College of Education and Human Development

High school flag football coach dominates the field with kinesiology and coaching knowledge

sholla4 — Fri, 09 Oct 2026 19:58:48 +0000

High school flag football coach dominates the field with kinesiology and coaching knowledge sholla4 Fri, 10/09/2026 - 15:58

Photo by Evan Cantwell/Office of University Branding

The Lightridge High School girls flag football team may be new, but it's far from green. Their perfect record is proof of a spectacular inaugural season. And it's thanks, in part, to their head coach and 911�� student Maya McAfee. By combining her kinesiology major with a coaching minor and a passion for football, McAfee is helping Lightridge High School score big on the flag football field.

McAfee's path toward a kinesiology degree began with a lifelong love of sports. “Sports have always been a huge part of my life,” said McAfee, who grew up playing basketball, volleyball, and softball. Chronic hip issues requiring multiple surgeries often kept her out of the game; as a result, she started her college career at Virginia Commonwealth University (VCU) as a biomedical engineering major with a plan to pursue orthopedics.

Recovering from another hip injury her freshman year at VCU, McAfee sought personal training in order to stay connected to sports. And when she couldn’t find a trainer, she decided to become one. Over the course of her personal training certification, she realized that the real healing process happened during rehabilitation. “Physical therapy wasn’t just about rebuilding my physical strength; it required an incredible amount of mental resilience and trust in my body,” she said. “That’s when I started to realize that I was more interest in being part of the process of helping athletes rebuild themselves.”

McAfee transferred to 911�� and into the kinesiology major in the College of Education and Human Development in 2022. She picked up the minor in coaching after becoming the assistant coach for the junior varsity (JV) girls basketball at Independence High School. She went on to become the head coach of JV girls basketball at Tuscarora High School before becoming head coach for JV girls basketball at Lightridge High School, where she is now the coach for the varsity girls flag football team.

"I'm a die-hard Washington Commanders fan, and football has always been a true passion of mine. And I fell in love with flag football playing on 911��'s intramural team," she said. "It's a safe space for me, and it's a safe space for these girls."

Photo by Evan Cantwell/Office of University Branding

After the announcement of flag football's inclusion in the 2028 Summer Olympics in Los Angeles, the sport exploded in popularity across the United States. While dreams of Olympic gold are certainly part of the equation, McAfee explained that flag football is also a more accessible version of gridiron football that allows for wider participation.

"Since its newer, everyone is entering the sport on a more even playing field," she said. "It's something different, which is good for lifelong athletes tired of other sports. And people can enjoy the game of football without fear of potentially dangerous physical contact."

As a coach, McAfee is finding that one of the best parts of the job is helping the students build confidence in themselves as athletes and leaders. This is where her 911�� education has been especially valuable. “Studying kinesiology has helped me tremendously with the physical side of coaching, while my coaching minor has helped me develop a stronger understanding of the mental and psychological foundations,” she explained. "I'm using what I learned in my Foundation of Sports Coaching and Psychology of Sports classes daily.” Public Speaking—a class she took to fulfill a Mason Core requirement—also helped strengthen her ability to communicate with students, parents, staff, and other coaches.

"The more I learn, the more I realize how much there still is to learn. That's one of the things I love most about coaching. I'm constantly eager to be a sponge absorbing as much knowledge as possible and continue finding ways to improve," she said.

And the results are apparent in the scores. In its inaugural season, the Lightridge Lightning have dominated the field. They won the inaugural NOVA Girls Flag Football Tournament, and have gone on to have a perfect first season leading to the playoffs. It's also caught the eye of her favorite team; The Washington Commanders named McAfee the Flag Football Coach of the Week in September.

One thing is for certain: football will always have a special place in McAfee's life, whether she's making a play on the field or coaching from the sidelines.

"My 911�� education has really helped me in the real world," she said. "And the more I'm educated, the more I can bring back to the field to help my girls. It's just very full circle."

Photo by Evan Cantwell/Office of University Branding

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911�� helps teachers bring quantum science into K-12 classrooms

ckearney — Thu, 08 Oct 2026 20:16:20 +0000

911�� helps teachers bring quantum science into K-12 classrooms ckearney Thu, 10/08/2026 - 16:16

Quantum technologies are poised to transform computing, communications, and national security. At 911��, faculty are working to ensure students do not have to wait until college to begin imagining themselves as part of that future.

