Sarah Holland

New educational wind tunnel gives 911��'s aerospace program wings

sholla4 — Tue, 06 Oct 2026 19:33:30 +0000

New educational wind tunnel gives 911��'s aerospace program wings sholla4 Tue, 10/06/2026 - 15:33

"And that's Aeronautics 101." Robert Gallo, adjunct professor of aeronautics in the College of Engineering and Computing, clicks the cap back on the whiteboard marker. He opens a box of various objects: golf balls, plastic models, and airfoils. With an airfoil in hand, he prepares the tabletop Matrix wind tunnel. This, he says, is the fun part. "Now, let's fire up the fan and see what we can do."

In 911��'s wind tunnel lab, located in the Life Sciences and Engineering Building on 911��'s Science and Technology Campus, the next generation of mechanical engineers learn the foundations of aeronautics and aerospace engineering. Supported by Gallo, the lab was envisioned to permit students to get hands-on experience with aero technology. This summer, the lab installed 911��'s first large-scale educational wind tunnel (EWT), funded by a GO Virginia grant supporting the Nexus234 Innovation District.

Photo by Evan Cantwell/Office of University Branding

“The addition of this wind tunnel is a strong example of how 911�� and Nexus234 are aligning education and research infrastructure with real industry demand in a growing aerospace and defense sector,” said Amy Adams, executive director of the Nexus234 Innovation District. “Hands-on assets like this help prepare students for high-demand careers, strengthen connections with industry partners, and reinforce the region’s position as a place where innovation, talent, and economic growth come together.”

"We've seen a huge increase in mechanical engineering students over the past 10 years," explained Gallo. "I think it's because students can see it. They can touch it. It affects so many things in their lives. Airplanes, automobiles, complex machines: If it moves, it's mechanical engineering. They're excited about it. And my goal for the class is to feed excitement."

Upon opening in 2025, the lab was equipped with three Matrix wind tunnels, each just over 5.5 feet long. Within the glass test section, students place test articles such as drag force models and wing sections of various shapes. Users can adjust the air speed as well as the angle of the object relative to the wind. Sensors detect lift, drag, and pressure. By introducing harmless smoke into the tunnel, students can see how the air flow moves above and below the objects.

The new EWT measures about seven feet tall, five and a half feet wide, and 18 feet long. Students will use the smaller Matrix wind tunnels to learn the basics of practical experimentation and aerodynamic testing and then apply their knowledge to extended experiments at higher speeds and larger sizes in the Aerolab EWT.

“The new large wind tunnel will be incredibly impactful, providing students real, hands-on experience that we haven't had before, even with the existing smaller tunnels,” said Morgan-Rose Coltrain, a current mechanical engineering student in Gallo’s course this semester.

And it’s not just students in-class that can benefit from this new technology. Phillip Cunio, professor of practice in the Department of Mechanical Engineering and leader in developing 911��’s aerospace program, noted that the EWT provides further opportunities for engaging with student organizations and industry partners. “I’m looking forward to the ways the Aerolab wind tunnel may benefit some of our registered student organizations—such as the High-Powered Rocketry team or the Formula SAE team—that test and operate fast-moving vehicles,” he said.

Cunio and Gallo are of the same mind in their belief that introducing students to this technology and providing hands-on experience gives students pursuing jobs in aerodynamics a competitive advantage. This EWT, for example, is manufactured by Aerolab, whose extensive client list includes the Navy, Lockheed, NASA, Boeing, and dozens of other clients. "If we want our students to represent 911�� well, they need to bring as much to that industry partner as they possibly can," said Gallo.

Experiential learning is the foundation of Gallo's pedagogy. One of his efforts has students 3D-print and test propellers, then compare their results to store-bought propellers. Even with nearly identical dimensions, the performance results of the homemade propellers are substantially different that the theoretical values or the store-bought propeller performance. It's a lesson in how there's more to aerodynamics than the equation: What a wing is made of and how it's fabricated are important in gauging performance.

"That's the engineering process: design, analyze, build, test, break, fix, and do it again," he said. "I think they're much better prepared to go into the industry if they've had the opportunity to have practical experience with both failure and success."

The lab has space for an additional EWT, which Gallo hopes can be added in the future. But this first one, Gallo said, is a huge step in raising the university's profile in aerospace and mechanical engineering.

"911�� has a reputation that keeps growing, and this is going to be a piece of it."

Photo by Evan Cantwell/Office of University Branding

Topics

Research

Science and Technology Campus

aeronautics

College of Engineering and Computing

Explore the College of Engineering and Computing

Learning technology student and alum find shared language to develop International Trade Commission corporate university

sholla4 — Wed, 30 Sep 2026 17:55:16 +0000

Learning technology student and alum find shared language to develop International Trade Commission corporate university sholla4 Wed, 09/30/2026 - 13:55

Photo of Christopher Bellone, '22 (left) and Mini Glass '19. Photo by Ron Aira/Office of University Branding

It's called the "eureka effect": an 'aha!' moment when a student suddenly understands a previously incomprehensible problem or concept. For both 911�� graduate student Mimi Glass, MA Arts Management '19, and alum Christopher Bellone, MS Learning Design and Technology '22, this is what they work toward in their studies and work in learning design and technology. And they brought that shared philosophy to the United States International Trade Commission (USITC) as student volunteer and mentor, respectively.

