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George �鶹��Ƶ’s Teaching Kitchen offers students cooking tips and community

Katarina Benson — Tue, 24 Mar 2026 21:10:30 +0000

George �鶹��Ƶ’s Teaching Kitchen offers students cooking tips and community Katarina Benson Tue, 03/24/2026 - 17:10

In February, �鶹��Ƶ Dining, in partnership with the Office of New Student and Family Programs, hosted a Teaching Kitchen designed specifically for first-year and transfer students. The 50 available spots filled immediately, a clear signal that today’s students are looking for connection, not just consumption.

The session was led by Chef William Weaver, director of student engagement, and Chef George Charbel, campus executive chef. Together, they guided students through three hands-on stations focused on practical, confidence-building skills. The first was chocolate mug cakes, which introduced foundational baking techniques. The second, overnight oats, reinforced nutrition and smart meal planning. The last station was elevated ramen, used to teach students how to transform a staple food item into a balanced, intentional meal.

Students created three recipes. Photo provided

But the real outcome wasn’t the recipes. It was community.

“We chose to offer this Teaching Kitchen class to give first-year students a fun opportunity to learn a new skill, connect with their peers, and begin building a sense of community early in their college experience,” Jonathan Holcomb, associate director of New Student Programs.

The �鶹��Ƶ Dining Voice and Vision survey made it clear that dining is one of the most powerful touchpoints for belonging for students. Of the first-year students surveyed, 60.6% said dining helps them adjust to college life, and 53.1% said dining helps them feel welcome on campus.

For first-year and transfer students especially, the transition to campus can feel isolating. A teaching kitchen changes that dynamic. The shared experience sparks conversation and builds confidence among students, turning strangers into peers.

“I loved this event,” said George �鶹��Ƶ first-year student Esther Agbara, who participated in the event. “I liked how everyone was cooperating with each other.”

The Teaching Kitchen is part of �鶹��Ƶ Dining’s ongoing engagement-based programming. The team hosts monthly events centered on different themes. Throughout the year, �鶹��Ƶ Dining also offers a variety of experiential events, including its Supper Club series, a fine-dining-style experience hosted in the dining halls.

�鶹��Ƶ Dining and the workshop students. Photo provided

At George �鶹��Ƶ, dining is more than a service. It is a strategy for belonging—one intentionally designed to support student transition, build confidence, and reinforce the university’s commitment to helping every student succeed.

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Doctoral student brings teacher well-being to the front of the class with dissertation research

Sarah Holland — Tue, 24 Mar 2026 15:42:07 +0000

Doctoral student brings teacher well-being to the front of the class with dissertation research Sarah Holland Tue, 03/24/2026 - 11:42

Teacher well-being has been a persistent issue in education, and the COVID-19 pandemic marked a significant turning point, intensifying existing challenges and highlighting the need for greater support. A 2025 RAND report on the State of American Teachers found that teachers were more likely to report experiencing poor well-being across all indicators than their peers in other fields, with 53% reporting feeling burned out. And as teacher and administrator resignation rates remain above pre-pandemic levels, education is reaching a critical juncture.

Megan Sharkey. Photo provided.

Megan Sharkey, a doctoral student in educational psychology in the College of Education and Human Development at �鶹��Ƶ, is hoping her research on teacher well-being will give districts and divisions the insights needed to get teachers the support they need.

Prior to coming to George �鶹��Ƶ, Sharkey taught elementary, special education, and early childhood education for almost 20 years. Across public, charter, and private schools from the Bronx in New York City to New Orleans and Northern Virginia, Sharkey's experiences teaching across varied geographical settings, demographics, and school systems shaped her approach to research.

“She’s unique in that not only does she have the knowledge of where we are and where we’re headed from a research perspective, but she also has the practical, firsthand understanding of how teacher well-being implicates the lives of many educators across different settings and systems,” said Betsy Levine-Brown, associate professor of education and Sharkey’s dissertation chair.

As the COVID-19 pandemic wore on, Sharkey’s experiences teaching under increasingly challenging conditions helped narrow her research interests to teacher well-being.

“I just felt like our story [as teachers] during COVID-19 wasn’t being told,” she said. “We value education. We work hard for the best outcomes for our students and families. At times, that goes unnoticed, and I wish our world valued the work of educators more.”

Now, she’s hoping her dissertation research will help educators, administrators, and schools better understand where wellness support is needed. With funding from the American Education Research Association (AERA) Stress, Coping, and Resilience Special Interest Group (SIG), Sharkey is working with a large school division in Northern Virginia to examine teacher, school, and organizational well-being efforts with a focus on elevating teachers’ voices to better understand and address comprehensive educator well-being resources and supports.

