College of Education and Human Development

McMeans named Atlantic 10 Golfer of the Year

Katarina Benson — Tue, 19 May 2026 20:34:56 +0000

McMeans named Atlantic 10 Golfer of the Year Katarina Benson Tue, 05/19/2026 - 16:34

91�� golfer Vaughn McMeans has been named the 2026 Atlantic 10 Men's Golf Player of the Year, becoming the first Patriot in the program’s history to earn the conference's top individual honor.

McMeans holds several George Mason records. Photo by Rafael Suanes/George Mason Athletics

A native of Leesburg, Virginia, McMeans anchored the Patriots throughout the 2025-26 campaign with a program-record 70.8 stroke average and a scoring average versus par of -1.04, beating the prior best of 0.31. Both are the best marks in George Mason annuls.

The sophomore sport management major led the Patriots to a historic runner-up finish at the Atlantic 10 Championship and helped position the program among the conference's elite.

Individually, McMeans delivered a strong showing with a 3-under-par score on the par-72, 7,085-yard Evermore Resort's Cypress Course, while finishing seventh overall. His finish improved on last season's 15th-place showing at the 2025 A-10 Championship.

McMeans recorded eight top-25 finishes and five top-10 outings during the season. He also earned medalist honors twice, tying the school record for most tournament victories in a single season. Among his standout performances, McMeans captured co-medalist honors at the Nemacolin Collegiate Invitational after finishing 11-under-par. He followed with another co-medalist finish at The Island at West Bay Collegiate Invitational with a 15-under-par performance.

The sophomore finished 7th at the 2025 A-10 men's golf championship. Photo provided

His fall season included back-to-back Atlantic 10 Golfer of the Week honors and multiple entries into the George Mason record book. Last season, McMeans earned Atlantic 10 All-Conference honors as a freshman after posting seven top-25 finishes and three Atlantic 10 Rookie of the Week awards.

"Vaughn's season has been nothing short of remarkable," said George Mason head golf coach Greg Pieczynski. "He has elevated our entire program with his leadership. To become the first conference Golfer of the Year in school history is an incredible accomplishment and a reflection of the hard work he puts in every day."

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This senior knows the power of pathways

sholla4 — Fri, 08 May 2026 19:38:38 +0000

This senior knows the power of pathways sholla4 Fri, 05/08/2026 - 15:38

From a nearly decade-long gap between high school and college, to his passion in a niche field of kinesiology, 91�� senior Ryan Hutchinson is proving that the road less traveled is sometimes the better one.

In Hutchinson’s own recollection, "I didn’t do great at the high school level.” He made the decision to enter the workforce after high school graduation, unsure if he was ready for the rigor of college-level academics. But after losing his retail job during the COVID-19 lockdown, Hutchinson decided to take the plunge and enrolled at Northern Virginia Community College (NVCC) to get a personal trainer certificate.

Photo provided

“I ended up doing really well, grade-wise,” he said. “And I actually really loved it. So I decided to keep going.” With the certificate in hand, he transferred to George Mason to pursue a BS in kinesiology from the College of Education and Human Development.

“I like helping people,” he said. “I’m good at motivating them.”

Hutchinson started volunteering at DPI Adaptive Fitness in Fairfax the summer before he transferred to George Mason. There, he discovered another, deeper layer to his passion for fitness and coaching: adaptive fitness, or fitness for people with physical and/or developmental disabilities.

Throughout his time at George Mason, Hutchinson has been taking his lessons from the classroom straight to his clients in the gym. Along with one-on-one training, Hutchinson coaches the adaptive boxing club at DPI, building the skills needed to hopefully one day reach his goal of coaching Paralympians.

“The best thing is seeing their progress,” he said of his clients. “The physical improvement, emotional improvement, cognitive improvement: seeing somebody who doesn't believe they can do something prove themselves wrong? It’s amazing.”

His interest in adaptive fitness also inspired his fellow students. A few of his classmates held internships with DPI after hearing about Hutchinson’s work. “They had no idea what adaptive fitness was, and now they’re trying it out, and will be able to tell others what it is. So we’re slowly building interest and understanding of a small but really important field,” he said.

Photo provided

That awareness is growing outside of kinesiology as well. During his senior year, Hutchinson got involved in George Mason’s developing Beep Baseball team: an adaptive version of baseball for blind and visually impaired athletes.

“They sort of made me an unofficial coach,” he joked.

Hutchinson helped run two Learn to Play clinics for the team and had the opportunity to attend a tournament last summer in Boston. “I try to volunteer for all the adaptive sports programs I can. It’s so interesting to see how they adapt these sports and to watch the elite athletes compete.”

With dreams of coaching as his guide, Hutchinson will be pursuing a master of education, focusing on adaptive physical education for children with disabilities at Old Dominion University in the fall.

“If I could tell an incoming freshman one thing, it would be to keep your perspective open,” he said. “You might show up wanting to go one direction, but opportunities will arise in adjacent fields, and it’s worth trying them out. There’s so much more out there than you think.”

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Learning experience design course helps students dive head-first into client consulting

sholla4 — Wed, 06 May 2026 17:26:55 +0000

Learning experience design course helps students dive head-first into client consulting sholla4 Wed, 05/06/2026 - 13:26

Learning doesn’t stop when you finish school. Whenever you start a new job or a new program, you learn new rules, new strategies, and new systems. And just like classroom education, there’s science behind how that learning can be best supported.

Lisa Giacumo. Photo provided.

“Large multinational or national organizations need people with knowledge of how people learn and how to create systems and supports for learning and development,” explained Lisa Giacumo, associate professor of learning design and technology in 91��’s College of Education and Human Development (CEHD).

Learning experience design (LXD) and user experience (UX) research are two key pillars of the CEHD’s learning design and technology master’s program. Giacumo has spent her faculty career developing courses on accessible workplace learning, needs assessment, and evaluation, that merge theory with hands-on application to give students a “nuanced” understanding of real-world use cases. The research and design courses (i.e., EDIT 732 and EDIT 752) she leads currently pair students with live clients to develop solutions for LXD problems or new opportunities.

“The recursive loop of asking for input, getting feedback, professional reflection, and making revisions is an important part of the process that is hard to conceptualize from textbook alone,” said Giacumo. “With live clients, students get a chance to see how things might work outside of a textbook while learning how to communicate as a consultant.”

This semester, students worked with two startups: EMK Learning Solutions LLC and Research Sphere.

“Working with a live client and a team really made the whole experience feel more like a UX job. You have deadlines, you have limitations, you have to make decisions and iterate. It feels very realistic,” said George Mason alumna Georgiana Patrichi-Abarca, BA Conflict Analysis and Resolution ’15, a current student in the learning design and technology master’s program. She’s been able to apply what she’s learned in class to her full-time job with the U.S. Department of State, developing training for a new piece of software.

Master’s student Tyler Girvan came into the learning design and technology program with a background in video game design and graphic design. “Getting that practical experience from research inception to executing a prototype was the stand-out element of the course for me,” said Girvan. “It helped me understand where I can feed my past skills through these new filters.”