Bellone came into instructional design from health care. After serving as a hospital corpsman in the U.S. Navy and working in emergency dispatch, he transitioned into training-focused roles, first as the regional hospital preparedness coordinator and then a training specialist with FEMA.

"I spent a lot of my time traveling across the United States teaching state and local officials rules and regulations," he said. "But when COVID-19 happened, and I couldn't be out there with people anymore, I needed to do something." 911�� and the Learning Design and Technology Program were the answers.

"It was backwards engineering for me. I knew how to do it up front, but not the theory behind it. It taught me so much about what I've been doing for over 20 years." It was, he said, his "aha” moment.

Now, he's paying it forward for current learning design and technology students. Earlier this year, Bellone reached out to Lisa Giacumo, associate professor in the College of Education and Human Development and Doug Wilson, assistant professor and academic program coordinator for the Learning Design and Technology master’s program, to develop an internship partnership between the program and the USITC.

Glass is the first student volunteer in the program.

A learning design and technology master's student and the associate director of development, constituent engagement in the College of Engineering and Computing, Glass' first taste of learning design came from her time as a professional dance instructor. "I got to watch people literally walk through the learning process as I taught them the steps of a dance," she said. "And at some point, there's the 'aha' moment, and they get it. And it's such an exciting moment for everyone involved." With her extensive experience in administration and project management as well, instructional design was a perfect confluence of her strengths and skills.

As a student volunteer with the commission, Glass spent the summer building the foundation for the development of a SharePoint site for training and educational materials for commission departments.

"We have the learning management system for the organization, but there's so much other training that happens within departments," Glass explained. "It'd be great to have one place for that to live."

She created a UX design plan, conducted user interviews, and developed prototypes and recommendations for next steps. It's necessary groundwork for Bellone's vision of a corporate university. It's a valuable experience for Glass as well, putting her coursework into practice and learning new technologies.

"I could have all the theory in the world," said Glass, "but there's nothing that's going to substitute the networking and learning opportunities that come from hands-on work."

And working with an alum of the program is, Glass describes, like sharing a language. "Having that shared language of how we think about instructional design creates a lot of trust."

Bellone hopes the learning design and technology program can continue expanding the bridge between college and career through opportunities like this. "I'm at the point in my life where I want to give back," he said, "I want to share my expertise, and give those who are just starting their training careers more opportunities. I want students like Mimi to succeed."

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Students

Alumni

Internships

College of Education and Human Development

Learn more about the College of Education and Human Development

After historic sewage spill, 911�� researchers monitor for long-term impacts with support from NSF grant

sholla4 — Thu, 24 Sep 2026 14:59:50 +0000

After historic sewage spill, 911�� researchers monitor for long-term impacts with support from NSF grant sholla4 Thu, 09/24/2026 - 10:59

On January 19, 2026, a sewer line in Montgomery County, Maryland, collapsed. More than 240 million gallons of wastewater overflowed into the Potomac River. It was one of the largest sewage spills in United States history, right in 911��'s backyard.

While a temporary fix to the pipe was completed in March and DC Water continues to actively remediate the area, questions of long-term impact to this distinctive tidal freshwater estuary system linger. The team at 911��'s Potomac Environmental Research and Education Center (PEREC) hopes to find answers.

This summer, seven 911�� researchers received a RAPID grant of $299,886 from the National Science Foundation (NSF) to investigate how the sewage spill may have impacted water quality, aquatic life, and the overall health of the estuary. Led by co-PIs Amy Fowler, associate professor and interim director of PEREC, and Jennifer Salerno, associate professor of environmental science and policy and faculty fellow at PEREC, the grant team includes environmental science and policy faculty Thomas Reid Nelson, Cindy Smith, and Rosalina Christova, as well as Brittany Hupp, assistant professor of atmospheric, oceanic and earth sciences, and Benoit Van Aken, associate professor of chemistry and biochemistry.

Photo by Evan Cantwell/Office of University Branding

One defining feature of PEREC—and the reason why this team was awarded the NSF grant—is its historical record of Gunston Cove water samples dating back to 1984. That data is invaluable in a project like this, as it gives the researchers points of comparison. And prior to receiving the NSF grant, the team was already taking samples, with support of seed funding from the College of Science, to start tracking the effects of the sewage spill as early as February 2026.

"We have 11 different sampling locations where we sample water quality and organisms each month," said Fowler. Their partners in the Potomac River Keeper Network, the Smithsonian Environmental Research Center, and others are also aiding in sampling along the river.