Sharkey’s research aims to answer two main questions: how are teachers’ well-being perceptions shaped by organizational policies and supports, and in what ways do teachers explain their well-being in relation to their daily work experiences? This includes looking at district- and administrative-level supports for educators, as well as surveying and interviewing teachers to understand how they experience and interpret their well-being across personal, professional, and organizational domains. It’s an approach that allows Sharkey to look at the layers of impact, from the macro level of administration to the micro level of one-on-one teacher/student interaction.

“Administrators want to build the workforce, and they want teaching to be a sustainable career path. Turnover is hard, and turnover is expensive,” said Sharkey. “And retaining teachers begins with understanding working conditions and why teachers leave the profession.”

Sharkey noted that recent research on teacher well-being shows how it can have a big impact on school culture and student achievement. Like with any job, employee satisfaction improves workplace climate. In schools, these effects can extend into the classroom, as a more positive school climate has been associated with a range of student outcomes, including engagement, attendance, and academic performance. When teachers are supported with the conditions they need to show up as their best selves, students benefit.

“This type of research is at the intersection of scholarship, policy, and applied practice and will have a real contribution to the daily lives of education professionals and the organizational structures of our school divisions,” said Levine-Brown.

“I’m incredibly grateful for the research practice partnerships I’ve built during this process,” said Sharkey. “Through them, there’s real opportunity for this research to have direct impacts on Northern Virginia educators.”

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This student is tasting start-up success with a meal delivery service for seniors

Sarah Holland — Mon, 23 Mar 2026 17:33:08 +0000

This student is tasting start-up success with a meal delivery service for seniors Sarah Holland Mon, 03/23/2026 - 13:33

Starting a business is a delicate task. Even if you get the measurements just right, without a dash of innovation, a sprinkle of luck, and a heaping spoonful of courage, it’s likely to go straight from the oven to the bin.

Zachary Suh prepares food in the College of Public Health's Nutrition Kitchen. Photo by Evan Cantwell/Office of University Branding

Zachary Suh, however, is mastering the recipe.

Suh, a marketing major in the Costello College of Business and member of the Honors College at �鶹��Ƶ, founded HomePlate, formerly Elderly Eats, in his sophomore year. It’s a meal service for seniors that provides medically thoughtful and culturally relevant meals made fresh and delivered right to their doorstep.

The idea first took root during COVID-19 lockdowns, when Suh’s grandmother moved in with the family as her Alzheimer’s reached late-stage. “My mom, who is a George �鶹��Ƶ professor, became her full-time caregiver,” he said. "Caregiving takes a huge physical and emotional toll. I wanted to help her in any way I could.”

Leaning into his love for cooking, Suh took over making all the meals for his family: breakfast, lunch, and dinner. He discovered that his grandmother was most interested in Korean food. “Even with her cognitive decline, you could tell she enjoyed those meals much more,” he said.

This discovery led him to another: a major gap in senior food delivery. “At one point, we looked into meal service for seniors, but we couldn’t find anything that did culturally relevant meals,” he said.

Suh is familiar with start-ups: his older brother, Jeremy Suh, founded an AI company while in college. “He’s a big inspiration for me, very much my mentor,” Suh said. “We talked about this idea for a food delivery service, about how I could bring this onto a larger scale.”

And from those conversations, Suh was encouraged to apply for the 2024 Patriot Pitch competition, hosted by Costello College of Business. HomePlate won first place in the General Entrepreneurship Track and was selected as a �鶹��Ƶ’s Choice Award Prize winner, earning Suh $7,000 to start turning his idea into reality.

“From the very outset, what impressed me most about Zach was his unwavering commitment to helping caregivers and seniors by providing them with nutritious, culturally relevant meals that could be consumed at home,” said Jerry Pierce, MBA ’92, a retired KPMG partner and professor of accounting at Costello. “His passion for helping others is always on full display and was a big reason the audience selected him for the �鶹��Ƶ’s Choice Award.”

Photo by Evan Cantwell/Office of University Branding

Previously, HomePlate provided meal plans with an in-house demonstration of meal prep. Now, they’re transitioning to a fresh meal delivery service. Suh works with a registered dietician to craft meals that meet the variety of dietary and health needs of senior populations, such as diabetic restrictions, sodium control, low cholesterol, and general wellness. During the pilot program in March, HomePlate focused on Korean meals with hopes to expand to other cuisines in late 2026.

For Suh, now a junior at George �鶹��Ƶ, this shift lets him get back to doing what he loves: cooking. He is making all the meals from scratch in partnership with Kitchen of Purpose in Arlington. “You’ll see me at every stage,” he said. “In the grocery store, in the kitchen, delivering the meals, and then taking the trash out after.”

