Pam Shepherd

Massimiliano Albanese named executive director of Institute for Digital Innovation

Colleen Rich — Wed, 10 Sep 2025 16:07:44 +0000

Massimiliano Albanese named executive director of Institute for Digital Innovation Colleen Rich Wed, 09/10/2025 - 12:07

�鶹��Ƶ has appointed Massimiliano Albanese as executive director of the Institute for Digital Innovation (IDIA)—a pivotal move as the university strengthens its position as a leader in cutting-edge research and technological advancement.

Photo by Ron Aira/Office of University Branding

Albanese, who joined George �鶹��Ƶ in 2011, currently serves as a professor and associate chair for research in the Department of Information Sciences and Technology within the College of Engineering and Computing. For over a decade, he has served as associate director of the Center for Secure Information Systems, where he has played a critical role in shaping the university’s research strategy in cybersecurity and information technology.

A recognized expert in cyberattack modeling and detection, optimal defense strategies, and adaptive security technologies, Albanese brings a deep understanding of digital systems to his new role. His research portfolio includes participation in projects totaling $13 million, six U.S. patents, two books, and 90 peer-reviewed publications. He is a recipient of George �鶹��Ƶ’s Emerging Researcher/Scholar/Creator Award and earned his MS and PhD in computer science and engineering from the University of Naples Federico II, Italy.

“Dr. Albanese is an outstanding leader and researcher who understands the importance of collaboration and innovation in driving progress,” said Andre Marshall, vice president for research, innovation, and economic impact. “His depth of expertise in cybersecurity and digital systems, combined with his proven ability to foster interdisciplinary partnerships, makes him uniquely suited for this role. Under his leadership, we look forward to strengthening IDIA’s mission of advancing digital innovation, expanding cross-disciplinary collaboration across the university, and positioning George �鶹��Ƶ as a national leader in solving complex technological challenges.”

Albanese steps into this role at a crucial moment for both George �鶹��Ƶ and the technology landscape—particularly with the rise of artificial intelligence (AI) and other emerging technologies. His mission is clear: to drive impact through collaboration and to position George �鶹��Ƶ at the forefront of digital innovation.

“This is a very interesting time to be in this position,” Albanese said. “By connecting digital innovation with AI and other emerging technologies, we can make a real difference—not just at George �鶹��Ƶ, but for the nation and the world.”

AI’s rapid advancement offers tremendous opportunities as well as complex challenges, he said.

Albanese’s vision for IDIA centers on building a culture of collaboration that unites faculty, students, researchers, and external stakeholders. He said he plans to start by strengthening partnerships with the university’s other research centers and institutes.

The university’s Grand Challenge Initiative (GCI) provides opportunities to apply digital innovation to critical sectors.

“None of these solutions can be achieved without a collaborative mindset because they are inherently complex and multidisciplinary. We are at a point in time of rapid AI growth that is changing the way we approach everything: AI and digital innovation will play a critical role in advancing GCI.”

Another priority for Albanese is diversifying IDIA’s funding sources in response to tighter federal budgets. He said he intends to strengthen existing partnerships with industry and nonprofits, and develop new public-private collaborations to ensure the institute remains resilient and impactful. He notes that as funding becomes more challenging to secure, the university must become more efficient. And one way to do that is for “IDIA to work closely with other institutes and research centers on campus to increase awareness of who is doing what and join forces to have a better impact.”

Albanese sees IDIA as a critical driver in elevating George �鶹��Ƶ’s reputation as a leading public research university. His strategy includes promoting technology transfer, supporting start-ups, and creating stronger connections between faculty and industry partners to bring innovations from the lab to the marketplace.

“There is a lot of competition to attract students and resources, and we must establish ourselves as the lead,” he said. “IDIA can help put George �鶹��Ƶ at the forefront of research by leveraging our strengths and bringing talented people together to solve big problems.”

Looking ahead, Albanese encourages students and researchers to adopt a problem-driven approach to innovation and become problem solvers. “We should reach out to stakeholders with real-world challenges and develop solutions that truly address those needs.”

By fostering collaboration, driving interdisciplinary research, and forging strong partnerships with industry and government, Albanese aims to position IDIA—and the university—as a national leader in solving complex, real-world problems through technology.