Water quality monitoring includes standard measures such as temperature, salinity, clarity, and nutrients. The team is including a few additional measures. Checking for traces of PFAS, the chemical used on Teflon pans, is one addition, led by Van Aken. Hupp is monitoring heavy metals.

The team is also utilizing new technology: environmental DNA (eDNA). Macro- and microscopic species leave detectable traces of DNA as they interact with and move through the environment. Through an environmental sample—such as a water sample—researchers can detect the presence of the organism in an area from their DNA and map biodiversity without needing to directly sample or see the organisms themselves, from phytoplankton to fish.

"Typically, if you have big, severe, acute disturbances like this, you'll expect to see reductions in diversity," Salerno said. "So, we're going to test that theory, as well as examine if those changes affect the food web."

Photo by Evan Cantwell/Office of University Branding

Funding for the project ends in May 2027, though PEREC's standard water and organismal sampling in Gunston Cove, funded by Fairfax County, will continue to keep building their extensive library of historic data.

A second component of the NSF grant is tying this research into teaching and outreach—a good fit for PEREC, whose key pillars include educational outreach. Findings from this research will be incorporated into the Meaningful Watershed Educational Experiences (MWEEs) program with Fairfax County Public Schools, led by environmental science and policy professor Cindy Smith. The team has also recruited more than 10 graduate, undergraduate, and high school student researchers. They will be trained in sampling, laboratory analysis, data interpretation, and science communication, and paired with graduate student mentors for additional support.

"The outcomes of this research could have a significant impact on how organizations prioritize and allocate funding in the future. In addition, the opportunity for students to gain hands-on field and/or laboratory experience through such a high-profile project would be an invaluable professional experience and meaningful addition to their resumes," said Fowler.

Photo by Evan Cantwell/Office of University Branding

Contaminated drinking water reservoirs and disease spread as a result of a large sewage spill in a public water source are, of course, top concerns. But Fowler and Salerno both note the cultural value of the river as well, and the importance of keeping it clean.

"There's been a cultural shift over the past few decades that has increased regional interest in the waterfront," Salerno added. "More and more, people want to use these water systems for recreation, which means there's growing interest in the water being clean and in conserving the ecosystem."

"The Potomac is known as the 'Nation's River' because it flows through the heart of the nation’s capital," said Fowler. "It’s history also played an important role in raising awareness about the nation’s water pollution crisis and the need for stronger protections."

The co-PIs noted that none of this work would be possible without continued collaboration and cooperation amongst the PEREC researchers and faculty.

"This grant is the culmination of years of expertise, effort, and collaboration," said Salerno. "We all specialize in different areas, with unique strengths and research backgrounds. But the river is what brings us together."

Photo by Evan Cantwell/Office of University Branding

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Research

Potomac Environmental Research and Education Center

College of Science

Atmospheric Oceanic and Earth Sciences

Department of Environmental Science and Policy (ESP)

National Science Foundation

GCI-Health

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From conservation to clean energy, summer programming helps students learn to build climate-resilient societies

sholla4 — Thu, 24 Sep 2026 14:24:40 +0000

From conservation to clean energy, summer programming helps students learn to build climate-resilient societies sholla4 Thu, 09/24/2026 - 10:24

From solving climate challenges through research to preparing the next climate leaders, 911�� is applying science, policy, and innovation to safeguard communities and ecosystems. And that commitment includes developing leadership and talent to produce solutions for our global community.

These interdisciplinary summer programs are helping the next generation of conservationists, environmentalists, and sustainability experts develop the critical skills needed to help build a climate-resilient society and a more resilient future.

Participant explores a nuclear reactor through virtual reality at the 2026 Constellation Small Modular Reactor Summer Academy. Photo by Ron Aira/Office of University Branding

Smithsonian-Mason School of Conservation

In Front Royal, Virginia, the Smithsonian-Mason School of Conservation (SMSC) opened its doors over the summer for high school students to gain college credit while exploring conservation through different but complementary perspectives: CONS 100 Introduction to Field Conservation Ecology and CONS 110 Natural History Illustration.

Students in CONS 100 participated in field investigations, testing research questions in a guided pilot study. In CONS 110, an online course, students learned to accurately observe and document the natural world through scientific illustration, with sketching practice, anatomical study, and lessons in different artistic mediums. Through both courses, students engaged in immersive, hands-on learning experiences that emphasize scientific inquiry, conservation, and observation.

“Whether they’re collecting field data or illustrating flora and fauna, we want the students to realize that observation is a powerful scientific skill,” said Robert Barrett, assistant director of recruitment and outreach for SMSC. “If they remember that conservation begins with paying close attention and that they have the ability to contribute through critical thinking and creativity, then they’ll carry something valuable with them long after the course ends.”

Together, these programs prepare the next generation of conservation leaders by teaching them the power of combining arts and sciences in observation, documentation, communication, and research to help communities adapt to environmental change and protect biodiversity. “By empowering students to translate observation into action, these courses contribute to the university's goal of building a more sustainable and climate-resilient society,” said Barrett.