Being both a student and a business owner is certainly a balancing act. Suh said that it wouldn't be possible without the phenomenal support from George �鶹��Ƶ. Costello’s Office of Career Services and Jeremy Plotnick, director of minor programs for Costello, have been key supporters. Plotnick mentored Suh and helped him register his work on the business as an internship, allowing him to prepare for the relaunch while earning academic credit toward his degree. Working in the MIX incubator connected him to student and alumni entrepreneurs. Professors have offered advice. Even while studying abroad at �鶹��Ƶ Korea, he was able to network and pitch his business through the Center for Innovation and Entrepreneurship, as well as attend a one-week accelerator program in Australia.

“I don’t think you get this level of care and mentorship at other universities,” Suh said. “Being a George �鶹��Ƶ student gives you access to this unparalleled network of professionals who have so much knowledge."

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From practicum to profession: MSW program skills helped this student turn her internship into a full-time role

Taylor Thomas — Mon, 23 Mar 2026 16:32:45 +0000

From practicum to profession: MSW program skills helped this student turn her internship into a full-time role Taylor Thomas Mon, 03/23/2026 - 12:32

Key Takeaways:

Master of Social Work student Heather Apostol’s practicum at True Ground Housing Partners has led to a full-time position as Resident Services Coordinator.
The Master of Social Work at George �鶹��Ƶ’s College of Public Health prepares future professionals through evidence-based social work frameworks and experiential learning.
Apostol credits her Filipino heritage for instilling in her the values of compassion, humility, service, and community-building.

�鶹��Ƶ Master of Social Work (MSW) student Heather Apostol is the model of translating academic-experiential learning to professional skills, thanks to her practicum at True Ground Housing Partners. Her program implementation abilities led to her promotion from MSW Resident Services Intern to a full-time position as Resident Services Coordinator.

True Ground Housing Partners is one of the country’s leading nonprofit affordable housing developers, providing housing to thousands in the Washington, D.C., area. As an intern, Apostol supported residents across multiple affordable housing communities through case management, housing stabilization efforts, and community programming. After interning during the fall 2025 semester, the transition was seamless.

Heather Apostol. Photo provided.

Apostol now coordinates rental assistance efforts, collaborates with county agencies and property management, and connects residents to community-based resources. Additionally, she develops and facilitates programming focused on youth empowerment, financial literacy, culture and community, and more.

“I immediately felt connected with the work. I was very excited to be entered into the Resident Services Coordinator role,” said Apostol, who began her full-time position in January 2026 and is expected to graduate with her master's degree in this May. "Because I was already familiar with the residents, staff, and some of the operations, it felt like a natural next step and allowed me to continue building relationships while expanding my responsibilities."

Apostol’s supervisor, Dannette Lawrence, speaks highly of Apostol’s aptitude, ability to be transparent, reflective, and consistent during her internship.

“Heather demonstrated professionalism, empathy, and initiative early on, approaching her work with curiosity and accountability while building meaningful connections with residents and colleagues and thoughtfully applying her academic training to real-world practice. I am truly grateful to have had the opportunity to witness Heather’s growth from a social work student into a thoughtful, dedicated changemaker committed to serving the community as a Resident Services Coordinator at True Ground Housing,” said Lawrence, associate director of True Ground Housing.

The MSW at George �鶹��Ƶ’s College of Public Health provides a strong foundation in trauma-informed care, ecological systems theory, policy analysis, and ethical decision-making. Apostol says these frameworks directly inform her daily practice in affordable housing settings.

“George �鶹��Ƶ’s program emphasized evidence-based interventions and reflective practice, which strengthened my assessment skills, professional documentation, and confidence in interdisciplinary collaboration. I feel well-prepared to navigate both individual-level case management and systems-level advocacy,” said Apostol.

Influenced by culture, leading with care

Apostol cites her cultural heritage in shaping her commitment to serving others. As a Filipino social worker, the Filipino value of bayanihan—the spirit of community cooperation and helping one another—deeply influences her approach to supporting individuals and families.

“This cultural foundation reminds me that caring for others is not just a profession, but a shared responsibility rooted in empathy, humility, and service. Being Filipino allows me to bring cultural awareness, resilience, and a strong sense of community into my practice as a social worker,” said Apostol, who proudly shares she is the first in her family to receive a master’s degree.

