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Summer internship lets George �鶹��Ƶ student help kids discover the joys of STEM

Katarina Benson — Thu, 31 Jul 2025 17:47:16 +0000

Summer internship lets George �鶹��Ƶ student help kids discover the joys of STEM Katarina Benson Thu, 07/31/2025 - 13:47

For Ryanne Mardini, the humanities and STEM go hand in hand. The criminology, law and society major's summer internship with WorldStrides has taken her across the United States, inspiring young scholars to explore the world of STEM through hands-on learning opportunities.

Mardini credits her humanities coursework for laying the necessary groundwork for her success as an advisor and ultimately strengthening her relationship with her students. Learn more about her unforgettable experience where she discusses her path to interning with WorldStrides, her advice to her fellow students, STEM's relationship to the humanities, and more!

Where is your summer internship, and what is your title?

I am an advisor and scholar support for “Pathways to STEM,” an Envision program by WorldStrides. I travel all around the U.S.

What are your main responsibilities on the job?

I have the rewarding role of guiding and encouraging young scholars as they explore the exciting world of STEM through hands-on learning. I support students throughout their adventure by helping them engage in activities such as dissecting calf hearts to learn about anatomy, building robots to explore engineering and coding, and designing rollercoaster rides to understand physics and motion. My goal is to inspire curiosity, build confidence, and ensure each scholar feels supported and empowered as they discover the possibilities within science, technology, engineering, and math.

Can you tell us more about where you traveled for your internship?

I had the opportunity to travel to American University in Washington D.C.; Villanova University in Villanova, Pennsylvania; University of Dallas in Dallas, Texas; Vanderbilt University in Nashville, Tennessee; and finally, Rice University in Houston, Texas. I worked with a different group of scholars every week. They never failed to surprise me with their large minds and enthusiasm to learn!

How have your George �鶹��Ƶ courses contributed to your success in your current internship?

I've taken a variety of courses that have strengthened both my scientific knowledge and communication skills. On the STEM side, I completed classes like nutrition, communication, and a variety of math courses, which provided a solid foundation for understanding scientific concepts and data. On the humanities side, I’ve taken communication and psychology, which really enhanced my ability to think critically and explain complex ideas in accessible ways—skills that are essential when supporting students during STEM activities.

How does your humanities major interconnect with the STEM aspects of your internship?

The humanities aspect plays a huge role in making STEM more relatable and human-centered. Through studying subjects like communication and psychology, I’ve learned how to approach STEM not just as a technical field, but as something that deeply impacts people and communities. This perspective helped me connect with the kids during the program—understanding how to communicate with empathy, encourage curiosity, and create a supportive learning environment.

How did you find your internship?

I found my internship through Handshake, a website for college students to find internships and job listings.

What is the most valuable lesson you learned as an intern?

Be patient. Not everything is going to go as planned, so pivot!

What advice would you give students about getting the most out of their internship?

Ask questions and do not be afraid of putting yourself out there!

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Five George �鶹��Ƶ cybersecurity students hack their way to Boston

Jennifer Pocock — Thu, 31 Jul 2025 14:38:39 +0000

Five George �鶹��Ƶ cybersecurity students hack their way to Boston Jennifer Pocock Thu, 07/31/2025 - 10:38

The Country to Country (C2C) Capture the Flag (CTF) contest is an international competition that issues challenges to code, decrypt, search, hack, and reverse engineer their way through as many challenges as possible.

(C2C) CTF contestants gathered from across the globe to solve pernicious problems. Photo provided.

�鶹��Ƶ 500 students from nearly 100 countries, ranging from inexperienced freshmen to PhD candidates in cybersecurity, competed individually in the qualifying rounds. Only the top 100—including five from �鶹��Ƶ—were accepted into the finals. Four went to Boston for the competition, held this year at Northeastern University.

Gael Abboud, Sanjay Kumar Samala, Nhat Le, and Jonah Wilbur represented the green and gold, but were all placed on different teams. (Amaan Abbas also made the cut but could not attend.)

“The organizers were amazing,” said Abboud. She explained that they try to make it a truly international and cooperative competition. Ideally, each team would contain people from different countries.

“Somehow, I ended up on a team with two other people from Virginia,” Abboud laughed. “They came from Virginia Commonwealth University and William and Mary.”