Constellation Small Modular Reactor Summer Academy

Moving east from the mountains to Arlington, the inaugural Constellation Small Modular Reactor (SMR) Summer Academy at Fuse at Mason Square tackled questions of climate resilience through sustainable energy.

“The academy directly explores the challenge of providing reliable, resilient, and low-carbon electricity as demand continues to grow,” explained Liling Huang. During the week-long program, students participated in hands-on activities involving the NuScale SMR simulator at 911��’s E2 Center, built Lego-based SMR applications, and took virtual reality tours of a nuclear power plant and renewable energy facilities. The camp concluded with a poster presentation competition attended by industry professionals.

“We want students to see the breadth of educational and career opportunities available in the energy industry,” said Huang.

By exploring potential solutions to the challenges of providing reliable, resilient, and low-carbon electricity, students began to develop the necessary skills to create a more resilient energy future.

“They can be a part of solving some of the most important energy challenges facing society,” said Huang. “They do not have to wait until they graduate from college to start thinking creatively, conducting research, and contributing ideas.”

Washington Youth Summit on the Environment

Across the Potomac River, the Washington Youth Summit on the Environment (WYSE) immersed students in the world of environmental conservation and sustainability. Over the course of one week, rising juniors and seniors in high school explored careers and developed the skillsets required to create actionable solutions, foster resilient communities, and ensure a sustainable future.

Led by faculty with expertise in environmental science, conservation, policy, law, and engineering, the youth delegates met with states’ U.S. Congressional Representatives and Senators; explored national and state parks, caverns, and waterways; toured the Smithsonian National Zoo and Conservation Biology Institute; and heard from industry professionals such as conservation photographers, environmental project managers, animal keepers, marine biologists, and many more.

A tentpole of the youth delegate experience was roleplaying exercises, such as an intensive problem-solving water quality simulation. These sessions allow students to apply what they’ve learned to real-world problems and develop solutions.

“These high school students learn tangible skills and connect on a human level, with a goal of being impactful, empowered, and trustworthy citizens at home and abroad,” said Dawn Aponte.

Constellation Small Modular Reactor Summer Academy at Fuse in Mason Square campus. Photo by Ron Aira/Office of University Branding

Topics

GCI-Climate

Summer Camps

Smithsonian-Mason School of Conservation

Fuse at Mason Square

College of Engineering and Computing

Students

911�� is one of the first 14 institutions to receive Carnegie's new classification for sustainability. Read More >>

This research supports the Grand Challenge Initiative's goal of building a more climate-resilient society.

Discover more GCI climate research >>

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In This Story

Liling Huang

Summer summits empower youth to strengthen peace, trust, and engagement in democracy

sholla4 — Thu, 24 Sep 2026 13:54:51 +0000

Summer summits empower youth to strengthen peace, trust, and engagement in democracy sholla4 Thu, 09/24/2026 - 09:54

911�� believes that strengthening peace, trust, and engagement in democracy is vital for creating resilient, inclusive societies where individuals feel empowered to shape their future. As part of our Grand Challenge Initiative, this mission extends not only to our graduates and undergraduates, but to the broader community as well.

Over the summer, high schoolers from around the world came to the Fairfax Campus to learn from the experts how to contribute meaningfully to democratic resilience in the United States and around the world. These three longstanding programs demonstrate how 911�� is building civic trust and advancing peace by preparing our youth to lead.

Photojournalist Anna Rose Layden (center left) speaks at the Washington Journalism and Media Conference Summer Camp. Photo by Ron Aira/Office of University Branding

Washington Journalism and Media Conference

Started in 2009, the Washington Journalism and Media Conference (WJMC) has immersed rising juniors and seniors in the world of journalism. During their week as "youth correspondents," participants hear from journalists and media experts, meet with members of Congress on Capitol Hill, and tour Washington, D.C. This year's experts included the editor-in-chief of Washingtonian magazine, the director of Pentagon Press Operations, and the Beyoncé Knowles-Carter reporter for USA TODAY Network.

Youth correspondents apply what they learn through two simulations that place them in the role of journalists. Participants explore the First Amendment and serve as editors in a newsroom, developing the critical thinking, communication, and decision-making skills essential to careers in journalism. Correspondents also earn college credit from 911�� through their full and active participation in WJMC.

"WJMC brings together the best-of-the-best for an immersive experience that showcases leadership and careers in journalism," said Elena Johnson, director of the Washington Scholars Program, of which WJMC is a part. "These students learn tangible skills and connect on a human level, with a goal of being impactful, empowered and trustworthy citizens at home and abroad."

Conflict Resolution Youth Summit

Celebrating its 10th anniversary, the Conflict Resolution Youth Summit (CRYS) hosted a record 63 high school students from around the country this summer.

The four-day summit introduced high school students to the field of conflict resolution by teaching foundational skills such as active listening, facilitation, and negotiation. On the fifth and final day, students presented on a conflict in their school community, drawing on their lessons from the week to identify underlying causes and suggest interventions. The summit also brings students into Washington, D.C., for a day and introduces them to career pathways in conflict resolution.

