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Teacher Clothing Closet helps student teaching interns look and feel their best

Sarah Holland — Mon, 10 Feb 2025 19:14:45 +0000

Teacher Clothing Closet helps student teaching interns look and feel their best Sarah Holland Mon, 02/10/2025 - 14:14

One late fall evening, two rooms in ��AV’s Merten Hall were transformed from basic conference rooms to a designer runway.

Photo by Evan Cantwell/Office of University Branding

Student and alumni volunteers from the College of Education and Human Development (CEHD), Mason LIFE, and a local Girl Scout troop modeled themed fashions and assistive devices on the catwalk. Backstage, EDSE Council treasurer Shauna Stacks, a senior, and current EDSE president Emily Hulett, a junior, curled hair, contoured cheekbones, and dabbed eyeshadow onto the models.

It was a fashion show unlike anything CEHD has seen, ending with the ribbon cutting and grand opening of the Teacher Clothing Closet, a free resource for teacher interns to get professional clothing. It’s the first major service project of the EDSE Council—a new student organization named after the course code for special education courses, created to foster a supportive, inclusive community within the special education program at George Mason.

The EDSE Council’s faculty facilitator Sharon Ray, associate professor of special education, first brought the idea of a clothing closet to the council. “I spoke with several faculty members about how students struggle with resources, specifically professional clothing resources,” she said. “The council was interested in doing a fashion show, and I thought a service-oriented project like a clothing closet would be a good companion to the event.”

Clothing expectations for teachers vary. A first-grade teacher, for example, needs clothing that is professional and modest without being restrictive so they can move quickly and freely. A high school teacher might need attire that is more business casual. And the culture of each school influences their dress code, whether as unspoken rules or written guidelines.

Many students, when starting their internships, lack adequate professional attire and the costs to buy a new wardrobe are often greater than they can afford.

“Because you’re essentially in the classroom for 40 hours a week, most interns end up needing to quit the jobs they’ve had to pay for college or take reduced hours at them. So your resources are already limited,” said Lydia Kraiger, previous EDSE Council president and current senior. “Then you’re in the classroom, and your clothes are getting tugged on, things are spilled on you...buying $70 pants that just get ruined isn’t reasonable for us."

Even just among the council members, the cost of clothing is a major hurdle. Council secretary and senior Emily Ritter said that she has two outfits she rotates throughout the week. Hulett said she only has one.

“I don’t have another option,” she said.

Thrifting has been helpful to some in the past, but even that comes with barriers. Students spend hours hunting for items that are in good condition, fit well, fulfill the expectations of the school, and meet the needs of their job. And for some, there’s an emotional hurdle as well.

“It can be embarrassing for some people,” said Hulett. “They don't want to have to go to Goodwill and have people see them have to buy those clothes because they can't afford anything else.”

“One of the things we learn in our classes is culturally responsive teaching: how to teach students from different backgrounds and experiences,” said Joshua Mills, EDSE Council vice president and current junior. “And that includes meeting student needs through knowing what resources can help and advocating when we see a gap.”

The council agrees that this foundational philosophy extends to their colleagues.

Led by EDSE Council secretary and “closet keeper” Claire Johnson, a junior, the council curates the closet selection by reviewing each piece donated before they go on the racks. They’ve made sure there are a variety of sizes and styles available, and everything in the closet is teacher approved. Any clothing that is considered too casual is re-donated to the Transgender Clothing Closet hosted by the LGBTQ+ Resources Center.

Lydia Kraiger, left, and Claire Johnson look through the clothes in the closet. Photo by Evan Cantwell/Office of University Branding

Students who wish to use the closet fill out an online form with their availability. One of the students from the club will confirm their appointment and meet them at the closet. Like a personal shopper, club members are happy to help their closet patrons find what they’re looking for among the racks and provide feedback on how things fit and if the piece will work for their classroom needs.

