innovative classes

911�� College of Public Health students learn AI implementation and management in graduate-level health administration course

Taylor Thomas — Mon, 30 Mar 2026 15:55:03 +0000

911�� College of Public Health students learn AI implementation and management in graduate-level health administration course Taylor Thomas Mon, 03/30/2026 - 11:55

Key Takeaways:

The health care field is rapidly evolving to include AI as standard across organizations and in care delivery.
HAP 621, a graduate level course taught by Associate Professor Renee Geschke in the fall 2025 semester, included a project where students engaged with real-life AI scenarios and implemented problem-solving as a health care leader, improving their AI literacy and analysis skills.
Jadon Thomas, an oncology nurse and 911�� health informatics student, reflects that the project prepared future health care leaders to be proficient with AI in clinical settings.

Photo via Unsplash.

Future health care leaders must be equipped to make data-informed, ethical, and emotionally intelligent decisions in environments increasingly influenced by artificial intelligence (AI). A graduate-level health administration and policy course (HAP 621) taught by Associate Professor Renee Geschke in the fall 2025 semester taught students how to become those leaders.

Geschke assigned a new project where students evaluated decisions, engaged with AI tools, and proposed responsible strategies for implementation in health care settings. Students were challenged to analyze a realistic leadership scenario when AI is being implemented within a health care organization.

For the project, students chose or proposed an AI-related leadership scenario relevant to their professional interests. They then experimented with at least two AI tools (e.g., ChatGPT, Copilot, Gemini, Tableau, Power BI) to analyze how AI impacts leadership communication, emotional intelligence, team engagement, key ethical and organizational considerations (e.g., bias, transparency, accountability, workforce trust), and how leaders can ensure ethical governance. Finally, students suggested actionable leadership strategies for responsible AI implementation in health care.

For example, an AI system flags a patient at high risk for readmission to the hospital. Staff are concerned about data accuracy and potential bias of the AI system. Students, as the hypothetical organizational leader, needed to address these concerns while balancing innovation and ethical oversight.

By the time the project was complete, students were better prepared to enter a rapidly evolving health care field.

“This assignment helped us think beyond everyday use and consider how AI is being integrated into clinical environments” said Jadon Thomas, a health informatics student with a concentration in management, who was enrolled in HAP 621. "Learning how these tools work and understanding how to use them effectively prepares health care workers like myself for a future in health informatics, where connecting clinical needs with technological capabilities will be needed."

Why learn AI now?

As Thomas, an oncology nurse for the DC VA Medical Center, pointed out, AI is moving from a transformative concept to a practical tool integrated into clinical systems.

“Just as the health care field transitioned from paper documentation to electronic medical records, we are now entering a new phase where AI will be integrated into these electronic medical records to improve clinical workflow and reduce burnout,” said Thomas.

Geschke was inspired to create this project after observing her students’ needs and industry demands. First, she noticed students were already encountering AI tools in informal and unstructured ways, but lacked the skills to use AI to its full potential. In addition, Geschke recognized that ignoring AI would place students at a disadvantage when entering the workforce. Rather than prohibiting AI use, Geschke designed a structured, transparent learning experience that explicitly teaches how and when AI can be used responsibly.

“Health care leaders will routinely interact with AI-enabled systems across operations, quality improvement, workforce management, and patient engagement. Developing AI literacy helps students recognize limitations, bias, and ethical concerns, ask better questions, and lead thoughtful organizational conversations about technology adoption,” said Geschke. Her expertise focuses on health systems management, health policy, and curriculum development, with an emphasis on student-centered and experiential learning.

Thomas echoed the sentiment, saying, “Health care organizations are actively developing and adopting AI-driven tools, so gaining this knowledge now is essential for understanding how these technologies will shape our workflows, responsibilities, and expectations in the future.”

Topics

Healthcare Administration

Healthcare Technology

Healthcare Education

Department of Health Administration and Policy

Artificial Intelligence

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Students

Inside 911��’s first VR art classroom, students build new worlds

Shayla Brown — Wed, 18 Mar 2026 17:38:20 +0000

Inside 911��’s first VR art classroom, students build new worlds Shayla Brown Wed, 03/18/2026 - 13:38

When students step into AVT 496 Intro to VR for the Artist, they're not just walking into another studio course—they're entering entirely new worlds of their own making. 911��'s School of Art launched the course this spring, marking its first-ever deep dive into virtual reality (VR) as an artistic medium.

AVT 496 student presents their virtual reality world. Photo by Ron Aira/Office of University Branding.

Taught by John von Bergen, assistant professor of sculpture and expanded fields, the class meets inside the Mason Innovation Exchange (MIX) and previously held workshops in the visualization and virtual reality lab in Research Hall. For many students, it's their first time creating art in a fully immersive digital space.

