College of Education and Human Development

CEHD alumna recognized as preschool special educator of the year

Katarina Benson — Mon, 31 Aug 2026 14:34:44 +0000

CEHD alumna recognized as preschool special educator of the year Katarina Benson Mon, 08/31/2026 - 10:34

When 91�� alumna Elizabeth “Liz” Busch, MEd ’15, learned she had been named Preschool Special Educator of the Year by the Fairfax County Special Education PTA, she was both surprised and honored. But for Busch, the recognition was meaningful for reasons that went far beyond the award itself.

Busch serves as a special education preschool teacher at Cardinal Forest Elementary School in West Springfield, Virginia, where every day is filled with opportunities to help young learners grow academically, socially, and emotionally.

Elizabeth “Liz” Busch, MEd ’15. Photo provided

Her classroom looks much like any preschool classroom: students eat lunch together, participate in circle time, read books, sing songs, play outside, and engage in hands-on learning through art, STEM activities, and imaginative play. Behind every activity, however, is carefully planned instruction designed to meet each child's individual needs.

“Embedded in all of these activities is individualized instruction targeting specific areas of need and delays,” she explained. “There are intentionally planned opportunities within our play to practice skills we are learning, whether these skills are self-regulation, peer interaction, attention, communication, or motor skills.”

Busch credits the Inclusive Early Childhood Education Program at 91��’s College of Education and Human Development (CEHD) with providing the foundation for her professional practice. “My master’s degree at George Mason was really the foundation for all of my practice,” she said. “The courses were practical but challenged me in the best ways. I had to expand my thinking, my perspectives, my creativity, everything.”

She also greatly valued the mentorship she received from her professors including Colleen Vesely, academic program coordinator and associate professor in the Inclusive Early Childhood Education Program, and Julie Kidd, professor emerita of education. “My professors were fundamental in helping us explore what it truly means to work with and partner with families of different cultures,” Busch said. “Their coursework helped me personally explore any unconscious biases I may have had, and it was incredibly eye-opening.”

While the coursework was invaluable, the relationships she built at George Mason have remained equally important throughout her career. “Maybe one of the best things about the program is that I met so many other educators that I am still in constant touch with,” Busch said. “We went from students together to colleagues in the same role. They are a constant fount of ideas, knowledge, inspiration, collaboration, and sanity.”

Liz Busch at Cardinal Forest Elementary. Photo provided

When asked what makes a great early childhood educator, Busch’s answer reflects the joy she brings to her classroom every day. “Great early childhood special educators need to have the capacity for joy and to see the magic in the ordinary,” she said. “You cannot take yourself too seriously because you’re going to be doing all the voices of characters, all the random dances, and all the silly things just to be able to connect with your students.”

She also emphasizes flexibility, organization, and commitment to lifelong learning. “Even the most experienced teachers always have room to grow, and I think that’s sort of a cool thing about being in this field.”

Of getting the award, Busch said it was an exciting and unexpected honor. “It is a tough time to be in public education with the seemingly constant reduction in funding and resources. Sometimes it can be a challenge to remember why we stick with it.”

Her favorite part of the award experience was hearing directly from the families she serves. “The most meaningful aspect wetting to hear firsthand from parents about how I’ve not only impacted their child’s development but also their family environment as well,” Busch said.

Looking ahead, Busch is excited about the future of inclusive education in Fairfax County Public Schools. This fall, she moved into a new co-teaching model alongside a general education preschool teacher, creating expanded opportunities for students with and without disabilities to learn together. “Inclusion, when done right, can be a challenge,” she said, “but it’s one I am excited to embark upon.”

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Research in Motion

Katarina Benson — Wed, 26 Aug 2026 16:20:15 +0000

Research in Motion Katarina Benson Wed, 08/26/2026 - 12:20

At 91��, learning and research aren’t limited to the classroom or the lab. Researchers, coaches, clinicians, and students are working across disciplines as a part of the university’s Living Lab, a space where real-world questions become opportunities for discovery, innovation, and care.

