Community Engagement

George �鶹��Ƶ public health researchers enter new phase of NIH funded research

Shayla Brown — Thu, 11 Sep 2025 15:22:40 +0000

George �鶹��Ƶ public health researchers enter new phase of NIH funded research Shayla Brown Thu, 09/11/2025 - 11:22

Scientists, nurses, and researchers in �鶹��Ƶ’s College of Public Health (CPH) have successfully progressed to the third phase of a National Institutes of Health (NIH) program studying a broad range of early life exposures on child health.

The NIH grant provides more than $157 million in awards for Environmental Influences on Child Health Outcomes (ECHO), and George �鶹��Ƶ will receive $1.35 million annually until 2030 to conduct the study.

ECHO researcher working with one of the participants in the Population Health Center. Photo by Evan Cantwell/Office of University Branding.

George �鶹��Ƶ is one of 45 research sites across the country gathering longitudinal data on more than 30,000 children; 1,059 of those children are enrolled in George �鶹��Ƶ’s ECHO program. The research is conducted in George �鶹��Ƶ’s Population Health Center, the only clinical site in Virginia.

“For this phase of ECHO, we’re gathering information on novel chemical exposures, preconception behaviors, early exposures, and the consequences of regional and social determinants of health,” said Kathi Huddleston, PhD ’08, principal investigator and CPH associate professor. “Following our large and diverse ECHO population will enhance the ability to go from society to biology to more positive health outcomes.”

George �鶹��Ƶ faculty and students working on the project include alumni Grace Lawrence, PhD ’18, Daisy Posada, MA ’18, Megan Bayne, MA ’18, Shiva Zarean, BS ‘24, and Alma Fuller, Lynda Ashie, and Bruna Mayen, a senior biology major who also acts as the project and lab manager.

The project has followed these families since their 2012 to 2019 pregnancy.

“Many of the families sharing their health information to help the next generation include George �鶹��Ƶ alumni,” Huddleston added.

While the project tracks changes in child health over time, the study had to adapt during the pandemic when researchers moved to remote data collection. Since then, ECHO has been instrumental in advancing remote research study activities.

ECHO researcher working with one of the participants in the Population Health Center. Photo by Evan Cantwell/Office of University Branding.

“When the kids were babies, we received surveys and sample kits in the mail to provide teeth and hair samples that we would send back. Now we come into the center once a year for check-ups,” said Susy Ashkar, a mother of three boys, ages 9, 6, and 4, who participate in the ECHO study.

“After quality assurance and review determined the validity and veracity of the data, we are now continuing many of these remote practices to decrease the study burden on our families,” said Huddleston.

This has added to Mayen’s role as lab manager as she collects teeth and hair samples as well as basic anthropometric measurements to assess the health and well-being of our children as they grow.

“As a biobank, we provide high-quality, well-documented biological samples ensuring they remain viable and uncontaminated, for long-term preservation under controlled conditions so they can be used for future analyses, thereby serving as a research-enabling platform that advances science,” said Mayen.

“From the research we’ve conducted during this phase, we can see that groups of children who share a common characteristic or experience. For example, those born in the same year give us the advantage to see development and change over time, help identify patterns, trends, and predictors. All that is possible because of the work we do every day in collecting biospecimens, anthropometrics, and many surveys in the participating ECHO families,” Mayen said.

“We have tapped on a wonderful resource of families willing to share of their time to help science to improve population health, and in that act are demonstrating to their children that citizen science matters,” Huddleston said. “I can’t wait to see some of these young ECHO participants enroll at George �鶹��Ƶ and bring with them that spirit of public health.”

In This Story

Dr. Kathi Huddleston, PhD, MSN

Topics

College of Public Health

public health research

Community Engagement

population health center

Research

National Institutes of Health

Summer Academy transforms high school students into college-ready researchers

Sarah Holland — Wed, 03 Sep 2025 13:55:14 +0000

Summer Academy transforms high school students into college-ready researchers Sarah Holland Wed, 09/03/2025 - 09:55

When it comes to summer, perhaps the last place many students want to be is back in the classroom. But the students of �鶹��Ƶ’s Early Identification Program (EIP) are, as they say, “built different.”

As part of their commitment to the college access program, EIP students spend three weeks on George �鶹��Ƶ’s Fairfax Campus every summer attending courses in core academic areas and college preparation seminars.

“We want our students to have the tools and resources they need to make sound decisions about post-secondary options,” said Mia Hines, interim executive director of EIP. “Cultural capital—meaning understanding how the systems of higher education work—is an important part of that.”

Consistent exposure to college campuses and introductions to college offices and resources is one way students develop that “cultural capital.” And for the 11th graders, their penultimate Summer Academy experience is intended to inspire them to see college as a place where they can be empowered to cultivate their curiosity and take ownership of their research interests.