Girvan continued, “You have to balance meeting the needs of the user while negotiating the ideas and goals of the client, and that’s a skill we were able to develop working with real clients as opposed to simulations."

“The closer you connect what you do in the learning environment to what you need done in the performance environment, the easier it is for learners to transfer what they learned into desired performance on the job,” said Giacumo.

Maurine Kwende, MEd Curriculum and Instruction ’15, CERG Learning Technologies ’15, and PhD Education ’23, is the founder and CEO of EMK Learning Solutions LLC, one of the participating businesses for the course. Her business works with companies to help improve their training and leadership capabilities, leveraging Kwende’s own expertise in learning systems and design. This semester, students worked on developing a professional development chatbot for EMK Learning Solutions that could coach employees when a human coach and trainer isn’t available or isn’t an option. The bot will also be a thinking and brainstorming partner for new employees to get a head start on ideas prior to meeting with their supervisors or stakeholders.

Kwende found the commitment of the students in the course commendable. “They’re dedicated and passionate about our field,” she said. “In the beginning, it felt like a mentoring process ,which was very exciting. Then it became a two-way process: I mentored them as a consultant, and they reverse-mentored me in the areas of technology. In the end, the students helped expand my thinking and showed me the potential of the product. They grew a seed into a full tree.”

“George Mason attracts many very talented, smart, and driven individuals,” said Giacumo. “These students contribute to these organizations’ success stories. And after the classes are over, my students build their own success stories by landing their next job or promotion and continue developing their consulting practices on a solid foundation.”

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Mason LIFE marks 20 years of enduring impact in special education

Katarina Benson — Fri, 01 May 2026 19:40:49 +0000

Mason LIFE marks 20 years of enduring impact in special education Katarina Benson Fri, 05/01/2026 - 15:40

The College of Education and Human Development (CEHD) at 91�� marked the 20th anniversary of the Mason LIFE Program on April 10. To celebrate, a luncheon was held at the Center for the Arts that brought together alumni, families, faculty, and community partners in a powerful show of community and commitment.

The program, Celebrating Mason LIFE’s 20th Anniversary and the Enduring Impact of Special Education: A Legacy of Learning and Community, raised more than $50,000 in support of Mason LIFE and special education scholarships. These funds will directly support students and strengthen programs that continue to expand access, opportunity, and innovation in inclusive education.

Guests included current and former Mason LIFE families, faculty members, alumni, and dedicated supporters who have helped shape the program over the past two decades. The gathering was both a celebration of progress and a shared commitment to the future. Personal stories shared by students and families underscored the program’s lasting impact on students’ academic and career outcomes as well as on their confidence, independence, and sense of community.

Mason LIFE student Amar Malik (right) and his father, George Mason Board of Trustees Member Boz Malik. Photo by Andani Munkaila/Office of University Branding

For 20 years, Mason LIFE has served as a nationally recognized model for inclusive higher education, providing students with intellectual and developmental disabilities the opportunity to experience university life, build independence, and prepare for meaningful careers. The anniversary celebration also honored the broader impact of George Mason’s Special Education Programs and the Kellar Institute for Human disAbilities, both of which have played a vital role in advancing research, practice, and advocacy in the field.

Stephanie Smith Lee, a former Mason LIFE parent and a nationally recognized leader in disability policy and advocacy, gave the keynote. With more than three decades of experience in advocacy, she spoke to the progress made in expanding access to education and employment for individuals with disabilities, while also challenging attendees to continue pushing for greater inclusion and opportunity.

From left, Stephanie Smith Lee, Michael M. Behrmann, and Dean Ingrid Guerra-López. Photo by Andani Munkaila/Office of University Branding

Together with Professor Emeritus Michael M. Behrmann, former Special Education Division Director, Lee was integral to the creation of the Mason LIFE pilot program. That pilot with two Mason PhD candidates and three students has now grown to 60 students and includes on-campus housing options and formal workforce development training.

The event was made possible through the generosity of donors and sponsors whose support continues to sustain and grow the program. Together, these supporters are helping ensure that the next generation of Mason LIFE students and special education scholars have access to the resources, experiences, and opportunities that define the program.

As CEHD looks ahead, the 20th anniversary serves not only as a moment of reflection but as a call to continue building on this legacy and the university’s commitment to accessibility and creating pathways for many.

Power the Possible

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Education Careers Week brings jobs, inspiration to George Mason’s future educators

ckearney — Wed, 29 Apr 2026 18:43:51 +0000

Education Careers Week brings jobs, inspiration to George Mason’s future educators ckearney Wed, 04/29/2026 - 14:43

Educators are in high demand, and the field offers myriad avenues for job seekers to explore. Given that demand and the diverse career opportunities, University Career Services (UCS) at 91�� expanded its annual Education Recruitment Day into a full week of programming in February. Education Careers Week featured a week of career exploration, collaboration, and learning for students interested in teaching, human development, or careers working with children.

Designed for the George Mason community to make connections and explore evolving career paths, the week included workshops, panels, a networking mixer, and a visit to Fairfax County Public Schools (FCPS), the ninth-largest school district in the nation. The week also featured an on-campus recruitment track, giving students the chance to interview directly with education employers. At least four students who participated received job offers.

Education Careers Week concluded with a site visit to the FCPS Gatehouse Administration Center in Falls Church, Virginia. Photo provided

The week concluded with a site visit to the FCPS Gatehouse Administration Center in Falls Church, Virginia. The first-of-its-kind collaboration between George Mason and FCPS gave students an inside look at one of the nation’s largest school systems. Participants met with administrative and human resources professionals to learn about hiring timelines, interview strategies, and professional development programs such as the Great Beginnings Summer Institute, a four-day professional learning opportunity for teachers new to FCPS. The visit provided a clear view of the many roles—both inside and beyond the classroom—that drive a vibrant public school community.

“I loved learning about the different career paths and trajectories,” said graduate student Jia Liu, who is working on a master’s in social work. “There was no linear path, which I thought was interesting and inspiring.”

Throughout the week, faculty, staff, parents, and alumni lent their time and expertise as panelists and moderators, providing students with firsthand insight into education as both a calling and a career. Alumni from the College of Education and Human Development (CEHD) Alumni Chapter helped moderate sessions, highlighting the lasting connection between graduates and current students.

“The George Mason community came together to make Education Careers Week a success,” said Saskia Campbell, UCS executive director. “That collaboration made it possible to expand our programming and networking opportunities for students.”

Event attendees represented many of the university’s schools and colleges, spanning majors in education, business, government, STEM, and more. Half of the attendees were graduate students, indicating that the education sector attracts talent from across disciplines and at every stage of career development.

“I decided to attend Education Careers Week to gather information about the type of education career I wanted to pursue,” said graduate student Valeria Alejandra Reyes-Chain, who is working on a school psychology degree. “I gained valuable insights that guided me throughout the job application process.”

Education Careers Week highlighted that career growth is about continuous learning. From student teaching to leadership, each experience builds toward a career that can evolve across roles, grade levels, and even industries.

Additionally, it served as an important reminder that community makes the difference. Students, alumni, and partners supported each other in the pursuit of meaningful work, demonstrating George Mason’s culture of shared purpose. No matter your major, experience level, or background, a career in education is a way to make a difference in the world.

