Shayla Brown

911�� course brings expertise from audio description pioneer

sbrown79 — Tue, 20 Oct 2026 15:26:32 +0000

911�� course brings expertise from audio description pioneer sbrown79 Tue, 10/20/2026 - 11:26

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For some, accessibility in the arts is a question of philosophy. 911�� adjunct professor Joel Snyder approaches the idea more literally.

Snyder is a pioneer in the niche industry of arts audio description—the process of translating the arts into spoken language, making theater, film, dance, and other art forms more accessible for people who are blind or have low vision.

Joel Snyder using a stenomask to audio describe a show. Photo provided.

Snyder has made that skill the center of a new audio description course in the College of Visual and Performing Arts (CVPA). 

He said 911�� stood out as the right place for the first-ever semester-long, for-credit audio description course in the United States because of the university’s existing commitment to accessible arts programming and its willingness to invest in the future of the field.

“I knew there was an interest at 911�� in making the arts events even more accessible,” Snyder said. “I’m thrilled that the university is forging ahead with courses like this."

For Snyder, the class is part of a broader vision for how accessibility should be understood on campuses and beyond: because audio description also enhances the experience of neurodivergent viewers. “It helps people on the autism spectrum, with ADHD, and it helps people who are learning a new language. Audio description builds literacy,” Snyder said.  
   
The course, CVPA 399 Audio Description for the Arts , connects students to a growing archive of audio description history and practice. Snyder donated more than 100 boxes of scripts, recordings, papers, and other materials to University Libraries in order to create a foundation for the Dr. Joel Snyder Audio Description Archive, a first-ever university-based collection of audio description historical materials and production elements. 

Snyder said he hopes the archive will be further digitized and made available to anybody around the world.

“These records provide a solid base to grow the primary source record on the development of audio description and thus accessibility from the last quarter of the 20th century to the present,” said Lynn Eaton, director, Special Collections Research Center. “Dr. Snyder’s donated collection will help current and future historians and researchers with essential documentation of his work and others in helping to make arts more broadly available.” 

There are nine students in the course, including three students who tune in from North Carolina, Texas, and Missouri respectively.

For Betsy Yancey, who has worked as the audience services manager at 911��’s Center for the Arts (CFA) for 24 years, the course offers a direct connection between the classroom and her day-to-day work.

Betsy Yancey (left) with her former student employees at the Center for the Arts.

“Part of my job is to coordinate access services for our performances—audio description, ASL interpretation, and captioning,” Yancey said. “I’m taking this course because I want to know more about [access services] and potentially be a backup in case our regular audio describer, Ermyn King, is unavailable.”

Her work at CFA includes coordinating with audio describers weeks before a performance, sharing scripts and rehearsal materials, and ensuring patrons can access show information in advance through large-print and screen-reader-friendly materials.

This season, more than 20 CFA performances include audio description, spanning productions in the School of Theater, School of Dance, and School of Music, as well as the professional artists series.

Yancey said she hopes the course encourages students and art professionals to think about accessibility as part of the creative process and not something added at the end.

“It would be great if all of our performing and visual arts departments as well as the companies that we present create the audio description script as they're working on their art because they know the [creator’s] intent,” Yancey said.  

“That's something that the audio describer may not know depending on how much access they've been given to the materials.”

She also sees opportunities for 911�� to expand audio description into digital spaces, including Mason Arts Amplified, the university’s digital arts platform.

"We have a college-wide commitment to making the arts accessible to more people, and Joel Snyder is one of the true founders of a key element of this mission, audio description,” said CVPA Dean Rick Davis. “His passion for this mission is stronger than ever after more than four decades of pioneering research and practice, and we're honored to have him with us."

Marybeth Haneline at the Kreeger Theater at Arena Stage audio describing CrazySexyCool: The TLC Musical. Photo provided.

Marybeth Haneline, who is auditing the course through 911��’s Senior Citizen Tuition Wavier program, brings another perspective to the course.

She is now in her third season as a volunteer with the Metropolitan Washington Ear audio description program, a program Snyder spearheaded in the 1980s. Haneline, who has audio described dozens of shows, said the class will allow her to apply what she’s learning to live performance. 

For her final project, Haneline plans to audio describe Frida: A Self Portrait at Shakespeare Theatre Company in Washington, D.C., where she is also currently enrolled in the Salon Series, an interactive, behind-the-scenes program.

Haneline plans to use the Laban/Bartenieff Movement System, a comprehensive movement framework, to audio describe the show.

“It's really the perfect show for this project,” said Haneline. “The solo performer is trained in the Suzuki Method and there are these movement pieces that provide space for me to develop a script and do something useful.”

Snyder hopes students leave the course with practical skills they can use in professional settings.

“I hope they build the skillset of writing, voicing, and audio editing descriptions for professional work,” Snyder said. “Audio describers, the writers, and the voice talents are in great demand.”

He also hopes audio description continues to expand across 911��, including in visual art spaces. 

