College of Education and Human Development

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.”

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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.

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��AV recognized for supporting military families through collaboration

Colleen Rich — Mon, 04 Nov 2024 14:17:27 +0000

��AV recognized for supporting military families through collaboration Colleen Rich Mon, 11/04/2024 - 09:17

��AV was recently recognized as a member of the Northern Virginia team that earned one of the four national Pete Taylor Partnership of Excellence Awards for 2024 from the Military Child Education Coalition (MCEC).

Now in its 20th year, the award recognizes and celebrates partnerships between military installations and nearby school districts that support K-12 children from military and veteran families, addressing their unique challenges that come from frequent relocations. There are approximately 1.6 million military-connected children in the United States, with nearly 80% attending public schools. Each year, the coalition honors schools and military installations from around the world for their “exceptional and sustainable” efforts in celebrating military children.

George Mason is part of the Fairfax County Military-Connected Youth Process Action Team, a collaboration between Fort Belvoir, Fairfax County Public Schools (FCPS), and George Mason’s Military, Veterans, and Families Initiative. This team works to support military-connected students as they transition in and out of FCPS, ensuring their academic, behavioral, and social-emotional needs are met through ongoing events.

“This program is another terrific example of how George Mason’s Military, Veterans, and Families Initiative works to bring together faculty expertise, community partnership, and experiential learning for our students in service of the broader military and veteran population,” said Keith Renshaw, MVFI director, professor in the Department of Psychology, and George Mason’s senior associate provost for undergraduate education.

Studies show that military children typically move six to nine times between kindergarten and high school graduation—about three times more often than their nonmilitary peers—as their parents change duty stations. These frequent moves can make it difficult for them to feel connected to their communities, a factor that is crucial to their success and well-being. Around 900,000 military children have experienced a parent being deployed, adding another layer of complexity to their lives.

George Mason and Fort Belvoir officials worked directly with Renée LaHuffman-Jackson, the director of family and school partnerships for FCPS.

And that collaboration proved effective.

“This award recognizes the value of community collaboration and working together to support the population,” said Jennifer Drake Patrick, an associate professor at George Mason’s College of Education and Human Development and a military spouse. “It shows the power of coming together rather than working individually.”

Help from Mason came through consulting in course development for Fairfax educators in understanding military culture and strategies to engage and support military families and in collaborating to develop training for Student Ambassador Programs in area high schools. These initiatives serve to help K-12 schools create a more welcoming and supportive culture for military-connected students and their families.

“We want the students with military connections to come in and feel connected,” Drake Patrick said.

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$1.2M NSF-funded fellowship aims to foster diversity in quantum science workforce

Colleen Rich — Mon, 28 Oct 2024 14:09:11 +0000

$1.2M NSF-funded fellowship aims to foster diversity in quantum science workforce Colleen Rich Mon, 10/28/2024 - 10:09

��AV received a $1.25 million grant from the National Science Foundation (NSF) to launch a postdoctoral fellowship program that will prepare recent PhD graduates to be leaders in quantum education and workforce development research. The program focuses on addressing challenges in quantum education, particularly in building an inclusive and equitable workforce.

Jessica Rosenberg. Photo by Office of University Branding

The ��AV Quantum Education Research Postdoctoral Fellowship will be led by Jessica Rosenberg, an associate professor in the Department of Physics and Astronomy and director of education for the Quantum Science and Engineering Center.

“It’s an opportunity to bring together recent PhDs from different disciplines to think about the problem of building a diverse and equitable workforce from varying angles while also providing an environment for them to build and strengthen their careers in STEM education research,” said Rosenberg.

She will work alongside co-principal investigators Paula Danquah-Brobby, associate dean of access, belonging, and community engagement in the College of Science; Jill Nelson, an associate professor in the College of Engineering and Computing (CEC); and Nancy Holincheck, an assistant professor in the College of Education and Human Development (CEHD), to engage with fellows, provide mentorship, and assist in research projects.

According to Rosenberg, postdoctoral researchers occupy a unique and sometimes challenging phase in career development, where the level of support can vary significantly. They are learning to lead their own projects and take responsibility for forging their future careers, but they still need to develop additional skills. In the program, postdoctoral fellows will receive essential mentorship and networking opportunities and encouragement to develop their own projects and collaborate on existing ones. By working in a small cohort, participants will receive the guidance necessary to make the most of this critical stage in their careers.