As these skills are not often found in traditional high school curricula, students often leave the summit inspired to pursue conflict resolution in college and, potentially, as a career. Students can also receive one general elective college credit from 911�� by participating in the summit.

"CRYS equips young people with the skills to navigate conflict, communicate across differences, build trust, and collaborate on complex challenges," said Mel G. Carousso, recruitment coordinator and academic advisor for the Carter School for Peace and Conflict Resolution. "Through hands-on dialogue and problem-solving, CRYS empowers students to become engaged and constructive leaders."

911�� Debate Institute

911�� has run a version of a debate camp since its award-winning Debate Team started in 1974. Its current iteration—911�� Debate Institute—began in 2014. Currently, it's the largest middle school and high school debate camp in the state of Virginia.

Campers are divided into three classes: middle school public forum debate, high school public forum debate, and high school policy debate. Every year, the institute selects two "wicked" public policy issues for the campers to research. This year, the policy debate students investigated public policy solutions to the health care crisis in the United States, and the public forum students focused on debating federal financial restrictions to corporate greenhouse gas emissions.

"Providing the next generation of leaders with the skills to engage in the democratic field to address wide-scale threats to society through discourse, dialogue, and public policy solutions is the mission of our institute," said Warren D. Decker Director of Debate Jackie Poapst.

All the tracks share a common goal: increase the public speaking confidence of middle and high school students while strengthening the quality and expanding the reach of debate across Northern Virginia.

"Debate is for everyone," Poapst reiterated. "Discourse and dialogue are a practice that any individual can and should participate in, as it undergirds the improvement of civic society."

Topics

GCI-Democracy

Summer Camps

Washington Journalism and Media Conference

Carter School for Peace and Conflict Resolution

Students

Bold Solutions for a Changing World

Summer campers blast off with interstellar research

sholla4 — Wed, 16 Sep 2026 14:04:30 +0000

Summer campers blast off with interstellar research sholla4 Wed, 09/16/2026 - 10:04

From constructing an artificial star to capturing a 25-year timelapse of a supernova, 911�� is pioneering space exploration, research, and collaboration. And our mission into the final frontier brings students along for the ride.

Whether a fourth-grader is getting their first taste of rocketry with bottle rockets or an intern is making cutting-edge discoveries in planetary atmospheres, 911�� summer programming offers a glimpse into the vast universe we call home as students and faculty make small steps towards one giant leap for humankind.

Photo by Evan Cantwell/Office of University Branding

Mason Space Exploration Center Summer Camp

Founded in 2023, the Mason Space Exploration Center (MSEC) is dedicated to providing immersive and educational space experiences for families and inspiring the next generation of space explorers. And one avenue for that is their award-winning MSEC Summer Camp.

With Base Camp for rising fourth- and fifth-graders and Advanced Camp for rising sixth- through ninth-graders, MSEC Summer Camp introduces a range of students to the exciting possibilities of astronomy. Students practice programming with Micro:bit, and learn the importance of asking questions, designing solutions, and working as a team, just like the professionals. They even launch their own rockets—bottle rockets, that is.

"We want students to see and experience the many different fields that work in the space sector," said S Falgiano, deputy observatory director in the Department of Physics and Astronomy. "By giving our campers experience with astronomy, engineering, coding, and other space-related fields, we hope to build their multidisciplinary interest in space exploration."

For these younger campers, MSEC Summer Camp is a chance to see that they can do science without needing to be professional scientists in a laboratory. "They can make observations, ask questions, test theories, and draw conclusions," said Falgiano. And that, at its core, is what science is all about.

Google Space Data Centers Summer Camp

For the 10th- through 12th-graders, the College of Engineering and Computing offers a chance to step into the future of technology. In partnership with Google, the Space Data Centers Summer Camp lets students explore how artificial intelligence (AI), energy systems, and data centers are evolving for space environments.

Throughout the week, campers walk through virtual reality re-creations of nuclear power plants, watch drone demonstrations, and tour data centers to learn key concepts of AI computing, electrical power systems, space environments, thermal management, and other aspects of operating computing infrastructure in space.

"The camp brings together space exploration, AI, energy, computing, and engineering while emphasizing interdisciplinary and industry collaboration," said Liling Huang, associate professor in the Department of Electrical and Computer Engineering.

Applying concepts to real-world solutions is a key part of the program. Students were challenged to envision and develop solutions for infrastructure that may be needed for the next generation of space exploration. Camp culminated with a poster presentation and expo where students met with industry experts to share their novel ideas. From this, two students were awarded Google-sponsored research scholarships and were invited to continue their research through Huang's year-long high school Research, Innovation, Spark, and Exploration (RISE) Scholars Program.

Beyond the camp, Google also sponsors the first teen-focused program in the history of the CIGRE Grid of the Future Symposium, organized by the College of Engineering and Computing and hosted by Dominion Energy. The inaugural 2026 Teen Program gives high school students an early opportunity to experience the professional power and energy community, present their research ideas, tour Dominion Energy’s System Operations Center, and connect with industry experts.