Von Bergen designed the course to give artists hands-on experience with emerging tools shaping the future of digital art. His students primarily use Open Brush, a VR painting program that lets them draw, sculpt, and animate in 3D space using a wide range of virtual brushes.

"I imagine that there will be way more job opportunities for students who have the diverse skillset that relates to new media and potentially digital art fabrication," von Bergen said. "Exploring these tools in class helps students see what's possible."

There are 16 students in the course, which builds on the work students completed in his fall Aesthetics class, AVT 307. Five students from AVT 307 volunteered to create a pilot VR project titled "The Real Reality," now displayed in video form on the Digital Wall at Fuse at Mason Square.

Digital Wall at Fuse at Mason Square. Photo by Shayla Brown/Office of University Branding.

The project showcases the students' first experiments with Open Brush—floating landscapes, glowing brushstrokes, and imaginative environments that stretch beyond the limits of traditional studio materials.

For sophomore art and visual technology major Ash Porrata, the course has been transformative. "This course experience has not only made me a better artist, but a better team member," she said. "It was really a group effort making something of this scale. We had to communicate constantly and work with Fuse faculty to keep everything on track."

Porrata, who hopes to become an animation director, said the VR tools opened up new creative possibilities. "Having access to the virtual world and virtual art is really inspiring. Getting to explore another side of visual art will be so helpful in the job market."

Junior transfer student Mason Caporuscio came into the course with no VR experience at all. By the end of the semester, he had built an entire virtual kitchen scene—complete with a fruit basket, a loaf of bread, a bar stool, and a wine glass.

"We each built our own world on the headsets, and the video just rotates through them, kind of like musical chairs," he said. "There was so much variety."

Mason Caporuscio presents his virtual reality world. Photo by Ron Aira/Office of University Branding.

Other students created fantasy forests, amusement park inspired spaces, and surreal environments that could only exist in VR.

Behind the scenes, the course has been supported by several 911�� partners. The Department of Computer Science provided much of the equipment, with faculty member Craig Yu offering guidance. MIX makerspace manager Max Kazemzadeh helped the class set up its own VR lab inside the MIX. Additional funding came from the School of Art, the Research and Teaching Support Fund, and the Office of Student Creative Activities and Research. The course will be offered again in Spring 2027.

"There are a lot of technical aspects that aren't typical for a sculpture class," von Bergen said. "Building good relationships with other colleges has been instrumental."

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In This Story

Lap-Fai (Craig) Yu

Learn about 911��'s Grand Challenge Initiative

911�� collaborating with National Park Service to examine Revolutionary War from tribal nations' perspective

Katarina Benson — Thu, 12 Mar 2026 21:18:12 +0000

911�� collaborating with National Park Service to examine Revolutionary War from tribal nations' perspective Katarina Benson Thu, 03/12/2026 - 17:18

As the United States celebrates its 250th anniversary this year, 911�� is collaborating with the National Park Service (NPS) to make sure the contributions of all Americans are being recognized.

Gabrielle Tayac, an associate professor in the Department of History and Art History in the College of Humanities of Social Sciences, has received a grant from NPS to lead Phase Two of Tribal Nations and the Revolutionary War, a community-driven research project that will examine the Revolutionary War and its aftermath from the perspectives of tribal nations.

Tayac serves as the principal investigator and will assist the NPS in facilitating educational and interpretive strategies that will be implemented in sites around the Mid-Atlantic region and throughout the Northeast.

Gabrielle Tayac has received a grant NPS to lead Phase Two of Tribal Nations and the Revolutionary War. Photo provided

“My hope is that it will help everyone get a sense of deep connection and relationship to the lands we live on now, to the people who are still here and maybe who are not here and wonder what happened to them,” Tayac said. “To be better caretakers of our communities and places.”

The NPS grant runs through 2027 and coincides with America’s semiquincentennial celebration. Tayac is working with fellow Department of History and Art History professors C. Joseph Genatin-Pilawa and George Oberle, BA History ’96, MA ’98, PhD ’16, who also serves as a history librarian and the director of the Center for Mason Legacies (CML). Digital Humanities Librarian Alyssa Fahringer, who collaborates with Oberle in the CML, will also contribute to the project.

Tayac, who served as the inaugural curator historian at the Smithsonian National Museum of the American Indian in Washington, D.C., and New York, will set up workshops in the Northeast region from the Chesapeake Bay up to Maine. These seminars will provide insight from historians, NPS park rangers, and Indigenous community scholars. Tayac and her 911�� colleagues will then produce digital work for historic sites and visitor centers.