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A student-athlete’s marketing play draws fans to the stands

Katarina Benson — Fri, 03 Apr 2026 15:26:00 +0000

A student-athlete’s marketing play draws fans to the stands Katarina Benson Fri, 04/03/2026 - 11:26

For 91�� baseball player Evan Blanchard, success isn’t just measured in hits and RBIs. During his internship with Mason Athletics’ marketing department, the third baseman helped design a promotional campaign that brought hundreds of fans—and a surge in attendance—to a men’s basketball rivalry game.

Evan Blachard in his Patriots uniform. Photo by Rafael Suanes/George Mason Athletics

As a senior majoring in sport management, Blanchard needed to complete an internship of at least 400 hours to meet his degree requirements. His interest in sports marketing began with Lily Plizga, associate director of fan engagement and brand strategy in George Mason Athletics. As a student-athlete, Blanchard saw Plizga working tirelessly during games and knew how strong the department was. After a discussion with Plizga, Blanchard decided to fulfill his internship requirement by working with George Mason Athletics’ marketing department.

“The biggest thing is how fast-paced sports environments are," said Blanchard of his internship experience. “You need to be able to handle multiple roles, communicate effectively, and stay organized.”

Some of his core responsibilities included devising marketing plans, which included creating promotional themes, brainstorming giveaway ideas, and emphasizing social media strategy while ensuring all the marketing materials resonated with the different stakeholders, including students, fans, alumni, sponsors, and donors.

On gamedays, Blanchard was responsible for gathering and distributing promotional items, along with running in-game collateral, such as sponsored student competitions and T-shirt tosses.

His internship also required that he manage a special project. Blanchard decided to do a promotion for the men’s basketball program, with the purpose of boosting attendance by 5% at the big in-state rivalry game between George Mason and James Madison University (JMU) scheduled to take place during Thanksgiving break.

The plans involved collaborating with George Mason baseball alumni Danny Hosley and South Trimble, who are currently Savannah Bananas players. The idea was to have Hosley and Trimble participate in a pre-game autograph session, halftime entertainment, and timeout competitions.

Blanchard at a George Mason men's basketball game. Photo by Art Pittman/George Mason Athletics

Aside from getting people to the game, the goal was to attract a new audience, especially baseball fans, while also cross-promoting men’s basketball and baseball. Since most George Mason students were home for the break, the target audience for this promotion also included kids and families in the area.

Blanchard began preparing at the start of the fall 2025 semester, with weekly goals to keep on track. This included reaching out to both Hosley and Trimble and coordinating with the Masonettes, marketing staff, and the department leadership. He also contacted various baseball and softball clubs to coordinate group sales and designed autograph cards for fans, along with additional promotional graphics for the event.

"As an intern, you have value, but you still have to prove yourself," he said. “Preparation was key, and I made sure everything was well planned and gathered feedback from everyone involved."

On the big day, both the marketing department and Blanchard were eager to see whether their planning was successful. The results speak for themselves:

61.1% attendance increase since the last time George Mason played a home game over the Thanksgiving recess
1,499 attendees above the 2023-24 yearly attendance average (39.8%)
19.7% attendance increase since last home game versus JMU

More than 400 fans came through the meet and greet line with trading cards, mini-bats, baseballs, jerseys, and banana hats, eager to meet Hosley and Trimble.

Plizga described Blanchard as one of the best interns she has ever had, with praise for his professionalism and reliability. Early on in his internship, Blanchard stepped in to help when George Mason Athletics decided to participate in Fairfax’s annual Fall Festival within the week of the event. There wasn’t a lot of turnaround time to get staff participation in the day-long event. Blanchard helped Plizga set up and then tear down at the festival. Then they headed back to the campus to work at a 6 p.m. soccer game.

Plizga also appreciated Blanchard’s positive attitude and demeanor. “Sometimes tensions can get high, but Evan’s positive attitude made the workplace a lot better. Everyone loved working with him, and he definitely boosted the mood throughout the day,” she said.

In addition to learning how to operate various technologies, such as the Daktronics videoboard used to promote events, Blanchard said understanding the importance of workplace culture, teamwork, and professionalism, and knowing how to effectively contribute to an organization were also important lessons.

His advice to students seeking internships is to develop good relationships with your professors and to always be on the lookout for opportunities they share.

To those wishing to pursue sport marketing, Blanchard said, “You have to be able to put yourself in uncomfortable situations that involve communicating with people, bringing up new ideas, and just trying out new things. You also have to be able to wear multiple hats at once, while ensuring that you stay organized by having a plan.

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In its first year, ACCESS Academy doubles applications and delivers strong academic results

ckearney — Thu, 26 Mar 2026 19:44:46 +0000

In its first year, ACCESS Academy doubles applications and delivers strong academic results ckearney Thu, 03/26/2026 - 15:44

In its first year, 91��’s Accelerated College and Employability Skills (ACCESS) Academy is already demonstrating strong indicators of demand, academic rigor, and early student achievement. Interest in the program has grown rapidly. For the 2026-27 admissions cycle, ACCESS received 387 applications from ninth graders, double the 193 applications submitted the previous year.

With only 30 seats available for the incoming ninth-grade cohort, the program has quickly become one of the most selective emerging innovation pathways in the region. Participation in the program allows advanced freshmen in high school to take college classes.

In December, ACCESS Academy students demonstrated projects and discussed their experiences with then-Virginia Secretary of Education Aimee Guidera in a robotics lab at Fuse at Mason Square. Photo by Ron Aira/Office of University Branding

Early academic outcomes among the inaugural cohort also reflect the program’s rigor. The current ninth-grade ACCESS Academy class maintains an average GPA of 3.72, demonstrating strong performance across a curriculum that integrates advanced technical coursework with core high school instruction. These early indicators highlight the momentum behind the academy and the role of George Mason and its College of Education and Human Development (CEHD) in developing research-informed, workforce-aligned learning models for secondary education.

One of the most significant milestones for the academy this year is the launch of its first dual enrollment course. Thirty-seven ACCESS Academy ninth-graders are currently enrolled in a Python programming course offered through Northern Virginia Community College. Introducing a college-level computing course at the ninth-grade level represents an acceleration point within the academy’s academic pathway, providing students with foundational programming skills relevant to software development, cybersecurity, artificial intelligence, and data science.

Potomac Falls High School teacher Matt Wax, one of the academy instructors, said launching a new academic model required both flexibility and innovation in instructional practice. “Because the program is brand new, there aren’t many existing resources to draw from,” Wax said. “We’ve had to adapt instruction in real time, creating opportunities for students to think outside the box while adjusting expectations and course design as the program evolves.”

Early implementation has also highlighted the collaborative learning environment developing among students. While some ninth-graders are adjusting to the rigor of college-level coursework, Wax noted that peer support has become an important element of the classroom culture. “It’s been encouraging to see students who are doing well step up to help classmates who are struggling,” he said. “That willingness to support one another is one of the most positive outcomes so far.”

