and small—from bridge engineering to calculating the number of water drops that could fit on a coin—in three-person teams with guest professors Theresa Wills and Andy Gilbert. Teachers provided feedback as they worked through the modeling problems. On the last day, Yao led the students through a demonstration of the MathVC and asked for their feedback.

All of this is helping mold the generative AI.

“We found that students don’t want to be told the answer,” said Yao. “They prefer the interactive learning, where they get thought-provoking questions that help them find the solution.”

Math EdVentures Camp leadership. Photo provided.

“Watching our fantastic team of Math EdVentures instructors and George �鶹��Ƶ student researchers work with the middle schoolers was also a rich source of data to improve how the AI will support student problem-solving and critical thinking,” said Suh.

Yao and Suh discovered some surprises, too.

“They were actually really interested in how we developed the program,” said Yao. “Students were asking me what classes they needed to take in high school or college in order to develop a platform like this themselves. And we had good discussions about keeping a critical mind while using AI.”

MathVC represents one way that George �鶹��Ƶ researchers are leveraging transdisciplinary collaboration to advance 21st education for all, a part of the university’s Grand Challenge Initiative. And there’s another goal as well—changing the narrative of math education.

“When we talk to middle schoolers, a lot of them have math phobia. But these more collaborative learning models get them excited and interested,” Suh said. “We want all kids to see that they are math people.”

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First-year teacher makes an early impact

Katarina Benson — Fri, 19 Sep 2025 18:10:19 +0000

First-year teacher makes an early impact Katarina Benson Fri, 09/19/2025 - 14:10

In her first year of teaching, Emmeline Mejia, MEd ’24, has already earned one of Fairfax County Public Schools' top honors: 2025 Outstanding New Secondary Teacher of the Year. It's a milestone that speaks volumes about her passion for education and her commitment to multilingual learners at Justice High School in Falls Church, Virginia.

“Being named Outstanding New Secondary Teacher of the Year is both humbling and affirming,” Mejia said. “It reminds me that the hard work, long hours, and deep care I pour into my students are making a difference.”

Emmeline Mejia. Photo provided

A first-generation college graduate, Mejia earned her master’s degree in Curriculum and Instruction with a concentration in Teaching English to Speakers of Other Languages (PreK to Adult) from �鶹��Ƶ’s College of Education and Human Development (CEHD). She came to teaching through a nontraditional path, via an undergraduate degree in sociology and a teacher residency program.

“I knew I needed a deeper understanding of pedagogy and language acquisition,” she said of her decision to pursue the certificate. “What stood out about CEHD’s program was its strong focus on equity and culturally responsive teaching. It didn’t just shape me as a teacher—it helped me build my identity as an advocate.”

In the classroom, Mejia brings that advocacy to life. She teaches with empathy, celebrates her students’ cultural identities, and upholds high expectations for all learners. Through visual scaffolding, bilingual supports, and building personal relationships, she creates a space where newcomers feel seen, supported, and empowered.

Her passion for collaboration was strengthened during her time at George �鶹��Ƶ, particularly through working alongside other educators in her cohort. “The practical advice and wisdom of experienced teachers helped me shape my own approach to classroom management and student support,” she said. “It reminded me how important professional community is.”

That sense of community extends beyond her school walls. Mejia remains deeply connected to her CEHD peers and professors and views the alumni network as an ongoing source of encouragement. Looking ahead, Mejia hopes to grow into a school leadership role and continue advocating for newcomer programs and inclusive school cultures.

Emmeline Mejia with students. Photo provided

“In the short term, I’m pursuing professional development that sharpens my cultural competency and helps me mentor others,” she said. “Leadership isn’t just a title; it’s a responsibility to advocate, inspire, and serve.”

When asked what she wants others to know about the role of TESOL educators, Mejia is candid. “We are so much more than English teachers. We’re guides, counselors, and often lifelines for our students. It’s deeply emotional work that requires empathy, cultural humility, and an unwavering belief in our students’ potential.”

Her advice for future educators? “Don’t be afraid. You will make mistakes, and that’s okay. What matters is that you keep coming back to your ‘why.’ Teaching is about the heart—build relationships, show empathy, and believe in your students. That’s what they’ll remember.”

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CEHD and University Libraries are building a tool to improve navigating education research

Sarah Holland — Thu, 28 Aug 2025 19:32:40 +0000

CEHD and University Libraries are building a tool to improve navigating education research Sarah Holland Thu, 08/28/2025 - 15:32

The widening gap between research and practice represents exactly the type of grand challenge that �鶹��Ƶ's Grand Challenge Initiative seeks to tackle through cross-disciplinary innovation.