Tayac, who collaborated on the 400th anniversary of Jamestown in 2007, hopes the project and the 250th celebration will serve as a focal point to “deepen those histories so that people can see them for a long time.”

“It is really critical it is done in a way that Native communities want their stories to be told,” said Tayac, who is an enrolled citizen of the Piscataway Indian Nation. “We also know that it has to be done in a way where the American public can really understand it, relate to it, and find the information relevant and intriguing to open up those conversations.”

911�� alum and NPS regional cultural anthropologist Noel Lopez, PhD Cultural Studies ’18, serves as a tribal liaison officer for the National Capital Region. He said previous interactions with 911��, such as collaborations on ecological study units with tribal communities in the Chesapeake Bay watershed, have made the transition into the project easier.

“A lot of the work all of us do, whether it is anthropology or tribal liaison, a lot of it is around connections with people and connections with networks,” Lopez said. “All of this work we’re doing on both sides is relationship building. It is building trust with people.”

911�� students will also play a role. Tayac will offer training and hands-on opportunities, including through an undergraduate course, History 397 Public History in Action, which she will teach in spring 2027. Students will pull from the tribal communities’ stories and transform those into projects for museums, historic sites, a cultural center, or a website.

“I’m really excited about the opportunity for this project to not only workshop in the relationships with Native tribal community representatives but also to bring it back into Mason,” Tayac said. “In real-time, my students can also have a hand in it. I think that’s really important, and it tends to make them really excited about history work, too.”

Topics

Research

College of Humanities and Social Sciences

partnerships

innovative classes

Alumni

Center for Mason Legacies

911�� is launching a Space Forward Frontiers Seminar with Northrop Grumman

Domonique Hopkins — Mon, 26 Jan 2026 15:45:36 +0000

911�� is launching a Space Forward Frontiers Seminar with Northrop Grumman Domonique Hopkins Mon, 01/26/2026 - 10:45

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Explore Mechanical Engineering

911��’s College of Science is launching the Space Forward Frontiers Seminar Series in spring 2026, in partnership with Northrop Grumman and 911��’s College of Engineering and Computing.

The one-credit, in-person seminar (PHYS 391/590, cross-listed as ME 500) is open to undergraduate and graduate students of all majors interested in the space industry.

Limited to 50 students, the Thursday afternoon seminar features weekly lectures from 911�� faculty and industry professionals, offering practical and academic perspectives on today’s space sector. Topics include the space industry’s foundations, enabling technologies, policy considerations, and future directions, with the inaugural offering focusing on crowding and events in the space environment.

With no prerequisites or textbooks, the course is highly accessible and connects students to such emerging opportunities as NASA’s Landolt Mission, led by 911�� faculty. The seminar also supports the university’s Grand Challenge Initiative (GCI), advancing both 21st-century education and pioneering space exploration through industry collaboration.

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Aerospace

Space

College of Science

College of Engineering and Computing

mechanical engineering

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Students

911�� student project presents sticky situation for hackers

tdonnel — Wed, 17 Dec 2025 20:56:10 +0000

911�� student project presents sticky situation for hackers tdonnel Wed, 12/17/2025 - 15:56

When a cloud computing class at 911�� called for a team project, master’s student Kevin Landry saw an opportunity to share what he knew and give classmates a taste of real-world cyber defense.

A seasoned cybersecurity enthusiast, Landry introduced his team to the concept of a honeypot—a decoy system designed to lure and monitor cyber attackers. As he put it, honeypots allow you to “reach out and touch actual attackers,” bringing textbook concepts to life in a way few classroom exercises can match.

“You’ll never look at the internet the same way again after running a honeypot,” Landry said. “It’s eye-opening to see how many bots are out there scanning for vulnerabilities.”

For his teammates—many of whom had never built home labs—the project offered hands-on experience that mimicked an enterprise environment and bridged the gap between theory and practice. Honeypots aren’t just academic tools; companies maintain them to study hacker activity, identify patterns, and share intelligence that helps reveal common vulnerabilities.

Kevin Landry. Photo provided.

“It’s a low-investment, high-yield product that’s passive,” Landry explained. “You do all the coding and setup, then just let it run and watch attackers come in.”

The team deployed Cowrie, an open-source honeypot that simulates a Linux shell. But Landry didn’t settle for the default configuration.

“I changed every standard setting possible,” he said. “Fake encryption keys, fake password files, fake directories—everything to make it look like a lazy or incompetent sysadmin left the doors open.”

Those tweaks made the trap convincing enough to attract hundreds of attackers, from automated bots to human hackers.

Once customized, the honeypot started buzzing—logging intrusion attempts almost immediately. To make the experience even more interactive, the team integrated real-time alerts through Discord, receiving up to 500 notifications a day whenever an attacker engaged with the system.