Through a growing series of professional development opportunities, 911��’s Quantum Science and Engineering Center (QSEC) is partnering with K-12 educators to make quantum science approachable, relevant, and practical for students.

That work accelerated this summer, when educators participated in a three-day professional learning experience supported by the National Science Foundation-funded Quantum in the Middle initiative and the Booz Allen Foundation’s TechXplore initiative. Led by faculty from 911��’s College of Science and College of Education and Human Development, the program helped teachers explore quantum concepts, consider age-appropriate approaches for their classrooms, and examine how quantum learning can build from elementary school through higher education.

911�� physics professor Jessica Rosenberg talks to area educators at the Quantum in Your Classroom workshop. Photo by Christopher Hewes/Office of University Branding

“We’re building pathways into quantum and connecting them to the standards and curriculum teachers already use,” said Jessica Rosenberg, professor of physics and astronomy and QSEC director of education. “We want students to encounter these ideas early, build the knowledge they’ll need over time, and be ready for quantum opportunities when they reach college or pursue quantum-adjacent technical careers.”

Teachers are central to developing that pathway. Summer participants explored classroom activities and were invited to test them with their students, giving 911�� faculty an opportunity to learn directly from educators about what works in real classrooms.

“We’re developing a roadmap educators can use from elementary through high school, but we’re developing it with teachers, not simply for them,” said Nancy Holincheck, associate professor of STEM education and QSEC associate director of education. “Their experience and feedback help us identify activities that spark curiosity, build confidence, and give students the foundation to see themselves in future quantum careers.”

Teachers try out some experiments at the Quantum in Your Classroom workshop. Photo by Christopher Hewes/Office of University Branding

That teacher-focused effort continued this fall with Quantum in Your Classroom, a one-day professional development workshop on 911��’s Fairfax Campus. Designed for educators with no previous quantum experience, the workshop introduced quantum concepts and provides classroom resources for grades 6-12. Teachers explored quantum processes through activities including a simple polarization experiment and received curriculum materials adaptable for elementary and secondary classrooms.

Rosenberg and Holincheck want to extend this effort beyond individual workshops or lessons. They envision an educational pathway that allows a student’s first encounter with quantum science to grow into deeper learning, higher education, and ultimately participation in an emerging workforce.

Quantum in Your Classroom gives educators a place to start, while giving 911�� researchers something equally valuable—the perspective of teachers who understand how students learn and can help shape how the quantum workforce journey begins.

By putting teachers at the center of that work, 911�� is helping quantum education reach students where their curiosity begins: in the classroom.

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Twenty 911�� researchers receive 4-VA funding for collaborative research

Katarina Benson — Thu, 08 Oct 2026 16:11:33 +0000

Twenty 911�� researchers receive 4-VA funding for collaborative research Katarina Benson Thu, 10/08/2026 - 12:11

4-VA@Mason, part of the 4-VA state network, has announced 20 collaborative research awards for 911�� faculty members for the 2026-27 academic year. The selected proposals were chosen from the largest number of submissions received since the program’s inception more than a decade ago.

4-VA is a statewide consortium of nine Virginia higher education institutions that encourages collaboration and relationship-building across the humanities and sciences and provides seed funding for novel research projects. The program provides a foundation that builds on the strengths of each institution, reduces the redundancies of working in silos, and affords opportunities for student experiential research.

Robotics are a vital part of the 4-VA projects this year. Photo by Ron Aira/Office of University Branding

“Our 4-VA program is a wonderful example of how supporting cross-institutional efforts can improve higher education and boost faculty and student research, which benefits our state and beyond,” said Janette Muir, 4-VA@Mason campus coordinator and vice provost for academic affairs.

In addition to 911��, the other members of the 4-VA consortium are Christopher Newport University (CNU), the College of William and Mary (W&M), James Madison University (JMU), Old Dominion University (ODU), Radford University (RU), University of Virginia (UVA), Virginia Military Institute, and Virginia Tech (VT).