"We want students to leave camp willing to ask, 'why not?' and then use engineering and science to determine what it would take to make an ambitious idea possible," said Huang.

Aspiring Scientists Summer Internship Program

For those high schoolers and undergraduates hoping to spend their summers in the lab, the Aspiring Scientists Summer Internship Program (ASSIP) hosted by 911��’s College of Science is a stellar choice.

"There's quite a bit of literature that hands-on research experiences support students' persistence/identity in STEM fields, and we like to think that ASSIP is one key program trying to bring these experiences to as many students as possible," said Amanda Still, director of undergraduate student research initiatives and internships. "The interns’ eager hands to pursue the 'I wonder if...’ ideas of faculty really help to promote new research directions and embody the word 'pioneering.’"

This year, 20 interns were assigned to research or support space-related projects across the College of Engineering and Computing and the College of Science.

In the Department of Geography and Geoinformation Science, for example, Associate Professor Edward Oughton oversaw 16 ASSIP students, some of whom worked on projects concerning space weather: a space weather risk assessment for Virginia, refining radar detection strategies for small space weather debris, and the economic impacts of losing GNAA/GPS, Navigation and Timing services due to space weather events.

"It's important to engage these students in space activities because we have so many challenges there to address," said Oughton, "from protecting terrestrial and space-critical infrastructure systems from space weather, to making sure we have the workforce to enable us to go back to the Moon, on to Mars, and then beyond."

"911�� is a pioneering university in this area," said Art Poland, research faculty in the Department of Physics and Astronomy. Three ASSIP interns supported his research work on the solar atmosphere, measuring the velocity of gases in hot magnetic loops above the surface of the Sun. "It's an amazing steppingstone for students who want to go into space science or engineering."

Bold Solutions for a Changing World

In This Story

Liling Huang

Topics

GCI-Space

Summer Camps

College of Engineering and Computing

College of Science

Aspiring Scientists Summer Internship Program (ASSIP)

Students

Advancing 21st-century education through models, math, and mentorship

sholla4 — Wed, 02 Sep 2026 17:17:35 +0000

Advancing 21st-century education through models, math, and mentorship sholla4 Wed, 09/02/2026 - 13:17

Education is at the core of everything we do here at 911��. And we believe that while talent is equally distributed among people, opportunities are not. As Virginia's largest and most diverse university, it's our duty to advance 21st-century education for all: whether through hands-on experiential learning with the technology of tomorrow, teaching complex topics through novel techniques, or breaking down barriers to give everyone the knowledge needed to succeed.

These summer programs showcase how 911�� is opening doors for all students to explore, learn, and grow in their passions and skills to prepare for whatever their future holds.

MGTA Prep Program students learning game design, Python, and animation in the Art and Design building on the Fairfax Campus. Photo by Evan Cantwell/Office of University Branding

Mason Game and Technology Academy

Founded in 2013, Mason Game and Technology Academy (MGTA) offers a variety of game design and STEM (Science, Technology, Engineering, and Math) classes throughout the year for ages 11-18. Students can learn character modeling and animation, Python programming, Unreal Engine 3D design, 2D digital art, and more. Some courses, like Python programming, offer both introductory and intermediate levels.

"Our goal is to get students to embrace these critical STEM skills early and reward their curiosity," said Joshua Emswiller, operations manager for MGTA. Critically, the curriculum focuses less on how to "use" the software, and more on developing long-lasting skill sets that will help students adapt to rapidly changing technological advancements.

Courses are taught by faculty, alumni, and student interns in computer science and computer game design—many of whom have start-up companies with the Virginia Serious Games Institute, of which MGTA is a part. For the 911�� students, this is an opportunity to teach the skills they've learned in classes and mentor academy students.

"MGTA hopes to continue to be a great opportunity for students in the community as well as giving 911�� students a chance to use their knowledge to benefit others,” Emswiller said

Mason Math Odyssey

No need to sail to Greece for this Odyssey: Mason Math Odyssey (MMO), in its fourth year, brings rising 6th- through 9th-graders on an exciting mathematical journey through space and time as they learn about the greatest mathematical discoveries over millennia.

"We see many students who struggle with undergraduate math courses and lack preparation and motivation to succeed," said Maria Emelianenko, professor of mathematics. "MMO is aimed at raising mathematical awareness, fostering critical thinking skills early on, and broadening Mason's outreach efforts in the community."

Each day explores different areas of mathematics. Friendly competitions bring students together to build problem-solving, collaboration, and communication skills. Major math concepts are practically applied to real-world situations, like exploring advanced concepts of non-Euclidean geometries through measuring “city-block” distances—measuring distance in horizontal and vertical direction, not on the diagonal—using a map of Washington, D.C., and comparing those distances on a sphere. All the lessons culminate on the final day, where the campers must apply their knowledge to navigate a series of puzzles in order to unlock their medal.