The space is small, but bright; well–organized without feeling overcrowded, with clothing racks, organizational bins, and hangers thrifted from local marketplaces and faculty donations. It smells clean and fresh. It’s easy to imagine a student walking into the closet and feeling a renewed sense of empowerment and confidence.

“I’m just really impressed with all they’ve been able to accomplish and the support they’ve received from the community,” said Ray.

“And it speaks to George Mason’s commitment to education for everyone.”

To donate clothing, please reach out to Sharon Ray at sray4@gmu.edu.

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College of Education and Human Development Division of Special Education and disAbility Research

Helen A. Kellar Institute for Human disAbilities

Mason LIFE Program

Checking in to a “suite” internship with Marriott International

Sarah Holland — Wed, 15 Jan 2025 14:34:55 +0000

Checking in to a “suite” internship with Marriott International Sarah Holland Wed, 01/15/2025 - 09:34

When business major Kyle Samuel went to ��AV’s Fall 2023 Career Fair with a list of companies to speak with, he didn’t realize he would land an internship that would kickstart his career.

With a legacy connection to Marriott hotels through his father, who worked for Marriott at the property level, a chat with the Marriott representative led to securing a competitive spot as a finance HQ intern with Marriott International.

Now, in addition to completing a summer internship with Marriott, Samuel is working part-time for the hotel company and making plans to return in summer 2025 for a second internship.

Kyle Samuel (left) with Marriott founder's grandson, David Marriott. Photo provided.

Why did you choose George Mason?

There are a couple of reasons why. First, it’s close to home and within my culture we try to live with our parents even after we’re 18. So that was important to me. Affordability was a major aspect, too, because staying home saves some tuition. George Mason’s Costello College of Business is also great and well-established, especially compared to other schools in the region.

What inspired your interest in finance?

In junior year of high school, one of my uncles recommended the book Rich Dad, Poor Dad by Robert T. Kiyosaki and Sharon Lechter. And that opened my eyes to how much personal finance matters in your life. I started reading more, like The Outsiders: Eight Unconventional CEOs and Their Radically Rational Blueprint for Success by William N. Thorndike, Jr., and my interest just took off from there.

How did you find out about the internship at Marriott?

Through the career fair at George Mason. I went into the fair with notes about each company I was interested in, and Marriott was on the list. I spoke with the representative, and we really connected. She told me about the internship—I didn’t know that Marriott offered internships—and she recommended that I apply.

It’s funny, whenever someone asks me about the career fair, I tell them I have a 100% track record, because I went to one fair and got an internship from it!

What did you do during your summer internship with Marriott?

Some of my major projects were conducting reviews of around 50 capital expenditure budgets from Marriott Select brands to ensure compliance and accuracy, checking the integrity and translation of data from Excel sheets to visualizations, and helping a senior manager send out revenue share allocations to select brand owners.

I also participated in a competition with the other interns where we were given a real-life business challenge that Marriott is facing, and we had to design a potential solution. So we brainstormed ideas for improving Marriott Bonvoy sign-ups among the Gen Z demographic.

One of the things I really appreciated about my internship is that I wasn’t just doing internship work that wouldn’t go anywhere once I was done: I was doing projects with impact.

How have your experiences at George Mason prepared you for your internship?

Many classes gave me the foundations I needed to succeed at my internship. BUS 210 Business I and BUS 310 Business Analytics II were really helpful because it allowed me to strengthen my Excel skills, and BUS 103 has helped improve my professional development skills.

University Career Services also played a monumental role. They helped me establish my resume, create my LinkedIn profile, and prepare for the interview with Marriott.

Kyle Samuel (right) with Anthony Capuano, current CEO of Marriott. Photo provided

What would you say is the importance of an internship?

School does prepare you for the workplace, but there’s really no substitute for actually experiencing a workplace. Understanding office culture, learning the hierarchies, networking; you can only really learn those soft skills through being in the workplace. And networking is so valuable. I’ve had a meeting with the CEO of Marriott because I was able to network with the former intern, who connected me to the right people.