In addition to rigorous coursework, ACCESS students are already engaging in technical and professional learning opportunities beyond the classroom. Last fall, 31 ACCESS Academy students attended the BSidesNoVA Cyber Security/Hacker Conference, where they participated in sessions focused on cybersecurity tools, ethical hacking, and emerging digital threats. Participation in professional cybersecurity conferences at the ninth-grade level represents a distinctive feature of the academy’s early exposure model.

In the summer of 2025, ACCESS Academy offered an AI Camp to 9th through 12th graders at Fuse at Mason Square. Photo by Ron Aira/Office of University Branding

Thirty ACCESS students participated in Virginia CyberSlam 2026, an event sponsored by George Mason’s Cyber Security Engineering Department and Loudoun County Public Schools. The event challenged students to apply cybersecurity concepts in simulated threat-response scenarios and collaborative problem-solving environments.

ACCESS students have also had opportunities to present their learning to state-level education leaders. During a recent visit to Fuse at Mason Square, students demonstrated projects and discussed their experiences with former Virginia Secretary of Education Aimee Guidera, providing visibility for the academy’s instructional model and student work.

At the curricular level, ACCESS Academy is emerging as a leader within Virginia’s expanding lab school network through its use of problem-based learning as core instructional framework. Rather than relying on traditional lecture-based instruction, students engage with complex, real-world problems that require research, collaboration, and iterative design. This curriculum model, developed with support from CEHD faculty, is attracting statewide attention.

Faculty affiliated with the program will present the ACCESS Academy curriculum framework at the upcoming Innovation Summit hosted by Old Dominion University, highlighting how the academy integrates computing education, interdisciplinary learning, and research-based instructional design.

For instructors, one of the most notable aspects of the program has been the diversity of students who have chosen to participate. Wax observed that the inaugural cohort includes a wide range of ability levels, interests, and backgrounds, creating opportunities for varied perspectives within collaborative learning environments. The program’s rapid growth in applications reflects the special opportunities it provides, he added.

“ACCESS offers opportunities free of charge that many students might not otherwise have access to,” he said. “For students who are looking for something different from a traditional model of schooling, it offers an accelerated and more professionally oriented pathway.”

“What we’re seeing with ACCESS Academy is early evidence of what becomes possible when we design learning as a connected pathway rather than a series of disconnected experiences,” explained Ingrid Guerra-Lopez, dean of CEHD, who led the vision and design of ACCESS Academy. “ACCESS is giving us a living platform to study and continuously improve how teaching and learning can better prepare students for the complexity of the future. This model invites us to rethink readiness not as something that begins after high school, but as something we intentionally build across the entire educational ecosystem.”

This initiative supports the Advancing 21st-Century Education for All solution of George Mason's Grand Challenge Initiative

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

sholla4 — Tue, 24 Mar 2026 15:42:07 +0000

Doctoral student brings teacher well-being to the front of the class with dissertation research sholla4 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 91��, 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 Mason, 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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Podcast: The future classroom: Teaching and learning in age of AI

sholla4 — Mon, 23 Mar 2026 17:00:08 +0000

Podcast: The future classroom: Teaching and learning in age of AI sholla4 Mon, 03/23/2026 - 13:00

As society navigates rapid technological advancement and escalating challenges at home and abroad, it’s up to our educators to prepare students to meet the evolving needs of the state, the nation, and the world. We call this Advancing 21st Century Education for All: one of the key pillars of our Grand Challenge Initiative.

On today’s episode of Access to Excellence, Ingrid Guerra-López, dean of George Mason’s College of Education and Human Development, joins President Gregory Washington to discuss the future of education in a rapidly changing world and why the irreplaceable human elements of teaching will define the profession's future even as technology transforms it.

We don't have the luxury of looking away and saying, well, I don't like technology and I don't like the AI thing, or whatever the technology might be. And just say, well, I'm not gonna engage. The world has moved on, right? So I think one of the critical things that is gonna be really important for educators and, and educational systems is to promote the ability for students to engage in lifelong learning and adaptability 'cause that is always going to be a constant requirement. — Ingrid Guerra-López

Read the transcript

Intro (00:04):
Trailblazers in research, innovators in technology, and those who simply have a good story: all make up the fabric that is 91��, where taking on the grand challenges that face our students, graduates, and higher education is our mission and our passion. Hosted by Mason President Gregory Washington, this is the Access to Excellence podcast.

President Gregory Washington (00:27):
The world is changing. Virginia and the nation require institutions that can rapidly align the next generation workforce with the evolving needs of the economy and our communities. More is already demanded of this generation than any before them. We have no choice but to prepare them for a task that is nothing short of saving the world. At George Mason, we call it advancing 21st century education for all. It's one of the key pillars of our Grand Challenge initiative, and I can't think of a better person to talk to us about it than our guest. Dr. Ingrid Guerra-López, dean of George Mason's College of Education and Human Development, Dean Guerra-López, welcome to the show.

Ingrid Guerra-López (01:22):
Thank you. It's a pleasure to be here. Thanks for having me.

President Gregory Washington (01:25):
Well, let me start high level here. Where does your passion for education come from?

Ingrid Guerra-López (01:32):
So, it, it actually, I would say maybe doesn't come quite from education, it comes from learning. I've always been really drawn to asking questions, to needing to understand how things connect, just overall general inquiry and curiosity, you know, how things fit together. And so learning to me is ultimately what the promise of education is. Learning in itself, it, it's intrinsically valuable. It expands us. It, it deepens our judgment. Uh, it fuels so many other things. And education is one of those means. It's one of the many pathways through which learning can occur. We can learn through so many ways: on our own, through reflection and experience, uh, informally in our communities, through family, through our work, vicariously by watching others, and through that formal educational system. So I think it's, it's really important to distinguish the education from the actual point of it, which is learning and growth.

President Gregory Washington (02:29):
You got teachers and you have learners, right?

Ingrid Guerra-López (02:31):
That's right.

President Gregory Washington (02:32):
So, before we talk a bit about the future in the 21st century, talk to me a little bit about the current status of the education system, right? What are our streams, what are our current challenges? And there are very few areas more maligned in, in my opinion, than education, especially, especially at the K-12 level in the country. And so, talk to me a little bit about where we are currently positioned.

Ingrid Guerra-López (02:58):
Yeah, I, I do think that we do have a deep commitment for equity and for access. And there's a, a genuine sustained effort across states and districts to expand access. And whether it's through early childhood programs or inclusive special education services or college access pathways, you know, even support for multilingual learners. We've expanded who education is for, and that matters enormously. Now, the next step is really ensuring that access translates into meaningful opportunity and high quality learning experiences for everybody, for every learner. So I think that's one really important strength that we, we have right now. I think that there are also extraordinary, uh, innovation pockets across the country. Uh, we know that educators are experimenting boldly, whether it's through problem-based learning or competency-based progression, industry partnerships, AI-assisted instruction. There's a lot of things that are going well in terms of innovation. The challenge isn't a lack of innovation, it's that innovation is often localized.