Learn about the Grand Challenge Initiative

Topics

Campus News

Institute for Digital InnovAtion (IDIA)

College of Engineering and Computing

Research

Safeguarding George �鶹��Ƶ’s research and researchers

Katarina Benson — Wed, 18 Jun 2025 18:45:55 +0000

Safeguarding George �鶹��Ƶ’s research and researchers Katarina Benson Wed, 06/18/2025 - 14:45

Earlier this year, Melissa Perez was named assistant vice president for research security in the Office of Research Integrity and Assurance at �鶹��Ƶ. In this role, she oversees university-wide policies and processes to ensure compliance with research security laws and regulations (including export control), international collaborations, travel, and cybersecurity. As George �鶹��Ƶ’s designated research security officer, she also leads institutional responses to threats affecting the university’s research compliance and standing.

Perez has more than 20 years of research compliance experience, including the past decade leading George �鶹��Ƶ’s export compliance and secure research programs—most recently as director for export compliance and secure research. She recently shared her insights on the university’s Research Security Program, regulatory challenges, and the impact on researchers.

Melissa Perez. Photo by Office of University Branding

What inspired you to take on this new role?

I majored in international relations at St. Joseph’s University and law at American University. I enjoy analyzing the geopolitical aspects of research security and how the federal government uses regulations to advance its foreign policy goals. I began actively advocating for a research security program at George �鶹��Ƶ in 2023 because the U.S. government has been messaging to universities how critical it is to protect U.S. research and the role universities have in safeguarding the research.

I am committed to supporting our researchers and knew that I wanted to have an even greater role in ensuring that they can pursue their international research safely and responsibly. I have created and expanded other compliance programs at George �鶹��Ƶ that support our faculty and researchers, and I am excited for the opportunity to create a new program that will be a resource for the George �鶹��Ƶ community.

Why is a research security program vital for George �鶹��Ƶ, and how does it align with the requirements of National Security Presidential Memorandum 33 (NSPM-33)?

Under NSPM-33, the U.S. government mandates that R1 universities like George �鶹��Ƶ establish robust research security programs to protect U.S. technology against foreign government misappropriation. The Research Security Program enables us to meet this requirement and continue receiving federal funding, and it also demonstrates to government sponsors George �鶹��Ƶ’s commitment to protecting our research and researchers when they engage with international colleagues.

What are the key security challenges universities face?

One key challenge is raising awareness of threats and risks, and helping researchers recognize international activities that may compromise their research, their funding, or their careers. When people hear “research security,” they often think that the U.S. government is only interested in protecting classified or sensitive research, but, in fact, the threat of misappropriation goes beyond that and includes fundamental or basic research.

NSPM-33 introduces specific guidelines for safeguarding research. How you plan to ensure compliance without stifling academic freedom?

While there is an inherent tension between limiting what faculty can do, from a regulatory perspective, and academic freedom, the goal of George �鶹��Ƶ’s Research Security Program is to help researchers identify international activities that are safe, secure, and that protect them, their research teams, and their careers. I don’t want to stop collaborations; I want to make sure that our researchers can engage in these activities with confidence that the collaborations will benefit them, the university, and the scientific community.

What are your top priorities for the first year of implementation?

The priorities for the first year are communications and outreach as they are key to raising awareness and establishing buy-in and a culture of compliance. Research security applies to all federally funded research and will impact anyone involved in federally funded research, especially researchers collaborating internationally. That’s why outreach is so important. I want to ensure that faculty, staff, and students understand the new requirements and how the evolving policy landscape impacts them. In terms of workflow changes, by working with offices across campus to refine our processes around foreign travel security and cybersecurity, my intent is to embed elements of research security into existing processes rather than create new workflows for people to follow. My goal is to make research security easy and unobtrusive for the researchers.

Universities thrive on collaboration. How does the program ensure that partnerships with external entities remain productive and secure?

A strong research security program will allow us to maintain and grow the level of international engagements at George �鶹��Ƶ. Without this program and the processes and tools that will be a part of it, it is much harder from a risk perspective to evaluate which activities may involve a high level of risk that could jeopardize our research or researchers.

Can you provide an example of a security threat that could potentially compromise research at a university, and how the program will prepare to address it?

One example is the U.S. government’s policy regarding Malign Foreign Talent Recruitment Programs (MFTRP). In the past, being selected to participate in a program such as China’s Thousand Talents Program was considered an achievement. Today, participation in a foreign talent program that the U.S. government considers “malign” could jeopardize a researcher’s ability to receive federal funding.