Varied learning modes, hands-on activities, and mentorship from 911�� students all come together to help campers build a passion for mathematics that will follow them on their journeys through school and their future careers.

"With math being the foundation of many careers, bringing the excitement back into math classrooms is the spark that is needed to fuel students’ curiosity and ensure their future success," said Emelianenko.

Early Identification Program

For the past 40 years, the Early Identification Program (EIP) has brought students to campus over the summer for educational opportunities and a chance to experience life as a college student. Between its Summer Academy and its Institute for Excellence (IFE), EIP welcomed approximately 1,000 students to the Fairfax and Science and Technology campuses this summer.

Both programs help prepare students for the coming school year. Summer Academy assigns students to academic courses aligned with the curriculum in their county school districts to give them a head start on the subjects with valuable insights and support from licensed teachers and experienced mentors. IFE offers 5-week college courses so students can earn college credits.

"Our work is centered around making college accessible for first-generation students,” said Gabriella Rodriguez, assistant director of pre-college initiatives and IFE manager.

EIP also offers college and career readiness opportunities to support students in preparing for higher education. Special events throughout the summer—Career Day, Major Fair Day, Professional Shadowing Day—all center on exposing students to new career paths and programs of study.

"Our summer programs have evolved a lot over the years, but the student experience is still at the heart of it," said Rodriguez. That heart shows through the number of EIP alumni who return to support summer programming. Rodriguez herself is an alum of the program.

"I fondly remember my mentors and teachers in Summer Academy and the way everyone came together to give us a memorable experience," she said. "I wish the same for our students now."

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Digital marketing internship develops creativity, data analysis, and empathy for one Costello senior

sholla4 — Wed, 26 Aug 2026 20:30:49 +0000

Digital marketing internship develops creativity, data analysis, and empathy for one Costello senior sholla4 Wed, 08/26/2026 - 16:30

When an email from AARP pops into your inbox, a Gen-Z rising senior at 911�� is probably not who you first think is on the other side of that send. But Jack Sorenson, a marketing major in the Costello College of Business, is one of the faces behind the digital newsletters.

Jack Sorenson. Photo provided

Sorenson knew he wanted an internship this summer, "ideally at a large, well-known business-to-consumer and mission-driven organization in the DC area." Costello's Career Services helped him find opportunities based on his criteria, skills, and goals. AARP was one of the options. And when AARP tabled at one of 911��'s career fairs, he made sure to introduce himself to a recruiter.

As a digital marketing intern, Sorenson works on a few projects, including supporting several of AARP's newsletters in both content creation and engagement analysis. "I love marketing because it sits at the intersection of creativity and analytics," he said, "and this role really exemplifies that."

From content selection through performance analysis, Sorenson is part of a newsletter's full lifecycle. That comes with hands-on experience with leading industry tools like Adobe, Microsoft Office, Tableau, and Palantir. His colleagues at AARP are proof that knowing the tools is an advantage in the job market.

"I met a former intern who got a great job at another organization because of his experience with digital tools while at AARP," Sorenson said. "Experiential learning is probably one of the biggest benefits of any internship."

Soft skills are important, too. AARP's audience is, primarily, those 50 and older: a much different demographic than Sorenson, a rising senior, is used to interfacing with. But adapting to the audience is a key skill he's developing that will serve him well in future positions. "It's definitely taught me a lot about how to think beyond my own little echo chamber," he said. "We might be inclined to think that people within a demographic might all be similar but seeing how their audience interacts with marketing shows that's just not the case. It's actually a huge audience with varied needs and wants."

That empathy extends beyond audience dashboards. "I'm more conscious now of how I interact with older demographics. I'm more curious about their lives and what they need."

AARP extended Sorenson's internship through the fall semester, with potential for further extension through spring 2027. Sorenson notes that, while AARP is developing critical skills for his future career, it's the strong foundation from 911�� and Costello that makes his growth possible.

"I think one of the biggest advantages of Costello is that you're not just learning concepts through an exam, you're developing skills you can take into the workplace," he said. "I came into the internship already understanding a lot of the concepts and terminology, as well as knowing things like executive control, active listening, and collaboration: skills that are just as important in a professional environment."

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Research in Motion

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

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

At 911��, learning and research aren’t limited to the classroom or the lab. Researchers, coaches, clinicians, and students are working across disciplines as a part of the university’s Living Lab, a space where real-world questions become opportunities for discovery, innovation, and care.

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

From the training facilities used by NCAA Division I student-athletes to the rehearsal studios where School of Dance students spend hours perfecting their craft, 911�� researchers are studying how bodies perform, recover, and thrive under intense physical demands. This research has an immediate impact: helping athletes avoid injury, improving recovery and sleep habits among dancers, and shaping evidence-based practices that can influence health and performance far beyond campus.

These projects reflect 911��’s distinctive approach to research—bringing together academic expertise and hands-on practice in ways that directly benefit the health and well-being of the university community. Here, students are not only learning from research—they are living it.