Her Virginia-strong team did the state proud. Over a day of competition, they sometimes worked together and sometimes apart to solve as many problems as possible from across various skillsets.

It’s not just coding. Abboud described one of the challenges. “It was open-source intelligence, which is really just fancy Googling. They set a scene where we had to find a very certain scooter repair shop in Boston. They told us that it was near a metro stop and in sight of an Indian restaurant. Seems like it should be easy, but it wasn’t!” They also had to track down things like the price of the building and the vice president of the company that sold it more than 60 years ago. “No one solved that one.”

In the end, Abboud’s team landed in fourth place: an admirable showing when the contestants represent some of the best from around the globe. But, “I was so disappointed,” she sighed. “There was less than one point separating us from the third-place team.”

Abboud said that she loved every minute and would tell anyone curious about hack-a-thons to try qualifying for this Capture the Flag event. “Just try,” she said. “You don’t know what it will be like if you don’t try. It may seem intimidating, but there are challenges for any skill level. Don’t stress if you don’t know something. People are happy to walk you through how they solved it.”

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Schar School Students Explore Geopolitics and Human Security in Cyprus

Andrew J Schappert — Thu, 24 Jul 2025 19:08:44 +0000

Schar School Students Explore Geopolitics and Human Security in Cyprus Andrew J Schappert Thu, 07/24/2025 - 15:08

In This Story

Ellen Laipson

Michal McElwain Malur

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Learn more about the Schar School

�鶹��Ƶ students and professors with Chrysilios Chrysiliou, center, director of the Cyprus Center for Land, Open-Seas, and Port Security.

Students from �鶹��Ƶ’s Schar School of Policy and Government recently returned from an intensive study-abroad program in Cyprus, where they examined the Eastern Mediterranean’s shifting geopolitical landscape and human security challenges.

Led by Schar School professor Ellen Laipson, director of the master of international security program (ISEC), and Michal McElwain Malur, director of external programs, the course blended rigorous academic study with direct engagement with diplomats, policymakers, security officials, and civil society organizations.

High-level diplomatic engagement was a hallmark of the program. Before departing, students visited the Embassy of Cyprus in Washington, D.C., to meet Ambassador Evangelos Savva. In Cyprus, briefings at the Ministry of Foreign Affairs offered insights into the island’s strategic role in regional diplomacy. A highlight was meeting Carter Wilbur, a George �鶹��Ƶ alumn and acting political-economic chief at the U.S. Embassy in Nicosia, who shared perspectives on U.S. policy and economic interests in Cyprus.

Security institutions and regional preparedness were other key focuses. The class visited facilities underscoring Cyprus’s role in regional security, including the Cyprus Center for Land, Open-Seas, and Port Security (CYCLOPS), a U.S.-Cyprus initiative serving as a regional hub for training in border security, customs enforcement, and cybersecurity.

Students also toured the Cyprus Joint Rescue Coordination Center (JRCC), which coordinates maritime and aerial search and rescue operations. During their visit, the JRCC was actively managing evacuations following U.S. bombings in Iran—a vivid example of Cyprus’s role as a regional humanitarian hub.

The program emphasized peacebuilding efforts on the island. Students visited the United Nations Buffer Zone and met with representatives from the United Nations Peacekeeping Force in Cyprus (UNFICYP). They toured the Home for Cooperation, an NGO fostering dialogue between Greek Cypriot and Turkish Cypriot communities and visited the Committee on Missing Persons (CMP) Anthropological Laboratory, where a bi-communal team works to identify and return remains of individuals missing since the island’s 1974 division.

Beyond field visits, students attended lectures covering topics such as great power politics in the Eastern Mediterranean, Turkish Cypriot politics and economic developments since 1974, regional conflicts and their global implications, climate change and environmental security, energy developments, international law, and the transnational challenges of migration and climate.

“Offering these study-abroad experiences is essential to equipping our students with the knowledge, skills, and global awareness they need to become effective leaders and practitioners in policy and international affairs,” said Malur.

While the week was academically demanding, students also explored Cyprus’s archaeological sites in Kourion and Paphos to experience firsthand the island’s nearly 13,000 years of history. The program concluded with a scenic boat cruise along the coast—a well-deserved moment of reflection.

Students praised the program for its immersive, real-world learning.