Fares Eloseily, center, with his team's poster presentation. Photo by Rahib Zaman/University Life

The core component of the 11th grade curriculum is the Research and Discovery Seminar, led by Nadeen Makhlouf, instructional faculty in the Honors College. Based on the Honors College first-semester research course HNRS 110 Principles of Research and Inquiry, this three-week seminar gives EIP students the opportunity to identify their interests and figure out what they can do with those interests if they decide to come to George �鶹��Ƶ. Not only are students exposed to the breadth and depth of opportunities available in a post-secondary education environment, but they also get to experience what collegiate-level research looks like.

“When they’re in high school, they are told what to write about. They’re given a prompt, they’re given a question, and then told to write an essay,” said Makhlouf. “In this course, we give them the power to decide. We want them to get a taste of the academic agency they’ll get in college.”

Students complete a survey to identify their interests. They are then placed into groups with other students with similar academic and career interests. Each group decides on a research question and then compiles resources that could support their investigation into that inquiry—courses they could take, labs they could join, skills they would need to develop, and careers they could pursue. They present their findings at a final showcase.

“This is the first time they’ve done something like this,” Makhlouf said, showing the array of posters set up in Dewberry Hall. “They were so excited to see the posters printed. Some of them want to take them home. It’s just such a unique experience for them and really makes them excited about their academic future.”

Edison High School student Fares Eloseily is interested in the intersection of international relations and music “I know what I want to do but didn’t know where that could lead. This project showed me how I could make a career out of the things I’m most passionate about,” he said. His team focused on international affairs and the dynamic between the Global North and South.

"It’s something completely different from what you experience in high school. I’m surrounded by people who are all committed and passionate about what we’re doing. And it’s eye-opening to see how college classes are different from high school,” he said.

A key part of this is peer mentorship, also provided by the Honors College and led by Makhlouf. Current Honors College students offer support and guidance to the EIP students during their Summer Academy experience while gaining valuable leadership skills.

Christine Ziu listens to one EIP student's presentation. Photo by Rahib Zaman/University Life

“These students are just starting to look at colleges, but many of them aren’t sure what they want to do, or what kind of careers are available. This program helps them narrow their focus and shows them what’s possible, while developing their research and collaboration skills,” said peer mentor, Honors College student and cyber security engineering major Christine Ziu. “And it puts them in contact with people like me, who understand their experiences and can help them navigate that scary transition from high school to college as first-generation students.”

For Betzy Balladeres Oviedo, one of the Honors College instructors working with EIP, Summer Academy has been full-circle moment. She began her George �鶹��Ƶ journey as an EIP student, joined the Honors College upon admission to George �鶹��Ƶ, and graduated in 2024 with a BA in social work. In addition to supporting EIP students in the Honors College's Research and Discovery seminar, she served as a program assistant for EIP's Institute of Excellence this summer.

“These students want to succeed for their families, and I definitely saw myself in their shoes,” she said. “EIP alleviated some of the stress I would have faced around applying for and attending college. I think this sort of program, where we show students what college classes and research are like, makes them much more confident.”

Learn more about the Honors College

Learn more about the Early Identification Program

In This Story

Mia Hines, Ed.D.

Nadeen Makhlouf

Topics

Campus News

Honors College

Early Identification Program (EIP)

Community Engagement

College of Engineering and Computing

College of Public Health

Alumnus uses his creative voice to build connections, honor heritage, and foster peace

Shayla Brown — Wed, 18 Jun 2025 14:09:19 +0000

Alumnus uses his creative voice to build connections, honor heritage, and foster peace Shayla Brown Wed, 06/18/2025 - 10:09

Federico Frum, BA Art and Visual Technology ’05, believes in the power of art to bring people together. Known professionally as MasPaz—Spanish for “more peace”—Frum has spent his career fusing activism and creativity, using bold street murals, community engagement, and cultural storytelling to spread a message of unity.

George �鶹��Ƶ alum Federico Frum with his mural. Photo by Evan Cantwell/Office of University Branding

A multidisciplinary artist based in Washington, D.C., Frum most recently gained national attention for contributing to the design of a stamp for the Art of the Skateboard stamp series for the U.S. Postal Service, a project five years in the making.

“The graphic designer on the project had seen my work at the Smithsonian Folklife Festival and really connected with it—especially coming from a Latino background himself,” Frum said. “When he reached out, I was thrilled. Skateboarding has been a part of my life for years—I even used to have my own skateboard company—so this project felt like home.”

That deep connection to skateboarding culture is more than a personal passion. Frum has worked in skate shops, helped manage an amateur skate team, and continues to sponsor local youth, offering them skateboards bearing his signature artwork.

While Frum’s work often appears on concrete walls, his art is rooted in something older and deeper—his Colombian heritage, Indigenous traditions, and a lifelong reverence for the planet. He draws inspiration from the intricate geometric designs of molas, the handcrafted textiles created by Indigenous peoples in Panama and Colombia.

“Growing up, my mother would hang molas around the house. They became my connection to our land, our ancestry,” Frum recalled. “Now I keep that tradition alive in a contemporary way—using a spray can or a paintbrush but always honoring that cultural lineage.”