Where do you hope to be in ten years?

My long-term goal is to become the CFO of Marriott. I’m minoring in real estate, so working for Marriott combines my interest in finance with my interest in real estate. I love the culture; I feel like they really put people first and work together as a team. And there’s a lot of potential for them to grow in the future.

George Mason is Virginia's best for interships

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Costello College of Business News

Career Services

Internship

internships

George Mason’s recreation program is helping bring parks to the people

Sarah Holland — Wed, 08 Jan 2025 18:12:27 +0000

George Mason’s recreation program is helping bring parks to the people Sarah Holland Wed, 01/08/2025 - 13:12

One of the special things about Northern Virginia is its blend of thriving city life with vast green spaces. Visitors and residents can enjoy more than 12,000 acres of parks and recreation areas across three counties and three cities thanks to the work of NOVA Parks. This fall, a brand-new park opened in Ashburn, Virginia, with a few familiar faces from ��AV at its helm.

Photo provided.

Reservoir Park is a 600-acre park around Beaverdam Reservoir. Built and operated as a partnership between NOVA Parks and Loudoun Water, the park has conservation and education at the forefront of its design. From plants that filter water runoff into the reservoir, to butterfly roofs that drain water down a singular center path onto rocks to avoid excessive soil erosion, to sustainable build materials, the park preserves the landscape while educating visitors on the lifecycle of a drop of water. Educational installations along the trail also give visitors tactile lessons: a hand pump that demonstrates the amount of force required to bring water from the reservoir to a faucet, for example.

“Most parks are built up over time, with facilities developing as community needs change,” said Paul Gilbert, executive director of NOVA Parks and the executive-in-residence of the recreation management program at George Mason. “I've never seen a park like this one, where everything is designed intentionally with a clear purpose and story in mind. It’s both beautiful and thoughtful.”

The benefits of parks are immense: increased property values, opportunities for physical activity, and mental health improvements, to name a few. “Numerous studies show that the benefits of exercise in nature far exceed exercise indoors,” Gilbert said. “It enriches lives, and it will continue to enrich lives, not just for this season but for generations to come.”

For George Mason students, the benefits of NOVA Parks extend to their education and, for some, even their careers.

Paul Gilbert (left) and Bella Trimner. Photo provided.

“There’s a strong connection between NOVA Parks and George Mason,” Gilbert said. “Through NOVA parks, students have access to internships, practicums, and careers. We help make their education not just academic but very actionable. And in return, we get high-quality employees excited to work in the parks they’ve grown up around.”

One shining example is Bella Trimner, a winter 2024 graduate with a degree in recreation management.

Trimner has a long history with NOVA Parks. She started working at Fountainhead Regional Park as a junior park ranger at 17, quickly rising through the ranks to site supervisor. “I absolutely loved it and realized that this was something I could see myself making a career out of,” she said.

Her supervisor at Fountainhead Regional Park David Deem, a current George Mason student, recommended George Mason for her education because of its nationally recognized recreation management program.

When Trimner made the decision to get her degree and make a career out of parks management, she told the park operations superintendents that she hoped to become a parks specialist in the future.

“My plan was to take that role in five years. Instead, when I had that conversation, they said, ‘Well, we’re actually building a new park that will be similar to Fountainhead. It might be exactly what you’re looking for.’”

It was. Within a year, Trimner became the first parks specialist for the new Reservoir Park. Her days are varied—from running chainsaws for trail clearing, to being an ambassador for the park, to planning park programming—but she believes her education has directly impacted how quickly she has acclimated to this new managerial role.

“I have used assignments from my classes as starting points for programming plans and shared templates with my staff. When we formalized the 8-mile trail around the reservoir, I directly referenced what I'd learned about trail planning and grading from my classes on land acquisition, resource management, and accessibility. We’re implementing an interpretational signage plan that is directly influenced by the course taught by Dr. Ellen Rodgers. There’s so much from my courses that I’m using every day in every aspect of my job,” she said.