“Seeing the JRCC coordinating evacuations in real time during U.S. military actions against Iran underscored the critical importance of human security in conflict zones and drove home the real-life implications of what we are learning in the classroom,” said Sarah Bassil, an ISEC student who was herself evacuated through Cyprus from Lebanon in 2006.

“Our group enjoyed lectures from leading experts, intensely engaging field visits, and great camaraderie among our diverse student group. Cyprus is an intriguing case study,” added John Thacker, another ISEC student.

As geopolitical tensions continue to shape the Eastern Mediterranean, Schar School students return to George �鶹��Ƶ with invaluable insights and a deeper understanding of how regional dynamics intersect with global security.

For more information on Schar’s study-abroad offerings, visit the Schar School study abroad page.

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George �鶹��Ƶ PhD champions coral reef conservation through research and mentorship

Katarina Benson — Thu, 24 Jul 2025 18:36:41 +0000

George �鶹��Ƶ PhD champions coral reef conservation through research and mentorship Katarina Benson Thu, 07/24/2025 - 14:36

As a doctoral student at �鶹��Ƶ, Jordan Sims has spent the past several years immersed, literally and figuratively, in the underwater ecosystems of Honduras, where her research is helping solve real-world challenges in coral reef conservation.

Jordan Sims working with coral samples in the lab. Photo provided

As a marine microbial ecologist, Sims studied the invisible world of microbes living in and around coral reefs, exploring how these tiny organisms influence the health of one of the most vulnerable ecosystems on Earth. Much of Sims’s dissertation work involved coral settlement to help conservationists improve restoration techniques. She also investigated genotyping corals in restoration programs to ensure their genetic diversity supports long-term survival.

“It’s good science, and it’s important science,” said Sims, who graduated with a PhD in Environmental Science and Public Policy in May. “But it’s also applicable science. That was really fulfilling to me in my dissertation.”

Sims’s connection to Honduras came about through George �鶹��Ƶ’s SCUBA Club. The club had taken students to Honduras for years, building strong relationships with local researchers and conservationists. When Sims joined the club as a PhD student, a single trip turned into an ongoing collaboration.

“I got to go on a trip and build those relationships, and then I continued working with them independently,” she said.

With her advisor, Environmental Science and Policy professor Jennifer Salerno, Sims nurtured those partnerships beyond the initial group trips, returning to Honduras on her own to work with the Roatán Institute for Marine Sciences, where she mentored undergraduate interns involved in reef research.

Collecting reef samples in Honduras. Photo provided

Sims shared that one of her most memorable experiences at George �鶹��Ƶ was mentoring a student through the Undergraduate Research Scholars Program, offered by the university’s Office of Student Creative Activities and Research (OSCAR). The student developed a passion for reef work during a field trip to Honduras, later joined Sims on a research project, and ultimately returned to George �鶹��Ƶ to pursue a master’s degree. “Watching that journey unfold was incredibly meaningful,” Sims said. “Being part of someone discovering their path was deeply rewarding.”

Sims earned her bachelor’s degree at Rice University, where she first developed an interest in marine biology and coral reefs. When considering graduate programs, she knew she wanted a PhD that combined science with policy. “In coral reef science, applied work is so important,” she explained. “Corals are dying, and we have such limited resources, so everything we do should contribute to the bigger picture.”

In 2022, Sims was awarded a Graduate Research Fellowship from the National Science Foundation (NSF), which she credits as a turning point in her academic career. After spending two years as a teaching assistant, the NSF support allowed her to shift to a research assistantship. “I was able to focus fully on my research, and I like to think I helped the reefs more because of that.”

Now, Sims is preparing to take the next step in her career: a postdoctoral position at the University of California, Berkeley. “I love doing research. I love mentoring students,” she said. “So, I’m looking for a place where I can be very hands-on with the reef but also help bring up the next generation of scientists.”

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Nursing PhD alum becomes Oakwood University’s first female president

Mary Cunningham — Wed, 23 Jul 2025 13:32:09 +0000

Nursing PhD alum becomes Oakwood University’s first female president Mary Cunningham Wed, 07/23/2025 - 09:32

Throughout her career, Gina S. Brown, PhD Nursing ’99, has demonstrated tenacity and resolve. While earning her PhD at �鶹��Ƶ, she balanced a demanding academic schedule, sustained a full-time job, and raised a young family.

On July 1, Brown returned to her undergraduate alma mater, Oakwood University, to take on a historic new role: the first female president of the institution.