Ingrid Guerra-López (04:04):
It's isolated in pockets rather than scaled system-wide. So I would say that that's really important. I would also highlight that the research base is fairly strong. We know more than ever before, um, how children learn. We know about brain development, uh, motivation and engagement, effective feedback, et cetera. The learning sciences and human development research base is, it's pretty robust. That's part of the work that we do through our partnerships at the College of Education and Human Development. One of our really exciting initiatives is a research practice partnership ERA•NOVA, our Educational Research Alliance of Northern Virginia, where we engage with over 20 school divisions across the region and beyond connecting research directly to district level practice, especially this year around AI readiness.

President Gregory Washington (04:54):
So you gave me a lot of the strengths, and you talked about scalability. I see that as being a challenge. Mm-hmm <affirmative>. But if we know how to do this right, if our research has given us more insight than ever before, we, we have all of this positive, why do we not have better educational outcomes, especially at the K-12 level?

Ingrid Guerra-López (05:18):
So there's, there's a couple of things. I think our educators are represent an interesting variable, because on the one hand, the resiliency of those educators are, um, it's a strength, right? They've shown us that they can navigate a, a, a global pandemic, um, rapid technological change, et cetera. But at the same time, we're seeing more teacher burnout and issues with retention than ever before. We're asking them to be all things to all people, instructional designers, and data analysts, and technology integrators, and social workers. All the things without systematically redesigning workload, support structures, compensation. And preparation alone is not enough, right? You need that induction and that support and the mentorship and the professional growth systems that, that have to evolve with it. So that's why modernizing educator preparation and building stronger support pipelines is so central. So what I'm getting at is really that, that we have a structural mismatch. Our current system was largely optimized for predictable career pathways and content transmission and standardized pacing, like all of the things of the industrial area workforce required. Today's economy though, requires more, uh, adaptability and continuous learning. It requires comfort with a certain level of ambiguity, and it also requires us to think across different disciplines. So we're still organized around seat time and subject silos, while the world rewards problem solvers right across different boundaries. So, um, I don't know if it's a, a failure as much as it's a structural lag.

President Gregory Washington (07:02):
Structural lags unimplemented manifest themselves to the broader public as failures, right?

Ingrid Guerra-López (07:09):
Yeah.

President Gregory Washington (07:09):
Yeah. So let's back up for a second. You, you hear these calls of reform, you hear these calls of rethinking college education. Where does the call come from the loudest?

Ingrid Guerra-López (07:21):
I think it comes from, uh, different people, from everybody, really, but for different reasons, right? So you have employers who want graduates who can navigate complexity and technology and, and, and change. Understandably, families want return on investment and a good quality of life for their graduates. Governments want workforce alignment and economic competitiveness, right? They want our educational systems to be aligned with that. Students just want relevance. You, you go into a classroom at any level and you hear students asking you like, how does this connect to the real world? You know, what will I do with this? They don't reject rigor. They reject irrelevance. Right? And then you have industries like healthcare and technology sectors who want interdisciplinary thinkers, because those fields are evolving so quickly that narrow specializations aren't enough. They want engineers who understand ethics. They want healthcare professionals who understand data. They want leadership who can translate between disciplines, you know, and technologists who understand human behavior.

President Gregory Washington (08:29):
If I were to now ask the real question, the big question, you know, we're sitting in the 21st century, right? We largely have a 20th century educational framework. Uh, classes today aren't taught that much differently than what they were taught in 1999. Uh, we, we had electronic means of delivering content, and that was incorporated into our world. Fast forward, we have the most disruptive technology of our generation. Artificial intelligence has now moved beyond the laboratory, beyond the application of a few people who are on the bleeding edge to really being mainstream. Right? Right. Now, 50% of American households use AI in some form. It's about as mainstream as you can get. So what should 21st century education look like at different levels? So from early childhood through doctoral programs, what should it look like? Put your crystal ball on.

Ingrid Guerra-López (09:34):
Yes. Yes. Love to bring out my crystal ball. So, I, I think at those, uh, very early years and early childhood, it's really critical to cultivate curiosity, play-based problem solving. And of course, you, you wanna integrate with early digital literacy, right? Not just screen time, but digital understanding.

President Gregory Washington (09:55):
So, unpack that. It sounds intriguing. What does that actually look like?

Ingrid Guerra-López (10:00):
It's really, um, understanding what the technology is, right? Where, how algorithms work and, and again, at a developmentally appropriate way, you know, making a distinction between, you know, real world connection and what you might get out of the, the technology. It, it's a, it's a lot of different things. They're born into a generation where, um, technology all around them. So understanding what it does well, what it doesn't do well, that early discernment about how technology can help, but what the limitations are as well. I think that there are other things, right? So we, we, we tend to talk about technology and technology being such a disruptor, but, but there are also those uniquely human skills that are just as critical. Uh, and so as you think of the progression through K 12, the project-based learning is really important because it builds in that relevance, and it really does create an environment where you have to integrate knowledge, different subject matters into a coherent project that's tied to a, a real world authentic environment.

Ingrid Guerra-López (11:13):
So, you know, even in stem, it, it needs to be applied, right? Like, what community problem are you solving? Uh, and again, that AI literacy that's appropriate at, at every level. And, and really critically, again, I would have emphasize that it's that real world problem solving tied to community challenges. That's something that, you know, is so integral to what, what Mason does. And I think that that's really critical. As we move through undergraduate, again, the interdisciplinary learning is really critical. Industry connected experience is one of the things that we try to do at our college is, you know, engage our students in sometimes as many as, as two different kinds of internships or applied learning experiences in workplaces or in those kind of environments, because it's so critical. The data literacy, you know, whether they're gonna go on to work in a classroom or any other setting, we live in these highly technology-integrated, uh, data-rich environments.

Ingrid Guerra-López (12:15):
And the, the data literacy is, is really critical. And just like the technology piece is important, the ethical reasoning is important, right? It's, it's not just the use of technology. It's ethical reasoning around technology. And, and we know from, there's a really interesting survey that is deployed every three years by the World Economic Forum, and they survey employers across the globe, um, every three years or so. And, you know, those, the skills that they consistently have at the top as desirable for global employers continues to be those transferable skills, right? So adaptability, critical thinking, communication, systems thinking. So that has to be embedded, uh, in our undergraduate curriculum all the way through our, our graduate, um, stages with systems thinking and research to impact pipelines. Again, I think one of the things that's unique and a great strength of George Mason is that we really focus on research of consequence. That there is an immediate sort of transdisciplinary approach to what we do in that we work closely with the community. We work on societal challenges that matter to our communities. And so that has to be a critical environment through which we, we teach at the graduate level or at the doctoral level, those research skills that are, you know, really tied in that, uh, problem of practice.

President Gregory Washington (13:40):
But you walk in the classroom of today, and those young people are living in a half virtual half real environment, right? They're on their phones when they go home, they're on their iPads, they're on their laptops, and the like. They're literally interfacing with ai. AI is a helper for them. They're asking it questions, they're engaged with it. They are already there, right? And so what does educating this next generation of educators look like so that they can actually engage with young people at that level? Because it can't be traditional, it cannot be the way you and I learned, because the young people, aren't they, we didn't have the tools. We didn't have the tools that they had. I remember hours in stacks, right, in the library. Or I remember getting online and spending hours with Google searches, and they're not using Google searches anymore. They go right to the answer and to the references in a very quick way just by knowing how to properly prompt or do they, right? So these are the kinds of things that I'm trying to see where we are in terms of educating the next generation of educators who have to teach to students who have these tools.