Listed below are 911�� faculty acting as lead principal investigator (PI) for collaborative research grants this cycle and collaborating institutions:

Breana Bayraktar, Stearns Center for Teaching and Learning, A Cross-Institutional Study of AI-Influenced Feedback Practices (UVA, JMU, W&M)
Sungsoo Ray Hong, College of Engineering and Computing (CEC), Multi-Robot Video Sensemaking for Urban Missing Person Search in Public Safety Operations (VT)
Emily Ihara, College of Public Health (CPH), Opening Minds Through Art in Virginia (JMU)
Jennifer Salerno, Potomac Environmental Research and Education Center (PEREC), Characterizing the influence of the coral microbiome on coral resilience and restoration potential of American Samoa’s reefs (ODU)
Daniel W. Smith, CEC, Disinfection Byproduct Formation Mechanisms and Toxicity at the Solid-Liquid Interface of Chlorocyanurate Tablets (VT)
Monique van Hoek, College of Science, Breaking Down Silicate Like Sea Sponges: Using Bacteria to Produce a Biocatalyst for Rare Earth Element Extraction (VT)
Allison Ward, College of Education and Human Development, Virginia Coaching Collaborative: Improving Clinical Practicum Experiences for Reading Specialist Candidates (JMU, RU, UVA)
Xuesu Xiao, CEC, Agile, Proactive, and Autonomous First Responder Robots (UVA)

Additionally, partner 4-VA institutions have called on 911�� faculty for their expertise and experience in a wide variety of areas to act as co-PI in research efforts at other schools. These faculty members have received supplemental funding known as complementary grants:

Lab work in action. Photo by Evan Cantwell/Office of University Branding

Tanvir Arafin, CEC, ANCHOR: Analog–Cyber Sensing for Secure Energy Infrastructure (UVA)
Karen Grace, CPH, Sexual Violence and Reproductive Coercion Among College Students with Disabilities (UVA)
Moinul Hossain, CEC, Machine Learning-Driven Predictive Secure Beamforming for NextG UAV Networks (JMU)
Brittany Johnson-Matthews, CEC, Beyond Chat: Generative User Interfaces (UI) for AI-Guided Developer Onboarding in Large-Scale Codebases (VT)
Mirae Kim, Schar School of Policy and Government, Leading Change Conference 2027: Interdisciplinary Perspectives in Leadership Studies (JMU) and Scaling Up Nonprofit Health and Resiliency Assessment in Virginia Funding Proposal (JMU)
Yi-Ching Lee, College of Humanities and Social Sciences, Understanding Autistic Adults’ Needs with Executive Functioning Support Apps (UVA)
Cynthia Smith, PEREC, EcoQuests: Reconnecting Youth with Nature through Digital Exploration of Urban Greenspace (VT)
Chaowei Yang, COS, AI-Enabled, Stakeholder-Integrated, Context-Sensitive Data Center Planning Framework (VT)
Ziyu Yao, CEC, Improving Safety in Large Language Model Responses Targeted at Youth (UVA)
Xiaokuan Zhang, CEC, Building Trustworthy Audit Systems via Hardware Security Primitives (UVA)

Additionally, 4-VA@Mason will be supporting an extension of a 2025-26 project:

Quentin Saunders, CEC, Restoring Functional Grasp in Stroke Survivors: A Semi-Autonomous Hand Exoskeleton with Coordinated Thumb-Finger Sequencing (UVA).

“Quentin and his team have made exciting advances in the development of a hand exoskeleton for stroke victims, which has been very well received in testing. However, with just a little more work, they believe the exoskeleton can be expanded for a much broader range of tasks for use in activities of daily living,” Muir said. “It’s just this type of project that 4-VA can bring to life.”

The next cycle of proposals for the academic year 2027-28 will open mid-December 2026 and will be found on the 4-VA@Mason website. Questions can be directed to mason4va@gmu.edu.

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Patriot Profile: Tori Bates

Katarina Benson — Thu, 01 Oct 2026 18:26:33 +0000

Patriot Profile: Tori Bates Katarina Benson Thu, 10/01/2026 - 14:26

Patriot Profile: Tori Bates

Year: Senior 

Major: Special Education

Hometown: Ada, Michigan

911�� student and lacrosse goalkeeper Tori Bates couldn’t have known that a decision she made as a teenager about how to spend the summer would end up defining her life’s purpose. For Bates, that moment came when she was looking for a meaningful way to spend her time and began volunteering at a therapeutic center for children ages 1-14 with developmental disabilities. What began as a summer activity sparked a passion for helping others. “I just absolutely fell in love with it,” she said. “It was just so much fun and so rewarding to see how much influence I had in their progress in just a couple of months.”