Gina S. Brown, PhD, MSA, RN, FAAN (PhD Nursing ’99), the first female president of Oakwood University. Photo provided.

Brown emphasizes a leadership approach founded on shared governance, rooted in respect for every voice in the Oakwood community—students, faculty, and alumni alike. “I want to hear from everyone—those who loved their experience and those who didn’t. Everyone’s voice matters,” Brown stated. Nevertheless, she is clear that her foremost priority is to protect and respect students.

A career grounded in service and leadership

Brown has served in clinical, academic, and leadership roles. While pursuing her PhD, Brown worked as a nurse recruiter. She traveled frequently to the Philippines to recruit nurses back to the United States to address the shortage of nurses, and to evaluate their educational level to assess that they were the same as those in the states.

She went on to hold several notable positions, including serving as an investigational review board liaison at Washington Hospital Center, followed by faculty appointments at Washington Adventist University that evolved into leadership roles as associate chair, chair, and dean. Brown also supported underrepresented students at a minority-serving college in Baltimore and played a pivotal role in restoring accreditation at a school in Massachusetts.

She later served on the board of Loma Linda University in California, which led to a faculty role as associate professor and director of the Doctor of Nursing Practice capstone programs. She then became dean of the College of Nursing and Allied Health Sciences at Howard University, overseeing 1,500 students and 100 faculty.

Recognitions and professional achievements

Brown’s work has earned her numerous distinctions, including:

Fellow of the American Academy of Nursing (FAAN)
Fellow of the Academy of Diversity and Leaders in Nursing (FDNL)
Fellow of the National Academies of Practice
Recipient of the 2024 Gold Foundation’s Medal of Honor, highlighting her wide-reaching impact in health care

She attributes much of her success to the encouragement and foundation laid at �鶹��Ƶ, which inspired her to seek leadership roles, pursue excellence, and serve her community.

Her time at George �鶹��Ƶ

Brown highlights her time at George �鶹��Ƶ as exceptionally supportive, recalling faculty who went above and beyond to help her with funding, tutoring, and flexibility. Brown credits this period as a formative chapter in her career, citing the unwavering support and encouragement she received from �鶹��Ƶ faculty and staff.

“So many times, people complain about their institutions, but I’ve always been very pleased with George �鶹��Ƶ. It was rigorous—it was tough—but it was a great program. It was my most positive educational experience. Keep up the good job.”

Her advice for the next generation: value relationships as much as academic achievement. “Really get to know your professors. When you build those relationships, you can anticipate each other’s needs, and support becomes much more meaningful. It makes all the difference.”

Brown’s journey is a testament to the power of perseverance, supportive mentorship, and servant leadership. As she steps into her new role at Oakwood, her experiences continue to inspire students, colleagues, and the broader academic community.

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Student group ‘Accessible’ connects global tech with local advocacy

Katarina Benson — Tue, 15 Jul 2025 19:10:40 +0000

Student group ‘Accessible’ connects global tech with local advocacy Katarina Benson Tue, 07/15/2025 - 15:10

This spring, Accessible, a registered student organization (RSO) at �鶹��Ƶ Korea, expanded its mission of promoting inclusive environments across continents.

Yim visits NaviLens in Spain.

Founded in fall 2024 by Eunchong Yim, a junior global affairs major who now serves as its president, Accessible began as a group of six students raising awareness about accessibility and disability advocacy in South Korea. It has since grown into a platform for real-world impact.

In April, Yim traveled to Murcia, Spain, to visit NaviLens—a global leader in assistive technology—and to produce the first Korean-language introduction to the company’s work. NaviLens’ QR code system enables blind and partially sighted individuals to access location-based information, such as potential physical obstacles or physical descriptions of the environment, with their smartphones. Accessible hopes to help introduce this technology into South Korea’s public spaces.

Accessible is uniquely positioned to link global innovation with local needs. This semester, the group began discussions with the Songdo-based National Museum of World Writing Systems—South Korea’s second most visited museum—about a potential collaborative exhibition to enhance accessibility. The connection emerged from course field trips, such as INTS 245 Visual Culture and Society, and was made possible by the enthusiasm of museum staff.

A simulation of using NaviLens.