At one point, the attack volume was high enough that Discord temporarily rate-limited the alerts, thinking they were automated traffic. Landry resolved the issue by rotating through multiple webhooks and fine-tuning the alert frequency to keep everything running smoothly.

Over the course of 48 days, the honeypot captured an extensive dataset. Landry even created an interactive visualization of the activity for the team’s class presentation, showing where attacks originated and how they unfolded over time.

To make the project even more aligned with industry practices, Landry’s team uploaded the attackers’ IP addresses to Gray Noise Intelligence, a company that allowed him to use its enterprise-grade platform for the project. The software analyzes IP addresses and assigns confidence levels indicating how likely each one is malicious, giving students a window into professional threat intelligence workflows.

“It makes me feel good that I’m wasting hackers’ time or bots’ time,” Landry said.

For Landry—who served ten years in the U.S. Coast Guard and earned a bachelor’s degree in computer science from the University of Mary Washington before pursuing his master’s in applied information technology at 911��—the honeypot was both an academic milestone and a career-building moment. He believes projects like this are essential for breaking into cybersecurity.

“Cybersecurity jobs—even entry-level—want three years of experience, but you can’t get experience without getting a job,” he noted. “Home labs and projects like this help build a portfolio and show employers you can do the work.”

As cyber threats grow more sophisticated, 911��’s applied approach to technology education ensures students are ready to meet them head-on. For Landry, the honeypot was not only a class assignment but also a chance to turn passion into practice—and to share that experience with others.

An image from the interactive visualization of the project. Full visualization available here: https://gemini.google.com/share/24b205428724.

Topics

applied information technology graduate programs

Cybersecurity

innovative classes

Students

911�� dance students perform alongside Limón Dance Company

Shayla Brown — Wed, 03 Dec 2025 17:27:00 +0000

911�� dance students perform alongside Limón Dance Company Shayla Brown Wed, 12/03/2025 - 12:27

This fall, 911��’s dance studios buzzed with excitement as School of Dance students prepared for and performed José Limón’s 1958 original composition Missa Brevis, alongside professional dancers from the Center for the Arts artists in residence Limón Dance Company.

“We’re thrilled to welcome one of the most prestigious modern dance companies to 911��,” said Victor Adebusola, assistant director of programming and engagement in the College of Visual and Performing Arts. “Their residency gives our School of Dance students the opportunity to learn from and collaborate with incredible professional artists.”

More than 80 911�� students participated in an intense audition process, led by Limón company members Kurt Douglas and Logan Francis Krueger, and 13 were selected to perform the piece.

Junior dance major Avery Nank said that these auditions can get pretty intense. Nank had previous experience with the dance company, participating in two Limón summer intensive sessions in Colorado and New York City, but auditioning still made her nervous.

“I had previously learned some of the choreography, but I was still really nervous because I wanted it so badly,” she said.

After winning a spot in Missa Brevis, the students then worked with Douglas and Krueger to learn the choreography and prepare for the company’s November Concert Hall performance.

Guest artist residencies are intense learning opportunities and a chance for 911�� dance students to make connections that are invaluable to their careers. After the guest artists choose their cast, a challenging 10-day rehearsal period begins that parallels a professional work schedule. These long days result in a finished work that is performed before a Center for the Arts audience.

School of Dance students rehearsing with Limón Dance Company members. Photo by Evan Cantwell/Office of University Branding.

Limón Dance Company was founded in 1946 by José Limón and Doris Humphrey. The piece Missa Brevis takes place during World War II and was inspired by Limón’s tour of Europe, organized by the U.S. Department of State. The choreography is meant to reflect resilience and hope amidst devastation.

“When [Limón] went to Poland, he saw how ruined it was, but also how uplifting the people were,” said sophomore dance major Robert Harris. “He wanted to carry that and show the world that even though something can be torn down, the fight against adversity is higher and that you can achieve what you want to with your community.”

The guest artist program lets 911�� dancers learn to perform the piece and gain insights into the lives of professional dancers.

“It was cool to hear about the dancers’ experiences that led them to Limón,” said Harris. “They were very open with us, answering all of our questions and being very patient with us. It was a very eye-opening experience because it showed me that there really is a possibility of me being able to do this in the future.”

“As a young student, it's not often that you get to work with a professional company as a learning opportunity. I’m very thankful knowing that I was able to be a part of this. It was once in a lifetime,” said Harris.

Nank said her biggest takeaway was the possibility of growth when working as a team.

“We can all grow immensely if we're doing it at the same time and we’re doing it together. It just takes patience, discipline, and taking the time to care about the people around you,” she said.