To ensure that our researchers remain eligible to bid on federal projects, we have a pre-approval process in RAMP where we review foreign appointments and affiliations to determine whether they would be a MFTRP. If the researcher is contemplating an activity that would be considered a MFTRP, I work with the researcher to mitigate risk by removing terms that make the activity “malign,” and I provide guidance so that they can weigh the risks associated with such foreign appointments.

Cybersecurity is one of the pillars of NSPM-33, and my office will partner with many across campus who manage cybersecurity threats, including the Office of Research Computing, ITS, and the IT units in the colleges, to make sure that all research security policies addressing cybersecurity are coordinated and reflect industry best practices.

How do you envision adapting the program over time?

In my role as research security officer, it will be my responsibility to be aware of regulatory changes in this space and to have a pulse on how other universities are responding to these changes. As the regulatory landscape evolves, I will work with leadership to communicate those changes to our researchers. Our program will need to be agile to reflect changes implemented by the U.S. government. Policies and guidance are shifting rapidly, and a big challenge will be keeping our community up-to-date.

Learn more about Research at George �鶹��Ƶ

Topics

Research

Cybersecurity

Faculty and Staff News

Office of Research Innovation and Economic Impact

George �鶹��Ƶ’s new visualization and virtual reality lab is changing how research is conducted

Colleen Rich — Wed, 05 Feb 2025 18:35:42 +0000

George �鶹��Ƶ’s new visualization and virtual reality lab is changing how research is conducted Colleen Rich Wed, 02/05/2025 - 13:35

The oft-heard phrase “you had to be there” could disappear as the growth of virtual reality (VR) allows individuals to experience the world without ever leaving home. While the pandemic ushered in the era of Zoom classes and meetings—providing the opportunity to participate in classes or meetings with others in different locations—it is VR that creates tangible experiences where people in the same room or thousands of miles away can successfully collaborate.

George �鶹��Ƶ graduate student works with the virtual construction site in the Visualization and Virtual Reality Lab in Research Hall. Photo provided

With the opening of the new Visualization and Virtual Reality Lab in Research Hall—hosted by the �鶹��Ƶ Innovation Exchange (MIX) and made possible with funds from the Tech Talent Investment Program—�鶹��Ƶ has the opportunity to be part of this global movement and to be a leader in transdisciplinary research.

A ‘Cradle’ for Collaboration

The highly anticipated lab, which has been years in the making and serves as the hub of data analysis, visualization, and technology-enabled pedagogy for the university, provides countless opportunities for faculty to combine and advance their interests in new ways. It is also the ideal space to hold demonstrations for sponsoring agencies and partners.

Craig Yu, associate professor of Department of Computer Science, sees the lab as a “cradle for setting up interdisciplinary collaborations” that he believes will enhance the research synergy at George �鶹��Ƶ. His current work on a simulated construction site set in the future has brought together researchers from the College of Education and Human Development and the College of Engineering and Computing.

In the lab, users have access to five virtual reality pods within two rooms. The smaller of the rooms has two display screens that connect with high-quality headsets, while the larger room has a 24-foot-long, 9-foot-tall screen that is touch activated—allowing users to manipulate and move data.

Once users are inside this VR or augmented reality (AR), they can experience their surroundings and even “feel objects and be part of accidents or disasters without experiencing pain,” Yu said.

Visualizing and Communicating Complex Ideas

Visitors to the Visualization and VR Lab use the VR pods. Photo provided

The lab is also ideal for capturing complex ideas that are difficult to understand if one doesn’t visualize them, Yu said.

In Yu’s simulated construction site, performances are tracked and replayed, allowing researchers to see exactly how people work together and respond to situations. Researchers then analyze user performance using scientific metrics, which can help individuals improve over time through repeated exercises.

“Training through VR/AR is helpful to conduct experiments because we can track performance through state-of-the-art technology and give feedback,” said Yu. “These experiments not only enhance user performance, they can also validate if investments [in training] are effective.”

A major component of George �鶹��Ƶ researcher Dave Lattanzi’s research involves the generation and analysis of complex, large-scale 3D virtual model data, which he said is difficult to visualize and communicate.

It requires specialized computing and graphics technologies that are challenging to operate on typical computer hardware, making visualization “fundamental to navigating and assessing 3D data,” said Lattanzi, an associate professor in the Sid and Reva Dewberry Department of Civil, Environmental, and Infrastructure Engineering.