Keeping Athletes in the Game

One way that 911��’s Intercollegiate Athletics and the College of Education and Human Development keep our athletes in top form is through evidence-based practices and science in the Patriot Performance Lab.

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

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

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

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

Athletes, coaches, and athletic trainers often come to the lab with ideas and questions for study. Last spring, 911��’s swim team approached the lab to conduct a blood lactate study and applied for and received an Office of Student Creative Activities and Research grant to fund the study.

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

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

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

Helping Dancers Stay Ready for the Stage

Dancers are “aesthetic athletes,” meaning they have high workloads and high injury rates like traditional athletes. Photo by Evan Cantwell/Office of University Branding

When Jena Hansen-Honeycutt, the athletic trainer for 911��’s School of Dance, started seeing an influx in injuries among dance students, she approached Professor of Kinesiology Jatin Ambegaonkar and then-student Kelley Wiese, PhD Kinesiology ’25, hoping to find a solution.

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

“We can recognize there’s a correlation between fatigue and injury, but you need data in order to make a stronger case for implementing cultural and systemic changes,” says Wiese.

Wiese, a trained dancer and now an assistant professor of athletic training at Shenandoah University, worked with Ambegaonkar on various studies at the intersection of kinesiology and dance during her doctoral program at 911��.

Dancers were given biosensors to wear on their wrists 24 hours a day for seven days. They repeated the study four times throughout the semester.

“We wanted to understand the cycles of the body breaking down and recovering as workload increased and decreased throughout their semester,” says Ambegaonkar.

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

Reviewing the data, Wiese found that at peak times throughout the semester, students were spending more than seven hours a day completing moderate to vigorous physical activity between class, rehearsals, practice, and choreographing. As a result, energy levels decreased and fatigue increased, indicating a need for integrated recovery times and programs.

Dancers were given biosensors to wear on their wrists 24 hours a day for seven days. Photo by Evan Cantwell/Office of University Branding

Another key finding from this study was the dissonance between students’ perceived sleep and the biosensor data. While students self-reported great and sufficient sleep, the biosensors reported insufficient sleep.

“Over time, insufficient sleep can lead to difficulty recovering and therefore higher rates of injury,” says Wiese, “particularly when [students are] already struggling to recover.”

As a result, the research team worked together to develop what Ambegaonkar calls “micro-interventions” through improved sleep health education programs. Hansen-Honeycutt has created sleep health resources for students to educate them on the impacts of good sleep on their academic and physical performance and is working with the faculty to incorporate this messaging into their classrooms.

“This study proved to me that us dance majors are extremely active, more than I often realize!” says Sanaa Fairley, BFA Dance ’26. “I learned that I could develop a much more consistent sleep schedule to set up my space, and therefore my mind, in a healthy way each day to prepare for rest.” Fairley says she has implemented other recovery techniques, such as cold showers, into her routine as well because of the study.

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

Building good habits now helps George Mason dance students have long and fulfilling careers in dance. And Ambegaonkar and Wiese think this study might help pave the way for further research into the physical demands and impacts of dance.

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

Discover more research at 911��

Future inventors and innovators get hands-on with 911��'s summer programs

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

Future inventors and innovators get hands-on with 911��'s summer programs sholla4 Fri, 08/21/2026 - 10:16

As new technologies reshape our lives and culture, 911�� aims to be an ambassador of thoughtful collaboration between human and machine. The Grand Challenge Initiative solution of "driving responsible digital innovation and sustainable infrastructure" calls on faculty, researchers, and students to consider technology holistically and in context to help shape a digital future that is as ethical as it is advanced.

This year, both new and established summer camps across 911��'s Virginia campuses let high school students and undergraduates get hands-on experience with emerging technologies while demonstrating the importance of responsible use, paving the path for the next generation of innovators and inventors.

Photo by Ron Aira/Office of University Branding

MIX Maker Academy

On the Fairfax Campus, the Mason Innovation Exchange (MIX) is a central hub for innovation, exploration, and creativity at 911��, hosting a makerspace, media lab, and entrepreneurship incubator. From developing bio-inspired blimps to helping students jumpstart their start-ups, the MIX is a campus leader of responsible digital innovation and sustainable infrastructure.

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

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

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

MARC Robotics Academy

Another new opportunity for students this summer came from the College of Engineering and Computing's Mason Autonomy and Robotics Center (MARC) Robotics Academy: an ongoing internship program for high school and undergraduates to work alongside 911��'s robotics faculty and graduate students.

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

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

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

ACCESS Academy AI summer camp

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

Beginner session campers learned to program micro:bit robots to follow a track through Microsoft MakeCode. Advanced sessions campers spent their week learning Python programming and building functional code to make XRP robots autonomously traverse a maze. As these high school students develop machine-learning skills, faculty, staff, and 911�� students lead conversations about AI's real-world applications and regulations.

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

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

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

Learn more about 911��'s Grand Challenge Initiative

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