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College of Visual and Performing Arts School of Dance

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Students

Students in Honors College class examine food insecurity on college campuses

Shayla Brown — Wed, 19 Nov 2025 18:19:21 +0000

Students in Honors College class examine food insecurity on college campuses  Shayla Brown Wed, 11/19/2025 - 13:19

At college campuses across the nation, as many as 30-40% of students grapple with food insecurity, unable to consistently access nutritious and culturally relevant meals due to financial constraints.  

At 911��, students in Tawnya Azar’s Honors College 260 Society and Community Engagement course are focused creating awareness campaigns around hunger and food scarcity. The course aims to empower students through writing and collaborative efforts, fostering a critical examination of the challenges surrounding food access and inspiring tangible solutions. Other community engagement course sections engage students on topics such as civic engagement, philanthropy, and using dialogue for understanding and connection.

Azar partnered with 911��’s Patriot Pantry and Greenhouse and Gardens Program where students completed 15 hours of volunteer work as part of the class. 

The course explores different models of community engagement including the approach of mutual aid, a community-based system where both parties involved benefit, which Azar says is “arguably the direction the field is heading in. Mutual aid is the more effective model for serving a community's needs.” 

Mehmood Shajih volunteering at 911��'s Honeybee Pollinator Garden on the Fairfax Campus. Photo by Shayla Brown.

“911��’s students continue to be more and more diverse, coming from different backgrounds, and as the economic pressures that they face increase, food insecurity is also going to increasingly become an issue in this country, especially among college students,” said Azar, term associate professor in the Department of English. 

 “We also have to have challenging conversations about what the limitations to everyone having access to free nutritious meals or to reliable, nutritious meals all the time can look like,” said Azar. 

“Although there can be a lot of negative stigma and stereotypes associated with the issue, many of my students very generously shared experiences they or family members have had with access to reliable, nutritious food sources,” she said. 

Another one of their community partners is Community of Faith Food Pantry in Herndon, which recently received a commendation from the state of Virginia via the state legislature for the work they’ve done to address food insecurity. 

Azar, who previously worked for Community of Faith, said the organization offers fresh produce, meat, eggs, and dairy products and serves about 300 families every week. They rely exclusively on volunteer support and charitable donations, she said.   

The students developed an awareness campaign to inform members of the 911�� community about food insecurity as well as increase awareness and access to existing food resources for food insecure community members. 

Junior Mehmood Shajih called the class “the most important Honors course I’ve taken because it’s talking about an issue that is so prevalent in colleges.  

“It taught me that about 40% of college students face food insecurity throughout their four years, which I was very surprised to learn,” said the psychology major who worked with the Greenhouse and Gardens Program. 

“It also allowed me to explore different ways to help out, but then this class goes a step further because we also approach it through community writing and group campaign tables that we did across the 911�� campus, where we passed on the information we were obtaining in class,” he said. 

The students' interactive games in the format of the Jeopardy! game show. Photo provided.

The student groups were able to get creative in their outreach efforts, making interactive games in the format of the Jeopardy! game show in the Johnson Center, which included questions about food insecurity. 

Through this course, senior biology major Rori Martinez-Breitenstein started volunteering at a Fairfax food bank, Food for Others, completing tasks such as picking up donations from grocery stores and local vendors and packing lunches for K-12 students experiencing food insecurity in Fairfax County. 

“I find working with Food for Others very rewarding, and I've also had the opportunity to make a lot of connections with different people who are also there because they want to support the community,” said Martinez-Breitenstein, who is also volunteering at 911��’s Potomac Heights Organic Vegetable Garden tending to the vegetables. 

Martinez-Breitenstein is also a residential advisor on the Fairfax Campus and is collaborating with Patriot Pantry on a food and resource drive, collecting non-perishable food items as well as personal hygiene products for students in the residence halls who might not have access to these products otherwise, she said. 

“I'm passionate about public health. My main goal will always be working toward making sure everyone has equitable access to the necessary resources for their highest level of health and quality of life,” said Martinez-Breitenstein, a public health minor.  

Shajih and Martinez-Breitenstein say they plan to continue working with these organizations even after completing the course and hope to get their family and friends involved in community service as well. 

“I’m honored to be involved in something that's bigger than myself,” said Martinez-Breitenstein.  

Topics

Honors College

food insecurity

Greenhouse and Gardens Program

Community Engagement

innovative classes

Students

Costello students put skills to work for Fairfax charities

Jennifer Anzaldi — Wed, 12 Nov 2025 21:36:37 +0000

Costello students put skills to work for Fairfax charities Jennifer Anzaldi Wed, 11/12/2025 - 16:36

Not often can you take a course where you receive top-level instruction for how to prepare for a career, while also having the opportunity to give back to the world around you; but that is exactly what students in 911��'s BUS 303 class experienced this past spring semester when they planned and hosted multiple “Humanitarian Happy Hours.”