The lab will support communications across project teams like Lattanzi’s by providing a shared space for visualization, as well as providing a place for teams to demonstrate their capabilities or findings to sponsoring agencies and university partners, which can lead to additional collaborations and funding opportunities.

VR and Training

Computer science PhD student Liuchuan Yu, a self-described VR/AR addict who is part of the team working on the simulated construction site project, sees creating simulations as a cost-effective and safe way to train individuals in a variety of jobs.

“I am very glad to have this opportunity because it is giving me the necessary experience to create training applications using VR,” he said. “Real-world training is expensive while VR is technically low-cost. Simulations also allow total control of the environment, which is much safer. But they do create awareness and [generate] real responses from the users.”

While use of the lab is restricted to faculty during the 2024-25 academic year, administrators are already thinking about how to incorporate student instruction and student access to modern geospatial technology applications that are difficult, if not impossible, to demonstrate in a traditional classroom environment. Eventually students with ideas for new technologies, applications, or products will be able to use the lab to work on their own projects.

The lab, located in Research Hall, Room 369, is open from 9 a.m. to 5 p.m., Monday through Friday, and can be reserved through 25 Live. All faculty are welcome to reserve and use the lab for research purposes, but must receive training prior to lab use. Contact MIX manager Max Kazemzadeh at mkazemza@gmu.edu, MIX operations coordinator Minjin Batzorig at mbatzor@gmu.edu, or visit the MIX website for more information.

Topics

Research

The MIX

Tech Talent Investment Program (TTIP)

College of Engineering and Computing

Strategic Direction

Reimagining �鶹��Ƶ's global reach: new efforts take off

Pam Shepherd — Mon, 05 Feb 2024 20:33:58 +0000

Reimagining �鶹��Ƶ's global reach: new efforts take off Pam Shepherd Mon, 02/05/2024 - 15:33

In This Story

Janette Muir, PhD

The political, cultural, and economic upheaval that followed the pandemic has resulted in what a recent report by Deloitte calls a “moment of change” for higher education, prompting colleges and universities to reinvent themselves to stand out and remain relevant. Four years ago, leaders at �鶹��Ƶ weren’t entertaining the idea of expanding educational programming to countries other than South Korea, but with international student and faculty numbers returning to where they were prior to the pandemic along with the upcoming 10th anniversary of �鶹��Ƶ Korea, the focus on global education shifted to more centralized efforts which required a change in the university’s strategic direction.

Over the years, �鶹��Ƶ has cultivated a reputation for evolving its innovative programs to meet the needs of its students. As part of this decisive moment, the Office of the Provost launched several new areas such as the Community Engagement and Civic Learning Office, the revised �鶹��Ƶ Core structure, and the Community College Partnerships Office. Today these efforts play an important role in the university’s strategic direction to improve the student experience, grow the research enterprise, and exemplify a culture of diversity, equity, and inclusion.

Through it all, �鶹��Ƶ—which is home to the largest and most diverse student body in Virginia—values building sustainable pathways for growth that include creating opportunities for student success such as community engagement activities and advanced research projects. For decades, the university has facilitated global learning opportunities and fostered international research. It has also leveraged university partnerships to bring thousands of international students to �鶹��Ƶ from more than 130 countries speaking 80 languages while providing programmatic learning for those who wish to study abroad in nearly two dozen countries each year. �鶹��Ƶ Korea has grown from a small outpost to the gateway to Asia, hosting and graduating students each semester. And because �鶹��Ƶ is a student-first university with numerous clubs, performances, and cultural events, those who are unable to physically study abroad can still experience a multicultural, and diverse learning journey within a vibrant international community in Virginia through virtual international programs.

In a post-COVID environment, preparing students for success in an increasing international and interconnected world while expanding and enriching �鶹��Ƶ’s global footprint is now a university priority—making it critical for the Office of the Provost to reimagine and redesign �鶹��Ƶ’s global vision and establish a path forward. Enter Chrishon Blackwell, an organizational development leader with a deep understanding of international education, as senior international officer and executive director of the Global Education Office (GEO).