His mural work is widely recognized for its themes of earth preservation, Indigenous identity, and community empowerment. But Frum’s impact goes far beyond public art. He visits high school classrooms, co-creating murals with students that are proudly displayed on campus—an invitation for young people to find their voice through art.

“I’ve always felt connected to Indigenous practices and the family dynamic,” Frum says. “And I’ve always respected the Earth. A big part of who I am is about protecting and preserving the planet.”

As a student at George �鶹��Ƶ, Frum studied photography and digital art, with a thesis in 3D animation. He credits classes in web design and printmaking with giving him the technical foundation to support his creative vision. He also found mentorship from School of Art professor Chawky Frenn, a fellow advocate for art as a force for peace.

“My heart is filled with so much joy and gratitude to see that Federico is using his artistic voice for social change,” says Frenn, a two-time Fulbright Scholar whose own work explores art and peace. “As teachers, we never truly know what seeds we’re planting—but seeing Federico’s journey is a beautiful reminder of what’s possible.”

Frum’s work has been featured by ABC News, Telemundo, and The Washington Post, and he has collaborated with major institutions including Nike, National Geographic, Sierra Club, Smithsonian Institution, the National Gallery of Art, and the New Museum.

Recently, Frum returned to George �鶹��Ƶ’s Fairfax Campus to install We All Belong, a 30-by-30-foot tapestry mural on the Art and Design Building. The vibrant piece weaves together earth elements, ancestral motifs, and community imagery to deliver a powerful message of inclusion.

“It’s about showing that we’re all connected—that we matter,” Frum says. “That art can help us remember: We all belong.”

Topics

Alumni

School of Art

Community Engagement

College of Visual and Performing Arts (CVPA)

�鶹��ƵArts Amplified: Watch Visual Voices with MasPaz

Law student represents combat veteran at Board of Veterans’ appeals hearing

Katarina Benson — Mon, 16 Jun 2025 21:02:48 +0000

Law student represents combat veteran at Board of Veterans’ appeals hearing Katarina Benson Mon, 06/16/2025 - 17:02

In May, a �鶹��Ƶ law student, working with the �鶹��Ƶ Veterans and Servicemembers Legal Clinic (M-VETS), advocated for a U.S. combat veteran before an administrative law judge at a hearing before the Department of Veterans Affairs (DVA) Board of Veterans’ Appeals (BVA).

From left, M-VETS Client Richard Fahlman, Student Advisor Samantha Hargis, and M-VETS Director Timothy M. MacArthur. Photo provided

Founded in 2004, the M-VETS clinic enables Antonin Scalia Law School students to assist veterans, servicemembers, and their dependents with military/veteran/DVA administrative matters, including disability compensation and educational benefits appeals, discharge upgrades, and Boards for Correction of Military Records matters.

This case centered on a veteran’s 2016 claim for an increased rating for a service-connected disability resulting from an improvised explosive device attack in Afghanistan, which led to the veteran’s medical separation from the Army.

Originally, Army veteran Richard Fahlman received a 20% rating for his injury, but based on new medical evidence, M-VETS filed a request in 2019 to increase this rating to 40%. The DVA initially denied the request. Had the 40% rating been approved, Fahlman would have been medically retired and received all the benefits accompanying that status, including much-needed health care. In response to the DVA’s rejection, M-VETS filed a motion alleging a Clear and Unmistakable Error (CUE).

“I’m glad our client reached out to M-VETS, and we could advocate on his behalf at this hearing,” said M-VETS Director Timothy M. MacArthur. “Our position was that the decision review officer had made a CUE error, contradicting federal law and regulatory standards.”

Many Scalia Law students, called student advisors at M-VETS, worked diligently on behalf of the client during case preparations. Student advisor Samantha Hargis was chosen to conduct the hearing under MacArthur’s supervision.

“Working on this matter for our client was an incredible opportunity,” said Hargis, who graduated from George �鶹��Ƶ with a JD in May. “I am deeply grateful to the student advisors who came before me and laid a solid foundation for our argument at the hearing, our client for his commitment and collaboration throughout the process, and my supervising attorney for his invaluable guidance and support.”

“Ms. Hargis did a phenomenal job arguing the motion and presenting evidence during the hearing,” MacArthur said. “Sam conducted a pre-hearing conference with the judge, delivered an opening statement, conducted a direct examination of our client, and delivered an impactful closing, effectively arguing our position.”

MacArthur said the DVA benefits process allows M-VETS student advisors to gain practical experience in a nonadversarial setting, while providing valuable pro bono services to veterans.

“Mr. MacArthur and Ms. Hargis put their heart, time, and soul into developing my defense, and I couldn’t have asked for a better legal team. Without M-VETS, combat veterans like me wouldn’t have a voice,” Fahlman said.

M-VETS continues to work with the veteran while the hearing outcome is pending.