Gretchen Hendricks, senior instructor of business foundations in the Costello College of Business, brought this new spin to her course titled Developing Professional Skills—Advanced Elements, providing students with the opportunity to develop their professional skillset through a humanitarian lens. Students put into practice the soft skills emphasized in the course, including teamwork, persuasive writing, effective communication, problem-solving, networking, and leadership, all while flexing their civic responsibility by contributing to the well-being of the community.

Professor Gretchen Hendricks with students at Lucky Dog Animal Rescue

“The Humanitarian Happy Hour events were designed to bring together individuals with similar interests and ideals in a social forum to learn about and potentially get involved with charitable organizations championing great causes,” says Hendricks. “The desired outcomes were apparent—to increase awareness, volunteerism, and donations that result in meaningful change for those in need.”

Students worked in teams to identify and research multiple Fairfax-based charities they were passionate about supporting. Once identified, each team collaboratively wrote a proposal to a senior leader within the organization to persuade them to partner. The proposal included how their team core values and goals aligned with the charitable organization's mission and needs, as well as the benefits (raising awareness, volunteerism, and donations) of holding the event.

Once all four charities—Dulles South Soup Kitchen, Lucky Dog Animal Rescue, Food for Others, and Britepaths—said YES, the event planning and management part of the project began to ensure they executed them successfully. Each team worked directly with a charity point of contact to handle tasks including venue selection and logistics, outreach to corporate sponsors, and identifying attendees to include current students, faculty, staff, and alumni from 911�� as well as key community members.

“The Humanitarian Happy Hour events were designed to bring together individuals with similar interests and ideals in a social forum to learn about and potentially get involved with charitable organizations championing great causes."
—Gretchen Hendricks, senior instructor of business foundations

“I was inspired by the Humanitarian Happy Hours,” said Christine Landoll, BS Accounting ’89, MS Taxation ’92, director of business engagement at Costello. “This idea is so aligned with who Gretchen Hendricks and Costello are: bold, community driven, and rooted in purpose. Each event, sponsored by local partners and spotlighting a nonprofit, empowered students to step outside their comfort zones, grow professionally, and lead with kindness. At 911��, we’re All Together Different—and Gretchen’s class showed how by immediately stepping up to give back and help others move forward.”

This section of BUS 303 is just one of the many experiential learning opportunities at Costello that prepare students for successful careers. Programs like the Patriot Pitch Competition, Career Takeover Days with our corporate partners, the Montano Student Investment Fund, Costello Fellows on Wall Street, Students Run the Show with Mason Athletics, Impact Fellows, the Honey Bee Initiative, and others—have given students a distinct advantage over other candidates in a very competitive job market.

“Participating in the Humanitarian Happy Hour event was one of the most rewarding experiences I have been through during my time in the Costello College of Business,” says Grant Goodson, a senior business management student who served as a team leader. “From hurdling unexpected obstacles to coordinating timelines and tasks, these skills haven’t just been tested but have grown. Seeing the team’s hard work come together in an impactful way and witnessing the difference we made for Food for Others doing life changing work in our community was immensely fulfilling. I also learned how effective leadership and collaboration can turn a couple of ideas into something with real, tangible impact in the community.”

Students fundraising at Britepaths Humanitarian Happy Hour

In the continued spirit of keeping it local, four Fairfax restaurants—Honor Brewing Kitchen, Velocity Wings, Oh George!, and Banditos Tacos and Tequila—were targeted as locations for each happy hour. And in the spirit of charitable giving, they all hosted the events at no cost.

While the events raised an incredible $3,910 in donations for the four charities, the real win was the power of connection. Each event hosted a mixture of current students, staff, faculty, and alumni, as well as representatives from the charities and other members of the community, including many student family members.

“The thing I enjoyed the most was the people,” says Honors College student Adam Miller, a rising sophomore with a concentration in business management. “I met so many wonderful students, faculty, and people outside of 911�� that were not only good connections to have, but also kind and genuine people to talk to and get to know.”

“One of the best parts about being a professor is spending time with students, says Steve Pilloff, instructional professor of finance at Costello. “And the happy hour events allowed me to do that in an environment that was fun, involved a good cause, and where the students could demonstrate the wonderful work they did to successfully pull off the events.”