Ingrid Guerra-López (15:06):
Yeah, no, absolutely. Right? If, if we're serious about preparing students for a rapidly changing world, then that means we have to start with the adults who guide them, and, and that's our teachers. So modernizing education begins with modernizing the teaching profession in a lot of ways. And, you know, today's teachers are not, they're not just content experts or deliverers. It's a complex professional operating and dynamic environment. So I think, you know, education today and for the next, uh, generation of educators, uh, they're, you know, clearly instructional designers because the content isn't enough and a textbook is not really enough. They're designing learning experiences that are integrating many of those elements that I, I, I talked about, right? Whether it's project-based learning and then technology tools in a purposeful way, or interdisciplinary content applied right in real world problems. They have to understand how to scaffold learning how to potentially use those technology tools to differentiate instruction, how to potentially use those AI tools to develop meaningful performance based assessments.

Ingrid Guerra-López (16:19):
So that's one component of, you know, what they're now having to do in this next generation. But again, going back to the data-rich environments that also have to be data interpreters, right? We know that classrooms are increasingly data-rich environments, and teachers have to be able to interpret assessment results, identify learning patterns, and adjust instruction in real times in many ways. So that, that data fluency, it's not just about spreadsheets, it's about instructional decision making. The technology component, right? They have to be technology integrators. It's not as an add-on. It's embedded in, as you were saying, in describing how students learn and how they work and how they live. So teachers need to understand when technology enhances learning and when it distracts from it, you know, there have been many instances where in some cases, technologies were integrated in the classroom. I'm thinking of the, the smart board, for example. And then they sat there as symbols of progress, but there wasn't any support in many cases provided to teachers to take advantage of the technology, not only to enhance teaching practices, but to enhance learning outcomes and to model for students how to use technology effectively. So, so they have to now know how to integrate AI tools responsibly and how to help maintain academic integrity while at the same time embracing innovation. And, and that's a balance.

President Gregory Washington (17:51):
This is where I, I want to have a, a more lengthy discussion, right? Should our teachers educate our students in how to effectively develop and utilize prompts so that they can properly interface and engage with a large language model.

Ingrid Guerra-López (18:12):
So AI is, is a lot of things, right? There's a, certainly a, a literacy component to it, just as far as understanding what it is. And it, it, it's also a tool in that it helps them apply learning sciences.

President Gregory Washington (18:27):
Yeah. But it, but it has a language. And that's the thing. So, so, you know, I tell people all the time, if you get on your computer, you give it a PDF of a paper or of a book, and you say, review this book for me, and give me, and give me your summary of it. I would contend to them that that is an improper way to use AI, right? But it's the way in which people engage and interact with it, right? But they're not really speaking the language of how the computer, which AI is really giving you your answers based on associations. It associates the, the words that you write with specific sets of other words and other outcomes that it knows. So if you don't want it to hallucinate or give you things that are really, shouldn't be part of the question in which you ask it, you actually need to take care of that in how you ask it, right?

President Gregory Washington (19:26):
You need to start to focus the large language model to a general framework, a general area that's involved with the document or that, that you've given it. You need to tell it who it is, so it knows where to pull prerequisite information to help it do the identifications that are necessary to get your answer, right. So one example is you have a person do a general prompt. You give them a, the same book, you have them do a general prompt where they ask it, summarize this for me, blah, blah, blah. And let's say it's on physics, you know, it's on electromagnetics. I'm, I'm sorry, I'm giving you an engineering scenario.

Ingrid Guerra-López (20:10):
It's, it's okay.

President Gregory Washington (20:10):
But let's say it's on electromagnetics and you say, summarize this book on electromagnetics. That's one way, another way to say is, you are the foremost electromagnetics physicists in the world. Your research is on blank relative to electromagnetics. Take this book, summarize it. Give me relative feedback with emphasis on A, D, C, D and E. I'm gonna get a very different set of outcomes that I've gotten with just a straight summarize this. Yeah. Right? And because our young people are gonna be interfacing in dealing with young people who are gonna be interfacing with this technology, to me, it's critical that they know how to do it. People are gonna use it. So you, you better learn, they better know how to use it in the most efficient way, in the most efficient mechanism possible. Right? And so we're still debating whether it's cheating or not, and we really should be about how do you best employ it to give you an advantage over the other folk who are still debating whether it should even be used or not. Right? Because to me, that ship is kind of sailed.

Ingrid Guerra-López (21:24):
Oh, absolutely, absolutely. What you are describing, so I mentioned earlier, AI is a lot of different things, right? It can be seen as a tool, as a career pathway, uh, as a disruptor. But to me, you're describing AI as a literacy, right? It's something that students must understand. We teach reading and writing because literacy empowers agency and AI literacy is gonna serve a similar function. Um, students and educators both need to understand how AI systems are trained, where bias can enter, what hallucinations are, how to verify an AI generated output, or what ethical boundaries really matter as you create your prompt or as you think about how to engage with AI and how data privacy works as well. So without that kind of literacy, I definitely agree. Like we risk creating passive consumers of, of technology instead of informed critical users.

President Gregory Washington (22:27):
You know, we have very, very highly regarded education programs here at George Mason from special ed to education leadership. And so what makes Mason stand out as an education institution in your mind?

Ingrid Guerra-López (22:41):
Yeah, I think, um, and I mentioned this a little bit earlier, I think the fact that we have such strong ties to our community and our educational partners, we're working in real problems of practice that our school partners see as, as priorities. One of the, the really exciting initiatives that I mentioned our ERA•NOVA partnership. We're really approaching, even AI, for example, not, not from a high perspective, but working directly with our, uh, school division leaders to define what readiness actually means. Whatever your subject matter is, it's gonna be relevant a across the different, uh, content areas of teaching. So we're asking things like, you know, what competencies should teachers have in an AI enabled classroom? Um, and, and, you know, responsible classroom integration look like. What, what is that? How do we balance innovation with student safety? Um, how do we actually even know whether AI is improving learning?

Ingrid Guerra-López (23:46):
So one of the things that, um, we are doing as a result of that collaboration is identifying very specifically the kind of skills that we should be embedding across all of our educational programs across all of our teacher preparation programs, whether it's in special education or early childhood education, or secondary education, because that's just going to be part of the job. I've heard some alarmist kind of warnings that, you know, AI is going to, uh, eliminate teachers, and that just simply isn't true. We've been hearing those concerns for a long time. We heard it, you know, with the radio and the television and the internet and the cell phones <laugh>, what it's going to do is elevate the teaching profession, right? Because if you look at not just the teaching profession, but all professions, it is fundamentally changing the way in which you work, the actual critical tasks that are required, how well you do it. So it is, uh, in my opinion, going to elevate. So I think that's one of the things that's really unique about us. It's that integration between research and practice. It, we don't just stay at the theory of things, but we're using research and, uh, research capacity and theory to work with our educational partners and the educational community to, to address real challenges.

