GCI-Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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New lab school brings work-based learning to Shenandoah Valley students

ckearney — Thu, 04 Sep 2025 17:21:54 +0000

New lab school brings work-based learning to Shenandoah Valley students ckearney Thu, 09/04/2025 - 13:21

Commonwealth, public school and higher education leaders joined community members, parents and students Wednesday for the opening of the Shenandoah Valley Rural Regional College Partnership Laboratory School for Data Science, Computing, and Applications (DSCA Lab School).

Virginia Governor Glenn Youngkin and Lt. Governor Winsome Earle-Sears helped kick off the academic year for the new Shenandoah Valley Rural Regional College Partnership Laboratory School. Photo by Liz Roll Photography

Virginia Governor Glenn Youngkin, Virginia Secretary of Education Aimee Rogstad Guidera, Virginia Commissioner of Virginia Works Nicole Overley and Lieutenant Governor Winsome Earle-Sears joined George �鶹��Ƶ College of Science Dean Cody W. Edwards and school leadership at the Dowell J. Howard Center in Winchester, Virginia, to kick off the school year.

The DSCA Lab School is collaborative partnership between �鶹��Ƶ and Frederick County Public Schools, as well as six rural and rural-fringe school districts in the Shenandoah Valley including Clarke County, Fauquier County, Page County, Shenandoah County, Warren County, and Winchester Public Schools, along with Mountain Vista Governor’s School and Laurel Ridge Community College. The Governing Board of the DSCA Lab School is co-chaired by Edwards and George Hummer, superintendent of Frederick County Public Schools and includes College of Science Chief Business Officer Meghan St. George.

One of 16 Virginia lab schools created by Youngkin and the second for George �鶹��Ƶ, this DSCA Lab School will support 10th- through 12th-grade students through academic programming that fosters data literacy and showcases the latest innovations in science, technology, engineering, and mathematics (STEM). Academic pathways will focus on data science and computing through research opportunities, apprenticeships and internships, experiential and project-based learning, certifications and microcredentials in data analytics, offering opportunities to earn an associate’s degree and college credits, as well as work-based learning.

The George �鶹��Ƶ team with DSCA students. Photo by Liz Roll Photography

In the era of expanding demand for skilled data science professionals, Edwards explained in his remarks that the DSCA Lab School’s innovative data science curriculum offers a real-world, problem-based learning environment with focused educational experiences shaped directly by workforce needs and student interests.

Students will work on specific, student-led research projects with peers, faculty, and other researchers. Mentorship is offered to students throughout the program by Big Data business and industry partners through a choice of work-based experiences to equal a minimum of one high school credit per year. Global and multicultural experiences are integral to the program as well, and students will interact with peers from U.S. territories, including Puerto Rico, and developing countries.

The lab schools are part of George �鶹��Ƶ’s Grand Challenge Initiative, showcasing how the university is advancing 21st century education for all, as well as the university’s commitment to workforce readiness.

“With the launch of today’s lab school, even more Virginia high school students in the Shenandoah Valley will be able to seize and benefit from a great educational opportunity catered to their interests.” said Youngkin. “By creating personalized pathways where students can pursue their interests and chase their dreams, we are empowering the next generation with the data-literacy skills they need to succeed in an increasingly data-driven workforce.”

“Data science is the fastest-growing industry in Virginia, projected to grow 18.2% in the next five years,” said Secretary Guidera, noting that the lab school will provide critical “exposure, experience and expertise” to Virginia students.

“This school’s distinctive learning approach connecting learning to real-world challenges can drastically enhance students’ educational trajectories,“ Edwards said. “Instead of beginning with theories, students are using data to find answers.” For instance, to determine the safest places in the Shenandoah River for swimming, students could collect and test water samples, analyze the results and interpret their findings.

“In addition to developing students’ data literacy, this learning approach also strengthens competencies of communication, collaboration, critical thinking, and creativity, the very competencies future employees need to successfully lead,” he added.

DSCA Lab School lead Padhu Seshaiyer, a George �鶹��Ƶ professor of mathematical sciences, explained, “Students from rural and rural-fringe school divisions will gain the expertise needed to make informed decisions, contribute to their communities, and thrive in a data-driven world—empowering a data-literate next-generation workforce prepared for the demands of the modern economy and essential for workforce readiness.”

Learn about George �鶹��Ƶ's Grand Challenge Initiative

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New DOJ training grant focuses on the prevention of school violence

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

New DOJ training grant focuses on the prevention of school violence ckearney 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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Governor’s School at Innovation Park offers high school students a pathway to college at George �鶹��Ƶ’s Science and Technology Campus

lclarkg — Wed, 21 May 2025 17:56:21 +0000

Governor’s School at Innovation Park offers high school students a pathway to college at George �鶹��Ƶ’s Science and Technology Campus lclarkg Wed, 05/21/2025 - 13:56

The Governor’s School at Innovation Park, located at �鶹��Ƶ’s Science and Technology Campus, holds a special distinction: It’s Virginia’s only academic-year Governor’s School located on a four-year college campus.

That means that high school juniors and seniors spend part of each school day experiencing life as �鶹��Ƶ students.

Governor's School at Innovation Park students gather in Verizon Auditorium at Colgan Hall on the Science and Technology Campus. Photo provided

The Governor’s School at Innovation Park celebrates its 15th anniversary this year. Located in Manassas, it is one of 19 academic-year Governor’s Schools in the commonwealth. Students earn college credit for their coursework through dual enrollment at their high school and George �鶹��Ƶ.