“Food for Others appreciated having the opportunity to work with Costello College of Business students on their Humanitarian Happy Hour,” says Hannah Brockway, development manager for Food for Others. “The care and intention the students put into researching Food for Others, our impact, and how to best contribute was apparent throughout the semester. Students were able to connect, both with their 911�� neighbors and the greater community, while contributing to a food secure future in Fairfax, Virginia.”

Corporate sponsors also supported each Humanitarian Happy Hour including Angel Tips, Good Neighbor Exterior Services, TFA Soft Skills, Thompson Greenspon, and VLP Financial Advisors.

Dan Lash, BS Economics ’97, partner and advisor with VLP Financial Advisors, says serving as a corporate sponsor “allowed VLP to continue our support of the University with a broader focus on assisting the community.”

“Participating in the Humanitarian Happy Hour event was one of the most rewarding experiences I have been through during my time in the Costello College of Business."
—Grant Goodson, a senior business management student

Hendricks considers a project such as this an extension of her involvement with Mason Chooses Kindness, also supported by the Costello College of Business at large.

“What I enjoyed most was seeing the ways the 911�� community upholds the pillars of Mason Chooses Kindness: education and awareness, positive connections, sense of belonging, courageous advocacy, compassion, and well-being,” says Zareena Khan, assistant director of student well-being programs. “It reminded me that connecting intentionally with one another and giving back to our communities are simple but impactful ways that we can enrich our lives and the lives of others.”

Hendricks is not new to using her class to bring good to the world. In 2022, her BUS 303 students designed and pitched a socially conscious networking site offering personalized acts of kindness called ThreeWishes.

“Our students value experiential learning and appreciate the opportunity to develop job-related skills,” says Cindy Parker, BS Psychology ’92, MS Industrial/Organizational Psychology ’94, PhD ’98, instructional professor of management, director of faculty success, and Leidos Corporate Partner Faculty Fellow at Costello. “This type of semester-long project allows students to not only develop critical teamwork and project management skills but also provides them with insight into how business can—and should—contribute to society.”

In This Story

Gretchen Hendricks

Exploring fear and fascination with a Popular Horror class

ckearney — Thu, 30 Oct 2025 14:15:57 +0000

Exploring fear and fascination with a Popular Horror class ckearney Thu, 10/30/2025 - 10:15

When 911�� English professor Eric Gary Anderson steps into the classroom to teach ENGL 419 Popular Horror, he’s not just talking about things that go bump in the night—he and his students are exploring what makes people seek out horror in the first place.

HarperCollins issued a new edition of The Exorcist in 2025 with a glow-in-the-dark cover. Photo provided

For more than a decade, Anderson has taught classes that blend literature and the supernatural. He’s led semester-long dives into vampires, ghosts, and zombies. His Indigenous literature class regularly focuses on ghosts and hauntings. “The ghosts are everywhere in Indigenous literature so it turns out to be a really nice way to introduce people to the subject,” he said. “And it opens up doors for thinking about other cultural things.”

He admits it is always a challenge deciding what goes on the syllabus. “Horror does so many different things—it goes in so many directions,” Anderson said. “I didn’t want the class to just be about bestsellers, but about what draws people to horror and the kinds of horror that are thriving right now.”

The course breaks horror down into categories such as vampires, demonic possession, Indigenous horror, and found footage, pairing classic works such as Bram Stoker’s Dracula and William Peter Blatty’s The Exorcist with films and more contemporary readings and criticism.

Though horror stories often center on isolation, Anderson’s classroom is anything but lonely.

“This class is a blast,” he said. “When you put horror fans together, there’s this incredible bond. We’re all kind of weird in the same way, and it makes it really fun.”

In fact, that’s why English major Madison Perino signed up for the class—the community. “I love horror and wanted to be around people who like horror and want to talk about it.”

Eric Gary Anderson. Photo provided

Perino said she also appreciates hearing the different perspectives on the works being studied, and there are a lot of them. In the classes leading up to Halloween, Anderson was facilitating lively discussions about The Exorcist. The students complained about Father Karras dragging his feet in requesting an exorcism as they discussed the book in depth.

The walls of Anderson’s Music and Theater Building class are covered in white boards and he gets the class up and moving around as they put their thoughts on the walls. One panel this week is simply labeled “Demons.”

The students said that sometimes at the end of class they will take a kind of “gallery walk” around the room and read the walls. Anderson also documents the written comments with photos.

In addition to the discussions, English major Alex Miles said he finds horror and what it says about the culture fascinating. “And the fact that I get to ‘hate watch’ The Nun and write an essay about it makes me very happy,” said Miles.

Anderson said, “It’s fascinating to think about what was scaring people in the 1970s. [The Exorcist novel] is a slow burn—it’s unsettling in a different way than the movie. And when you pair it with the surge of interest in things like The Nun, which is one of the highest-grossing horror films of all time, it opens up questions about religious horror and why it continues to resonate.”