“If there's an art exhibit on campus, there should be audio descriptions of those images available,” Snyder said.

As the course gains momentum after several semesters of planning, Snyder sees 911�� as part of a much larger shift—one that treats access as a creative and educational responsibility.

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College of Visual and Performing Arts (CVPA)

One mission, many paths: 911�� senior advances youth mental health through research and outreach

sbrown79 — Tue, 06 Oct 2026 19:36:02 +0000

One mission, many paths: 911�� senior advances youth mental health through research and outreach sbrown79 Tue, 10/06/2026 - 15:36

911�� senior Mehmood Shajih has built his college experience around one goal: creating better mental health outcomes for young people.

That mission has shaped both his academic path as a psychology major in the College of Humanities and Social Sciences and his long-running internship with Prince William County (Virginia) Schools (PWCS)—a unique opportunity that was created specifically for him.

Mehmood Shajih. Photo provided.

Shajih, who is also part of 911��’s Honors in Psychology program, first became interested in developmental psychology in high school. As a student in the biomedical science program at Osbourn Park High School in Manassas, Virginia, he completed a year-long research project on how parents influence children’s behavior. He also worked with AlphaBEST, a before- and after-school care program, where he saw firsthand how early mental health and education challenges can affect children.

And when he wasn’t studying students’ behavior, he was advocating on behalf of it. As a member of his high school student senate, Shajih represented his peers to county leaders and built relationships with school system officials. That’s how he met Anaid Shaver, former PWCS administrative supervisor of career counseling.

“When he reached out to inquire about an internship, his background and clear interest in child psychology and youth development aligned directly with the office’s mission,” Shaver said.

There was only one problem.

“There were no internship positions in her office; she had never had an intern before,” said Shajih. “But we spoke about my interests and career goals and basically developed the role that I eventually took on together.”

That initiative made an impression on Shaver.

“Rather than taking on pre-defined tasks, Mehmood actively developed and implemented the College and Career Student and Alumni Ambassador Program from the ground up,” Shaver said.

For Shajih, who immigrated to the United States in 2016, the work is personal. He said he faced challenges navigating the college application and financial aid processes.

“My parents and I were unfamiliar with the post-high school graduation processes in America, so I was learning about that process all on my own,” he said. “Now, I really want to help students facing the same issues that I faced before.”

Shajih and psychology professor Sabine Doebel at the 2026 OSCAR Celebration of Student Scholarship and Impact. Photo provided.

As an intern with PWCS, Shajih supports initiatives designed to help students think about their futures early and often. “There is a level of preparation that can be instilled no matter where you are in life,” he said.

Shajih has assisted with college and career fairs, helped develop school-based college and career clubs, and created systems to support long-term program success. He also developed a standard operating guide for the clubs and introduced pre- and post-surveys so school staff could better assess student outcomes and program effectiveness.

He also helped organize PWCS’s broader focus on career exploration. The district offers specialty programs in areas such as nursing, biotechnical, biomedical, firefighting, and auto tech, among others.

“They’re a great way to get students interested in these fields early on and keep them on track,” said Shajih. “Students can change their mind at any point, but at least they are gaining knowledge about different fields.”

Shajih said the work he does for his internship, which was funded by the Honoring Our Community Fellowship Program, a paid fellowship program for Honors College students, was heavily reinforced by his academic experience at 911��, where he worked on child developmental research with his mentors—911�� psychology professors Jennifer Brielmaier and Sabine Doebel.

Mehmood's intellectual curiosity and enthusiasm for learning stood out early on during his time in the Honors program,” said Brielmaier. “I saw tremendous growth in Mehmood. Not only did he improve his analytical, writing, and oral presentation skills, but he became a leader within his Honors cohort.”

Shajih’s research focused on the marshmallow test, an assessment of children’s ability to delay gratification. Over three semesters, he worked closely with his mentors to complete and defend his honors thesis. He later developed that meta-analysis into a research paper, Why Wait? A Meta-Analysis of Task and Sample Moderators of Children’s Performance on the Marshmallow Test, which was published in the Journal of Cognition and Development.

Shajih presents his research: "Why Wait? A Meta-Analysis of Task and Sample Moderators of Children’s Performance on the Marshmallow Test." Photo provided.

“Meta-analyses are much more methodologically sophisticated and labor-intensive than the projects undertaken by most of our Honors students,” Brielmaier said. “Mehmood was involved each step of the way, from designing the study to screening abstracts for inclusion to developing the code for data analysis.”

At the spring Office of Student Creative Activities and Research (OSCAR) Celebration of Student Scholarship and Impact, Shajih was one of six students recognized with a 2026 OSCAR Excellence Award for his research.

Looking ahead, Shajih said he plans to attend medical school and hopes to build a career that combines clinical care with research, particularly in work involving children and adolescent mental health. He sees his research and internship experiences as a foundation for that future.

“The research and internship experiences that came from my time at 911�� were priceless,” Shajih said. “They’ve helped me start a dedicated career to do more for the children in my community.”