In a timely coincidence, George �鶹��Ƶ also began testing NaviLens codes on the Fairfax Campus, �鶹��Ƶ Square in Arlington, and the Science and Technology Campus in Manassas. As a result, Yim was connected with a member of the Office of Access, Compliance, and Community. By sharing updates on events related not only to NaviLens but also to virtual reality games and accessible environments more broadly, �鶹��Ƶ Korea and the Virginia-based campuses are exploring opportunities for future collaboration.

Yim will complete a remote internship with the NaviLens team this summer, continuing to bridge student advocacy with practical accessibility solutions.

“I’m excited to learn about the team’s ongoing projects with blind and partially sighted students in America and to gain communication and project management skills,” she said. “Every moment at �鶹��Ƶ Korea has become one of my greatest strengths—helping me adapt to new environments and collaborate with people from diverse backgrounds.”

Take a look at what's happening at �鶹��Ƶ Korea

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Quinn-Irons selected by Tampa Bay in the 2025 MLB Draft

Melanie Balog — Mon, 14 Jul 2025 18:11:15 +0000

Quinn-Irons selected by Tampa Bay in the 2025 MLB Draft Melanie Balog Mon, 07/14/2025 - 14:11

�鶹��Ƶ junior outfielder James Quinn-Irons was selected by the Tampa Bay Rays in the fifth round of the 2025 Major League Baseball (MLB) Draft on Monday.

Quinn-Irons, a native of Reston, Virginia, was selected with the 147th overall pick.

"James is a special talent who hits for power and average, and uses the entire field," George �鶹��Ƶ head coach Shawn Camp said. "He has a strong arm and runs the bases very well, and he's a leader on and off the field. He has trusted the process here at George �鶹��Ƶ from day one and we are all looking forward to watching him at the professional level."

Quinn-Irons. Photo by George �鶹��Ƶ Athletics

Quinn-Irons was invited to participate in the 2025 MLB Draft combine, held June 17-21 at Chase Field in Phoenix, Arizona. The invitation-only event featured the top collegiate and high school players with more than 300 draft prospects, including 180 collegiate players, who were selected by a committee of MLB, USA Baseball and MLB Club scouting executives with feedback from all 30 MLB clubs.

Quinn-Irons was recognized on five All-America teams in 2025, including four first-team selections at the conclusion of the 2025 season. He was selected DIBaseball First Team All-American, Baseball America First Team All-America, American Baseball Coaches Association (ABCA)/Rawlings NCAA Division I All-America First Team, National Collegiate Baseball Writers Association (NCBWA) Division I All-America First Team and Perfect Game College Baseball Second Team All-American.

Quinn-Irons was named Atlantic 10 Player of the Year and was one of the 25 semifinalists for the 47th Golden Spikes Award, given annually to the best amateur baseball player in the nation. He is the first Golden Spikes Award semifinalist in George �鶹��Ƶ baseball program history.

Among NCAA leaders, Quinn-Irons ranked second in the nation in hits (101) and RBI (85), fourth in total bases (177), tied for sixth in doubles (24), seventh in batting average (.419), ninth in on-base percentage (.523), tied for 17th in both runs scored (74) and stolen bases (36) and 23rd in slugging percentage (.734).

Quinn-Irons was a three-time Atlantic 10 Player of the Week, the most of any player in the league. He led the league in batting average (.419), hits (101), RBI (85), total bases (177), on-base percentage (.523), OPS (1.257) and doubles, was second in slugging percentage (.734), third in stolen bases (36), fourth in run scored (74), and was seventh in walks (36).

Quinn-Irons started all 61 games and had a batting average of .419 (101-for-241). He led the team in hits (101), doubles, (24), home runs (16) and RBI (85), was second in runs scored (74), stolen bases (36-43) and walks (39). He had 30 multi-hit games (5-2x, 4-2x, 3-10x, 2-16x), 26 multi-RBI games (5-2x, 4-5x, 3-5x, 2-14x), 24 multi-run games (4-1x, 3-5x, 2-18x) and two multi-home run games.

Quinn-Irons started 146 of his 148 games played over his three years with the Green and Gold with a .371 batting average with 208 hits, 33 home runs, 41 doubles, three triples, 160 RBI, 151 runs scored and 58 stolen bases.