Chrishon Blackwell, senior international officer and executive director of the Global Education Office

“It is a testament to �鶹��Ƶ's global engagement that we now have Dr. Blackwell in her role as the Senior International Officer (SIO),” said Janette Muir, vice provost for academic affairs. “As �鶹��Ƶ's SIO, she is the one who can continue to guide �鶹��Ƶ into the next phase of global engagement, post-pandemic, and we are excited to see where this engagement takes us.”

Since arriving at �鶹��Ƶ less than a year ago, Blackwell has spent months identifying how to leverage and utilize the university’s resources in ways that will further enhance students’ experiences while simultaneously exploring ways to maintain global competitiveness and strengthen relationships with its global partners.

“The goal is to create stronger global citizens and to do that, it is critically important to identify, help facilitate, and advance what’s already happening on campus,” she said. “If GEO is to provide students opportunities to immerse themselves in holistic activities that result in individuals who can compete on [an] international scale, we need to think more intentionally about what impacts them across the disciplines.”

And while international education encompasses the mobility of students in other parts of the world, it is also about the scholars who come to �鶹��Ƶ to conduct research and share different styles of teaching, faculty who go to other destinations, and those who do community-based service learning. It further includes “thinking intentionally about international partners and engaging in deeper relationships [with] them” while leveraging existing affiliations and memorandums of understanding by establishing practices such as “exchanges with universities, delegation visits, and sister city partnerships,” Blackwell said.

Following a thorough review of �鶹��Ƶ’s current international offerings, Blackwell recently identified and set forth a series of priorities in research, teaching, and engagement to expand and enrich the university’s global footprint. These priorities include initiatives such as exploring ways to support �鶹��Ƶ’s global research activities and collaborations, examining strategies to globalize the student learning experience, and conducting a comprehensive review of �鶹��Ƶ’s international partnerships.

A vital part of implementing these priorities consists of utilizing the recently formed Global Assembly and Global Operations Team, which engage a broad cross-section of the university to advance �鶹��Ƶ's global initiatives, activities, programs, and services. Both teams consist of representatives from each college, offices that deal directly with global related activities for students, faculty and staff, and other relevant parties. By leveraging the expertise of the members of the Global Assembly, the aim is to collectively identify resources and opportunities that facilitate university-wide internationalization strategies while keeping internal stakeholders informed. The Global Operations Team, meanwhile, coordinates knowledge about �鶹��Ƶ’s global footprint within a decentralized context, then directs and advises the university community on globally focused services and policies. 

“The establishment of the Global Assembly and Global Operations Team demonstrates a collective approach involving a variety of stakeholders across �鶹��Ƶ’s campuses and by doing this, we are fostering a more globally aware and engaged environment for faculty, staff, and student,” she said. “By centralizing our global engagement efforts, we aim to create a more collaborative approach to managing global learning, teaching, research, and engagement.”

�鶹��Ƶ’s revamped global engagement and emphasis on global learning signifies a deep commitment to advancing the university’s internationalization efforts. Not only will it elevate the student experience and provide valuable opportunities for faculty to globally engage, it will also include perspectives from alumni and partners who can assist in establishing new initiatives. Over time, members of the �鶹��Ƶ community will be able to navigate a variety of cultural and political environments resulting in empathetic and inquisitive individuals who are educated in cross-cultural contexts and have the yearning and ability to collaborate.

Looking forward, Blackwell said this new centralized direction will allow the university to “think creatively and boldly about ways to expand international capacity” and is what will “make �鶹��Ƶ a rich and diverse tapestry that will ensure the university is competitive around the world while meeting the community’s needs.”

Topics

Office of the Provost

Provost Newsletter

Global Education Office

Faculty and Staff News

Strategic Direction

University makes changes to the academic calendar

Pam Shepherd — Mon, 08 Jan 2024 20:21:03 +0000

University makes changes to the academic calendar Pam Shepherd Mon, 01/08/2024 - 15:21

After a thorough and collaborative process led by the Office of the University Registrar and the Faculty Senate, �鶹��Ƶ has modified its four-year academic calendar, delaying the start of the fall 2024 semester by one week, among other changes.

Adjustments were made to accommodate Election Day as an ongoing student holiday, give the university greater flexibility regarding fall start dates, realign the calendar to mirror other schools in the region, and maintain the two-week winter break.

“The academic calendar is a complicated document because it governs almost all aspects of the university,” said University Registrar Doug McKenna. “The new calendar presents several changes, but most academic functions remain the same.”