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Students

Public health student interns with the conservation district

sbrown79 — Tue, 29 Sep 2026 15:13:11 +0000

Public health student interns with the conservation district sbrown79 Tue, 09/29/2026 - 11:13

911�� senior Amman Haines grew up spending time with her family on her father’s property in West Virginia, where camping, fishing, and hunting nurtured an early appreciation for the outdoors.

That connection to nature now informs her work as an intern with Prince William Soil and Water Conservation District (PWSWCD), where she’s gaining hands-on experience at the intersection of resource conservation and community health.

For Haines, the internship reflects what a 911�� education does best: connecting students with meaningful, real-world opportunities that prepare them to make an impact in their communities and beyond.

“Interning with the conservation district is such a great opportunity. I was immediately able to apply concepts from my public health courses to the community work I'm doing,” Haines said. 

Amman Haines works with the Prince William Soil and Water Conservation District. Photo provided.

For example, “I collaborated with local farmers to assess their water quality and already had a foundation to draw from while still learning and absorbing new knowledge,” she said.

A community health major in the College of Public Health, Haines said she chose 911�� because of its flexibility, opportunities, and strong academic pathways. Her father, who attended 911�� and described the university as a place with endless possibilities, encouraged her to apply. For Haines, that promise has proven true.

Her path to the internship began in GCH 310 Health Behavior Theories with Shannyn Snyder, an adjunct faculty member in the Department of Global and Community Health. Snyder recognized Haines’s curiosity and engagement in the classroom and encouraged her to pursue the opportunity with PWSWCD.

“I'm so thankful for Professor Snyder who gave me that much-needed push,” Haines said. “Now, I’m here at the conservation district working with amazing colleagues and making a difference in my community.”

Snyder, who has worked with PWSWCD for more than 10 years, said the organization offers students a powerful way to connect classroom concepts with urgent public health issues.

“By offering internship and volunteer opportunities, they give our community health students essential experiences that connect what they are learning in the classroom with the real world,” said Snyder. “I hope this experience will give Amman a chance to contribute to public health promotion and education in the community.”

Snyder noted that the district’s work—from watershed protection to soil health education—has direct implications for human health. That connection aligns closely with the university’s Grand Challenge Initiative’s bold solution to improve human health, well-being, and preparedness. 

Amman Haines is researching harmful algae blooms as part of her internship at the Prince William Soil and Water Conservation District. Photo provided.

At PWSWCD, Haines is researching harmful algae blooms (HAB), drawing on credible sources to create educational materials that explain what harmful algae blooms are, where they come from, and how they’re affecting water quality and public health. The HAB reports contribute to broader public understanding of an issue that’s also under the purview of the Virginia Department of Health.

The internship also broadened her understanding of how her chosen major can have applications beyond traditional settings.

“You can't go wrong when you expand upon your major or area of expertise by opening yourself up to other spaces,” Haines said. “Find that space, get hands-on experience, and learn new things.” 

Haines hopes the internship will open doors to future research opportunities. She aspires to work for organizations such as the National Institutes of Health (NIH) or the Centers for Disease Control and Prevention, where she can contribute to data-driven research and public education.

“I'm very inspired by the work that NIH is doing,” said Haines when considering careers. “I want to collect and analyze important data, compose health journals, and inform my population.”

As she continues her studies, Haines said she hopes other 911�� students will embrace the same spirit of curiosity that guided her. “Take advantage of every opportunity that is presented to you and never be afraid to try new things.”

This research supports the Grand Challenge Initiative's goal of improving human health, well-being, and preparedness

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Students examine the global impact of the 9/11 attacks in 911�� course

sbrown79 — Thu, 10 Sep 2026 14:11:49 +0000

Students examine the global impact of the 9/11 attacks in 911�� course sbrown79 Thu, 09/10/2026 - 10:11

On the first day of class, 911�� history professor Meredith Lair asked her students a simple question: Where were you on 9/11?

As the nation marks the 25th anniversary of the Sept. 11 attacks, Lair is providing students with a chance to examine the event, not just as a turning point in U.S. history, but through the lenses of public memory, media literacy, commemoration, and civic responsibility.

For most of Lair’s students, the answer to her question is not a memory, but an act of historical reconstruction. Only five students in the history special topics class are old enough to remember the attacks. The rest were born later and only know the event through archives and public memory.

Meredith Lair, associate professor in the Department of History and Art History in the College of Humanities and Social Sciences, teaches a course on the history and memory of the Sept. 11 attacks. Photo by Evan Cantwell/Office of University Branding

History major Peter Fadel came into the course knowing about 9/11 mostly through family stories, including those of an uncle who went into the city to help with cleanup efforts.

“I was hoping to learn more about the events and how the world was before 9/11,” said Fadel, a Lebanese American who grew up in Ohio. “I also wanted to learn about the circumstances that led to this tragedy, as well as hear the stories and perspectives of my older classmates. I’m lucky to be at 911�� having these conversations and learning about the “why,” which I think is very important going into this course.”