“George Mason is a leading institution in the quantum education space,” said Rosenberg. “We are positioned well to provide a meaningful fellowship like this, to bring in folks and help them to really think through challenges and start their careers.”

“Fostering an inclusive and equitable workforce starts in the classroom,” said Danquah-Brobby. “It has been well established that diversity of thoughts, perspectives, lived experiences, disciplinarity, among others, is positively associated with scientific discovery, innovation, and achievement. To successfully rise to the myriad 21st-century challenges, centering diversity, inclusion, and equity throughout and across the STEM ecosystem is absolutely essential.”

The quantum field is rapidly evolving and expected to make significant impacts in the coming years, driven by initiatives like the National Quantum Act, which aims to accelerate quantum research and development. The U.S. government is increasing investments in quantum technologies that, Rosenberg explained, are poised to enhance various applications including communications through quantum cryptography and advanced sensing techniques. Notably, quantum sensing has already shown substantial progress, with potential uses in oil prospecting and military positioning, especially where GPS is unavailable.

Additional support of the grant will come from CEHD faculty members Supriya Baily, Sujin Kim, Shekila Melchior, and Lisa Tullo; Shá Norman, College of Visual and Performing Arts’ director of diversity; Erikca Brown, associate director for inclusive education; Christi Wilcox, CEC’s director of programs and research; Weiwen Jiang, CEC postdoctoral research associate; and Benjamin Dreyfus, associate professor in the Department of Physics and Astronomy.

During July 2023, Jessica Rosenberg coordinated the Pathways to Quantum Immersion Program, which helped high school students learn about the promise of quantum technologies.

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Education policy students meet with Virginia policymakers on the Hill

Colleen Rich — Wed, 09 Oct 2024 19:12:48 +0000

Education policy students meet with Virginia policymakers on the Hill Colleen Rich Wed, 10/09/2024 - 15:12

��AV professor Jeffrey K. Grim took his HE 711 Policy Analysis in Higher Education class to the U.S. Capitol to learn about the education policymaking process.

George Mason professor Jeff Grim with students Zayd Hamid, Damaris Benton, Victoria Barrett, Charlie Kreitzer, Amanda Corso, Tim Diggins, Hannah Park, Ssu Yu (Steve) Chen, and Susan Gardner. Photo provided

The group, which included master’s and doctoral students from the College of Humanities and Social Sciences and the College of Education and Human Development, met with Virginia Senator Tim Kaine and Virginia Representative Bob Good, each of whom sit on their respective higher education committees.

The group also met with the president and staff from the American Council on Education, an organization that researches and advocates for policy change.

This is the third time Grim has offered the trip—and also his third semester teaching at George Mason in the Higher Education Program.

“Every semester I have taken my classes into Washington, D.C., to explore different facets of higher education,” said Grim. “Being so close to D.C., it is hard to pass up the opportunity to take advantage of learning about higher education from the epicenter of higher education policy.”

In previous semesters Grim has also taken classes to U.S. Department of Education, NAFSA: Association of International Educators, the American Association of State Colleges and Universities, and the Association of Public and Land-Grant Universities.

Graduate student Victoria Barrett said the experience reaffirmed her decision to attend George Mason. "It was an experiential learning opportunity that very few institutions can match," said Barrett, who is in the Higher Education Program. "After a quick Metro ride, my classmates and I were able to see firsthand how higher education policy takes shape.”

Barrett added that she valued the opportunity to hear multiple perspectives on how federal and state governments can or should support higher education in the United States.

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NSF grant will help enhance equity in math education through technology and data literacy

Colleen Rich — Tue, 01 Oct 2024 20:57:40 +0000

NSF grant will help enhance equity in math education through technology and data literacy Colleen Rich Tue, 10/01/2024 - 16:57

��AV School of Education professor Jennifer Suh was awarded a National Science Foundation (NSF) grant in support of her project “Framework for Integrating Technology for Equity (FIT for Equity).” Working with Suh as coprincipal investigator is Theresa Wills, also of the School of Education in the College of Education and Human Development.

Jennifer Suh. Photo by Ron Aira/Office of University Branding

The project aims to strengthen teachers’ abilities to use technology in transformative ways. By developing data literacy lessons that incorporate transformative technologies, Suh and her team will address community-based challenges and humanize mathematics through culturally relevant tasks.