Topics

Antonin Scalia Law School

George �鶹��Ƶ researchers look at low-cost solutions to increase solved cases and boost public trust in police

Katarina Benson — Thu, 05 Jun 2025 19:04:38 +0000

George �鶹��Ƶ researchers look at low-cost solutions to increase solved cases and boost public trust in police Katarina Benson Thu, 06/05/2025 - 15:04

It’s a sought-after “sweet spot,” where effective police response to combatting nonviolent crimes earns public approval and builds community goodwill—all within tight budget constraints.

Cynthia Lum. Photo by Office of University Branding

Reaching that intersection is no easy task. That’s why �鶹��Ƶ researchers Cynthia Lum and Christopher Koper are testing solutions to help local police departments balance limited resources while strengthening public trust.

Lum, director of the Center for Evidence-Based Crime Policy (CEBCP) within the Department of Criminology, Law and Society in George �鶹��Ƶ’s College of Humanities and Social Sciences, and Koper, a nationally recognized expert on firearms policy and policing and CEBCP’s Principal Fellow, are leading a new initiative supported by an $839,000 grant from Arnold Ventures. The Washington, D.C.-based nonprofit supports evidence-based policy, research, and advocacy to address systemic challenges where traditional approaches have fallen short, funding initiatives that aim to drive long-term, bipartisan reform.

The project emphasizes practical scalable steps police departments can take, especially when it comes to serious property crime cases, such as burglaries and auto thefts, which sometimes get low priority due to lack of investigative leads, high caseloads, and limited police resources.

“We are testing whether low-cost actions will help victim satisfaction and will possibly help police solve more crimes,” said Lum, a former Baltimore police officer. “If this works, then I think many police agencies across the country, especially those who don’t have a lot of resources, but who want to try to do something, will have an accessible approach that can lead to real improvements.”

Most crimes in the United States go unsolved. Violent crimes have higher rates of clearance, with homicide cases ranking highest at 58%. Nonviolent crimes—which are much greater in number—are solved at much lower rates, frustrating many victims and eroding trust in law enforcement.

Christopher Koper. Photo by Evan Cantwell/Office of University Branding

To address that, the agencies participating in the George �鶹��Ƶ three-year pilot will send officers to personally follow-up on stalled, low-priority cases that would not normally receive extensive investigation. If this uncovers potential new leads, it may increase the likelihood of solving these cases. Further, by demonstrating continued engagement, it is hoped that the follow-ups will improve victim satisfaction with police services and boost community views of the police. Lum and Koper will be measuring both outcomes.

“At the minimum, it gets officers back into the community, visibly showing their commitment to solving crimes and positively engaging with people,” Lum said, adding that this project will provide graduate students on the research team opportunity to learn how to carry out program evaluations and field experiments.

Lum and Koper are currently partnering with two police departments, one in Northern Virginia and the other in Maryland. While setting up logistics, such as data sharing and officer training, they are both optimistic about the possibilities.

“We’re trying to move the needle with a modest, low-cost change to investigative procedures,” Koper said. “That additional follow-up by an officer could make a difference.”

Should their research prove effective, they plan to disseminate the model and findings to law enforcement agencies nationwide.

“I think of it as helping police agencies balance the realities they face,” Koper said. “They want to solve more cases and earn a higher level of public confidence and trust. But they also face limits on how intensively they can investigate all cases.”

Study Criminology, Law and Society at George �鶹��Ƶ

Topics

Community Engagement

Research

College of Humanities and Social Sciences

George �鶹��Ƶ civil engineering students are helping local communities improve their flood resilience

Katarina Benson — Wed, 07 May 2025 18:04:10 +0000

George �鶹��Ƶ civil engineering students are helping local communities improve their flood resilience Katarina Benson Wed, 05/07/2025 - 14:04

In September 2024, Hurricane Helene made landfall as a Category 4 hurricane and quickly became the deadliest hurricane in the United States since Hurricane Katrina. It brought catastrophic flooding, storm surge, landslides, and tornadoes, resulting in more than 250 deaths and $78.7 billion in damages, which some estimate may rise to $110 billion. Areas of Western North Carolina and Eastern Tennessee were devastated by the rainfall it brought, and Southwest Virginia experienced significant flooding.

“Flooding is a growing issue across local communities,” said Celso Ferreira, who leads �鶹��Ƶ’s Flood Hazards Research Lab. “It is one part of engineering that’s not well-solved. Communities want to understand and adapt to flood risk, but it’s expensive. If it were easy and cheap, it would already be solved. That’s where this idea came in—we thought, why not involve students? Not just teach them engineering but help them create useful products for these communities. Can we make a difference without a multimillion-dollar firm? Can we bridge the gap?”

George �鶹��Ƶ PhD student Diana Veronez runs a modeling demonstration for the Flood Hazard Engineering and Adaptation course. Photo provided

Ferreira recently redesigned the CEIE 445/645 Flood Hazard Engineering and Adaptation course to work with community partners to deliver real projects as part of the Institute for a Sustainable Earth’s (ISE’s) NSF Accelerating Research Translation (ART) Seed Translational Research Project (STRP) Program. He taught it for the first time in its new format in fall 2024 and plans to offer it again this fall.