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Patriots advocate for George �鶹��Ƶ at �鶹��Ƶ Lobbies event in Richmond

Katarina Benson — Wed, 18 Mar 2026 17:59:50 +0000

Patriots advocate for George �鶹��Ƶ at �鶹��Ƶ Lobbies event in Richmond Katarina Benson Wed, 03/18/2026 - 13:59

Eighty-one energetic Patriots traveled to Richmond on March 5 for �鶹��Ƶ Lobbies, where �鶹��Ƶ President Gregory Washington joined House Majority Leader Charniele Herring, BA Economics ’93, and Senator Saddam Salim, BS Public Administration ’12, MPA ’15, in welcoming students to the General Assembly for a whirlwind day of advocacy.

Herring spoke with the students before their meetings with legislators. “Virginia legislators are proud that we come from all walks of life,” she said. “We’re part-time legislators with careers and diverse experiences, representing diverse communities.”

Maceo Franks Jr. during �鶹��Ƶ Lobbies event. Photo by Drew Precious

Salim, whose district includes George �鶹��Ƶ’s Fairfax Campus, encouraged students to “advocate not only for yourself, but also your fellow students.”

�鶹��Ƶ Lobbies gives students interested in the political process a chance to practice their advocacy skills. Before the trip, students identify issues to champion, research the university’s accomplishments, including economic impact and student success outcomes, and prepare informational packets to leave with legislators and their staff.

Hannah Kohler, a sophomore majoring in government and international politics with a concentration in political behavior and identity politics, said she was encouraged by the reception students received. This was her first time participating in the event. “I was very delighted to see that the legislators and their staffers are very open to hearing our pitches.”

Kohler is also a Student Government representative and sustainability liaison. One of the legislators she met was Delegate May Nivar, whose daughter graduated from George �鶹��Ƶ. “As a GMU mom, I’m very familiar with George �鶹��Ƶ’s impact,” Nivar said. “I understand how its diverse environment helps students develop socially and prepares them to successfully enter the workforce.”

While Kohler is still considering her post‑graduation plans, she sees opportunities like �鶹��Ƶ Lobbies as valuable professional development. “This event allowed me to test my abilities as an advocate and evaluate whether I could see myself doing this as a profession,” she said. “It’s given me the confidence that I can definitely do this.”

Senior environmental and sustainability studies major Maceo Franks Jr., also a first-time �鶹��Ƶ Lobbies participant, gained a new appreciation for the pace of policymaking. “The legislators are very busy during session,” he said. “One of my target legislators was interrupted during our meeting to vote on a bill. She said her vote was being requested for bills all morning.”

As he and other Patriots met with legislators, Franks appreciated the personal connections they made. He recalled Delegate Dan Helmer asking the group about their favorite Taco Bamba orders. “He connected to us on a simple human-to-human level, and I loved that.”

�鶹��Ƶ Lobbies attendees. Photo by Drew Precious

A prospective policy writer, Franks said �鶹��Ƶ Lobbies offered a glimpse into his future career. “It was beneficial for helping me understand how politics works at George �鶹��Ƶ and at the state level,” he said. “I also was able to network and get to know who I may be working with or for in the future.”

For Kohler and Franks, �鶹��Ƶ Lobbies is more than an annual event.

“�鶹��Ƶ Lobbies is a tradition,” Franks said. “All students, no matter their major, should get involved with it at least once during their time at �鶹��Ƶ.”

Kohler agreed. “Every student has a unique experience, so there are endless testimonials to be heard by legislators. It truly makes me feel like I have a stake in my university’s success, especially since it gave me the opportunity to share my story with legislators in hopes of a continued bright future for �鶹��Ƶ.”

�鶹��Ƶ Lobbies supports the Strengthening peace, trust and engagement in democracy solution of George �鶹��Ƶ's Grand Challenge Initiative

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Inside George �鶹��Ƶ’s first VR art classroom, students build new worlds

Shayla Brown — Wed, 18 Mar 2026 17:38:20 +0000

Inside George �鶹��Ƶ’s first VR art classroom, students build new worlds Shayla Brown Wed, 03/18/2026 - 13:38

When students step into AVT 496 Intro to VR for the Artist, they're not just walking into another studio course—they're entering entirely new worlds of their own making. �鶹��Ƶ's School of Art launched the course this spring, marking its first-ever deep dive into virtual reality (VR) as an artistic medium.

AVT 496 student presents their virtual reality world. Photo by Ron Aira/Office of University Branding.

Taught by John von Bergen, assistant professor of sculpture and expanded fields, the class meets inside the �鶹��Ƶ Innovation Exchange (MIX) and previously held workshops in the visualization and virtual reality lab in Research Hall. For many students, it's their first time creating art in a fully immersive digital space.

Von Bergen designed the course to give artists hands-on experience with emerging tools shaping the future of digital art. His students primarily use Open Brush, a VR painting program that lets them draw, sculpt, and animate in 3D space using a wide range of virtual brushes.