Noelle Saine leads a VO2 Max test on a student-athlete. Photo by John Boal Photography

From the training facilities used by NCAA Division I student-athletes to the rehearsal studios where School of Dance students spend hours perfecting their craft, George Mason researchers are studying how bodies perform, recover, and thrive under intense physical demands. This research has an immediate impact: helping athletes avoid injury, improving recovery and sleep habits among dancers, and shaping evidence-based practices that can influence health and performance far beyond campus.

These projects reflect George Mason’s distinctive approach to research—bringing together academic expertise and hands-on practice in ways that directly benefit the health and well-being of the university community. Here, students are not only learning from research—they are living it.

Keeping Athletes in the Game

One way that George Mason’s Intercollegiate Athletics and the College of Education and Human Development keep our athletes in top form is through evidence-based practices and science in the Patriot Performance Lab.

“We’re not just a research lab,” says Margaret Jones, director of the Patriot Performance Lab. “Providing health services to athletes is also critical. It’s what makes the partnership work.”

For example, postdoctoral research fellow Erica King, BS Bioengineering ’21, PhD ’25, a former student-athlete in swimming and diving, led a recent nine-month study that assessed the load demands on volleyball players’ knees using wearable sensors for tracking load during practice, counter-movement jump testing, wearable and clinical ultrasound devices, MRIs, and surveys.

Erica King, right, works with a student-athlete. Photo by John Boal Photography. Photo by John Boal Photography

“At the end of the season, we were able to show the coaching staff the average number of jumps athletes complete in a 15- to 16-week period and the direct effects of that from a joint adaptation standpoint,” Jones says. “Now they can tailor practice sessions to better support the players and help alleviate strain that could lead to injury.”

Athletes, coaches, and athletic trainers often come to the lab with ideas and questions for study. Last spring, George Mason’s swim team approached the lab to conduct a blood lactate study and applied for and received an Office of Student Creative Activities and Research grant to fund the study.

Researchers collected data from blood draws, heart-rate monitors, DEXA scans, and jump testing. An early review suggests a swimmer’s stroke specialization and maximal power generation capabilities significantly impact accumulation in blood lactate levels during all-out swim bouts.

“We couldn’t do what we do without the support and trust of the coaching staff,” says PhD student Noelle Saine, BS Kinesiology ’22, MS ’23. Saine, who was a student-athlete in track and field, understands the importance of strong communication between sport scientists and athletes.

“The sports management field as a whole is starting to ask how we can make good management decisions around athlete health and performance data,” says Chris Green, director of the Center for Sport Management. “The Patriot Performance Lab is already doing this work. It’s one of the things that makes us unique, and it’s what makes our work impactful.”

Helping Dancers Stay Ready for the Stage

Photo by Evan Cantwell/Office of University Branding

When Jena Hansen-Honeycutt, the athletic trainer for George Mason’s School of Dance, started seeing an influx in injuries among dance students, she approached Professor of Kinesiology Jatin Ambegaonkar and then-student Kelley Wiese, PhD Kinesiology ’25, hoping to find a solution.

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

“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,” says Wiese.

Wiese, a trained dancer and now an assistant professor of athletic training at Shenandoah University, worked with Ambegaonkar on various studies at the intersection of kinesiology and dance during her doctoral program at George Mason.

Dancers were given biosensors to wear on their wrists 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,” says Ambegaonkar.

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

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.

Photo by Evan Cantwell/Office of University Branding

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,” says Wiese, “particularly when [students are] 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. Hansen-Honeycutt has created sleep health resources for students to educate them on the impacts of good sleep on their academic and physical performance and is working with the faculty to incorporate this messaging into their classrooms.

“This study proved to me that us dance majors are extremely active, more than I often realize!” says Sanaa Fairley, BFA Dance ’26. “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 says she has implemented other recovery techniques, such as cold showers, into her routine as well because of the study.