Among George �鶹��Ƶ all-time leaders, Quinn-Irons ranks second in both batting average (.371) and on-base percentage (.459), fourth in slugging percentage (.632), sixth in RBI (160), tied for sixth in home runs (33), tied for 11th in hit by pitch (28), 13th in runs scored (151), tied for 19th in doubles (41), tied for 20th in hits (208), 39th in at-bats (560), tied for 40th in total bases (262), 42nd in starts (146) and 50th in games played (148).

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Partnership between George �鶹��Ƶ’s Carter School and Shinnyo-en Foundation evolves to reach more students

Katarina Benson — Wed, 09 Jul 2025 17:54:13 +0000

Partnership between George �鶹��Ƶ’s Carter School and Shinnyo-en Foundation evolves to reach more students Katarina Benson Wed, 07/09/2025 - 13:54

For the past 10 years, the Carter School for Peace and Conflict Resolution at George �鶹��Ƶ has partnered with Shinnyo-en Foundation in their shared mission of developing young people as peacebuilders. The Carter School and the California-based Shinnyo-en Foundation seek to bring different groups together, honoring every voice, navigating darkness, and illuminating paths toward peace.

Conflict Resolution Youth Summit codirector Kristen Fegan. Photo by Max Taylor Photography

Shinnyo-en Foundation has generously supported a fellowship to a single Carter School undergraduate student each year, including Jessica Jeffers, who, during her 2024-25 fellowship, worked with Fairfax County Neighborhood and Community Services in the Fairfax County Youth Innovation Unit. Jeffers worked with this unit to support the implementation of Re-Engagement Centers across Fairfax County, which assist youth ages 14–24 in continuing their educational journey and/or beginning their career pathways.

Jeffers further strengthened her skills in coordinating career fairs, facilitating youth focus groups, and supporting the development of a restorative justice initiative that focuses on peer-to-peer practices.

Now the partnership enters a new era with the foundation supporting the Carter School’s Conflict Resolution Youth Summit (CRYS), a four-day, overnight learning experience for high school students to learn leadership and conflict resolution skills and to discuss current issues facing society. This year’s summit, held from June 15–18, welcomed the largest group yet, with 48 students participating and completing a diverse range of final projects. Topics explored included depolarization, global conflicts, human trafficking, memorialization, silence as injustice, pollution, and more.

Students work on a project at the summit. Photo by Max Taylor Photography

The summit showcases the George �鶹��Ƶ college experience and equips participants with essential peacebuilding mindsets and conflict resolution skills that will serve them long after the program ends.

As one student shared, “Each workshop was so insightful and made me think differently about the world; however, my favorite was 'Dialogue Across Differences.' I was completely fascinated by the concept. Creating a safe space for different types of people from all over the world to learn how to have meaningful and civil conversations with those who may have different opinions or beliefs is such a needed and inspiring idea. It was as if I found my people and my purpose!”

The partnership between the Carter School and Shinnyo-en Foundation represents more than shared programs or events; it embodies a commitment to the belief that peace is achievable and that young people are vital to creating it.

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Costello MBA students are turning their ideas into successful companies

Greg Johnson — Mon, 07 Jul 2025 13:55:26 +0000

Costello MBA students are turning their ideas into successful companies Greg Johnson Mon, 07/07/2025 - 09:55

In This Story

Skip West

“I wanted to start my own business,” says Patcharaporn Adchariyavivit, a Costello MBA student, “It seemed like this course was going to help me start it. But I didn’t expect it be this good, you know?”

Skip West

Skip West, founder of MAXSA Innovations and adjunct faculty at the Costello College of Business at �鶹��Ƶ, offers the course Turning Ideas into Successful Companies once a year to MBA students. The concept for the course came from West’s own entrepreneurial experiences of turning his ideas into companies. He has co-taught the MBA version of the course with Suresh Shenoy, an engineer, senior business executive, and philanthropist.

When he was in graduate school at Stanford, West took a course that was attended by both engineering and business students, working together to turn their ideas into companies. Several years later, he reconnected with his partner from the class to build upon their ideas from school. Together, they founded DesignTech International, where they pioneered remote car starting and keyless entry, among other automotive safety accessories and wireless home automation products. The successful launch of the business took many years, but it really began in the collaborative environment of a classroom.

Now, Skip West has designed the curriculum for his course at the Costello College of Business so that students can realize their own success. “It’s all about the students coming up with their passion,” he says. “It’s not what I care about. It’s what they care about and developing a business that they’re interested in.”