By combining modern technology with effective teaching practices, it is possible to create a dynamic learning experience that will inspire a new generation of mathematicians and problem solvers.

This project builds on the ongoing research that Suh and Wills have conducted in increasing teacher awareness of the importance of equity in education and their work in developing the tools and resources for teachers.

“This project aligns perfectly with our passion for educational technology, equitable instruction, and curriculum development. The FIT for Equity project expands on the Equity-Centered Transformative Technology (EqT-Tech) framework created by our team,” said Suh, who teaches in the Mathematics Specialist Leadership and Elementary Education PK-6 Programs. “It aims to enhance equity in mathematics classrooms by integrating culturally relevant math teaching principles and emphasizing data literacy, which is a key focus at both state and national levels in math education.”

Through the EqT-Tech framework, Suh and her colleagues previously developed a lesson analysis tool to help teachers choose technology for the math classroom in judicious ways. For this work, Suh and her EqT-Tech colleagues received the National Technology Leadership Initiative Fellowship in Mathematics award.

Theresa Wills. Photo by the Office of University Branding

“Traditional teaching methods often fail to engage students or address their individual learning needs,” Suh said. “FIT for Equity aims to bridge this gap by leveraging technology and interactive learning to make math more accessible and relevant.”

The FIT for Equity project will be implemented in phases, starting with an innovative professional development model called “Inclusive Lesson Study,” which brings together teachers, students, and community members to cocreate lessons.

“We will get to work in classrooms to understand how teachers consider equitable implementation of technology into their inquiry-based data literacy lessons,” said Wills, an associate professor in George Mason’s Mathematics Specialist Leadership, Secondary Education 6-12, and Elementary Education PK-6 programs.

The project will be piloted in Virginia, Ohio, Tennessee, and Michigan, in collaboration with researchers at Bowling Green State University (Bowling Green, Ohio), Middle Tennessee State University (Murfreesboro, Tennessee), and Wayne State University (Detroit, Michigan). Each university is in a diverse school district.

University researchers will work with teachers in their respective school districts to provide them with specialized training on how to integrate these new methods into their classrooms. The effectiveness of the lessons will be evaluated through continuous feedback and refinement.

The project will explore how emerging technologies, such as dynamic graphical software, adaptive learning and collaborative platforms, artificial intelligence (AI), geographical information systems (GIS), virtual reality (VR), and others can provide access to inquiry-based learning, and foster mathematical identity and agency.

The project will examine how formative assessment tools can assist in tailoring instruction to individual student needs. In addition, it will illustrate ways in which collaborative platforms can enhance collective learning, and how technology can amplify mathematical thinking processes. The research team will also look at how data tools and GIS can provide insights into lessons around social justice issues, thus making learning more inclusive and relevant.

“We hope to contribute to the development of innovative teaching strategies that can be scaled and adapted to diverse educational settings, ultimately making a significant impact on mathematics education,” said Suh.

Suh and Wills also hope that the FIT for Equity project will bring greater alignment to K-12 mathematics education with the new Virginia math Standards of Learning (SOL) focused on data literacy.

“This project emphasizes the development of critical thinking and problem-solving skills, which are essential for students’ future academic and career success. By focusing on data literacy, the project also prepares students for a data-driven world, equipping them with the skills needed to navigate and analyze complex information.”

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First-year setter Tuana Ozarpaci is learning fast about the U.S. and Division I volleyball

Sarah Holland — Thu, 29 Aug 2024 19:52:52 +0000

First-year setter Tuana Ozarpaci is learning fast about the U.S. and Division I volleyball Sarah Holland Thu, 08/29/2024 - 15:52

The heavier volleyball used in NCAA Division-I play and the different feel from its international counterpart isn’t the only change to which ��AV’s Tuana Ozarpaci is quickly acclimating herself.

Photo by Rafael Suanes/Mason Athletics

Living in a foreign land, far away from home for the first time, the 18-year-old first-year setter from Istanbul, Republic of Türkiye, is taking a crash course, learning volumes both on the court and off as she settles in at her new home-away-from-home.

“It’s a whole new change, but it’s a good change,” said Ozarpaci, an economics and sports management major. “I just want to focus on my studies, volleyball, and my personal growth.”

Attending a university far from friends and family can have its challenges, but Ozarpaci is adapting well to her new environment and her new volleyball family.