"I imagine that there will be way more job opportunities for students who have the diverse skillset that relates to new media and potentially digital art fabrication," von Bergen said. "Exploring these tools in class helps students see what's possible."

There are 16 students in the course, which builds on the work students completed in his fall Aesthetics class, AVT 307. Five students from AVT 307 volunteered to create a pilot VR project titled "The Real Reality," now displayed in video form on the Digital Wall at Fuse at �鶹��Ƶ Square.

Digital Wall at Fuse at �鶹��Ƶ Square. Photo by Shayla Brown/Office of University Branding.

The project showcases the students' first experiments with Open Brush—floating landscapes, glowing brushstrokes, and imaginative environments that stretch beyond the limits of traditional studio materials.

For sophomore art and visual technology major Ash Porrata, the course has been transformative. "This course experience has not only made me a better artist, but a better team member," she said. "It was really a group effort making something of this scale. We had to communicate constantly and work with Fuse faculty to keep everything on track."

Porrata, who hopes to become an animation director, said the VR tools opened up new creative possibilities. "Having access to the virtual world and virtual art is really inspiring. Getting to explore another side of visual art will be so helpful in the job market."

Junior transfer student �鶹��Ƶ Caporuscio came into the course with no VR experience at all. By the end of the semester, he had built an entire virtual kitchen scene—complete with a fruit basket, a loaf of bread, a bar stool, and a wine glass.

"We each built our own world on the headsets, and the video just rotates through them, kind of like musical chairs," he said. "There was so much variety."

�鶹��Ƶ Caporuscio presents his virtual reality world. Photo by Ron Aira/Office of University Branding.

Other students created fantasy forests, amusement park inspired spaces, and surreal environments that could only exist in VR.

Behind the scenes, the course has been supported by several George �鶹��Ƶ partners. The Department of Computer Science provided much of the equipment, with faculty member Craig Yu offering guidance. MIX makerspace manager Max Kazemzadeh helped the class set up its own VR lab inside the MIX. Additional funding came from the School of Art, the Research and Teaching Support Fund, and the Office of Student Creative Activities and Research. The course will be offered again in Spring 2027.

"There are a lot of technical aspects that aren't typical for a sculpture class," von Bergen said. "Building good relationships with other colleges has been instrumental."

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Cross-college collaboration helps George �鶹��Ƶ dancers stay ready for the stage

Sarah Holland — Thu, 12 Mar 2026 17:44:40 +0000

Cross-college collaboration helps George �鶹��Ƶ dancers stay ready for the stage Sarah Holland Thu, 03/12/2026 - 13:44

Photo by Evan Cantwell/Office of University Branding

As the athletic trainer for the George �鶹��Ƶ School of Dance, Jena Hansen-Honeycutt is one of the first to notice when something’s not quite right. So when she started seeing an influx in injuries among dance students, she approached College of Education and Human Development professor of athletic training Jatin Ambegaonkar and then-student Kelley Wiese, PhD Kinesiology ’25, hoping to find a solution.

Dancers are “aesthetic athletes,” meaning they have the high workloads and high injury rates like traditional athletes. “They dance for at least three hours a day in classroom practice alone,” said Hansen-Honeycutt. “And that doesn’t account for their extracurricular work: rehearsals, choreography, or additional practice.”

And like athletes, the dancers are also trying to balance heavy physical demands with their classes, sleep schedules, dietary needs, and social lives.

Despite this, dancers are often medically underserved.

“The blend of artistry and athleticism separates them from traditional athletes, yet they have the same physical demands often without a dedicated medical team to support them,” explained Ambegaonkar.

In exploring data collection opportunities to help answer Hansen-Honeycutt's inquiry, Wiese found that workload monitoring—common for traditional athletes—was underutilized in dance. And because fatigue is the number one self-reported cause of injury in dancers, she thought this would be the best place to start.

“We can recognize there’s a correlation between fatigue and injury, but you need data in order to make a stronger case for implementing cultural and systemic changes,” said Wiese. Wiese, a trained dancer and now an assistant professor of athletic training at Shenandoah University, worked with Ambegaonkar during her doctoral program at George �鶹��Ƶ on various studies at the intersection of kinesiology and dance.

Dancers were given wrist-worn biosensors to wear 24 hours a day for seven days. They repeated the study four times throughout the semester. “We wanted to understand the cycles of the body breaking down and recovering as workload increased and decreased throughout their semester,” explained Ambegaonkar.

Participating students were also given surveys to provide subjective perceptions of their workload, sleep habits, and energy levels.