Trimner, Gilbert said, is a rock star. “When you step into a manager position at an existing park, you’re improving upon existing procedures, programming, and facilities. But as part of the management team of a brand-new park, Bella is creating all those things. We gave her a blank slate to work with. And she’s done an amazing job.”

As a fellow George Mason graduate, Gilbert firmly believes in the great contributions George Mason offers the community. “NOVA Parks relies heavily on the recreation program at George Mason, and it’s great to have such a strong program with great talent right in our backyard,” Gilbert said.

Trimner agreed. “Seeing George Mason on a resume is a green flag for us."

From left: Recreation management faculty Laurence Chalip, Ellen Rodgers, Brenda Wiggins, Hung-Ling Liu, and Sammie Powers pose with Bella Trimner (far right) and Paul Gilbert (back center). Photo provided.

Explore Recreation Management at George Mason

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School of Sport Recreation and Tourism Management

Northern Virginia

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Alumni

Honors College alum spearheads professional development program

Sarah Holland — Mon, 09 Dec 2024 16:11:36 +0000

Honors College alum spearheads professional development program Sarah Holland Mon, 12/09/2024 - 11:11

When preparing for college, prospective students and parents often ask about career readiness. How is the university preparing its students for the workforce? What’s the rate of job placement? Do the students succeed in their respective careers?

��AV has a strong track record of preparing students for careers. And the Honors College is working to make sure Honors students are ready to shine in a competitive job market.

Jeff Shen provides opening remarks at the roundtable. Photo by Cristian Torres/Office of University Branding

“These are incredibly motivated students. I am beyond impressed with their enthusiasm and intellect. And they’re ready. They have all the tools to succeed in the workforce, they just need the knowledge of how to find the right opportunity,” said Jeff Shen.

Shen, who graduated from what was then known as the Presidential Scholars Program in 1996 with a degree in decision sciences, is president of Red Team Consulting and a member of the Honors College Advisory Board. Last year, he came to Dean Zofia Burr with an idea for how to prepare Honors College students for their careers: a roundtable for students to meet with professionals in government contracting, supported by the Greg and Camille Baroni Center for Government Contracting.

“I spoke with some students during graduation,” Shen said, “and in asking them about their post-graduation plans and job opportunities, I realized that these really bright and promising students were missing some of the foundations for approaching the job market: how to network, where to look for opportunities, and so on. So I thought, there must be some way we can address that gap.”

The idea for the roundtable coincided with plans to develop the Honors College Professional Development Fellows program. As part of the program, the roundtable was one of a series of workshops that help students in the program craft their resumes, build their LinkedIn profiles, practice interviewing, and otherwise prepare for internship and career opportunities.

The first roundtable event in Spring 2024 featured 12 George Mason alumni, all of whom are major executives at government contracting companies. The first was such a success that Shen and the Honors College decided to host a second event in Fall 2024.

“In government contracting, you can be a writer, a clinical researcher, a health care professional, you can be in sales: It does not matter the background, there’s going to be a position in government contracting for that person,” Shen said. “I wanted students to see the world of possibilities in terms of what they could do with their degrees.”

Students had the opportunity to speak with each executive in small groups, gaining valuable insights and advice on how to prepare for their career.

Jessica Taylor, studying music technology with a minor in computer science, was one of the fellows in the spring. “As a music major who wants to go into software engineering, I have an untraditional background that needs to be particularly explained and presented when I’m introducing myself to potential employers,” she said. “The fellows program taught me that my variety of creative experience is actually one of the things that makes me stand out.”

Photo by Cristian Torres/Office of University Branding

“We received [the mentors’] personal emails, offering the opportunity to follow up on potential career opportunities and further discussions,” said Monica Amaya, a management information systems major with a minor in computational and data sciences. Amaya attended the roundtable in Fall 2024. “The entirety of the Professional Development Fellows program has given us valuable networking opportunities to build meaningful relationships with successful government contracting leaders in the area.”