President Gregory Washington (25:13):
So if I were to ask you who's actually successfully making this change and adapting as you've highlighted here, who, who's doing that at George Mason?

Ingrid Guerra-López (25:25):
You mean across our educational programs or?

President Gregory Washington (25:27):
Yeah.

Ingrid Guerra-López (25:27):
Yeah. I, I think I, like I said, I think we're, we're all doing it that ERA•NOVA that research practice partnership, we have faculty across many programs, including educational leadership who are really vested in working. We have, uh, a couple of faculty right now. We, we were successful in, uh, obtaining a global data sharing agreement with a couple of our school divisions. And what we did is we prioritized the areas of interest of those school partners. So we already have faculty in the college testing out AI tools to enhance math instruction and literacy instruction. And that's huge because it, it, you know, it requires for the school division to have a lot of trust in us. And so we're, that's just the, the kind of, I think, work that we're doing in partnership with our school divisions to, to modernize the teaching profession.

President Gregory Washington (26:25):
These technologies are gonna solve some significant problems for us. I, I do believe, as you highlighted that the teaching profession isn't going away. What I caution is stating that it's not going to have to radically change, right? You can interface with a teacher who understands many of the great works of Shakespeare, right? Or you can interface with a bot that has read every great work on any subject and can correlate it, right? And so how does that professor engage with a student that has access to that tool, right? Because in some instances, the, the, the, the, the tool, the technology actually has a greater knowledge base and is able to synthesize that knowledge base better than the professor. The tool itself has the ability to synthesize and bring information together. And, and, and for lack of a better way of saying this, and almost like a human-like manner. So we have to teach people how to find their place in that environment. And I think that that's critical and non-trivial, right? I know we have people thinking about this and working on this here. Do you have some examples of any programs that are utilizing that?

Ingrid Guerra-López (28:01):
I guess I would kind of take us a little further back. It's not about content, right? The role of an educator. It requires that human judgment. We can't compete with the knowledge generation, the analysis, in some cases, the synthesis, but that's not the value of an educator, right? It's really that human connection. It's that mentorship, it's discernment. It's very subtle art of recognizing when a student is struggling. It's the human connection. It is the helping to love to learn, to engage with learning on an ongoing basis. That's the challenge is right now, we're, and you know, lots of folks are, are talking about this. We're, we're educating students for a world that we probably can't even imagine.

President Gregory Washington (28:53):
No, that's right. Right? But, but I contend to you that we've always educated young people for worlds that they could not imagine. Right? I remember we were educating people in the early and mid-2000s for an explosion of wireless and internet of things based technologies that hit long before these young, we didn't know what those technologies were gonna look like, right? But we graduated young people who can interface and, and engage with them. And so I think you're hitting the nail right on the head with this whole piece of leaning into that human connectedness part, right? My, the best teachers, uh, the best teachers that I've had throughout my career have been people who could do that, right? Who could look at you and see your strengths in your development cycle, who could see your weaknesses, right? And they didn't do that by, uh, a test per se. They did this by discerning, they did this by watching you engage and seeing, you know, it could be where you stopped your pencil as you were writing. It could be the look that was on your face as you were engaging, right? It could just be the feeling that they got from engaging with you on a specific issue or on a specific problem, right? Those pieces are, in my opinion, uniquely human.

Ingrid Guerra-López (30:30):
That's right.

President Gregory Washington (30:31):
And we have to figure out how to emphasize them and lean into the tools.

Ingrid Guerra-López (30:39):
That's right.

President Gregory Washington (30:40):
You, you, you get what I mean.

Ingrid Guerra-López (30:41):
Absolutely.

President Gregory Washington (30:42):
That is the solution. That's, that is, or at least, that's the solution right now, <laugh>,

Ingrid Guerra-López (30:47):
Right? That that's right. We, because don't be because we

President Gregory Washington (30:49):
Don't know what the future's gonna look like.

Ingrid Guerra-López (30:49):
That's right. We, we don't know what the new thing will be. And so regardless of the change and the, regardless of, of the tools that come along, right? What we're really trying to promote is adaptability. And again, change is always, it, it's only accelerating, right? So we don't have the luxury of looking away and saying, well, I don't like technology and I don't like the AI thing, or whatever the technology might be. And just say, well, I'm not gonna engage. The world has moved on, right? So I think one of the critical things that is gonna be really important for educators and, and educational systems is to promote the ability for students to engage in lifelong learning and adaptability 'cause that is always going to be a constant requirement.

President Gregory Washington (31:37):
So let me ask you this, because you, you clearly are, uh, as an educator, you're gonna have to deal with humanist on the, the ethical values of what you teach and what you don't teach, right? And so how can classical liberal arts education evolve to meet the needs of these 21st century students and workers and employees and employers, right? How do we evolve the classical liberal arts framework in order to meet that need?

Ingrid Guerra-López (32:09):
Yeah. I, I think, you know, it's just as important as it's, as it has always been. Um, I think, you know, we want to, um, leverage, you know, the logic, the logical reasoning that comes from, from philosophy and, you know, the history, uh, patterns right across history. So I, I think they're just as relevant as before, but I think like everything else, it has to evolve and we have to do, uh, a better job of applying those insights, right? Like to me, liberal arts as, as someone who navigated philosophy and English and psychology, uh, in my undergrad, I have found those skills to be so critical to everything I do. And so I, I think it's just making sure that we're taking it a step further and that we are using the liberal arts in a way that's applied, and that is clearly relevant. I, I think it's relevant, but as educators, I think we need to do a better job of, of making that connection. But, you know, as I said, again, this whole idea of, uh, critical thinking, um, and, uh, collaboration and insight, those are all things that I think our liberal arts are, are really good at helping us develop.

President Gregory Washington (33:30):
If you were talking to a young person right now, somebody just graduating out of high school and entering into the profession, you say, I want to be a teacher. Teachers really impacted me my entire life. And that's where I see myself having the greatest impact as a human. And that young person was looking at you, what are three things you would tell that person to make sure you do now while you're going through your educational framework in order to make you a, an effective teacher going forward?

Ingrid Guerra-López (34:08):
I definitely think that I would ask them to model adaptability, right? To make sure that as you enter the teaching profession, that you're aware that students are also looking at you and how well you embrace change. So I think that's one critical thing. Also, this idea that, that I mentioned before around problem-based learning is really critical. The world needs problem solvers, right? Ethical problem solvers that regardless of the workplace or context can work with others to solve complex problems. And so embedding that in the learning environment and in the learning experiences is, is really critical. So I, I think those are some of the critical things that I would make sure that they know is, is essential for an effective teacher.

President Gregory Washington (34:59):
Given where you sit as a leader and an administrator, right? And you're leading now cohorts of faculty, what do you tell them about how this disruption that's coming from AI, this, this change that's coming to the profession, what do you tell them about what they should be doing right now to adapt and to coexist with these technologies as they evolve?