Photo by Evan Cantwell/Office of University Branding

Reviewing the data, Wiese found that at peak times throughout the semester, students were spending more than seven hours a day completing moderate to vigorous physical activity between class, rehearsals, practice, and choreographing. As a result, energy levels decreased and fatigue increased, indicating a need for integrated recovery times and programs.

Another key finding from this study was the dissonance between students’ perceived sleep and the biosensor data. While students self-reported great and sufficient sleep, the biosensors reported insufficient sleep.

“Over time, insufficient sleep can lead to difficulty recovering and therefore higher rates of injury,” said Wiese. “Particularly when they’re already struggling to recover.”

As a result, the research team worked together to develop what Ambegaonkar calls “micro-interventions” through improved sleep health education programs to help students become aware of the issue and develop better sleep habits. Hansen-Honeycutt has created sleep health resources for students around the impacts of good sleep on their academic and physical performance and is working with the faculty to incorporate this messaging into their classrooms.

“It’s so important to have this collaborative, teamwork approach with dance faculty, because they’re setting the culture in their program or in their studio. They will be the ones imparting these changes,” said Wiese.

“This study proved to me that us dance majors are extremely active, more than I often realize!” said senior dance major Sanaa Fairley. “I learned that I could develop a much more consistent sleep schedule to set up my space and therefore my mind, in a healthy way each day to prepare for rest.” Fairley has implemented other recovery techniques, such as cold showers, into her routine as well because of the study.

Senior dance major T’aja Williams also reported improved sleep hygiene through a consistent bedtime, as well as making her more aware of how academic, socio-emotional, and physical activities impact her schedule and technology use. “This study allowed me to see where potential pockets of homework, rest, social media engagement, and phone calls can take place and making active decisions regarding where and when is healthiest for each activity,” she said.

Building good habits now will help George �鶹��Ƶ dance students have long and fulfilling careers in dance. And Ambegaonkar and Wiese think this study might help pave the way for further research into the physical demands and impacts of dance.

“I think George �鶹��Ƶ is a pioneer in the field of dance medicine,” said Ambegaonkar. “We’re broadening the scope of what kinesiology is in the public health domain and what it can do in the public health domain.”

Jena Hansen-Honeycutt (top left), Kelley Wiese (top center), and Jatin Ambegaonkar (top left) with dance students. Photo by Evan Cantwell/Office of University Branding

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Introducing a New Minor in Lobbying and Advocacy—and Meet the Student Who Helped Create It

Andrew J Schappert — Thu, 12 Mar 2026 17:23:33 +0000

Introducing a New Minor in Lobbying and Advocacy—and Meet the Student Who Helped Create It Andrew J Schappert Thu, 03/12/2026 - 13:23

A new Schar School of Policy and Government undergraduate minor debuts in fall 2026: Lobbying and Advocacy is an interdisciplinary minor that develops students' understanding of policy institutions and industries, and how to influence both as a professional advocate.

Zayd Hamid: ‘It came down to building the program I wish I had access to as an undergraduate.’ Photo provided

The program, one of only two in the country and the only one in the Washington, D.C., region, will offer opportunities for experiential learning, including field projects, internships at key Washington, D.C., firms, and the �鶹��Ƶ’s annual grassroots advocacy trip �鶹��Ƶ Lobbies to the Virginia General Assembly in Richmond, Virginia.

The course was codeveloped by Schar School Term Professor David K. Rehr, professor of public policy and director of the Center for Business Civic Engagement, and Zayd Hamid, a master of public policy student (with an emphasis in education policy), over a multiyear process.

Rehr, a former longtime advocate for major nonprofit organizations including the National Association of Broadcasters and the National Federation of Independent Businesses, is happy to share the inspiration for the course with Hamid, who had the idea as an undergraduate in the Schar School’s public administration program.

“He drafted the outline of the minor and I adjusted it to maximize value for students from various George �鶹��Ƶ departments whose students could benefit,” he said. Students in degree programs including business, communication, conflict analysis and resolution, environmental and sustainability studies, economics, and other fields would find lobbying skills useful.

“Given our location near Washington, D.C., the minor will be taught by a stable of top academics and practitioners, and graduates will be prepared to advocate effectively for meaningful and efficient change, even if they do not become full-time lobbyists themselves,” he said.

“The government,” Rehr added, “is increasingly becoming more involved in the activities of businesses, nonprofits, and other industries and professionals who understand the advocacy process who can provide innovative solutions will be increasingly valuable to their employers.”

David K. Rehr: ‘Given our location near Washington, D.C., the minor will be taught by a stable of top academics and practitioners, and graduates will be prepared to advocate effectively for meaningful and efficient change …’

For Hamid, the minor is personal. As his graduation approached in spring 2024, the proudly first-generation college student began thinking less about what he had accomplished as a student and more about what he would leave behind.