“I learned a lot about what it takes to build a business,” said cyber security engineering student Cameron Portis. “Hearing some of the stories about how these leaders overcame difficulties and changed their plans really inspired me to keep pushing toward my goals no matter what.”

The program continues to grow. In Spring 2025, the roundtable opportunities will expand to two new fields: Health administration and leadership, organized by Inova Health System’s Loren Rufino, BS Health Services ’12, and arts/performing arts nonprofit leadership, organized by Deb Gandy. Both are members of the Honors College Advisory Board.

And for Shen, opening doors for students is only part of the mission. “This is a great way for alumni and community members to get involved with George Mason,” he said. “I’m hoping this opens the door for them as well."

Discover the Honors College's inspiring learning community

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College of Visual and Performing Arts

Honors College

College of Engineering and Computing

College of Science

professional development

Alumni

In This Story

Zofia Burr

“When one door closes, open another”: This Costello student is making his way in music industry

Sarah Holland — Wed, 04 Dec 2024 15:57:59 +0000

“When one door closes, open another”: This Costello student is making his way in music industry Sarah Holland Wed, 12/04/2024 - 10:57

Cody Salenga has been making music since he was a teenager. Performing under the name Steph Cody Music, he’s got a growing fanbase on Spotify and co-launched an independent record label this year. So when it came time to look for a summer internship, Salenga knew he wanted something in the music industry.

That’s how Salenga, one of Costello College of Business’ graduating business majors with a concentration in marketing, found himself running social media for Capitol Dystrikt Music in Washington, D.C.

“It combines my two passions in music and marketing,” he said, “and it’s my dream to work in the entertainment industry. The chance that one day I’ll be listening to a song on the radio, or on Apple music, and realize, ‘hey, I’ve been in the studio when they were making that song’ is really cool.”

In addition to managing social media and communications for Capital Dystrikt Music, Salenga works to build relationships between the artists and the studio to increase the studio’s presence. Building name recognition is at the core of his work, and that idea led to one of his major projects: the Graveyard Smash concert, hosted right here in the Johnson Center on Fairfax Campus on the eve of Halloween.

“I really wanted to put on a concert, so I pitched the idea of a concert sponsored by Capitol Dystrikt Music to the Student Centers using the Plaza Palooza (named after the Lollapalooza festival) as a template. And we had a great turnout,” he said. “It really just came together into a beautiful thing that I could find so much pride in.”

Photo by Evan Cantwell/Office of University Branding

Capitol Dystrikt Music saw 200% more web traffic this month than previously, which Cody attributes to the event. “Tables in the Johnson Center were filled throughout the festival,” he said. “We probably had roughly 200 attendees.”

Salenga sees strong similarities between building an album and building a marketing campaign. “You work tirelessly on something for a long time, and you want people to see it and be moved by it, whether that’s an album or a product launch,” he said. His work speaks for itself, having grown the studio’s impressions by 113,780% or 5,694 impressions within a 30-day period, and 3.1k accounts reached in that same timeframe too.

Diving into the industry hasn’t been without challenges. “It’s a tough learning curve, figuring out how marketing works in the music industry, what’s going to land well, what will produce results, and so on,” he said. “But the classes like Digital Marketing and other foundational marketing classes I’ve taken at George Mason have given me a really solid marketing foundation.”

He cites the hands-on learning experiences in his marketing electives as being particularly impactful. A simulation tracking social post-performance and SEO, for example, gave him important insights into the mechanisms of marketing that he’s applying to both his professional and personal social presence.

“When it comes to George Mason, the stereotype that I’ve heard employers have of us is that we’re hardworking and gritty, and we don’t take things for granted. That's what we bring to the table in interviews that makes us different,” he said. “So when one door closes, don’t wait for something else to open: make a new opportunity for yourself.”