Faculty across the College of Education and Human Development, working with University Libraries, are exploring AI-powered ways to bridge that gap—exemplifying the Initiative's dual focus on advancing 21st-century education for all and driving responsible digital innovation in service of the public good.

Seth Hunter. Photo provided.

Seth Hunter, associate professor of education leadership and policy and senior fellow of EdPolicyForward: George �鶹��Ƶ’s Center for Education Policy, collaborated with the University Libraries to receive seed funding from EBSCO—a library database service—to develop a tool that utilizes artificial intelligence (AI) to help practitioners in education find and interpret evidence-based practices and research that can be implemented to improve student outcomes.

Before coming to George �鶹��Ƶ, Hunter worked in state and local education agencies, where “research in educational studies in K-12 was available, but not being used to support important decisions at district and state levels. The disconnect between research and practice and policymaking was fascinating to me.”

This wasn't exclusive to education agencies; the same patterns appeared in local school districts as well. Beth Davis, PhD Education ’23, and postdoctoral fellow in EdPolicyForward, noted that she saw this gap in action.

“When I worked at a high school in Maryland, there were so many challenges that I knew there were better ways to do things than what we were doing, but I also didn’t feel like we had the time to figure out what those things might be,” she said.

Beth Davis. Photo provided.

As Davis pointed out, an efficient and effective search takes time, even for the most seasoned researcher. Combing through search results, sorting books from articles from reviews, tracking new keywords and phrases: It can be a challenging, and time-consuming, effort just to find the articles you need. And that doesn’t account for the time required to read and interpret the content once found.

As AI grew in its capabilities, Hunter saw an opportunity to leverage this new technology to perhaps bridge that research/practice gap.

“We’re looking at bespoke AI tools that are out there already to help practitioners find and translate research in ways that would enable school improvement for student benefit while meeting federal and state policy guidelines,” explained Hunter.

Early results show promise. In a pilot endeavor within the Education Leadership MEd program, the students asked to search for articles using AI-powered tools found the process much easier than traditional search methods, and they reported that the AI helped them understand the research through its ability to succinctly summarize the contents in more accessible language.

“It could streamline the process of making evidence-based practices and research easier to find and therefore implement,” said Davis.

Christopher Lowder. Photo provided.

As the primary provider for access to scholarly research, University Libraries is central to this project. Hunter recruited the expertise of Christopher Lowder, education subject librarian, to assist them in developing the tool.

“Having computers go through information quickly is not new,” said Lowder, “but now we’re thinking about how this new generation of AI can make the research content understandable to the average user. It’s almost like translation, or decoding.” For example: Can the AI alert the user if the study meets the standards set forth by federal and state Departments of Education?

For Hunter, bringing the public back to university libraries is a secondary benefit of the project. “I think university library systems are such a huge value-add for the public good,” said Hunter. “Libraries set universities apart from many other knowledge organizations.”

Hunter also notes that a tool like this supports fiscal responsibility. With evidence-based practices, leadership can be confident they are putting resources behind an initiative that has been empirically tested and verified. "We want to enable better decision-making so leaders can be better stewards of public resources that can improve students’ lives.”

As one of the top 20 universities for innovation in the United States and a leader in AI innovation in Virginia, George �鶹��Ƶ is working to advance research for the campus community and beyond. Multidisciplinary teams like this are, for Hunter, a core tenet of this, and necessary to the development of bold solutions to the grand challenges of our generation.

“We have these permeable boundaries within units and across colleges,” said Hunter. “I mean, this team illustrates that: We have CEHD faculty, we have a librarian, we’ll be working with computer scientists...we are encouraged to engage in transdisciplinary research and that feeds innovation.”

Lowder agreed. “George �鶹��Ƶ encourages us to try things in new and different ways and to include different voices within the conversation, and our leadership genuinely believes that our work can do good not just for the university but also for the wider community. I believe it’s a public good for information to be findable, understandable, and accessible.”