His college accomplishments were substantial, among them, discovering advocacy through �鶹��Ƶ Lobbies, serving as a panelist for a congressional staff briefing on financial aid, and being named the inaugural National Institute for Lobbying and Ethics Student Advocate of the Year, an award he dedicated to Rehr.

“The nexus between all those pivotal moments in my undergraduate years was taking Dr. Rehr’s GOVT 318 Interest Groups, Lobbying, and the Political Process class,” Hamid said. “I am a direct product of the wisdom and industry insights he shared with me and of the mentorship and support he’s given me over the years…. His class and �鶹��Ƶ Lobbies shaped the trajectory of my undergraduate experience, cultivating my interest in policy into a passion for education advocacy.”

As he considered what he could leave as a legacy, the answer became clear: “It came down to building the program I wish I had access to as an undergraduate,” he said.

Hamid, who is a graduate professional assistant with George �鶹��Ƶ’s University Life, is cochair of the State Council of Higher Education for Virginia Student Advisory Committee, the commonwealth’s coordinating agency for higher education. That latter role, alongside his previous experience as the student representative on the education integrity advisory �鶹��Ƶ Core Committee, accustomed him to academic program policies at a state and institutional level. This positioned him to support his and Rehr's proposal through George �鶹��Ƶ's internal processes, culminating in a final vote by the Undergraduate Council in December, clearing the way for inclusion in the catalog in fall 2026

The proposal’s review was expedited and streamlined amid political shifts in Washington, which, to Hamid’s mind, created opportunities for employment for graduates.

“Federal furloughs and a changing Washington, D.C, policy landscape have resulted in more students exploring careers outside of—but adjacent to—Congress and the White House,” he said. “So, this minor also helps the Schar School meet the moment and respond to a shifting job market.”

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David Rehr

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Electrical engineer powers back to the pool after a rocky start

Nathan Kahl — Thu, 12 Mar 2026 11:49:29 +0000

Electrical engineer powers back to the pool after a rocky start Nathan Kahl Thu, 03/12/2026 - 07:49

When Ryan Serbia arrived at �鶹��Ƶ, he had already done something most students never consider, finishing high school at 16. Arriving on campus on a swimming scholarship, the electrical engineering major was ready to get his swimming career started, but two weeks after coming to Fairfax, a scooter had other ideas for him. He hit a patch of gravel, went down, and broke his right arm, requiring surgery. “I tell people to stay away from those things,” he said sardonically.

Ryan Serbia. Photo by Raphael Suanes/George �鶹��Ƶ Athletics

His parents had to drive 1,500 miles from his hometown of Lawton, Oklahoma, to sign the paperwork authorizing medical attention, since he was still a minor. For a freshman recruited to swim Division I, it was a tough start. He redshirted the entire season, keeping his scholarship but watching meets from the pool deck. “It was a good experience being there,” he said. “But it stung. I wanted to be competing.”

Swimming has shaped much of his life, though it did not begin in the typical way. He grew up in a military family and switched to online homeschooling in sixth grade after moving from North Carolina to Oklahoma. The online program allowed him to advance quickly and after a placement test, he skipped ahead to eighth grade and then went back to public schools.

He started swimming at 11, later than many elite competitors. At first, he struggled; at his first tryout, coaches told him to come back a week later because he was too slow for the team. By the time he was 14, however, something shifted. At a state meet, he earned a qualifying time for a regional championship by one one hundredth of a second.

“That kind of started my journey,” he said. From there, his times began to drop. He switched club programs after disagreements about training and saw major improvements. By 16, he had earned Futures and Junior National cuts and was competing against swimmers several years older.

Serbia did not let a broken arm hold him back. Photo by Raphael Suanes/George �鶹��Ƶ Athletics

He chose George �鶹��Ƶ because the East Coast location appealed to him, along with the university’s strong engineering reputation and proximity to Washington, D.C. His father, now a systems engineer with Boeing after 20 years in the Army, encouraged him to look at schools with strong research connections.

He chose electrical engineering as his major, knowing it would be demanding alongside Division I athletics. “It’s probably the hardest thing I’ve ever done besides swimming,” he said. “But when it clicks, it’s really satisfying.”

During the season, his schedule includes early morning weightlifting, afternoon practices, classes, and study sessions. Managing time is the biggest challenge. “You get to the end of the day and it’s six o’clock, and that’s when you can study, but your body’s exhausted,” he said. Even so, he has earned a spot on the Provost’s Student-Athlete List with a GPA above 3.8.

Now healthy and competing, he has balance in his routine. Outside the pool and classroom, he appreciates the university’s walkable campus and the cooler Mid-Atlantic climate compared to Oklahoma’s heat.