In CEIE 445/645, a course for civil engineering students, undergraduate and graduate students work together on teams to develop flood risk maps and conduct analyses to help real clients in local communities improve their flood resilience. For some communities, especially smaller counties or tribes with fewer resources or no engineers on staff, this can provide critical data to help them address areas at higher risk of flooding.

The student teams used the recently developed Virginia Department of Conservation and Recreation (DCR) models, which provided ground elevation surface (topography), hydraulic friction values, and surface water infiltration values. This served as a common framework each project could be built upon.

The class used Virginia Department of Conservation and Recreation models to run scenarios. This figure shows areas of potential flooding in the Town of Quantico. Photo provided

During the first part of the semester, the students learned how to create models like those provided by Virginia DCR. Then, they worked with their clients to address individual case studies on flood mitigation.

“I think it’s transformational for the students,” Ferreira said. “I’m glad we’re able to do that. At the beginning, they wonder what they’ve gotten themselves into, but by then end, they’re proud of the projects they built. [This challenge] really captures their attention, and they get enthusiastic about it.”

Examples of student projects include:

Pamunkey Reservation Flood Resiliency Plan - Located on a peninsula east of Richmond, the reservation is just slightly above sea level, increasing its risk of tidal and pluvial (surface water) flooding. The student team—Jacob Ryan Tomechko, Amanda Mullen, Paul Pacheco, Angela Haines-Perez, and Heriberto Perez—helped identify potential problem spots for roadway flooding including scenarios to address sea-level rise and significant storm events such as hurricanes.
Forwarding Roadway Resiliency Efforts in Mathews County – Matthews County is located on Virginia’s middle peninsula and is at risk of coastal and pluvial flooding due to its low-lying roadways. The student team—Matthew Cantos, Daniel Cardona, Mike DeCarlo, Eglal Salih, and Allyson Skahen—assessed which areas were at a higher risk of flooding due to poorly designed drainage ditches or other characteristics.
Flood Adaptive Roadways in Quantico, Virginia – Located in Prince William County, the Town of Quantico is near the Potomac River and Quantico Creek. The student team—Sebastian Galarza, Marcos Sanchez, Roberto Mejia, and Gabby Wade—helped the town assess roadway flooding scenarios to inform future evacuation efforts.

As part of their work, the student teams created ArcGIS storymaps for each project, available through the course website.

After the course, several students were hired as undergraduate research assistants to continue working on the projects so that they could take them beyond one semester’s work and provide the clients with more advanced projects. They are reviewing and enhancing all the projects to improve alignment with the clients’ requests and developing a standardized product that each client will receive.

One client was interested in using the student maps and analysis to assist with their proposal for funding to address these flooding issues. This is one way Ferreira sees clients being able to use the student projects. He explained that when communities apply for a grant to hire an engineering company for a project, they need to do preliminary analysis as part of this proposal. Many communities don’t have this capacity—they don’t have engineers to do preliminary analysis.

Ferreira worked with a graduate research assistant, two post-docs, and a PhD student over the summer of 2024 to redesign the course. “The funding from the ART program made it possible. It provided the resources to adapt the course in this way. It was key to have those resources, because it was a huge undertaking that couldn’t be done by one faculty member alone.”

The goal of the NSF ART program is to translate science from the university to real solutions for local communities that can help them better prepare for climate-related disasters. The ISE and Virginia Climate Center (VCC) are collaborating with the University of Kentucky and the Center for Climate Strategies on the NSF ART initiative to close this gap and help communities in Virginia improve their resilience.

CEIE 445/645 will be offered in the fall 2025 semester, and applications are still open for local communities to participate as clients.

View the course website

Topics

College of Engineering and Computing

Strategic Direction

GCI-Grand Challenge Initiative

CEIE Success Stories

New art course teaches students how to think differently about design

Shayla Brown — Wed, 02 Apr 2025 15:49:48 +0000

New art course teaches students how to think differently about design Shayla Brown Wed, 04/02/2025 - 11:49

“Furniture isn’t just a tangible item that’s supposed to mold to your body, but it can also mold to your lifestyle,” said Katherin Salazar, a �鶹��Ƶ senior art and visual technology major.

She is currently taking a new College of Visual and Performing Arts special topics course, AVT 496, which focuses on furniture design and is offered through the university’s School of Art.

AVT 496 students discussing their sculptures. Photo by Ayman Rashid/Office of University Branding.

“The goal is to teach students about the power of furniture and how the built environment is constantly communicating and reorchestrating hierarchical structures,” said Mallory Kimmel, a Washington, D.C.-based interdisciplinary artist who created and teaches the course.

“We’re learning how to cultivate a greater awareness of the intended power dynamics in space, and also to become a curator of reshaping hierarchies in space to be more oriented to social justice ethos,” she said.

Salazar, who has contracts with Smithsonian Folklife Festival and Skate Folk creating competitive atmospheres that serve as a gateway for local skaters, is currently building a quarter pipe ramp for a class project.