Barbara Kyriakakis, a retired 911�� staff member, was working on campus that day and remembers the attacks vividly. She lost a neighbor who has aboard United Airlines Flight 93.

In an ABC News interview, Kyriakakis said, “We watched a little girl grow up without her father.” But what she also remembers is that “the whole United States came together.”

Now 83, Kyriakakis is one of the older students taking Lair’s course, and that generational range is part of the reason Lair teaches the course and hopes to continue doing so every five years—coinciding with the five-year anniversaries.

"I wanted to create a space that would be a kind of bulwark against forgetting,” said Lair, an associate professor in the Department of History and Art History in the College of Humanities and Social Sciences.

The course, cross-listed HIST 389 Topics in U.S. History and HIST 387 Topics in Global History, examines the attacks themselves, as well as their long aftermath: the wars in Afghanistan and Iraq, the expansion of the national security state, anti-Muslim sentiment, memorialization, and the persistence of misinformation and conspiracy theories.

“What historians do is teach skills about information handling—collecting, processing, and sharing data. I think that serves democracy, because we want educated citizenry,” Lair said. “I want students to learn how to ask good questions and to get used to doing real research, not doomscrolling on YouTube as research.”

This emphasis aligns with 911��’s commitment to strengthening trust and engagement in democracy by preparing students to weigh evidence, evaluate sources, and think critically about how knowledge is produced.

Lair said she wants students to leave the course with more than a set of facts.

“I want them to appreciate, understand, and remember,” she said. “I’m hoping to connect them to what happened, so they see how much it impacted people who still walk amongst them, and the changes that the event made on the world.”

The course also highlights 911��’s own contributions to preserving the history of 9/11. Lair is incorporating materials from the September 11 Digital Archives, created by the university’s Roy Rosenzweig Center for History and New Media, one of the earliest large-scale efforts in the country to collect personal stories, images, and reflections from the attacks and their aftermath.

“[The center] has always been ahead of the curve in terms of digital history internationally,” said Lair. “They wanted to seize on the immediate aftermath of 9/11 and allowed people to record their experiences.”

Students will use the archive for their final project, “A Legacy of 9/11,” which asks them to research one of the event’s enduring effects.

Lair’s commitment to remembrance goes beyond the classroom: Each year, she marks the anniversary by releasing monarch butterflies from a conservation project she maintains as a symbol of hope.

Lair, the daughter of a career Army veteran, said she considers this course as her way of “cleaning up my little corner of the world,” and hopes the course gives students historical perspectives, but also something more personal: a deeper understanding of resilience, community, and what people owe one another in times of crisis.

“The American people really showed up for each other that day and I find that very inspiring and steadying,” Lair said. “That’s a lesson young people really need today.”

This research supports the Grand Challenge Initiative's goal of Strengthening Peace, Trust, and Engagement in Democracy

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Patriot Profile: Michael Marcus Jr.

sbrown79 — Fri, 28 Aug 2026 21:05:19 +0000

Patriot Profile: Michael Marcus Jr. sbrown79 Fri, 08/28/2026 - 17:05

Patriot Profile: Michael Marcus Jr.

Year: Junior

Major: Computer science

Hometown Indian Trial, North Carolina

Growing up, Michael Marcus Jr.’s family had an important rule: All the children would take part in both a sport and some form of art. For Marcus, that meant basketball and music. A starting forward on 911��’s men’s basketball team, Marcus has spent years refining his game on the court while also teaching himself to play the piano in his free time.

Becoming a Patriot: This summer, Marcus transferred to 911�� from Appalachian State ahead of his junior year. While entering the transfer portal can be overwhelming, he says the right people helped guide him through the process. The decision came down to finding the right fit both athletically and academically. “Fortunately, I had a formative team around me that brought me to Coach Tony Skinn and 911��,” he said.

Playing It Forward: Although Marcus has always been a forward, he understands that basketball demands flexibility. “Versatility is the third most important ability behind availability and coachability,” he said. “Your size, who you can guard, and [the] skillset you have dictates the positions that you will play on the floor.”

Student-athlete and self-taught pianist, Michael Marcus, Jr. plays the piano in 911��'s Center for the Arts. Photo by Ron Aira/Office of University Branding.

Being a Team Player: Marcus’s basketball mindset is shaped by years of competitive experience. As a high school student, he helped lead his team to a runner-up finish at the North Carolina 4A state championship. He also won an Elite Youth Basketball League 15 and Under Championship during his Amateur Athletic Union career on the Nike Circuit. “That experience emphasized to me how important each team member’s role is, operating as one in order to win the game,” he said.

Finding His Sound: While basketball may take center stage, music has remained a meaningful outlet in Marcus’s life. “Since the fifth grade, I tried multiple instruments that just didn’t work for me before my father encouraged me to try piano.” Marcus taught himself piano by matching the notes he saw on screen with those on the keyboard. He also began studying basic music theory. “I figured out my own way of breaking the piano down and then building it back up into music,” he said.