He also sees horror evolving with new forms of media. “Some of my students encounter horror through gaming—zombie games, survival horror, found footage-style stories. That’s all part of popular horror now.”

Anderson also encourages creativity in his classes. For their final projects, students can choose to produce original works—short fiction, paintings, or multimedia pieces—alongside a critical reflection.

“The creative projects blow me away every semester,” Anderson said. “Just opening that door and saying, ‘You’re allowed to do this,’ is really meaningful for [the students].”

For those looking for a chilling Halloween read, Anderson recommends The Buffalo Hunter Hunter by Stephen Graham Jones, an Indigenous vampire novel that reinvents familiar tropes. “If you’re a vampire, you start taking on the traits of whoever—or whatever—you’ve been drinking from,” Anderson said. “It’s such a clever twist.”

He also praises Paul Tremblay’s A Head Full of Ghosts, a modern possession story that blurs the line between faith, fear, and media spectacle. “It has one of the best unreliable narrators I’ve ever read,” he said. “You’re never quite sure what’s real.”

Ultimately, for Anderson, horror isn’t just about fear—it’s about fascination.

“It’s a really great time to be alive if you like horror,” he said. “These stories let us explore what scares us most, and in doing so, they help us understand the world—and ourselves—a little better.”

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Costello MBA students are turning their ideas into successful companies

Greg Johnson — Mon, 07 Jul 2025 13:55:26 +0000

Costello MBA students are turning their ideas into successful companies Greg Johnson Mon, 07/07/2025 - 09:55

“I wanted to start my own business,” says Patcharaporn Adchariyavivit, a Costello MBA student, “It seemed like this course was going to help me start it. But I didn’t expect it be this good, you know?”

Skip West

Skip West, founder of MAXSA Innovations and adjunct faculty at the Costello College of Business at 911��, offers the course Turning Ideas into Successful Companies once a year to MBA students. The concept for the course came from West’s own entrepreneurial experiences of turning his ideas into companies. He has co-taught the MBA version of the course with Suresh Shenoy, an engineer, senior business executive, and philanthropist.

When he was in graduate school at Stanford, West took a course that was attended by both engineering and business students, working together to turn their ideas into companies. Several years later, he reconnected with his partner from the class to build upon their ideas from school. Together, they founded DesignTech International, where they pioneered remote car starting and keyless entry, among other automotive safety accessories and wireless home automation products. The successful launch of the business took many years, but it really began in the collaborative environment of a classroom.

Now, Skip West has designed the curriculum for his course at the Costello College of Business so that students can realize their own success.

“It’s all about the students coming up with their passion. It’s not what I care about. It’s what they care about and developing a business that they’re interested in," says Skip West, founder of MAXSA Innovations and adjunct faculty at the Costello College of Business at 911��.

Ramel DuPree. Photo provided

Ramel DuPree entered the course with his idea for a men’s special skincare brand that is primarily targeted to Black men. “Once I was presented with the possibility to actually take a graduate level course, to actually learn more and go into details with it, and also have some guidance, I just jumped at the opportunity.”

Adchariyavivit also entered the course with a concept already in mind. Inspired by observing all the processes in her family’s restaurant business—combined with her previous professional experience as a project manager in an IT startup—she had been working on an AI-powered restaurant consultant application.

“In today’s digital world, where AI makes market research, competitive analysis, and business plan writing almost mundane, the real skill is learning how to learn,” says Shenoy. “That means teaching students to validate, verify, and seek relevant information to bring their ideas to life.” Throughout the course, the students examined every facet, from manufacturing to marketing and everything in between. “In the end, they develop a business plan, and it’s a lot of pitching to the class, feedback from your classmates, feedback from us,” says West. “It’s a discovery class.”

Patcharaporn Adchariyavivit. Photo provided

The class has made a significant difference in the business ideas from both Adchariyavivit and DuPree. “With Skip, the guy’s more practical, and he is a real investor and a real entrepreneur,” says Adchariyavivit. DuPree appreciated how the feedback loop kept him on his toes and focused on eliminating any blind spots. “Once I was able to get that feedback,” he says, “I had to come back. I had to readjust. I had to restructure. It was super beneficial to allowing me to do an outside-looking-in perspective for myself.”

The course was tailor made for students to turn their passionate ideas into successful companies, but it’s beneficial to all business students. “Even if you’re developing your business conceptually, it forces you to look at everything holistically,” says West. “You get to see all the aspects of a business.”

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Inside 911��’s first VR art classroom, students build new worlds

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911�� is launching a Space Forward Frontiers Seminar with Northrop Grumman

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