AVT 496 student showcases the functionality of a sculpture. Photo provided.

“The techniques we’re learning in this course go hand in hand with building a lot of structures related to skating,” said Salazar, who works as a student monitor in the university’s Sculpture Studio under the supervision of Ben Ashworth, sculpture and foundations supervisor in George �鶹��Ƶ’s School of Art.

“Mallory and Ben have taught me the ways of the art world and how it's constantly changing and growing. The biggest lesson I’ve learned so far is to take pride in my skills and realizing the worth of them,” she said.

As a part of the course, the students will tour the National Gallery of Art and put what they’ve learned to practice by identifying and recommending ways to create a more welcoming environment for people to experience the art.

The students will also present how their finished sculptures address hostile architecture, which Kimmel defines as the “built environment containing features that aim to reject certain people or behaviors.”

An example of hostile architecture is public benches that have handrails in the center so that it's prohibitive for the houseless population to lay down, explained Kimmel.

AVT 496 student showcases the functionality of a sculpture. Photo provided.

“[This course] has allowed me to expand my thinking beyond just the functions of furniture, but about its design ethics and the body itself,” said Roland Payabyab, a senior art and visual technology major.

For Payabyab’s first project, he focused on posture in honor of his parents.

“I'm noticing as they age, they're developing a lot of back problems, so I'm creating a bench meant to relieve some of that pain by incorporating a function within this piece to move with them as they need, for example, when they’re bending over to put on shoes,” he said.

Payabyab was able to build his project with techniques, such as woodworking and joinery.

AVT 496 students discussing their sculptures. Photo by Ayman Rashid/Office of University Branding.

“Joinery was one of the things I was most excited to learn about, and it just so happened to be the first topic we would cover,” said Payabyab. “Now I know how to combine different materials without nails or screws to build my sculptures, which is great for me because that’s what I’d like to do as a career after I graduate.”

In This Story

Mallory Kimmel

Benjamin Ashworth

Topics

College of Visual and Performing Arts (CVPA)

National Gallery of Art

A collaborative solution to culinary career challenges

Sarah Holland — Tue, 25 Mar 2025 14:29:31 +0000

A collaborative solution to culinary career challenges Sarah Holland Tue, 03/25/2025 - 10:29

One of the best parts of any town is its local food. But in the aftermath of COVID-19 lockdowns, keeping local restaurants alive and thriving requires a new approach.

Photo by Ron Aira/Office of University Branding

In partnership with the City of Fairfax, Town of Vienna, and the Virginia Restaurant, Lodging, and Travel Association Foundation (VRLTAF), George �鶹��Ƶ is working on a solution: the Culinary Careers Collaborative (CCC) is a workforce development project to get restaurant workers the foundational skills they need to succeed.

Jai Girard, director of education and workforce development for the VRLTAF, explained that the restaurant industry has often struggled with recruitment and retention. “The challenge has intensified in recent years,” she said. Hospitality employees who were laid off during the lockdowns found jobs in other industries. Business travelers, who were a significant market for Northern Virginia restaurants, have not returned to the pre-2020 numbers. And with growing competition from the gig economy, restaurants are struggling to recruit and retain their staff.

As restaurants face growing challenges, the City of Fairfax and Town of Vienna wanted to find a solution.

“This is a challenge that transcends jurisdictional borders,” said Ashley Curtis, marketing and business engagement specialist for the Town of Vienna. "Hungry diners aren’t thinking about where the city starts and the town begins: They’re just enjoying the food. We have a shared goal to support the places our residents and visitors love to eat.”

“We knew we needed partners who could bring expertise in hospitality and restaurant management, so we looked to George �鶹��Ƶ and VRLTAF,” said Tara Borwey, assistant director of programs for Fairfax City Economic Development. George �鶹��Ƶ has one of the only hospitality degree programs in the area.

“We’re all in such close proximity to one another, and therefore we all have a vested interest in maintaining a strong relationship and improving our shared community,” she said.

Using feedback from restaurant owners around Fairfax City and Town of Vienna, the team developed three tracks: beginning culinary skills, beverage skills, and advanced management. Each track totals 24 credit hours taken over four days. Fairfax City and the Town of Vienna fully funded the programs so they are completely free for participants.

Students practice during the beverage skills track. Photo by Ron Aira/Office of University Branding

“Partnerships between universities and local communities are essential for creating meaningful workforce development,” said Min Park, associate professor in the Tourism and Events Management program in the College of Education and Human Development. “These partnerships ensure that training programs are academically sound and aligned with workforce demands.”

The beginning culinary skills track and beverage skills track are designed to build foundational skills for industry newcomers. Culinary students learn fundamental cooking techniques and knife skills; beverage students learned how to mix cocktails and pair wines; both tracks include instruction in hygiene and sanitation protocols, service management skills, regulation compliance, and operational strategies.

Students learn skills that will put them in a stronger starting position and get the chance to see if this industry is the right fit without risk for either the student or the restaurant losing a job or an employee.