Salenga, left, performs on stage at Graveyard Smash. Photo provided

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Real-time feedback is part of a holistic approach to helping new teachers succeed

Sarah Holland — Mon, 18 Nov 2024 19:13:51 +0000

Real-time feedback is part of a holistic approach to helping new teachers succeed Sarah Holland Mon, 11/18/2024 - 14:13

When you think of uses for bug-in-ear technology, futuristic communications or covert operations are probably the first to come to mind. Teaching is almost certainly not the first, or second, or perhaps not even the hundredth thing.

Photo by Evan Cantwell/Office of University Branding

But at ��AV, faculty members are always looking for unique approaches and innovative solutions to challenges. Challenges like sharing real-time feedback with education interns so they can best serve their students.

Supported by the Virginia Department of Education (VDOE), the Dynamic Coaching Outreach Program in Special Education: General Curriculum (DCOP) through the College of Education and Human Development and the Kellar Institute for Human DisAbilities helps facilitate a “more dynamic coaching and feedback cycle” throughout the teaching internship experience through the use of technologies like bug-in-ear, video conferencing, and more. Specifically, the program supports those interns pursuing their master of education (MEd) in special education.

The special education graduate students have different needs than other MEd students, in that they are often working full-time in the classroom with a provisional license while completing their studies. Because they are provisionally licensed, they do not have mentor teachers in the classroom with them as traditional, pre-service interns do; they rely more on university supervisors during their internship to give feedback. DCOP was designed to provide new pathways for that feedback in order to address these unique needs.

When the program was originally developed in 2012, it was almost exclusively about the use of bug-in-ear technology to provide immediate live feedback to special education teacher interns in the classroom. In the past five years, the program has expanded into a three-pronged approach: using technology to enhance supervision, developing a novel eCoaching process, and incorporating professional development for both interns and supervisors.

“The eCoaching model takes a nonevaluative approach,” explained Kelley Regan, professor of education and the principal investigator (PI) on the VDOE grant. “It’s encouraging, supportive, and flexible.”

The goal of an internship for any teacher is to have the opportunity to practice what they’ve learned in a live classroom environment. ECoaching has the additional benefit of more structured feedback loops from supervisors to interns to provide high-quality and more instantaneous feedback at a much greater frequency.

“You can observe a classroom over Zoom, then immediately send an email with feedback, for example,” Kristen O’Brien, associate professor of special education and co-PI, said.

But as Peggy Weiss, associate professor and co-PI, explains, it’s not just about the technology: “It’s about how they use the technology to support teacher interns in reaching the goals established with their supervisors.”

And sometimes, the most valuable techniques are the simplest. Cheryl Temple, one of the supervisors in the program, once had two interns in different schools facing the same challenges in their classroom. A facilitated video call with the three of them gave the interns an opportunity to learn from each other and brainstorm possible solutions.

Shilpi Patel, adjunct professor at George Mason and internship supervisor for DCOP, utilizes weekly virtual eCoaching sessions to provide continuous nonevaluative feedback, reflection, and goal setting for her interns. For two of her interns, she used data from classroom observations to track their progress in implementing a behavior management system; both showed marked improvement.

From left to right: Kristen O'Brien; Margaret Weiss; and Kelley S. Regan. Photo by Evan Cantwell/Office of University Branding

“Beginning teachers enter one of the few professions where they are expected to perform at the same level as experienced veterans from the very start,” Patel said. “ECoaching provides essential support for novice teachers, helping them refine their instructional practices and positively influence student achievement. And it has consistently proven to be a powerful method for enhancing teacher efficacy.”

And that efficacy could be a key to keeping teachers in the classrooms. As school districts continue to grapple with teacher retention, self-efficacy and perseverance are, according to associate professor Pam Baker and co-PI, key ways to improve retention rates.

For Susan Jennings, MEd ‘23, a learning disabilities teacher at Herndon High School, that sense of confidence and self-efficacy were two of the greatest outcomes of her internship experience. When asked what she recalls as being the most helpful part of the internship, it wasn’t the technology itself, but how Patel, her internship supervisor, utilized it to give Jennings the tools she needed to succeed.