"The Governor's School at Innovation Park provides a vital opportunity for local high school students to experience the rigors of college education,” said Janette Muir, vice provost for academic affairs at George �鶹��Ƶ. “The program exemplifies George �鶹��Ƶ’s role as an anchor for access to higher education in Northern Virginia.”

Qualified students at partner high schools are offered guaranteed admission to George �鶹��Ƶ after completing the program.

The Governor’s School at Innovation Park serves 166 students from 15 high schools across three school divisions. The program’s faculty are Prince William County Schools employees and are also George �鶹��Ƶ affiliate faculty. Several also work as adjunct faculty at George �鶹��Ƶ.

The program was founded in 2010 through the collaborative efforts of George �鶹��Ƶ, Prince William County Public Schools, Manassas City Public Schools, and Manassas Park City Schools. The STEM-focused curriculum includes real-world research and mentorship opportunities in business, industry, government, and university settings.

“Our location at George �鶹��Ƶ’s SciTech Campus has had an incalculable impact on all three school divisions, as well as the campus,” said Jason Calhoun, director of the school. “Our students’ access to world-class laboratory facilities has allowed them to conduct research and excel in national and international research and STEM competitions.”

Students are selected for the program through a committee review process in their school division. Applicants are evaluated based on a holistic review of their academic performance in high school and must have demonstrated excellence in advanced STEM courses.

“There is no better opportunity to prepare our advanced STEM students for the rigors of advanced course work and research, while still having access to the opportunities and socialization that high school allows,” said Calhoun.

Governor's School students at their annual research symposium. Photo provided

Calhoun noted that the program helps students hone laboratory and research skills, time management, and organizational skills, which are critical to success in college and beyond.

“The breadth and depth of their growth over two years is amazing, in part due to the structure of our students’ schedules and the early access to college life and expectations,” said Calhoun.

The Governor’s School semester has wrapped up with a research symposium and a graduation ceremony for seniors. And with STEM coursework under their belt from George �鶹��Ƶ, their paths to success have a foundation of excellence.

Learn more about the Governor's School at Innovation Park

George �鶹��Ƶ’s ADVANCE Program highlighted as a national transfer model

Katarina Benson — Mon, 05 May 2025 17:49:21 +0000

George �鶹��Ƶ’s ADVANCE Program highlighted as a national transfer model Katarina Benson Mon, 05/05/2025 - 13:49

The ADVANCE Program, a highly successful transfer partnership between Northern Virginia Community College (NOVA) and �鶹��Ƶ, is showcased in the newly released Transfer Playbook 2.0, a joint publication of the Aspen Institute College Excellence Program and the Community College Research Center.

The Transfer Playbook highlights the ADVANCE Program as a national model for addressing the historically complex transfer process between community colleges and four-year institutions, citing nine examples that illustrate ADVANCE’s exceptional success. More than 90% of ADVANCE students complete their bachelor’s degree within two years of transferring to George �鶹��Ƶ.

Student with Advance shirt. Photo by Evan Cantwell/Office of University Branding

The Transfer Playbook presents key strategies that community colleges and four-year institutions can adopt to eliminate obstacles faced by students, such as credit loss and low bachelor’s degree completion rates. Among the 80% of community college students aiming for a bachelor's degree nationally, only 16% achieve that goal within six years. The Transfer Playbook emphasizes the success of ADVANCE, which provides a framework of collaborative governance and a robust coaching program.

ADVANCE has been recognized by the U.S. Department of Education as a national model for addressing transfer challenges.

“Since its 2018 launch, ADVANCE has improved enrollment, retention, and graduation rates for participating students while at NOVA, and their success continues after transferring to George �鶹��Ƶ, leading to accelerated degree completion,” said NOVA President Anne M. Kress. “ADVANCE makes bachelor’s degrees more affordable and attainable, supporting NOVA’s mission to transform students’ lives and expand opportunity.”

George �鶹��Ƶ President Gregory Washington spoke about the program’s success on PBS NewsHour: “It requires people to sit together in a room, it requires people on both ends to modify classes, to make them work together. So, all of those hurdles are real ones, but if we provide the proper pathway, they actually can achieve and they will be successful.”

The ADVANCE Program is a key component of the �鶹��Ƶ Virginia Promise (MVP), George �鶹��Ƶ’s statewide initiative to expand access to higher education and economic opportunity. MVP builds on the success of ADVANCE by streamlining transfer to George �鶹��Ƶ for students who participate at NOVA. MVP also offers training and financial support to Virginians who aspire to start a business—reinforcing the university’s commitment to the commonwealth’s economic success.

More than 6,000 students are enrolled in ADVANCE.
The program eliminates transfer credit guesswork by offering 87 academic pathways that map to NOVA and George �鶹��Ƶ curricula.
60% of ADVANCE students are first generation, showing strong participation from those who stand to benefit most.
Coaches at both NOVA and George �鶹��Ƶ take a holistic approach to supporting student success.

Proof of Success: ADVANCE’s Graduation and Retention Rates

As of fall 2024, students at George �鶹��Ƶ completed an average of seven fewer credits, taking 1.5 fewer semesters to graduate compared to non-ADVANCE transfer students.
Among the 2021 cohort, the fall-to-fall retention rate for students at NOVA was 87%, well above the national community college average of 61%.
At George �鶹��Ƶ, the 2021 cohort’s retention rate was 96%, far exceeding the national average for four-year universities.

Learn more about the ADVANCE Program.

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