“Retention is just as important as recruitment,” said Girard. “These tracks remove some of that steep learning curve barrier of these entry-level positions that could scare some people away. They can see if the industry is a good fit for them, while gaining skills that will make them more confident in what can be a stressful environment for someone new and untrained.”

George �鶹��Ƶ alumna Sophia Tran, BS Tourism and Events Management ’22, a current graduate student pursuing a master's in management with a certificate in human resources in the Costello College of Business, took the beverage track and earned the ServSafe certificate and the Beverage Arts certificate. The ServSafe certificate, administered by the National Restaurant Administration, demonstrates an individual’s knowledge of food safety protocols and procedures. “I would highly recommend the track. I learned a lot about the wine and cocktail industries,” she said.

Advanced management track participants and instructors. Photo provided.

The third track—advanced management—is the only track specifically for current industry employees, designed to upskill current or potential leaders with instruction on managerial theories and practices. The inaugural module ran in July 2024 with 13 participants, taught through a collaboration between a professor of the Tourism and Events Management program and leading industry practitioners.

“Many of our restaurants are locally owned small businesses, and they don’t usually have resources like this. It’s a DIY mentality, training people on the job,” said Curtis. “But small business is the heartbeat of our region, so being able to support them makes this really special.”

The locations of the tracks vary based on the needs of the curriculum. Dolce Vita Italian Kitchen & Wine Bar in Fairfax City hosted the beverage class, which concluded its first session in January. The beginning culinary track, which will run its inaugural session in June 2025, will use the College of Public Health Nutrition Kitchen in Peterson Hall.

Said Curtis, “Collaborations like this make this region a great place to work, play, learn, and live.”

To register for upcoming tracks, visit the CCC website.

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Poetry Alive! expands services to Prince William County

Colleen Rich — Tue, 11 Mar 2025 18:02:19 +0000

Poetry Alive! expands services to Prince William County Colleen Rich Tue, 03/11/2025 - 14:02

Poetry Alive! is an arts outreach program designed to inspire and empower students at the Fairfax County Juvenile Detention Center (JDC) through interactive workshops centered on contemporary poetry. Now in its third year, Poetry Alive! has extended its reach to a new site, the Patrick D. Molinari Juvenile Shelter in Prince William County.

Photo by Getty Images

Poetry Alive! sends teaching fellows, recruited from the �鶹��Ƶ’s Creative Writing Program, into centers to teach poetry workshops. At the JDC, the teaching fellows work with students in the center’s Beta program—a year-long therapeutic initiative for male residents aged 14-17. The Molinari Shelter in Manassas, Virginia, is a nonsecure facility that acts as an alternative to detention and provides emergency placements for youths aged 11-17.

George �鶹��Ƶ alumnus Ronald Pannell, MEd ’02, PhD ’12, supervisor of specialized instruction for Prince William County Schools, heard about the JDC poetry workshops through an article in the �鶹��Ƶ Spirit magazine. While a doctoral student at George �鶹��Ƶ, Pannell had done research on strategies using written expression to help elementary school students with emotional and behavioral disabilities. He immediately saw the value of implementing a Poetry Alive! program at the Molinari Shelter.

Pannell secured funding through a Virginia Department of Education grant and collaborated with Poetry Daily, which runs Poetry Alive!, to bring the program to Molinari in fall 2024.

Katey Funderburgh. Photo provided

The program at Molinari employs five teaching fellows: four MFA graduate students—Katey Funderburgh, McKinley Johnson, Martheaus Perkins, and Nicholas Ritter—and one undergraduate student, Faith Baylor, who is participating as part of their practicum coursework for a Poetry Daily course.

Funderburgh and Ritter are the lead teaching fellows in charge of expanding the program to the Molinari Shelter. Ritter and Funderburgh both served as Poetry Alive! teaching fellows last spring and are extremely passionate about the program.

“We spend each Poetry Alive! session introducing the students to new poets, discussing what different poems mean and how they’re crafted, and then we watch and listen as the students take these tools into their own hands,” said Funderburgh. “Whenever I am lucky enough to hear a student read their own poetry aloud, I remember that this is why I’m here, this is what poetry is for.”

“Our sessions are chances for these students to express [themselves] in new and creative ways,” said Ritter, who has been working with the program for three years. “Working with Poetry Alive! has shown me a pathway for poetry to work in the world in ways I hadn’t imagined before. Our work makes a direct and tangible difference, and I think that carries tremendous value.”

Nicholas Ritter. Photo provided

Pannell said the youth at the shelter really enjoyed the workshops. “It gave them another outlet to express themselves.”

He said that the teachers working at Molinari also benefited from the workshop and that Funderburgh and Ritter has passed on skills to the faculty there, enabling them to support the students as they explored writing and journaling outside of the workshop.