T’aja Williams, BFA Dance ’26, also reports she improved her sleep hygiene through a consistent bedtime. The study also made her more aware of how academic, socio-emotional, and physical activities impact her schedule and technology use.

Building good habits now helps George Mason 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.

“George Mason is a pioneer in the field of dance medicine,” says Ambegaonkar. “We’re broadening the scope of what kinesiology is and what it can do in the public health domain.”

Discover more research at George Mason

Future inventors and innovators get hands-on with George Mason's summer programs

sholla4 — Fri, 21 Aug 2026 14:16:02 +0000

Future inventors and innovators get hands-on with George Mason's summer programs sholla4 Fri, 08/21/2026 - 10:16

As new technologies reshape our lives and culture, 91�� aims to be an ambassador of thoughtful collaboration between human and machine. The Grand Challenge Initiative solution of "driving responsible digital innovation and sustainable infrastructure" calls on faculty, researchers, and students to consider technology holistically and in context to help shape a digital future that is as ethical as it is advanced.

This year, both new and established summer camps across George Mason's Virginia campuses let high school students and undergraduates get hands-on experience with emerging technologies while demonstrating the importance of responsible use, paving the path for the next generation of innovators and inventors.

Photo by Ron Aira/Office of University Branding

MIX Maker Academy

On the Fairfax Campus, the Mason Innovation Exchange (MIX) is a central hub for innovation, exploration, and creativity at George Mason, hosting a makerspace, media lab, and entrepreneurship incubator. From developing bio-inspired blimps to helping students jumpstart their start-ups, the MIX is a campus leader of responsible digital innovation and sustainable infrastructure.

This year, the MIX launched its inaugural summer camp program, introducing high school students to interdisciplinary innovation and principles of STEAM (Science, Technology, Engineering, Art, and Mathematics) by building an integrated design project from the ground up.

During the two-week program, campers learn about the professional tools and technologies used in engineering, design, robotics, and digital media production, such as 3D printing, sewing and embroidery, woodshop, laser cutting, and studio lighting and camera work. By the end of the program, students have multiple small fabrication projects, integrated design projects, and a multimedia blog portfolio demonstrating their work and the skills developed during camp.

"We guide and encourage students to envision project ideas that would have a positive impact on the world, benefiting people, communities, and our environment," said Max B. Kazemzadeh, MIX makerspace and events manager.

MARC Robotics Academy

Another new opportunity for students this summer came from the College of Engineering and Computing's Mason Autonomy and Robotics Center (MARC) Robotics Academy: an ongoing internship program for high school and undergraduates to work alongside George Mason's robotics faculty and graduate students.

"The program is designed to give students firsthand experience with the research process while building technical and professional skills," said Jesse Kirkpatrick, associate research professor and codirector of MARC. "They get hands-on experience in technologies that are shaping the future."

Academy interns support cutting-edge research through hardware platform development, data collection and analysis, testing and coding machine learning, and more. This summer, for example, students who worked with Missy Cummings, professor and codirector of MARC, and Kirkpatrick built a data set to investigate how well large language models can search, retrieve, and identify relevant information within large collections of Freedom of Information Act documents. A team with Cameron Nowzari, associate professor in the Department of Electrical and Computer Engineering, helped research the design, development, and deployment of robot swarms.

"By developing both technical expertise and an appreciation for responsible innovation, the academy helps prepare future leaders who can contribute to secure, trustworthy, and sustainable technological solutions," said Kirkpatrick.

ACCESS Academy AI summer camp

At Mason Square, the second annual ACCESS Academy AI summer camp also prepared students for the future of artificial intelligence (AI) and robotics.

Beginner session campers learned to program micro:bit robots to follow a track through Microsoft MakeCode. Advanced sessions campers spent their week learning Python programming and building functional code to make XRP robots autonomously traverse a maze. As these high school students develop machine-learning skills, faculty, staff, and George Mason students lead conversations about AI's real-world applications and regulations.