Ramel DuPree. Photo provided

Ramel DuPree entered the course with his idea for a men’s special skincare brand that is primarily targeted to Black men. “Once I was presented with the possibility to actually take a graduate level course, to actually learn more and go into details with it, and also have some guidance, I just jumped at the opportunity.”

Adchariyavivit also entered the course with a concept already in mind. Inspired by observing all the processes in her family’s restaurant business—combined with her previous professional experience as a project manager in an IT startup—she had been working on an AI-powered restaurant consultant application.

“In today’s digital world, where AI makes market research, competitive analysis, and business plan writing almost mundane, the real skill is learning how to learn,” says Shenoy. “That means teaching students to validate, verify, and seek relevant information to bring their ideas to life.” Throughout the course, the students examined every facet, from manufacturing to marketing and everything in between. “In the end, they develop a business plan, and it’s a lot of pitching to the class, feedback from your classmates, feedback from us,” says West. “It’s a discovery class.”

Patcharaporn Adchariyavivit. Photo provided

The class has made a significant difference in the business ideas from both Adchariyavivit and DuPree. “With Skip, the guy’s more practical, and he is a real investor and a real entrepreneur,” says Adchariyavivit. DuPree appreciated how the feedback loop kept him on his toes and focused on eliminating any blind spots. “Once I was able to get that feedback,” he says, “I had to come back. I had to readjust. I had to restructure. It was super beneficial to allowing me to do an outside-looking-in perspective for myself.”

The course was tailor made for students to turn their passionate ideas into successful companies, but it’s beneficial to all business students. “Even if you’re developing your business conceptually, it forces you to look at everything holistically,” says West. “You get to see all the aspects of a business.”

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Where Elements Meet: The Glow of Unity

Paul Snodgrass — Tue, 01 Jul 2025 14:49:12 +0000

Where Elements Meet: The Glow of Unity Paul Snodgrass Tue, 07/01/2025 - 10:49

For the past 10 years, the Carter School for Peace and Conflict Resolution at George �鶹��Ƶ has partnered with Shinnyo-en Foundation in their shared mission of developing young people as peacebuilders. In a world of division, both the Carter School and Shinnyo-en Foundation seek to bring groups together, navigate darkness, and illuminate paths toward peace.

Hawaii’s Shinnyo Lantern Floating Ceremony. 2025. Photo provided.

Each year, Hawaii’s Shinnyo Lantern Floating Ceremony draws thousands to Ala Moana Beach on Memorial Day. This year, Jane Walker, Director of Student Services at the Carter School, was brought to the festival by Shinnyo-en Foundation as a special guest.

The Lantern Floating Ceremony honors those who have passed, offering a collective moment for reflection, remembrance, and hope. The lanterns are released onto the water at sunset, symbolizing peace and connection across time and space. This year, 6,000 lanterns were set afloat, each representing personal stories of heartbreak and gratitude, among many other emotions of the evening.

Jane Walker with a group of students. Photo provided.

Walker described the experience as profound. “I was moved by the quiet power of the ceremony and the shared human longing for peace, healing, and unity. It reminded me why peacebuilding work matters. The message, centered around fire and water—opposing elements, yet coexisting, deeply resonated with me. The lanterns, though fragile, lit the night without being extinguished or consumed. They floated through uncertain waters, offering light and harmony. This inspiring event refueled my commitment to support peacebuilding work.”

In the past, Shinnyo-en Foundation offered a Fellowship to a single Carter School undergraduate student each year. This year, the foundation shifted their funding to support the Carter School’s Conflict Resolution Youth Summit (CRYS), a four-day learning experience for high school students to learn leadership and conflict resolution skills and to discuss current issues facing society.

Jessica Jeffers, Shinnyo-en Fellow 2024-25. Photo provided.

The final Shinnyo-en Fellow was Jessica Jeffers, who, during her 2024-25 fellowship, worked with Fairfax County Neighborhood and Community Services in the Fairfax County Youth Innovation Unit. Jeffers worked with this unit to support the implementation of Re-Engagement Centers across Fairfax County, which assist youth ages 14–24 in continuing their educational journey and/or beginning their career pathways.

The partnership between the Carter School and Shinnyo-en Foundation represents more than just shared programs or events; it embodies a commitment to the belief that peace is achievable and that young people are vital to creating it. When we work together, our lights combine to illuminate even the darkest waters.

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