Set to take effect in fall 2024, changes to the four-year academic calendar include:

The start of the fall 2024 semester is delayed by one week to August 26, 2024.
Fall break will occur on October 14, with the university open but no classes held.
Election Day is designated as a university holiday in 2024.
To integrate Election Day as a student holiday, one reading day before final exams has been removed, eliminating the need to teach Monday classes on the Tuesday of fall break week. Classes will not be held on fall break or Election Day in the future, regardless of the university's operational status.
The last day of classes for fall 2024 will be December 9, with final exams from December 11 to 18.
Winter commencement is scheduled for December 19, 2024.
The winter break will span from December 23, 2024, to January 3, 2025.

The revised calendar, which includes these changes as well as the schedule for 2025 and beyond, has been posted to the Registrar’s website.

Topics

Office of the Provost

Provost Newsletter

Alethia Shipman named director of financial aid

Lauren Reuscher — Fri, 14 Jul 2023 17:40:48 +0000

Alethia Shipman named director of financial aid Lauren Reuscher Fri, 07/14/2023 - 13:40

In This Story

David Burge, MSE

Alethia Shipman, director of Student Financial Aid. Photo provided

Alethia Shipman was recently appointed as director of student financial aid at �鶹��Ƶ. Shipman, who has been with �鶹��Ƶ for more than a year serving as associate director of financial aid, assumes the position following the retirement of Sandy Tarbox.

“Alethia assumes this new role with a breadth of financial aid experience across a number of institutional types,” said David Burge, vice president for enrollment management. “She’s worked as a financial aid advisor, a certifying official, an analyst, and as an associate director at two different institutions. Words that consistently come up to describe her are thorough, approachable, knowledgeable, and full of positive energy.”

Previous roles provided Shipman with hands-on experiences throughout multiple layers of financial aid and afforded her the opportunity to use technical, analytical, and customer service skills in a leadership capacity, enhancing her approach to managing staff from diverse backgrounds. She plans to use her knowledge, passion, and expertise to make a difference in students’ lives.

“My favorite part of working with students is knowing that I played a part in reaching their goals by assisting them throughout their educational journey through counseling, mentoring, or educating them along the way,” Shipman said.

Those skills will undoubtedly assist the entire Office of Student Financial Aid as big changes are coming. In 2020, Congress passed legislation to simplify the Free Application for Federal Student Aid (FAFSA) application while also adjusting the formula to determine who will qualify for aid and how much they will receive. As FAFSA alters focus from cash flow to a slightly greater emphasis on wealth, this shift translates into a fairer treatment across the board but could mean decreases in aid eligibility for middle- and high-income families.

Since these developments could result in fear or reluctance for applicants, Shipman knows that communication is key and plans to visit local high schools as well as hold workshops and open forums for students and families to help navigate the FAFSA changes.

“Because the changes can be overwhelming, it will be important to provide FAFSA workshops to assist with completing the application,” she said. “Having open forums for students and families to have all of their questions answered will have a positive impact.”

Beyond FAFSA, Shipman knows that repaying student loans is just as much of a priority for recent graduates as securing a job. She also knows that financial literacy education—understanding financial concepts such as interest rates, student loans, credit scores, budgeting, and how personal finances work—is the best way to help new and current students understand how to wisely manage their personal resources, especially when it comes to spending on their education.

“It is important to provide financial literacy resources to students,” she said, emphasizing the need to provide financial aid counseling to help students understand the options available to them.

Having a college degree increases job opportunities and career stability, and Shipman knows that financial aid plays a strong role in allowing students that opportunity. Moving forward in her new role, Shipman will no doubt have a big impact on the student population by providing outstanding student financial aid service and choice.

Topics

Admissions and Financial Aid

Financial Aid

Faculty and Staff News

Keith Renshaw appointed Associate Provost of Undergraduate Education

Colleen Rich — Fri, 02 Jun 2023 15:41:10 +0000

Keith Renshaw appointed Associate Provost of Undergraduate Education Colleen Rich Fri, 06/02/2023 - 11:41

In This Story

Keith Renshaw, PhD

Keith D. Renshaw, department chair and professor in the Department of Psychology, was recently appointed as associate provost of undergraduate education of �鶹��Ƶ. He replaces Bethany Usher, who was named provost of Radford University.

Keith Renshaw

Renshaw has served as both department chair and Faculty Senate chair and has extensive connections across the campus community.