“We hope that the participants of our camp see the connection between the concepts of coding and the practical implementation of physical AI in real-time applications," said Roberto Pamas, ACCESS Academy director.

ACCESS Academy's AI summer camp exposes students to problem-based learning through real-world challenges as students develop skills in tech tools that boost their creativity, critical thinking, and collaboration. The camp also gives students a taste of what the College of Education and Human Development's (CEHD) ACCESS Academy—a no-cost alternative educational pathway that expands access to information technology education and skills for any rising 9th-12th grade student in the Commonwealth of Virginia—has to offer.

"ACCESS AI summer camp is demonstrating firsthand how new technologies and learning are shaping education and the world around us," said Christy Hudson of CEHD's Office of Strategic Enrollment. "We are helping shape the digital future."

Learn more about George Mason's Grand Challenge Initiative

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Preparing students for an AI-enabled future with ERA-NOVA

Katarina Benson — Wed, 19 Aug 2026 13:16:02 +0000

Preparing students for an AI-enabled future with ERA-NOVA Katarina Benson Wed, 08/19/2026 - 09:16

As artificial intelligence (AI) rapidly transforms the way people learn, work, and communicate, educators are facing a new challenge: not whether AI belongs in classrooms, but how to prepare students to use it responsibly, ethically, and effectively. Education leaders from across Northern Virginia convened on 91��’s Fairfax Campus for the Educational Research Alliance of Northern Virginia's (ERA-NOVA) to answer this question.

Hosted by the College of Education and Human Development (CEHD), the event brought together school district leaders, CEHD faculty, and community partners to explore the evolving role of AI in PK–12 education.

Participants at the ERA-NOVA convening discuss AI questions. Photo by Evan Cantwell/Office of University Branding

"This convening is not ultimately about artificial intelligence," said Ingrid Guerra-López, CEHD dean. "It's about preparing educators to create the kinds of learning experiences that develop critical thinking, sound judgment, creativity, and the ability to solve complex problems. Artificial intelligence simply raises the urgency of that work." That perspective framed the day's discussions and was reinforced by keynote speaker Tara Nattrass, managing director of innovation, partnerships, and learning at Lenovo, who explained that conversations about AI in education are ultimately conversations about people.

Rather than focusing exclusively on emerging technologies, Nattrass challenged attendees to think about how schools can preserve the human elements of learning while equipping students with the knowledge and skills they will need to thrive in an AI-enabled world. Drawing on research in learning sciences, workforce trends, and digital citizenship, she emphasized that technology should strengthen, not replace critical thinking. "The question isn't whether they'll use it," Nattrass said. "The question is whether anyone taught them how."

Discussions revealed that Northern Virginia school divisions are at different points of the AI journey. Some districts are still establishing policies and answering foundational questions about what AI is, which tools are appropriate, and how they should be used in schools. Others have begun implementing professional learning, developing governance structures, and introducing AI literacy initiatives for teachers and students.

Despite these differences, participants found common ground around a shared challenge: preparing educators with the confidence and knowledge to guide students in using AI thoughtfully instead of simply restricting its use.

"How do we teach teachers?" emerged as a recurring question during the discussions, with participants emphasizing the need for professional learning that helps educators establish classroom expectations, teach effective prompting strategies, and foster responsible AI use among students.

Participants also explored how educators can design learning experiences that emphasize critical thinking, authentic assessment, and responsible decision-making. Several groups discussed shifting away from blanket bans toward clear expectations for when AI is appropriate, when it should be limited, and when students should demonstrate their own understanding without technological assistance.

The convening also featured industry perspectives demonstrating how AI is transforming professions well beyond education. Representatives from Micron Technology and X Factor Volleyball shared examples of AI supporting semiconductor manufacturing, predictive maintenance, athlete wellness, and performance analytics.