In early spring 2023, Ozarpaci announced her intention to play for George Mason, becoming coach Megan Shifflett Bachman’s first commit for the incoming class of 2024. Ozarpaci chose George Mason over University of Texas, DePaul, and Loyola Marymount, citing the close relationship she had quickly developed with Shifflett Backman and current Patriots players via Zoom and her desire to find a new home preferably on the East Coast.

Ozarpaci had initially drawn the university’s attention with her impressive performance on the Turkish club team Galatasaray Sports Club, where she played in 414 sets across 133 matches and led her team with 1,000+ assists each season as the starting setter for the past three consecutive seasons.

Shifflett Bachman was on maternity leave when she heard of Ozarpaci’s decision to come to George Mason. “She was just one of those athletes who really stood out,” Shifflett Bachman said. “What she could do with the ball was impressive and immediately caught our attention.”

The number of international student-athletes playing Division I women’s volleyball has slowly risen in recent years, but they still comprise just under 6% of all Division I players, according to the latest NCAA statistics.

But Ozarpaci could play a key role for a George Mason team that looks to improve last year’s 9-21 record. Setters are the team’s quarterbacks, meaning they usually touch the ball on every play to set up teammates. Having a keen on-court awareness, knowing her teammates and accurately placing the ball are skills that are imperative for that position.

Ozarpaci will get her opportunity this fall, with the Patriots returning just one setter from last year’s team.

“Being a freshman—especially as an international student—is always going to be hard, no matter what,” Ozarpaci said. “But the coaches are making me feel safe and welcome while pushing me to improve and learn how to do things better.”

She had visited the United States with her parents and older sister before enrolling at George Mason, but the family had never been to the Washington, D.C., metropolitan area before arriving in Fairfax on Aug. 1. Now, she is ready to brave this chapter on her own.

A huge basketball fan, Ozarpaci already plans on being a regular at EagleBank Arena this winter, at least when she’s not too busy with classes or sampling American culinary delights, such as Chick-fil-A and Dunkin, both on the Fairfax Campus. Ozarpaci has become a big fan of both.

“I’m loving it here, it’s beautiful, and I feel like I’m going to grow a lot,” Ozarpaci said.

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George Mason’s College of Education and Human Development expands collaboration with Google on new lab school

Colleen Rich — Mon, 19 Aug 2024 20:15:45 +0000

George Mason’s College of Education and Human Development expands collaboration with Google on new lab school Colleen Rich Mon, 08/19/2024 - 16:15

��AV’s College of Education and Human Development (CEHD) has received additional support from Google to launch the Accelerated College and Employability Skills (ACCESS) Academy with Loudoun County Public Schools (LCPS).

Google provided seed funding last year to begin school planning and also submitted a letter of support to the Virginia Board of Education. Recently, Google doubled their initial commitment, totaling $400,000 investment in the school to date. This additional funding will support research design and evaluation, along with a summer bridge program for the school, scheduled to launch in the 2025-26 school year.

Approved by the Virginia Board of Education earlier this year, the ACCESS Academy lab school for students in grades 9-12 was created by George Mason in partnership with Northern Virginia Community College (NOVA) and LCPS. ACCESS Academy will provide students with an alternative education pathway that emphasizes future-ready employability skills, innovative teaching and learning methods, and immersive experiences developed with industry partners, researchers, and instructional faculty.

“Google believed in our vision for ACCESS Academy from the very beginning, and we are now thrilled to collaborate with them to make that vision a reality,” said Dean Ingrid Guerra-López. “This collaboration is pivotal in our mission to equip the future workforce with essential skills and knowledge to excel in high-demand careers. We engaged Google early in the planning process to ensure that the ACCESS vision and plan was well-aligned to the rapidly changing job market, including artificial intelligence (AI).”

“We are proud to be a partner in the ACCESS Lab Academy to expand access to computer science education and tech career pathways,” said Shanika Hope, director of Google’s Education for Social Impact team. “The collaboration across George Mason, NOVA, and LCPS will ensure students are not only equipped with core computing skills but will thrive in high-demand jobs of the future. Together we are working to close equity gaps in computing education and give all students the opportunities they deserve to succeed.”

“NOVA looks forward to partnering with ��AV and Google on the ACCESS Academy to help prepare students for rewarding careers in information technology,” said NOVA President Anne M. Kress.

“ACCESS Academy is an innovative program to help prepare students with workplace skills that will help set them on a pathway for career and educational success,” said Ashley Ellis, chief academic officer, LCPS. “We are grateful for partners like Google that support and reinforce this innovation in education.”