“I continue to use many of the strategies Ms. Patel shared for scaffolding lessons for learners with disabilities in my classroom,” she said, “including the lesson planning template for more engaging learner-centered lessons.”

At the end of the day, DCOP demonstrates that it’s not just about the technology: it’s the human on the other side providing the support and investment in growth that helps these teachers succeed.

“Our coaches prepare our interns to be self-reflective in developing strategies for growth and overcoming challenges,” said Regan. “It equips them to be successful when that coach is no longer in their ear.”

Discover more through the MEd in Special Education

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Helen A. Kellar Institute for Human disAbilities

special education programs

Virginia Department of Education

George Mason’s English language teacher development program has worldwide impact

Sarah Holland — Wed, 13 Nov 2024 16:15:46 +0000

George Mason’s English language teacher development program has worldwide impact Sarah Holland Wed, 11/13/2024 - 11:15

English is a global language used in multiple international contexts, from science to economics to diplomacy. Because of this, many countries start English language instruction as early as kindergarten and continue mandatory instruction through grade 12.

Teachers from Uzbekistan visit Fairfax Campus on a Fulbright visitor's program. Photo Provided.

But to know English and to know how to teach English are two separate skills. That’s where the Global Online Teacher Education Center (GOTEC) in the College of Education and Human Development (CEHD) at ��AV comes in.

“There are teachers who are proficient in English, who have studied it, but they don’t necessarily know how to teach children or teenagers using the most recent approaches,” said Joan Shin, associate dean for faculty success in CEHD and director of GOTEC. “Our goal is to provide education and tools to teachers on those critical pedagogical skills like children’s learning and development, classroom management, effective communication, developing lesson plans, and so on.”

After the Teaching English to Young Learners program receiving its first grant in 2017 from the U.S. Department of State, its continued growth allowed for the chartering of GOTEC in 2021. They have secured more than $4 million in externally funded projects, all focused on teacher professional development outreach to international communities. The program has served more than 42,000 teachers from 135 countries, providing instruction in how to teach children and teenagers, as well as integrating media literacy into English language teaching.

“The State Department is very familiar with the fact that George Mason has this specific expertise in these courses,” said Shin. “We develop projects that are going to be successful because they are culturally sensitive, relevant, and sustaining.”

That expertise comes from the diversity of experiences, backgrounds, and academic expertise amongst the team’s leadership, postdocs, and graduate students. “It allows us to build the best professional opportunities for teachers all over the world,” said Anya Evmenova, professor and associate director of GOTEC.

GOTEC offers a variety of professional development opportunities, from massive open online courses to country-specific seminars in places like Saudi Arabia, Uzbekistan, Greece, and, most recently, Turkmenistan. The courses are mostly asynchronous, using Canvas and interactive materials to build community across time zones and borders.

Some projects also include synchronous Zoom webinars, where GOTEC faculty and course participants are able to meet and ask questions.

“They come in with such enthusiasm and excitement, and you can see the lightbulbs go off as they connect ideas,” said Jered Borup, associate professor and associate director of the center.

One instructor, adjunct faculty member Ginny Doherty, noted that what she found participants needed most were examples of activities to keep their students engaged and practicing the language in the classroom. Along with discussion board posts where students can share ideas, techniques, experiences, and activities, videos are crucial to this: Participants can watch videos of Shin and other center affiliates demonstrating the techniques taught in the course.

All the modules are designed to encourage participants to consider how these pedagogic strategies and tools can be adapted and applied to their specific cultural contexts. And the content is meant to be shared. “Materials have been licensed through Creative Commons, with the hope that anyone to be able to access the content and to reuse, remix, and utilize it in a way that makes it as meaningful and relevant to all the teachers in their regions,” explained Shin.

They call this “cascading”—an intentional design choice that encourages participants to share and spread what they’ve learned. Their Uzbekistan project, for example, had core trainers and regional peer mentors participate in the full program. Those participants then engaged with teachers in their local communities, using both the content from the module and additional activities and professional development materials they created independently based on what they learned.