Across industries, speakers emphasized a consistent theme: AI is augmenting human expertise rather than replacing it, enabling professionals to analyze complex data more efficiently while still relying on human judgment, experience, and decision-making.

Participants also explored broader societal implications of AI, including workforce transformation, student well-being, digital citizenship, and the importance of maintaining opportunities for productive struggle. As AI-generated content becomes increasingly sophisticated, they discussed the growing importance of helping students evaluate information critically and navigate an increasingly complex digital landscape.

"One of ERA.NOVA's greatest strengths is creating space for school divisions and university partners to wrestle with these questions together,” said Audra Parker, director of the Office for Teacher Preparation at CEHD. “AI is evolving rapidly, and no single organization has all the answers. By learning from one another and grounding our work in both research and practice, we can better prepare educators and students for what's ahead."

Participants identified several priorities for future collaboration, including modular professional learning, AI literacy for educators and students, train-the-trainer models, and stronger alignment between policy and classroom practice. Many also emphasized that AI should not be treated as a standalone initiative but should be integrated into broader efforts to prepare graduates with the technical, ethical, and interpersonal skills needed for an evolving workforce.

That challenge lies at the heart of ERA-NOVA's work. As school divisions, university faculty, and industry leaders continue learning from one another, the focus is on preparing students with the skills they will need to thrive in an AI-enabled world.

Explore Artificial Intelligence at George Mason

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Zaakir Khan interned with Old Glory DC on their playoff run

sbrown79 — Mon, 17 Aug 2026 15:56:01 +0000

Zaakir Khan interned with Old Glory DC on their playoff run sbrown79 Mon, 08/17/2026 - 11:56

As a defenseman on 91��’s ice hockey team, rising senior Zaakir Khan knows a thing or two about team sports. But for a recent internship, he stepped off the ice—and out of his comfort zone.

“I've never watched rugby in my entire life, but I just went in determined to learn and figure it out,” said Khan, who spent the summer as an intern for Major League Rugby (MLR) team Old Glory DC, assisting the team as they made their way to the playoffs.

Khan, who is majoring in computational and data sciences in the College of Science, learned how a professional sports organization works, attending the team’s training camps and practices, observing and organizing drills, filming and cutting clips, and breaking down analytics.

Zaakir Khan (right) with an Old Glory Rugby colleague. Photo provided.

“They introduced me to the app, Huddle Sports Code, so I would film parts of the practice, cut clips, and then organize them for the players and coaches to see where they’re succeeding and what they could work on in the future,” Khan said.

The team practiced twice a day, often on George Mason’s Fairfax Campus, and was split into two groups: the forwards and the backs.

“The coaches asked me to keep track of game scores and drop balls. I was also able to fly a drone, which was awesome and gave us a nice bird's eye view of the field,” said Khan. “It was a really cool progression from just observing to reporting the whole practice on my own.”

During actual games, there was a bit more pressure.

“I helped set up a computer for our medical tent to re-watch any concussions that potentially happened,” said Khan. “The cameras covered different angles so if any MLR players are injured with a concussion, for example, they go straight to the tent, and medical personnel look on the computer and review the hit to see how egregious it was.”

But Khan’s favorite spot, by far, was the coach’s box. "It was super unbelievable being in that environment and helping to live code the game.” Live coding, Khan explained, involved creating a real-time Excel sheet with all the relevant game statistics.

“Statistics tell a story and the coaches needed those stats—penalties, drops, turnovers—on the fly. With live coding, I was able to get that information to them as quickly as possible,” Khan said. “The sooner you can get this information, the better, but it also has to be accurate because those numbers turned into halftime stats and game reports."

Khan uses the app, Huddle Sports Code, for his internship with Old Glory Rugby. Photo provided.

He credits Craig Esherick, his SPMT 201 Introduction to Sports Management professor with helping him get the internship.