Ingrid Guerra-López (35:29):
Experiment, right? I think one of the things that, that we're working on in the college is to have, or to develop an AI and other kind of emerging technologies tinkering lab where people are in an environment where they can explore and they can tinker and they can try out tools, whether it's with, uh, with fellow educators or, you know, a space for other, for educational leaders as well. There's on both ends of the spectrum in some, in some cases, a lot of fear about safety and the implications of using it. And then the other hand, very eager, uh, folk who want to use it and think it's the tool for all the, the problems. And so I think just having that community space for educators to explore, to experiment, to ask questions, to break things, to say, well, what happens if we do this? And, and to make that part of the learning experience, I think that's only going to reduce the fear and anxiety of the unknown.

President Gregory Washington (36:29):
Well, this is all good stuff, and the kind of thing that positions us well for the future. What do you tell your fellow deans, you know, some of which are really struggling with this technology, and you are kind of at the forefront of it, because outside of computer science, it probably affects your discipline more than any other.

Ingrid Guerra-López (36:50):
Yeah. I mean, we certainly talk, uh, I think as leaders often about, you know, how the implications of AI in the university and, and of course the workplace as well. I, I think, you know, what I would reiterate with my colleagues is that there is no one area that isn't impacted by the shifts in technology, whether it's AI or whatever comes after every single career, every single sector, every single space and community is being impacted by technology in one way or the other. And so we have a responsibility to understand if that's already changed our communities, and it's gonna change it even further. How do we adapt the preparation that we provide those students during the time they're with us to make sure that they're capable and ready to shape and contribute in that kind of world?

President Gregory Washington (37:47):
That's it. Well, we're gonna have to leave it there. Ingrid, thank you for sharing your vision and leadership with the educators of our future. I'm George Mason president Gregory Washington. Thanks for listening. And tune in next time for more conversations that show why we are all together different.

Outro (38:16):
If you like what you heard on this podcast, go to podcast.gmu.edu for more of Gregory Washington's conversations with the thought leaders, experts, and educators who take on the grand challenges facing our students, graduates, and higher education. That's podcast gmu.edu.

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Alumni athletic trainers give back to George Mason

Katarina Benson — Fri, 20 Mar 2026 19:12:09 +0000

Alumni athletic trainers give back to George Mason Katarina Benson Fri, 03/20/2026 - 15:12

For athletic trainers, every day begins with a simple mission: protect the health and safety of the athletes in their care. It is a role that demands clinical expertise, trust, communication, and an unwavering commitment to student well-being.

At 91��, two alumni of the College of Education and Human Development (CEHD) are living that mission every day. Cheryl Hairston, BS Athletic Training ’15, and Jaylen Simmons, BS Kinesiology ’21, MS Athletic Training ’23, now serve George Mason student-athletes as athletic trainers. Their journeys into the profession began with personal curiosity, mentorship, and formative experiences that ultimately shaped their careers.

Cheryl Hairston. Photo by George Mason Athletics

Hairston’s path to athletic training began while she was exploring health care careers in high school. “I thought I wanted to be an orthopedic surgeon,” she said. “But I didn’t want to be in school until I was 30. In my search for related professions, I found athletic training, and I thought it was really cool to be able to work directly with sports teams on the sidelines as a health care provider.”

Simmons’s inspiration came from firsthand experience with injury during his own athletic career. “What first drew me to athletic training was an injury I sustained while playing high school football,” he said. “During that time, I worked closely with my high school athletic trainer, which sparked my interest in the profession.”

Those early experiences eventually led both of them to George Mason’s Master of Science in Athletic Training (MSAT) Program within CEHD, where they developed the skills and mindset required to thrive in high-pressure athletic environments.

Hairston credits the program’s rigorous clinical experiences for preparing her to work in the high-pressure Division I athletics environment. “The experience in a variety of clinical settings prepared me well for the realities of working in DI athletics,” she said.

She recalls learning early on that the work of athletic trainers often requires creativity and adaptability. “I feel like the perception of DI athletics is that we have unlimited resources,” Hairston said. “Though we are fortunate to have many resources, we still have to be innovative and resourceful, especially when we’re on the road.”

Jaylen Simmons. Photo by George Mason Athletics

Simmons agrees that the program demanded resilience and adaptability. “My experience in CEHD’s MSAT program taught me how to be more selfless than I had previously been,” said Simmons, who competed on George Mason’s men’s track and field team while a student. “The faculty mentored and guided me through a challenging program while I was still competing as a Division I athlete myself. That experience prepared me to be flexible, adaptable, and ready to adjust to whatever environment I entered professionally.”

Today, their work supporting George Mason athletes is both demanding and deeply rewarding. Athletic trainers provide care that spans injury evaluation, rehabilitation, prevention programs, emergency response, and coordination with physicians and specialists.

Hairston describes her days as a constant balance of responsibilities. “I spend the majority of my weekdays on patient care,” she said, “assessing injuries, treating and rehabbing injuries, creating preventative programs, responding to urgent situations, sitting in on doctor’s appointments, and documenting patient interactions. When we’re traveling, we might be at the track for 12 hours or more.”

But the profession is about far more than physical care.

“I try to get to know student-athletes as people, not just athletes,” Hairston said. “I see these athletes more than they see their family when they’re on campus, and I become part of that support system away from home.”

Simmons shares a similar philosophy.

“Honesty and showing athletes that you genuinely care goes a long way,” he said. “When athletes know you are honest with them and truly invested in their well-being, it helps build strong trust and lasting relationships.”

The role of athletic trainers is especially visible during the competitive season. Simmons works with the men’s soccer and wrestling teams. He begins his day preparing George Mason’s men’s soccer team for practice, including “treatment, rehabilitation exercises, taping, stretching, and hydration,” he said. In the afternoon, he transitions to working with George Mason’s men’s wrestling team, where he often manages more intensive post-operative care and wound management.

“Athletic trainers are truly the frontline of collegiate athletics,” Simmons said. “Our training allows us to recognize, evaluate, and treat injuries and guide athletes safely through the return-to-play process.”

For Hairston, the impact of athletic trainers extends across nearly every aspect of student-athlete health.

“We serve so many roles in the collegiate athletic space because of our varied skillset and proximity to our patients,” she said. “On any given day, we’re evaluating injuries, creating prevention programs, and responding to urgent situations.”

Despite the demanding schedule, both alumni say the relationships they build with student-athletes make the profession incredibly meaningful.

Working at George Mason has added another layer of meaning to their careers. “Working at George Mason was always my dream as an athletic trainer,” Hairston said. “My first clinical experience as a student was with George Mason track and field, and now I’m the athletic trainer for that program. It’s really full circle for me.”

Simmons describes a similar sense of gratitude for his long affiliation with George Mason. “This is my ninth year at 91��, from being a student-athlete, to an MSAT student, and now a full-time professional.”

As National Athletic Training Month highlights the profession’s critical role in athlete health and safety, both alumni encourage students interested in the field to embrace the learning process.

“Learn the foundational stuff really well before you try to add glitter to what you’re doing,” Hairston said. “A great foundation will set you up for success and confidence.”

Together, their stories illustrate the powerful impact of CEHD’s Athletic Training Education Program, and the dedication required to support the health, safety, and success of student-athletes.

As Hairston reflects on her journey, one thing remains clear. “To be part of the student-athlete experience at George Mason,” she said, “is everything.”

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Alumni

College of Education and Human Development

Athletics

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