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New DOJ training grant focuses on the prevention of school violence

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

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

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

Elizabeth Levine Brown. Photo provided

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

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

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

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

Stephanie Dailey. Photo by Office of University Branding

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

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

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

Samantha Viano. Photo provided

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

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

The project will be implemented in four phases:

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

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

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

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ACCESS Academy’s inaugural AI Summer Camp builds critical technology skills—and miniature robots

Sarah Holland — Wed, 06 Aug 2025 13:38:25 +0000

ACCESS Academy’s inaugural AI Summer Camp builds critical technology skills—and miniature robots Sarah Holland Wed, 08/06/2025 - 09:38

In the kitchenette on the third floor of Fuse at �鶹��Ƶ Square, students huddle around laptops and inspect the codes on display in their Microsoft MakeCode programs. By their sides are little micro:bit three-wheeled robots. One sings a little 8-bit tune. Another flashes a pattern of colored lights. Another chirps like a bird, as the students at the table share a perplexed look.

Photo by Ron Aira/Office of University Branding

These high school students have spent the past week working on their robots, from assembly to coding, to make them do basic tasks like follow a provided track. Now, they’re each trying to do something new: make it go faster, sing a song, drive in reverse, or flash its lights like a turn signal. With every spin-out, slow-motion crash, or odd sound, the students return to their laptops to reprogram the bot and try again. If one student is struggling, they turn to their peers. Together, they’re making the robots work.

This is the inaugural ACCESS Academy Artificial Intelligence Summer Camp. Open to all 9th—12th graders across Virginia, the camp runs three one-week sessions at the ACCESS Academy headquarters in Fuse at �鶹��Ƶ Square. Through hands-on exploration of artificial intelligence (AI) and robotics, students can imagine and begin preparing for technology-sector careers. Only in its first year, the camp already has 130 total participants over the course of three sessions.

"The goal of ACCESS Academy is to create a more inclusive pathway to college and high-demand careers for students who may not have previously seen those opportunities as within reach,” said Dean Ingrid Guerra-López of �鶹��Ƶ’s College of Education and Human Development (CEHD).

“We continue to hear from industries that we are not preparing our high school graduates to be employable,” said Roberto Pamas, professor of education leadership and director of the ACCESS Academy. Prior to his transition to teaching higher education, Pamas served 30 years in Fairfax County Public Schools as both an educator and an administrator. “They want both technology skills and soft skills. How to collaborate, how to communicate: we’re building those skills in these programs. And CEHD is in the business of teaching, learning, and leading.”

AI was a natural choice for the camp’s curriculum. Working with faculty from the College of Engineering and Computing, the CEHD ACCESS Academy team developed a five-day program to build foundational skills to set students up for success.

Photo by Ron Aira/Office of University Branding

The first four days of the camp focus on conceptual understanding and real-world applications of those ideas. On Friday, guest speakers from local education innovation technology company Kovexa engaged with students as part of a tinkering lab.

“AI represents a cutting-edge field and a dynamic problem space where students can practice essential skills such as critical thinking, ethical reasoning, collaboration, and problem-solving,” said Guerra-López. “It’s not just about coding, but about asking better questions, evaluating outputs, and imaging new possibilities.”

The students agree.

Mariia Tkach (center) tests her robot on the track. Photo by Ron Aira/Office of University Branding

“I really like the atmosphere of people coming together and doing the things that they love,” said Mariia Tkach, a rising sophomore at Marshall High School. Her father works in cybersecurity, and she hopes to follow in his footsteps. “We had an AI training, and it was very challenging. The process of figuring it out and competing with one another was fun.”

Arkash Reith, who is entering his sophomore year at Evergreen Christian School, said, “This camp gave me experience in what AI can help you do as well as what it can’t help you do. Like, with coding, it can help with basic stuff, but nothing too hard.”

After each day, students write down one word to describe their experience. From this first week, the white board is filled with words like “fun,” “inspiring,” and “fascinating.”

Guerra-López envisions the bootcamp not only as a hands-on learning experience for students, but as a launchpad for expanding access to AI education across the region.

“The tinkering lab model in particular is a powerful way to reduce anxiety around emerging technologies, increase skill and self-efficacy for both students and educators, and foster a stronger sense of community around innovation,” she said.

Plans are underway to explore how this model can scale—both to offer more advanced learning tracks for students and to engage educators in professional development that supports responsible, inclusive digital innovation.

“George �鶹��Ƶ is a keeper of knowledge for Northern Virginia,” Pamas said. “And I believe it is our moral imperative to share that knowledge, particularly with students who otherwise might not have access to higher education.”

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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. George �鶹��Ƶ is part of a collaborative network of TTAC across the Commonwealth. Photo provided.

“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.

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

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

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

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

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

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

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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.”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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