“Professor Esherick was kind enough to help me get my foot into the door,” said Khan, who is working on a minor in sports management. “I got a meeting with the head of the team’s sports analytics department who invited me on for the season.”

“I was very impressed with how quickly Zaakir learned about rugby and the league. It was a lot to learn in a short amount of time,” said Esherick, a professor and the chair of the Sport Management Program in George Mason’s College of Education and Human Development. “He developed great relationships with the players and the staff with Old Glory and became an important part of their team this season.”

Although Old Glory’s season ended at the playoffs, Khan didn’t let that stop his momentum. He is currently a data science intern at Peraton, a national security and technology company.

“I’m learning how data, data quality, and data hygiene work. I’m hoping to use this knowledge and transition it into sports analytics after I graduate. I’d say both internships as well as George Mason have really prepared me for that,” Khan said.

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George Mason researcher develops interactive tool to measure carbon footprint of AI use in K-12 education

Katarina Benson — Fri, 10 Jul 2026 15:53:35 +0000

George Mason researcher develops interactive tool to measure carbon footprint of AI use in K-12 education Katarina Benson Fri, 07/10/2026 - 11:53

As artificial intelligence (AI) applications like ChatGPT become more commonplace in K-12 classrooms, school district leaders and policymakers will face the challenge of ensuring these tools are used in an ethical, responsible, and environmentally sustainable way. Seth B. Hunter, associate professor of education leadership and senior fellow in the EdPolicyForward center at 91��, has developed an interactive tool to help.

The tool enables school district policymakers to make better informed decisions on selecting AI software that meets the learning needs of their students and promotes environmental sustainability.

Seth Hunter. Photo by John Boal Photography

“The many conversations I’ve had with leaders across the commonwealth and nation have focused almost exclusively on the potential benefits of AI—benefits that, I should point out, we don’t yet understand well,” said Hunter. “Almost no one is talking about the costs beyond the purchase price. This tool is one way to start filling that gap—by estimating a cost that’s seemingly invisible: the additional energy and emissions that come with putting these tools in students’ hands.”

The tool enables users to input data on the total number of students enrolled in a school district, the number of students expected to use AI (based on surveys from peer-reviewed research), the anticipated number of daily queries they are likely to conduct, and the level of AI processing power needed to handle those queries. It also allows users to select their state from a dropdown menu. Next to each state is a number indicating the amount of carbon dioxide in grams released per kilowatt hour of electricity consumed.

Using these inputs, the tool calculates the increases in kilowatt hours and the carbon emissions generated by AI use. To help users better understand the significance of these estimates, the tool translates the data into every day, real-world equivalents—such as the number of miles driven with a car, the number of days a lightbulb could run continuously, or how many times a smartphone could be charged.

In addition, the tool shows what the trajectory of carbon emissions associated with the use of AI in schools will be through 2031 if no policies are put in place to reduce the associated carbon footprint.

“Even leaders with very little technical understanding of AI have many opportunities to influence its energy consumption, and it starts with a simple conversation with the vendor,” Hunter stated. “I’m not talking about choosing one brand over another, like Gemini versus ChatGPT. I'm talking about the type of model. Within a single company’s family of models, the ones built to ‘reason’ or ‘think’ through problems at length currently consume far more energy than lighter models designed for simpler tasks. The most useful question a procurement office can ask is how much a model relies on that extended ‘reasoning,’ and whether a lighter model would meet students’ needs.”

School district leaders will need to consider several factors, such as the complexity of the task the AI tool will be used to support. For example, if an AI chatbot is used to help students with multi-step math problem-solving, it will use more energy than simpler tasks such as quick factual lookups or summarizing an article. Increases in energy requirements and carbon emissions will also be influenced by the number of students accessing AI and the average number of daily queries they conduct. The type of energy source used in the school district will also have an impact. Renewable energy sources like solar, wind, or hydropower produce less carbon compared to power sources like coal.