Tuning Out and Tuning In: Whether on the court or at the piano, Marcus relies on a similar approach when the pressure builds. Every athlete feels overwhelmed at times, he said. The difference is how quickly they can reset. “I remind myself of the player that I am because of how I work, and my confidence is rooted in that.” He uses a similar approach when performing his music. “I learned to tune out the crowd playing in a game by being present and focusing on what I am doing, and now I do the same with music,” he said.

Creating a Musical Dialogue: While Marcus’s musical interests and influences are diverse, all lean toward a rich piano style. “[Jazz pianist] Art Tatum is someone whose left hand I’ve tried to mimic, as well as the walking bassline.” Marcus is also a fan of George Winston, especially his version of “Carol of the Bells,” and self-taught Japanese musician Daigo Hanada, who is also a former basketball player. As a self-taught musician, he’s had to find ways to measure his progress without formal instruction. For him, playing the piano feels less like a performance and more like an exchange. “I picture me and the piano having a conversation and as I’m playing the chord patterns, melodies, and rhythms—that’s my way of speaking to the piano. The sounds that come back as a result is the piano responding to me, and we just go back and forth.”

More than One Dimension: For Marcus, basketball and music aren’t competing passions—they sharpen one another. One teaches discipline, awareness, and adaptability. The other offers creativity and expression. Together, they reflect the balance he’s been building since childhood—and the kind of student-athlete he hopes to be at 911��.

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Rising senior’s internship steers her in the right direction

sbrown79 — Wed, 19 Aug 2026 14:57:33 +0000

Rising senior’s internship steers her in the right direction sbrown79 Wed, 08/19/2026 - 10:57

At first glance, it might seem unusual for a graphic design major to intern at a car dealership. But for 911�� rising senior Rayna Roades, her role as a marketing operations intern at Pohanka Automotive has revealed a strong connection between the creative skills she’s learned in the classroom and the work she’s doing in the professional world.

One of her major projects with the company has been putting together Pohanka’s annual student yearbook, an assignment she said connects directly to what she learned in her AVT 313 Publication Design course.

“In my publication design course, I learned a lot about how to set up a good book. We did a cookbook and a magazine, both of which were really instrumental in preparing me to set up the yearbook,” said Roades.

Roades (second from left) and her internship colleagues. Photo provided.

At Pohanka Automotive, Roades is gaining hands-on experience in marketing, publication design, and photography. Roades said the internship has strengthened the creative and technical skills she’s developed at 911�� and reinforced one of the biggest lessons she has learned so far: Growth often comes through trial and error.

“It's a lot of hard work, but it’s fun. Now, I'm confident in my ability to do things like set up a media program, quick color grading, and artistically capture a story through a video or one still image,” she said.

Her contributions to the company’s marketing efforts include filming and editing content, auditing websites, and contacting customers.

Roades, who has a minor in studio art, also contributed to event planning for Pohanka, coordinating the company’s Fourth of July parade entry in Leesburg, Virginia. She managed details such as costumes, decorations, vehicle assignments, and communication with parade organizers.

Roades (second from left) working alongside her internship colleagues. Photo provided.

Beyond the technical work, Roades said the internship has given her a better understanding of workplace culture. She travels between dealerships to photograph and interview fellow interns for the company yearbook.

During her breaks, she visits different parts of the company and talks with employees across brands, including Acura, Lexus, and Chevrolet, to better understand the organization and create more authentic content. Interns also meet weekly at the Pohanka Automotive Operations Center to learn from one another and share updates on their work.

Roades said 911�� faculty played an important role in preparing her for the opportunity as she was recommended for the internship by a professor and advisor, who helped her build the foundation she now uses every day.

“Rayna is an exceptional and imaginative student who consistently demonstrated professionalism, dedication, and creativity,” said School of Art adjunct faculty member Peter Kery, who taught Roades’s Publication Design course.

“She approaches every task with careful attention to craft and detail, particularly in image-making and illustration. Based on her performance in class, I believe she has the potential to become a strong leader who can think critically and take initiative,” he said.

Roades works as a media lab specialist in Mason Innovation Exchange (MIX) and hopes to expand her content creation skills by contributing to the team's social media efforts. She also works at the NOVA Fab Lab teaching people how to use fabrication technology.

“911�� and my professors have done such a great job of making sure that I can transition from college into the work industry,” Roades said.

For other students preparing for internships and careers, Roades offers simple advice: “We have a saying in sales: Selling is 90% emotion and 10% facts. Be nice to people.”

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College of Visual and Performing Arts

Bioengineering senior gives back through a Morocco clinic internship

sbrown79 — Mon, 17 Aug 2026 17:17:27 +0000

Bioengineering senior gives back through a Morocco clinic internship sbrown79 Mon, 08/17/2026 - 13:17

Although she was born in the United States, 911�� senior Meriam Belainass feels a special connection to Morocco thanks to extended family and friends who live there. She’s also had two summer internships there.