“Keith is a long-time faculty member and experienced leader at �鶹��Ƶ,” said Provost Mark Ginsberg. “His experiences have prepared him to meet the challenges and optimize the opportunities in his new role. His approach to listening to others and understanding their perspectives, and communicating with a wide range of people from diverse backgrounds and with diverse goals while working to find common ground, will result in increased student opportunity and success at �鶹��Ƶ."

Although he formally begins his new position on August 10, Renshaw is already laying the groundwork for his vision to ensure �鶹��Ƶ is seen as the national leader in inclusive excellence in higher education—starting with how the university positions its undergraduate students.

“It’s what we do here with our undergraduates—fully integrating such a broad range of students into the programs and experiences here—that makes �鶹��Ƶ stand out from other R1 universities,” Renshaw said. “This vision requires continuing to lead in accessibility, while also ensuring that we offer strong supports for students from all types of backgrounds with a diverse range of personal goals, together with an unparalleled learning experience that provides students with the knowledge, skills, abilities, and experiences that we believe all college graduates should have.”

Renshaw will focus on what he views as key elements in the undergraduate curriculum. “Given the needs of students, our region, and broader society, we must ensure that our curriculum is preparing our graduates for careers, while simultaneously ensuring that as a university our curriculum is grounded in academic rigor,” he said.

Renshaw praised the recent revisions to the �鶹��Ƶ Core for their alignment with both societal needs and �鶹��Ƶ’s values, adding that there is more that can be done to prepare undergraduates for the future.

“Knowing the pace of change in today’s world, revisions to the �鶹��Ƶ Core should never be complete—we need to establish processes for a sustainable but continual evolution of these core elements of our education,” he said.

He also wants �鶹��Ƶ to expand experiential learning opportunities for students so they learn how to apply their learned knowledge into real-world contexts and solve real-world problems. In order to grow this learning channel and network, Renshaw wants to devise a seamless connection of all undergraduate programs to established ventures such as �鶹��Ƶ Impact and its Office of Student Scholarship, Creative Activities, and Research (OSCAR) and Office of Community Engagement and Civil Learning (CECiL) subsidiaries. Doing so, he believes, will ensure research and community engagement opportunities are available across all �鶹��Ƶ campuses and online.

Renshaw also believes the university needs to further develop multidisciplinary, interdisciplinary, and transdisciplinary curricula. Additionally, he wants to promote efforts such as the digital tech certification that brought together potential employers and community and government leaders, students and alumni, and faculty and staff, “to identify and find the intersection between needed career preparation and relevant knowledge and expertise within and across disciplines.”

Renshaw believes his experience, compounded with an excitement to work with a multitude of students and faculty, will only propel his ability to connect with others, serve as a mediator, generate ideas, and grow �鶹��Ƶ into not just a leader but an exemplar in undergraduate education.

“The prospect of devoting my everyday work to opening doors to more students, supporting those students and helping them work through whatever roadblocks stand in their way, increasing the impact of their time here, and increasing the impact that they, in turn, have on our society is one that I cannot quite capture in words,” he said.

Topics

Faculty and Staff News

Rachel Yoho receives Fulbright Specialist Award

Colleen Rich — Wed, 10 May 2023 14:35:46 +0000

Rachel Yoho receives Fulbright Specialist Award Colleen Rich Wed, 05/10/2023 - 10:35

Rachel Yoho, the anti-racist and inclusive teaching specialist in �鶹��Ƶ’s Stearns Center for Teaching and Learning, received a Fulbright Specialist Program award to work with individuals at the University of Galway in Ireland. Yoho, the 25th person at �鶹��Ƶ to receive a Fulbright Specialist award, will lay the groundwork on a project surrounding institutional change.

Rachel Yoho. Photo provided

“There are relatively few people who receive this award so it’s such an honor to be a recipient,” said Yoho. “Going to Ireland includes a great immersive cultural component to the project with lots of opportunities to experience and see new things. I’m excited to develop the personal connections, which are an important part of the Fulbright program.”

The Fulbright Specialist Program is a part of the larger Fulbright Program, with the goal for these accomplished people to share their knowledge as part of a larger cultural exchange, to increase global relationships, entrepreneurial opportunity, and make the world a better place. Fulbright Specialist Scholars are matched with an institution in one of 150 countries overseas, partnering with hosts to provide education, support, and thought leadership according to their priorities and goals.