CEHD will also be incorporating AI learning into the ACCESS Academy program, including the self-paced online course Google AI Essentials and Generative AI for Educators training course created with MIT. Google will also be collaborating with CEHD to design hands-on, immersive field experiences for ACCESS Academy students.

Roberto Pamas, CEHD School of Education faculty, will serve as the director of ACCESS Academy. Pamas and the ACCESS Academy leadership team are working with Google and the other lab school partners to develop the curriculum and course offerings and assess staffing requirements and other resource needs.

ACCESS Academy is one of two lab schools launching at George Mason. The Virginia Board of Education also approved funding for George Mason to launch the Shenandoah Valley Rural Regional College Partnership Laboratory School for Data Science, Computing, and Applications (DSCA), a collaborative partnership between the university and Frederick County Public Schools, as well as six rural and rural-fringe school districts in the Shenandoah Valley including Clarke County, Fauquier County, Page County, Shenandoah County, Warren County, and Winchester Public Schools, along with Mountain Vista Governor’s School and Laurel Ridge Community College.

Read the initial announcement of the ACCESS Academy

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Brianna Alford is August Employee of the Month

Colleen Rich — Tue, 30 Jul 2024 19:51:14 +0000

Brianna Alford is August Employee of the Month Colleen Rich Tue, 07/30/2024 - 15:51

As assistant director for student belonging in the College of Education and Human Development (CEHD) at ��AV, Brianna Alford oversees scholarships and finances in the college’s Student and Academic Affairs (SAA) office. She is also a mentor to student employees. For her dedication and her mentorship, Alford is recognized as August Employee of the Month.

Brianna Alford. Photo by Office of University Branding

“Brianna has been an exceptional member of our team,” said Daniel Minot, CEHD assistant dean for student success. “She has proven herself to be a trusted, reliable, and invaluable resource for so many colleagues. Her dedication, commitment, and willingness to always go 'above and beyond' to support our students, staff, and faculty truly sets her apart from her peers.”

“Brianna is an exemplar of positivity. She is a kind, caring and compassionate colleague who is present for others—always,” Ellen Rodgers, CEHD associate professor, said. “She manifests the highest levels of integrity in all matters—personally and professionally, most especially in her fiduciary responsibilities and maintaining the confidences of Mason community members.”

Several of her colleagues emphasized Alford’s strength as a mentor.

“Brianna is the kind of colleague, mentor, and friend I wish everyone could have,” Caroline Masakayan, CEHD student enrichment coordinator, said. “If I am ever feeling overwhelmed or uncertain, Brianna is my go-to person. There is rarely a question Brianna cannot answer, and I am continuously impressed by her professionalism and expertise. She takes pride in being a mentor and fulfills the role with ease and grace.”

“In addition to being a strong, effective mentor and support for various members of our SAA team, Brianna has stepped into the role of a supervisor in providing direct support and management of CEHD student wage staff, as well as a graduate professional assistant,” said Minot. “She not only effectively manages, supports, and empowers students in this capacity, but led the search, selection, hiring, and onboarding processes for each. Brianna has truly excelled in this leadership role, showcasing strong skills in supervision and management.”

How did you come to Mason:

We relocated from Florida to Virginia when my husband got a job in Washington, D.C. I interviewed at a few universities but something about George Mason just felt right. When I arrived for my on-campus interview, I felt an instant connection with the campus and with the team and left crossing my fingers I got an offer. Thankfully, I did, and I was thrilled to accept it.

Best day on the job:

The 2019 CEHD Student Research Symposium. I watched our students develop their research over the spring semester, and it was such a rewarding experience to see them present at the symposium. They worked so hard and showed up as true professionals committed to contributing to their field. It was a very special evening.

What do you like best about working at Mason:

Being a part of the best team! I’m fortunate to be surrounded by a great group of colleagues who make me laugh every day. They’re committed to our students, they work hard, and they never shy away from helping each other out. Work takes up a large portion of our time and lives—it’s important to me that I enjoy spending time with the people I work with.

What do you like to do when you’re not working:

I love any time spent with my husband and my daughter—especially by the water or downtown at a farmer’s market. When the weather cools down, I enjoy cooking, baking, watching football, and extra time with extended family around the holidays.