Founded in 1997, Poetry Daily is a nonprofit daily anthology of contemporary poetry that moved to George �鶹��Ƶ in 2019 to continue its work connecting 570,000 readers across the world to the finest contemporary poetry. It also serves as a learning lab for George �鶹��Ƶ students in teaching the art and practice of poetry publishing and is part of Watershed Lit: Center for Literary Engagement and Publishing Practice.

Poetry Alive! is modeled after the successful pilot initiated in spring 2022 by the inaugural Fairfax Poet Laureate and George �鶹��Ƶ alumna Nicole Tong and has continued with the support of funding from ArtsFairfax. The program at the Fairfax County JDC is funded by ArtsFairfax.

Film and Video students take home Capital Emmy Student Production Awards

Shayla Brown — Tue, 11 Feb 2025 13:59:06 +0000

Film and Video students take home Capital Emmy Student Production Awards Shayla Brown Tue, 02/11/2025 - 08:59

Students from �鶹��Ƶ’s Film and Video Studies Program collaborated in the classroom to create films that earned them their first Capital Emmy Student Production Awards. These awards, sponsored by the National Capital Chesapeake Bay Chapter of the National Academy of Television Arts and Sciences, recognize outstanding achievement in video production in the region.

“I knew I loved editing my whole life. When I was a little kid, I thought ‘I'm going to be a famous YouTuber and make videos,’” said senior film major Xavier Jimenez, who received an award in the commercial category for “Media Production Program: Behind the Scenes.”

Xavier Jimenez directing his promotional video. Photo provided.

“It wasn't until my senior year [in high school] that I realized editing kind of falls into film, and I started researching more about videography and cinematography,” said Jimenez, who has a minor in photography.

During his junior year, Jimenez took COMM 358 Multi-Camera Studio Production with Department of Communication instructor David Miller at the Student Video Center.

“That semester was my first time meeting Professor Miller. I showed him some of my previous video work of our basketball and soccer teams, and asked if I could borrow the Sony FX3 camera,” explained Jimenez, who also creates content for George �鶹��Ƶ Athletics.

Miller was thoroughly impressed by Jimenez’s videography skills, permitting him to use the new camera on the condition that he create a “behind-the-scenes” promotional video for the course aimed at prospective students. This project, directed, shot, and edited by Jimenez with Miller’s guidance, ultimately earned him his first Emmy Award.

“I always tell my students that the only prerequisites for my course are curiosity and hard work. I noticed that right away in Xavier,” said David Miller, who is the media production coordinator in the Department of Communication. “Honestly, Xavier appears to have an innate talent, and giving him additional challenges and opportunities will only help him reach new heights—he’s just that good.”

The promotional video was finalized in May 2024, and Miller submitted it to be considered for the award.

George �鶹��Ƶ alumnus Mauricio Alarcon, BA Film and Video Studies ’24, also received a Capital Emmy Student Production Award in the Fiction-Long Form category for his film “La Vida.”

Mauricio Alarcon (center) directing his film, "La Vida." Photo provided.

He wrote and directed the film under the guidance of his supervisor, Film and Video Studies professor Thomas Britt. Alarcon created the film across three semesters involving two courses: FAVS 498 Development for Senior Project and FAVS 499: Senior Project.

“I wrote about 10 drafts of the script with Professor Britt and I received meaningful feedback every time,” said Alarcon. “It was nice to always have him in my corner supporting and reassuring me that I could do it. He helped me make sure the story could be told in the most impactful way.”

Britt, whose guidance covered everything from the initial script draft to the final sound mix, said he was proud, but not surprised by Alarcon winning an Emmy Student Production Award.

“It was a pleasure to work with Mauricio across three semesters on this project,” said Britt. “His vision for the film was strong from the beginning, so much of what I did was intended to help him bring that to the screen without losing his enthusiasm or purpose for the film.”

Alarcon has many excellent qualities, said Britt, but one that stands out is his follow-through.

“At every stage of the filmmaking process, he showed that he could deliver on that ambition, so he always backed up his goals with results that meant he did not have to compromise,” Britt said.

Alarcon’s film centers on a 17-year-old boy named Jorge who is the son of immigrants and whose aspirations to make his high school soccer team are halted by his father’s sudden absence and having to take care of his younger sister, Alarcon said.

Mauricio Alarcon (center) directing his film, "La Vida." Photo provided.

“I wanted to diversify the Latino American narratives. The Latino population in the DMV is primarily Central American, meaning El Salvador, Guatemala, or Honduras. I was lucky enough to work with Xavier, who's also El Salvadoran, as assistant camera,” said Alarcon, who minored in global affairs.

Alarcon’s film crew was made up of fellow film majors who he met during his time in the program. He was able to secure his locations through connections in the Arlington community, filming at his elementary school and local apartments buildings, as well as on George �鶹��Ƶ’s soccer fields.

“La Vida” was shown at the �鶹��Ƶ Film Festival, the Georgia Latino Film Festival, International Kolkata Short Film Festival, and the Chandler International Film Festival.

Alarcon, who hopes to continue telling Latin American narratives, is currently in grad school at Loyola Marymount University studying film and television production.

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