“This project is particularly fruitful because it merges her disciplinary scholarship in public health with her pedagogical work with the Stearns Center,” said Shelley Reid, executive director of engaged teaching in the Stearns Center. “Since the Stearns Center is invested in supporting inclusive excellence among �鶹��Ƶ's internationalized faculty and students, we're looking forward to learning from Rachel how efforts to support inclusive teaching are happening in another cultural context.”

Yoho was specifically chosen by the University of Galway to visit based on her expertise in environmental health and social justice. The host institution will facilitate her Fulbright talk, set up individual meetings with faculty and staff, and build ongoing collaborations.

Yoho is particularly enthusiastic about the opportunity to create connections and potential ongoing collaborations around research, instructional materials, and faculty support. “Both �鶹��Ƶ and Galway come from a place of shared values and institutional challenges, and are invested in improving student learning and outcomes,” she said. “We hope to create collaborations around environmental health and approaches to diversity, equity and inclusion.”

After spending two weeks in Ireland, Yoho will return to �鶹��Ƶ at the end of May and begin cross-country collaboration on the project. She will have ongoing follow-up reports on the project with the Fulbright committee over the coming months.

Topics

Faculty and Staff News

Fulbright Program

Stearns Center for Teaching and Learning

Strategic Direction

Provost Newsletter

�鶹��Ƶ launches Graduate Division

Colleen Rich — Tue, 07 Mar 2023 19:39:38 +0000

�鶹��Ƶ launches Graduate Division Colleen Rich Tue, 03/07/2023 - 14:39

�鶹��Ƶ’s Office of the Provost celebrated the launch of the Graduate Division at a kick-off breakfast ceremony on Jan. 31.

�鶹��Ƶ’s Office of the Provost celebrated the launch of the Graduate Division at a kick-off breakfast ceremony on Jan. 31. Photo provided

The new Graduate Division, directed by Associate Provost Laurence Bray, plays a lead role in preparing well-rounded and diverse graduates to contribute to research productivity and workforce development.

Bray’s team will be responsible for building a robust foundation to maximize graduate student academic success (retention, degree completion, and time-to-degree), as well as fostering a culture of diversity, equity, and inclusion that serves both the Commonwealth of Virginia and the nation.

“The Graduate Division will help elevate �鶹��Ƶ graduate education in each college and school by increasing the visibility and impact of their graduate programs, coordinating efforts and sharing best practices, and maintaining a standard of integrity while recognizing the different needs of graduate programs,” Bray said.

The new division will take a multifaceted approach to creating nondiscipline-specific support structures to promote graduate student success, including a university-wide graduate student orientation available throughout the entire graduate journey. Other support structures will include financial assistance, training opportunities, and well-being programs with an emphasis on student belonging, community, and inclusion.

The division will also provide additional support for the academic units and central offices to offer and sustain flexible and multimodality educational, research, and professional opportunities for graduate students.

“The inception of the new Graduate Division is an important step in supporting graduate education programs and graduate students at �鶹��Ƶ,” said Provost Mark Ginsberg. “I am confident the Graduate Division will enhance the graduate student experience and ensure our graduate students are successful and prepared for careers across the professional spectrum while further elevating our nationally respected academic and research programs.”

This summer, in preparation for the Fall 2023 semester, the division will provide a new graduate student online onboarding module and graduate teaching training.

The online onboarding platform, hosted in �鶹��ƵLEAPS, is designed to welcome, inform, inspire, and prepare new incoming students for a more successful transition to graduate school by providing information from various student service areas available to assist each student throughout their graduate journey. It will also allow all new and current graduate teaching assistants and graduate lecturers to receive fundamental training to be effective and successful in the classroom.

A new Graduate Resource and Academic Development (GRAD) Center, currently under development, will provide graduate students and postdoctoral fellows one location to access key resources and support for their success. This central location will enable the development and promotion of programs and experiences for students’ personal and professional growth, as well as assist in the navigation of various administrative services and consultations. The center will also foster collaboration across disciplines and offices to enhance the infrastructure that supports graduate education.

“We hope the Graduate Division will foster more partnerships and relationships, as well as alumni and community engagement,” Bray said. “We are definitely part of the �鶹��Ƶ story and as such we are part of the growth and change that is impacting our community.”