Looking ahead, he is considering graduate study, possibly in quantum information or another research-intensive field. For now, he is focused on continuing to improve in the 200 breaststroke and building the foundation for both an engineering career and the next stage of competition.

For students considering the same path, his advice is simple: “Be ready to manage your time.”

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Fiscal Patriots take first place in national AGA Datathon

Katelynn C Hipolito — Mon, 09 Mar 2026 17:01:20 +0000

Fiscal Patriots take first place in national AGA Datathon Katelynn C Hipolito Mon, 03/09/2026 - 13:01

This year’s AGA Datathon—a nationwide competition challenging college students to apply their data science skills to solve real-world government accountability problems—drew talent from many of the nation’s top business colleges. The Costello College of Business at �鶹��Ƶ was well represented by the team known as the Fiscal Patriots, who rose above the competition to capture first place.

Fiscal Patriots receive the first-place prize check at Datathon. Courtesy of Fiscal Patriots.

The Fiscal Patriots formed quickly through existing academic connections. “I was introduced to this competition through Professor Mike Wetklow [instructor in accounting] when I took his class in advanced accounting analytics, Accounting 665, last year,” said Khaled Alkurd, an accounting analytics and forensic accounting student. “When I learned about it again this year, I knew I wanted to build a team and compete.”

Mariam Debas, an accounting and management information systems (MIS) student, had also expressed interest, so Professor Wetklow connected the two. Already familiar from a previous project, they expanded their team by inviting Andy Yaro, a cyber security engineering student, and Nikita Chandrasing, an MIS and business analytics student.

To round out the team, Chandrasing reached out to Pranavi Doodala, a business analytics student, who had been a finalist in George �鶹��Ƶ’s capstone competition a few weeks prior. The five students quickly established a strong dynamic and a well-rounded foundation for the work ahead.

From left, Andy Yaro, Mariam Debas, Nikita Chandrasing, Pranavi Doodala, and Khaled Alkurd. Courtesy of Fiscal Patriots

During the month leading up to the first phase of the competition, the Fiscal Patriots focused on refining their responses to various prompts they could expect at the Datathon. Wetklow provided the team with initial guidance, helping them decide on which direction to take. Later, Clement Chen, adjunct professor in management, reviewed their work and provided crucial feedback to strengthen the team’s submission.

Presented with three options to choose from, the Fiscal Patriots selected the use case of visualizing government spending data in an interactive, innovative format that would make complex financial information more accessible to the public. The result was AuditsMadeSimple, a website that serves as a launchpad for understanding federal spending and audit data. Broken into four distinct features—exploratory visualizations, a 50+ term glossary of auditing terms, a dataset guide, and case studies—the platform allows users without a technical background to interpret, contextualize, and better understand government accountability data.

“We’re really hoping to showcase the accessibility of the features we’ve carefully curated on this website and how they effectively make federal spending and audit data understandable to the average citizen,” said Doodala.

“This achievement was a year in the making with George �鶹��Ƶ's first advanced accounting analytics class a year ago,” said Wetklow. “From the time I first met Khaled, his skills were apparent. What’s equally impressive was the full team—each with a unique superpower that demonstrated the Costello-�鶹��Ƶ edge.”

—Mike Wetklow, accounting instructor at the Costello College of Business at �鶹��Ƶ

In the opening round of the AGA Datathon, the Fiscal Patriots made their presentation in front of the panel of judges. During the 20-minute virtual session, they walked through their website before receiving feedback on content, delivery, and other insights to keep in mind for the competition’s final round.

Polished and poised, the Fiscal Patriots delivered their final presentation on February 18 at the Ronald Reagan Building and International Trade Center in Washington, D.C. Winning the top prize validated their preparation and commitment, but the Fiscal Patriots had so many other takeaways from the competition. “I got involved in this challenge because I just wanted to apply my skills,” said Debas. “Coming from an MIS and accounting background, I’ve built a strong foundation across both disciplines. What really excited me about this competition was the opportunity to focus on real-world government financial challenges.”

Chandrasing found that the competition helped her experiment with future career pathways. “Because one of my career goals is to become a product manager, I think creating the documentation for what the requirements for that would be really aligned with that,” she said.

“This achievement was a year in the making with George �鶹��Ƶ's first advanced accounting analytics class a year ago,” said Wetklow. “From the time I first met Khaled, his skills were apparent. What’s equally impressive was the full team—each with a unique superpower that demonstrated the Costello-�鶹��Ƶ edge.”

Together, the Fiscal Patriots proved that when diverse skill sets unite around a shared mission, the results speak for themselves—and they speak loudly enough to earn the top spot on a national stage.