“No one wants their students to fall behind in what can feel like an AI arms race,” said Hunter. “But I argue that policymakers and system leaders should ask how much those advantages outweigh the financial, environmental, and social costs. This tool doesn’t make that decision for anyone, but it estimates one of the costs that usually gets left out, so leaders can weigh student learning and environmental sustainability in the same conversation.”

Test out the interactive tool: "The Carbon Footprint of AI in K–12 Education"

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ACCESS Academy students refurbish computers to serve their community

Katarina Benson — Tue, 16 Jun 2026 13:44:57 +0000

ACCESS Academy students refurbish computers to serve their community Katarina Benson Tue, 06/16/2026 - 09:44

When Raihan Mahmood joined 91��’s Accelerated College and Employability Skills (ACCESS) Academy, he was looking for more than a traditional high school experience. Drawn to the opportunity to earn college credit, collaborate with industry professionals, and engage in authentic learning experiences, Mahmood quickly found himself making a real difference.

ACCESS Academy students setting up laptops for Loudoun County Public Schools. Photo provided

This spring, a computer refurbishment project challenged ACCESS Academy students to prepare 100 used laptops for distribution to Loudoun County Public Schools (LCPS) graduating seniors and other learners in need. Mahmood jumped on the project, excited to have an opportunity to combine his technical skills with helping others.

Mahmood and the other students installed operating systems, reimaged devices, and ensured the computers were functioning properly so they could be distributed.

The work required careful attention to detail. Every device had to be tested and verified, making quality control one of the most challenging aspects of the process. Along the way, students gained valuable technical skills.

The project also reflected the core mission of ACCESS Academy, which emphasizes hands-on learning and real-world applications. The academy is an innovative partnership between George Mason’s College of Education and Human Development, LCPS, and Northern Virginia Community College (NOVA) based in Northern Virginia for students in grades 9-12. This program is designed to give students a no-cost alternative educational pathway that expands access to information technology (IT) education and skills essential for IT careers.

The opportunity allowed students to help their community while learning technical skills. Photo provided

“For ACCESS Academy students, opportunities like these provide meaningful exposure to professional environments and help build the technical, communication, and problem-solving skills needed for future careers," said Jeremy Shughart, ACCESS Academy coordinator for LCPS. “This was an incredible opportunity for our students to apply their skills in a real-world setting while supporting and connecting with local Loudoun County students.”

Unlike traditional classroom assignments, the refurbishment project allowed students to see the direct impact of their work while gaining experience that is already shaping their future interests and career goals.

Mahmood said one of the biggest surprises about ACCESS Academy has been how quickly students become immersed in real-world projects and college-level coursework. The experience reinforced an important lesson about the role technology plays in education and everyday life. Mahmood believes access to technology is essential for learning, communication, and collaboration, and he hopes the students who receive the computers will be able to use them to pursue their educational goals and opportunities.

Hands-on learning is a key tenet of ACCESS Academy. Photo provided

"Seeing the laptops being distributed was probably the moment I felt most proud," Mahmood said. "We were able to take something we worked on and put it directly into the hands of people who could benefit from it."

More than anything, he hopes his experience demonstrates what students can accomplish when they are trusted with meaningful opportunities.

"Even high school students can make a difference if they are given the right opportunity," he said.

For Mahmood and his ACCESS Academy classmates, the project was more than simply repairing laptops. It was discovering the power of applying their skills to solve real problems, support their communities, and create opportunities for others.

Learn more about ACCESS Academy

Related Stores

Research in Motion
September 14, 2026
CEHD alumna recognized as preschool special educator of the year
August 31, 2026
Future inventors and innovators get hands-on with George Mason's summer programs
August 21, 2026
Preparing students for an AI-enabled future with ERA-NOVA
August 19, 2026
Zaakir Khan interned with Old Glory DC on their playoff run
August 17, 2026

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ACCESS Academy

College of Education and Human Development

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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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College of Education and Human Development

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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