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College of Education and Human Development

Behrmanns add to legacy with creation of undergraduate scholarship for special education program

Colleen Rich — Fri, 26 Jul 2024 14:52:21 +0000

Behrmanns add to legacy with creation of undergraduate scholarship for special education program Colleen Rich Fri, 07/26/2024 - 10:52

Year in and year out, ��AV’s special education graduate program ranks as one of the best in the nation.

June and Mike Behrmann. Photo provided

In the latest U.S. News & World Report rankings of online master’s degree programs, George Mason’s special education program ranked eighth in the country. In 2023, the special education graduate program ranked 17th in the country among public institutions and 19th overall.

Pamela Baker, the Special Education Division Director, points to one man for laying the foundation for a program that consistently produces quality teachers—Michael Behrmann.

“He is kind of a legend here,” Baker said. “He built the special education program.”

Seven years after retiring from a nearly 40-year career in the special education program that included serving as division director prior to Baker's tenure in that role, Behrmann, now professor emeritus of special education, continues to add to his legacy.

Behrmann, along with his wife, June, has generously created an undergraduate scholarship for George Mason students in the special education program. The undergraduate special education program, which was created in 2019 along with bachelor’s degrees in elementary education and early childhood education for diverse learners, aims to tighten the nationwide teacher shortage gap.

Students who plan to teach may focus their program on a specific area in the special education field by adding a licensure concentration—K-12 adaptive curriculum, K-12 general curriculum licensure or PK-12 blindness and visual impairments licensure—or pursue a nonlicensure concentration.

“Children with special needs are our most vulnerable students. We need more teachers working with this population of students,” Behrmann said. “Undergraduate programs are one way that can be really addressed and start to bite into that shortage of qualified teachers.”

Behrmann arrived at Mason in 1979 as the coordinator of the special education graduate program, which had just three faculty members and a small handful of graduate students.

Over the next four decades, the program grew as Behrmann secured more than $90 million in external grants and contracts, $30 million in revenue-based projects, and $4.5 million in gifts for special education to the university. In the mid 1980s, he also designed and implemented a master’s and a doctoral program in assistive/special education technology.

The special education program now enrolls more than 1,000 students annually and employs more than 150, which includes faculty, staff, graduate assistants, and student workers.

“I consider the faculty who are at George Mason now as my legacy,” Behrmann said. “Master’s and doctoral students who are now faculty members. They are such great researchers and trainers. Pam and that whole crew of special educators are just tremendous.”

Behrmann wants the scholarship to support special education undergraduate students who are working with the Mason LIFE Program, a four-year postsecondary comprehensive transition program for young adults with intellectual and developmental disabilities who desire a university experience in a supportive academic environment.

When Behrmann founded the Mason LIFE program in 2005, his vision was twofold. He wanted to provide an educational, on-campus experience for students with disabilities. But he also wanted to offer Mason graduate and doctoral students—and now undergraduate students—working in the Mason LIFE program an opportunity to attain hands-on special education experience while also pursuing their degree.

The Mason LIFE program, currently led by director Linn Jorgenson, enrolls around 50 students every year, with 18 freshmen admitted for the 2024-25 school year.

“At the time, it was one of only one or two programs in the whole United States,” Behrmann said. “They have spun off, with federal support, and are much more common across the country. Seeing that program continue to be supported, within the diversity of the university, really makes me proud. All the university presidents from Alan Merten to current president Gregory Washington have been great supporters of the Mason LIFE Program.”

“It is a program that affirms our mission,” Baker said. “We are here to make a positive impact on the lives of people who have disabilities. These young adults are integrated into the fabric of the university. They come back as alumni. Our Mason LIFE students have been in the Green Machine band. They have been cheerleaders. They are all over the campus. Mike had the vision.”

The Behrmanns met when they were both teaching in Cincinnati. June then spent more than 20 years as a writer specializing in special education issues before returning to the classroom as a special education teacher for Fairfax County Public Schools. Now they want to help ensure that George Mason’s undergraduate program shapes the next generation of special education teachers.

“If we can give this [undergraduate] program the kind of marketing it needs, support more students, it has real potential to grow into a large scholarship program,” Behrmann said. “The special education program is one of the strongest programs in the university, and I’m excited to see it continue to grow.”

The Behrmanns encourage graduates of the special education programs and certificate programs to get involved personally and give back to the scholarship fund. To make a gift, click here.

“[Behrmann] is kind of a legend here,” Baker said. “He built the special education program.”

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