Belainass, who visits Morocco every year, recently interned at Clinique Al Madina in Casablanca.

“I’ve always wanted to be in the medical field,” said Belainass, who is majoring in bioengineering in the College of Engineering and Computing. “Interning in Morocco has been an incredibly rewarding experience. I also interned at a Moroccan clinic last summer and the fact that I'm able to continue to contribute to my community in this way is really special.”

Meriam Belainass interning at Clinique Al Madina in Casablanca, Morocco. Photo provided.

During her visit last summer, Belainass completed a biomedical engineering internship at Sheikh Zaid Hospital in Casablanca, where she gained experience with medical equipment and hospital operations.

At the clinic, Belainass observed preventive maintenance procedures and ensured devices were safe and ready for patient care by inspecting, maintaining, and troubleshooting medical equipment, including magnetic resonance imaging, computed tomography scanners, ultrasound systems, patient monitors, ventilators, infusion pumps, and electrocardiogram machines.

“This opportunity has strengthened my technical ability, broadened my perspective on health care, and reinforced my commitment to improving patient care through medical technology,” said Belainass, who plans to complete her master’s in 911��’s Bachelor’s to Accelerated Master's Program.

In addition to working with hospital equipment, she also gained experience with beauty center technologies such as Derma View, Alma IQ, high intensity focused ultrasounds, and Pico Laser systems.

Belainass, who has a concentration in imaging and devices, said the internship has given her insight into a different health care system while strengthening both her technical and professional skills.

“During this internship, I helped ensure medical equipment is safe, accurate, and reliable, supporting health care professionals in providing effective patient care,” said Belainass. “The skills I'm developing are invaluable, and I know I’ll take them with me throughout my medical career.”

Belainass’s greatest strength is her genuine passion for learning, according to her mentor and supervisor at Clinique Al Madina, biomedical engineer Fatima Zahra Fakhrouni.

Meriam Belainass interning at Clinique Al Madina in Casablanca, Morocco. Photo provided.

“Meriam adapted to the clinical environment really quickly,” said Fakhrouni. “Her commitment to understanding the equipment and taking on new challenges was particularly impressive. This kind of mindset will undoubtedly serve her well throughout her career.”

Belainass continues to build an impressive academic and professional resumé outside of this internship as well.

Before transferring to 911��, she earned two associate degrees from Northern Virginia Community College (NOVA)—one in architecture and one in engineering. She’s currently on track to complete a third associate degree in computer science from NOVA this fall.

“I was surprised by how much biomedical engineers contribute behind the scenes to keep medical equipment functioning safely and efficiently,” she said. “I learned that attention to detail, teamwork, and preventive maintenance are essential for ensuring patient safety and reliable health care technology.”

For students interested in a similar path, Belainass encourages them to seek out as many hands-on opportunities as they can.

“Take advantage of internships and study-abroad opportunities,” she said. “Hands-on experience is one of the best ways to build technical skills, gain confidence, and prepare for a career in biomedical engineering.”

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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 911��’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 911��’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 911��’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 911�� have really prepared me for that,” Khan said.

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Advance your career with an internship at 911��

A New Pathway for Mental Health Professionals

Katarina Benson — Thu, 13 Aug 2026 18:32:20 +0000

A New Pathway for Mental Health Professionals Katarina Benson Thu, 08/13/2026 - 14:32

As behavioral health shortages grow nationwide, 911�� is training students to bring evidence-based, culturally responsive care to the communities that need it most.

When Gracie Pak, MSW ’26, sat down with clients at the Inova Cares for Women and Children clinics, she quickly learned that healing begins with trust.

Some of her conversations with young patients required translators. Others required patience, cultural sensitivity, and the ability to listen carefully for what was left unsaid.

911�� alumna Gracie Pak said the fellowship fundamentally expanded her understanding of adolescent mental health. Photo by Evan Cantwell/Office of University Branding

“Therapy is an extremely vulnerable experience, and there’s a lot of open communication involved,” Pak says. “It’s very difficult for a lot of people to be honest, especially if they come from a cultural background where therapy is stigmatized.”

For Pak, who completed her master of social work degree at 911�� in May, those moments became some of the most meaningful parts of her fellowship experience. Pak was part of a training program designed to address one of the country’s most urgent public health needs: the shortage of behavioral health professionals serving children, adolescents, and young adults.

911��’s Interprofessional Behavioral Health Training Program for Youth Serving Professionals, funded through a four-year grant from the Health Resources and Services Administration, prepares graduate students to work in communities where mental health services are often hardest to access. Through clinical placements, interdisciplinary training, and community partnerships, the program is building a pathway for professionals who are equipped to meet the growing demand for youth behavioral health care.

That demand is staggering. Nationwide, there is roughly one mental health provider for every 340 people in need, according to Mental Health America. In Virginia, the ratio is even higher.