“We want them to learn from each other,” Shin said.

GOTEC’s mission to advance research and pedagogy in online teacher education extends to its own scholars as well. “Our graduate research assistants and postdocs are an integral part of the center,” Borup said.

George Mason alum Woomee Kim, PhD Education ’22, is one example of this. Kim, who began as Shin’s research assistant during her PhD program, is now a postdoctoral fellow with the center. “I got to learn so much from working hands-on on these projects, and I felt empowered to contribute my expertise and knowledge while having ample opportunities to learn and develop as an educator and scholar,” she said. “It’s a great model for what a graduate assistantship should look like."

Even though GOTEC serves educators from around the globe, the sense of George Mason pride and spirit is strong among participants. The courses are particularly popular with Fulbright students, who will often visit George Mason’s Fairfax Campus when in Washington, D.C. GOTEC participants have visited classes on Fairfax Campus to talk with current students about their experiences with international education. One of the coaches in the Uzbekistan program found the course so impactful that they proceeded to apply to CEHD’s PhD program.

Said Shin, “we want them to feel like they are still part of our George Mason community.”

One of the webinars with the Uzbekistan participants. Photo provided.

Discover more with GOTEC

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Global Online Teacher Education Center

international education

U.S. Department of State

George Mason’s Student Body President and Vice President are strengthening campus community

Sarah Holland — Wed, 25 Sep 2024 17:27:17 +0000

George Mason’s Student Body President and Vice President are strengthening campus community Sarah Holland Wed, 09/25/2024 - 13:27

When Student Body President Maria Alejandra Romero Cuesta and Vice President Colin McAulay were looking at universities, ��AV’s proximity to Washington, D.C., and Schar School of Policy and Government’s strong reputation made it a top choice for them both.

Photo by Eduardo Macedo/Office of University Branding

And for both of them, joining Student Government just made sense: Cuesta, an international student, plans for nonprofit work in support of her home country of Colombia, and McAulay dreams of a future in diplomacy.

Now, the two of them are leading with a vision of an empowered and interconnected campus community.

Cuesta, a double major in Government and International Politics and economics and in the Honors College, was inspired by her peers to run for president. “As an active member of the Hispanic Leadership Alliance, Honors College Connects, and the First-Gen+ Center, I got to know what was happening on campus, what students needed, and that understanding inspired me to pursue a pathway of helping other students,” she said. Her connections also gave her a wide platform from which she could launch her political career.

For McAulay, a senior international security and law major, three years in Student Government gave him a strong understanding of the university, its structure, and how to best organize people to accomplish a shared vision. When election season came around, Cuesta and McAulay thought their combination of connections and institutional knowledge made a winning ticket.

Cuesta and McAulay worked hard over the summer to start constructing the groundwork for their term. One word stands at the core of their vision: community.

“We want to build bridges between the diverse organizations at George Mason,” Cuesta said. “We want to set that foundation, not only to create community but to then sustain community so it continues for generations to come.”

Cuesta wants to see a campus where groups are less siloed. “We have so many student groups for a wide range of identities, and we see a trend of students just sticking with their groups. And while we want students to have those spaces, we also want the groups to connect with each other more, to work together to achieve their shared goals and to continue to develop an interconnected and supportive campus community.”

“When I first came to George Mason,” McAulay added, “it was right out of COVID-19, and the community wasn’t able to thrive. But with each year, we’re restoring that sense of community, and it’s important to keep it growing for each new class that comes in."

President Cuesta and Vice President McAulay hit the ground running, starting the semester off with events to bring the campus community together such as tailgating a recent women’s soccer game. Both hope that their lasting mark on the university will be one of community.

“There are many resources here, so many opportunities to socialize, make friends, network, find your community, and build your career,” Cuesta said. “I hope George Mason continues to be a place where students can be authentically themselves and feel like they belong.”

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