“This grant opportunity was a perfect fit,” says Christy Esposito-Smythers, director of 911��’s Center for Evidence-Based Behavioral Health (CEBBH) and the program’s principal investigator. “Our center is dedicated to increasing access to evidence-based behavioral health care in community settings through research as well as behavioral health workforce training and consultation for emerging and licensed behavioral health professionals.”

In addition to CEBBH, the program brings together multiple 911�� academic units and centers, including the Center for Community Mental Health in the College of Humanities and Social Sciences and the Center for Health Workforce in the College of Public Health, led by Robyn Mehlenbeck and Caroline Sutter, MSN ’01, DNP ’12, respectively, who are also co-investigators.

To further improve outcomes, this program also draws on the expertise of community leaders working to strengthen the interdisciplinary behavioral health workforce and improve access to care through such organizations as the Virginia Mental Health Access Program, the Virginia Health Workforce Development Authority, Claude Moore Opportunities, and the Inova Kellar Center.

The program’s design reflects a broader shift happening across health care, one that emphasizes integrated, collaborative models of treatment. Students in 911��’s clinical psychology, nursing, and social work degree programs train together, mirroring the team-based environments they will enter after graduation.

Each year, 10 fellows like Pak complete supervised practicum experiences within partnering primary care clinics, including Inova Cares for Women and Children, the university’s Mason and Partners (MAP) Clinics, Capital Area Pediatrics, Fairfax Pediatric Associates, and the Pediatric Group, among others.

Photo by Evan Cantwell/Office of University Branding

“[When choosing fellows] we look closely at who the applicants want to serve,” says Debora Goldberg, associate professor in the Department of Health Administration and Policy and co-principal investigator. “Their goals and prior experiences help us place them in primary care settings where they can grow and make the greatest impact.”

In addition to advanced training, fellows receive a stipend, which may come with tuition support, to help remove financial barriers to participation. They may also earn micro- and macro-badges recognizing demonstrated competencies as they transition into the workforce.

For many students, the experience is transformational both personally and professionally.

Learning to Meet Patients Where They Are

Pak arrived at the training program with years of experience working with children. She volunteered in classrooms, worked as a substitute teacher, and even gave horseback riding lessons—an experience that sparked her interest in equine-assisted psychotherapy.

Still, she says the fellowship fundamentally expanded her understanding of adolescent mental health. “This experience brought a whole new perspective for me on a much broader level and the challenges that [teens] go through,” Pak says. “A lot of their situations force them to live in survival mode and grow up faster than they should have to.”

Just as valuable as the clinical training was the interprofessional collaboration. “Being in the fellowship with diverse medical personnel was really beneficial for learning how to communicate with one another,” Pak says. “Social work is very unique, so figuring out how to work alongside other medical personnel was essential.”

That collaborative spirit is central to the program’s design. Fellows don’t simply study behavioral health in isolation; they learn how psychologists, nurses, social workers, and physicians work together to support patients and families navigating complex emotional and medical challenges.

Pak is carrying those lessons into her new role as a child and adolescent behavioral health therapist with Healthy Minds Therapy. “I am taking everything I’ve learned throughout the fellowship and the practicum and applying it to my real-life job as a professional therapist,” she says.

From Cameroon to Community Care

For doctoral student Luther Achu Njweipi, MSN ’21, serving as a fellow in the training program strengthened a career already rooted in service.

Njweipi immigrated to the United States from Cameroon after attending schools in underserved communities, an experience that shaped both his worldview and his approach to health care. Today, as a nurse practitioner, he works as a clinical manager at Caregivers Home Health Services in Northern Virginia, supporting patients and families through hospice and palliative care.

In addition to earning his doctorate, Luther Achu Njweipi hopes to become a psychiatric mental health nurse practitioner. Photo by Evan Cantwell/Office of University Branding

“I saw a need in my line of work that required some behavioral counseling with families that are going through a difficult time with a loved one in serious condition,” says Njweipi, who is working on a doctor of nursing practice degree at 911��.

In hospice care, conversations often center on grief, uncertainty, and loss. The training program helped him develop new tools to guide families through those moments with empathy and clarity. “It is difficult talking to the family about the dying process and about their expectations going forward,” he says. “No matter how many times I’ve gone through this, it impacts me every time.”

Njweipi’s fellowship placement was at the MAP Clinic in Falls Church, which serves uninsured and economically vulnerable patients across Northern Virginia. There, he witnessed how integrated care models can help close gaps for patients who might otherwise go without services. “I saw close to 10 to 15 people a day in this free clinic that accommodates individuals and families who don’t have any health insurance but are in dire need of health services,” he says.

The training in motivational interviewing and behavioral health assessment broadened the way he thinks about patient care. “Everybody needs mental health counseling at some point because we all go through crises,” Njweipi says. “I really appreciate that our training focused on services across the board—for different ages, cultures, and illnesses.”

Now, in addition to earning his doctorate, he hopes to become a psychiatric mental health nurse practitioner.

Paying It Forward

The training program aligned perfectly with doctoral student and fellow Irene Regalario’s academic and clinical interests. “My focus is at the intersection of mental health and physical health—caregiver health, chronic illness, or chronic health conditions—so this integrated, interdisciplinary component was such a perfect opportunity for me,” says Regalario, BSN ’18, MA Clinical Psychology ’21.

Working at the MAP Clinic in Manassas Park, Regalario strengthened her patient consultation skills while learning how culturally responsive, evidence-based care can improve outcomes and build trust. “Those [skills] really helped me to build patient rapport, which makes up a good portion of the treatment,” she says. “I loved being able to reassure [my patients] that we’re here to help and protect them and gain that trust and respect in return.”

As a PhD student in clinical psychology, Regalario says one of the program’s most important lessons has been the value of mentorship and shared learning. Faculty supervisors helped her sharpen her clinical instincts, while at the same time she had the opportunity to mentor undergraduate nursing and social work students at the MAP Clinic.

“We’re still training and learning, so it helps me figure out if I have any blind spots,” says Regalario. “To be a supervisor and mentor to some of the undergraduates and to be able to give them perspective in behavioral health training has been such an amazing experience.”

That cycle of mentorship—students learning from clinicians while preparing to guide the next generation themselves—is exactly what the training program hopes to create.

“A main thing that I’ve learned in this program is how to problem-solve with my peers,” says Regalario, who began a residency at Augusta University in Georgia this fall. “We’re asking what we can learn from each other so that we leave here as better medical professionals to make the greatest impact possible in our fields.”

At a time when behavioral health systems nationwide are stretched thin, programs like this one for youth-serving professionals are doing more than training future clinicians. They are helping shape a workforce prepared to deliver compassionate, culturally responsive evidence-based care in the communities that need it most.

“This is really a beautiful academic community partnership that we're developing here,” says Esposito-Smythers. “Consistent with 911��’s core value of ‘thriving together,’ through collaborative efforts we are increasing access to behavioral health services in primary care settings, which in turn, may improve outcomes for youth and families within entire communities.”

Learn more about CEBBH

911��’s Center for Molecular Engineering receives $1 million in federal funding for a high-resolution mass spectrometer

sbrown79 — Mon, 29 Jun 2026 16:28:37 +0000

911��’s Center for Molecular Engineering receives $1 million in federal funding for a high-resolution mass spectrometer sbrown79 Mon, 06/29/2026 - 12:28

A new high-resolution mass spectrometer is coming to 911��’s Center for Molecular Engineering (CME) this fall, thanks to $1 million Community Project Funding.

Mikell Paige. Photo by Evan Cantwell/Office of University Branding

The federal funding was by sponsored by Congressman Suhas Subramanyam (10th District) and emphasizes 911��’s place as one of only six Virginia universities with Carnegie Classification of Institutions of Higher Education’s R1 designation. 

The spectrometer, which will be housed at 911��’s Science and Technology Campus, will be instrumental in expanding regional research capacity and workforce training. Curricula utilizing the spectrometer is currently in development.

“I want to thank Congressman Subramanyam and his staff for securing this federal funding. With the mass spectrometer, we can train students in data acquisition and analysis tools,” said Mikell Paige, director of CME and chair of 911��’s Department of Chemistry and Biochemistry in the College of Science. “Our center has also been working with local biotechs, government agencies, and other universities. Researchers in these partner facilities rely on us for data analysis, and 911�� students will be able to go into these local industries that require these skillsets after they graduate.”

Through the center, Paige has built a robust group of collaborators including institutions, such as Walter Reed National Military Medical Center, National Institutes of Health (NIH), Capital Biosciences, and Amerimmune, and universities, such as Virginia Tech, University of Virginia, Old Dominion University, Georgetown, and the Max Planck Institute in Munich, Germany.

911��'s Center for Molecular Engineering team. Photo by Evan Cantwell/Office of University Branding

Paige has a background in synthetic chemistry and works in drug discovery, meaning he can synthesize novel, small molecules and design drug molecules as potential medicine. His work has centered on antibacterial and antiviral efforts, and areas such as chronic obstructive pulmonary disease and pulmonary fibrosis—areas where small molecules are necessary for the research process. 

When Paige came to 911��, he wanted to build a program where he could conduct and expand this research alongside his students. Their work on mass spectrometry prompted their need for the high-resolution component for small molecules. 

“We will also have a continuing education component where local industries could send their companies to come train with our faculty and students to learn how to do the data analysis on their own, as well as provide the core services where they can do a fee-for-service running of samples,” said Paige.

“This opportunity makes our center an amazing place for us all to meet other academics and collaborate.”

“There is tremendous research and discovery happening right here in our region,” said Subramanyam. “I can’t wait to see what the mass spectrometer will allow Professor Paige and 911�� students to accomplish as they work toward improving our understanding of medicine.”

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