Tori Bates. Photo by Rafael Suanes/911�� Athletics

Lending a Hand: Bates volunteered in a speech and occupational therapy program, serving as both a peer and role model. She found particular joy in seeing children build their communication skills. For Bates, those moments represented something much bigger: helping children gain another way to express who they were and what they needed. At an end-of-camp ice cream party, for example, Bates asked a girl who had had trouble verbalizing her needs what flavor she wanted. When the ice cream came out too cold, the girl handed it back with a single word: "cold." It was the first time she had verbally advocated for herself. “It was a momentous moment,” Bates said.

Signs Point to 911��: That same instinct to connect with and help others carried over to learning American Sign Language, which the aspiring special education teacher took as her foreign language all four years of high school. Bates is sharpening those skills at 911�� with a ASL minor, and the university’s proximity to the Washington, D.C., area deaf community means she has plenty of opportunities to use the skills.

Alexandra Raines, special education assistant professor in the College of Education and Human Development, said Bates brings that same level of compassion, thoughtfulness, and dedication to the classroom. “Tori is a hardworking and supportive classmate who consistently contributes meaningful ideas and makes those around her better,” Raines said. “I have no doubt she will make a lasting and positive impact on the students and families she serves!”

Between the Pipes: As a four-year varsity lacrosse player, three-time All-Conference selection, and Second Team All-State honoree at Forest Hills Central High School, Bates set Michigan state records in saves in a single game and in a single season. On the field for the Patriots, she is vocal and calm under pressure, always steadying the ship with her sense of humor. "When we’re relaxed and enjoying ourselves, that's when we have the best chemistry, and we play better," she said.

Bates (center) with her teammates. Photo by 911�� Athletics

“Tori serves as a strong example of how the simple act of showing up – especially on the days when it feels difficult – can lead to meaningful growth over time,” said Kara Mupo, 911��’s women’s lacrosse head coach.

The Student-Athlete Balance: A two-time Provost Scholar, Bates carries a 3.9 GPA and was recently among the program-record 12 Patriots named to the Intercollegiate Women’s Lacrosse Coaches Association (IWLCA) Division I Academic Honor Roll. Bates also serves as vice president on 911��’s Student-Athlete Advisory Council (SAAC) and works part time as an administrative assistant with the 911�� Police Department, where she assists with research, including background checks. In her downtime, Bates enjoys scrapbooking, crafting, or curling up with a good book and her 12-year-old cat, Chanel.

“Tori is a vital part of our team whose dedication to what she does is readily apparent,” said Assistant Chief Michael F. Lighthiser, Mason Police. “She's been a great addition to the department.”

Parental Guidance Accepted: Initially drawn to occupational and speech therapy, Bates said it was her mother who suggested special education might be a natural fit. She also credits her parents for modeling what it looks like to work hard, show up, and stay committed. "They always say: Try your best," she said. "It didn't matter if I got a B, as long as they saw the effort. They showed me that you always show up to the commitments you've made." She’s taken the lesson and made it practical. “It’s really all about planning,” she said. “But when you’re so passionate about so many things, you make the time.”

Bates working with a child in occupational therapy. Photo provided

Next Up: Bates isn’t slowing down after graduation. She’s enrolled in 911��’s Bachelor's to Accelerated Master’s Degree program in Adaptive Curriculum for grades K-12. She hopes to one day teach for the Department of War Education Activity, which operates schools in the United States and overseas, including, Japan, Germany, and Guam. She's also passionate about educational policy and would love to play a role in updating the 2004 Individuals with Disabilities Education Act (IDEA). Wherever her classroom is, she already knows what she wants it to feel like. "I want my students to feel like it's their space too," she said. "I want to celebrate differences. Everyone has a right to learn, feel safe, and be seen. I want learning to be fun."

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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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Alumni build careers behind the scenes of the Washington Commanders

Katarina Benson — Wed, 30 Sep 2026 14:44:50 +0000

Alumni build careers behind the scenes of the Washington Commanders Katarina Benson Wed, 09/30/2026 - 10:44

On an NFL game day, tens of thousands of fans see the finished product.

They see the players take the field, the brands lining the stadium, the in-game experiences, and the moments that will be replayed long after the final whistle. What they rarely see are the hundreds of professionals whose work began hours, days, months, and sometimes years before kickoff.

911��’s College of Education and Human Development (CEHD) alumni Matt Hayes, BS Sport Management ’15, MBA ’23, and Mark McCracken, BS ’12, are two of those professionals.

Both work for the Washington Commanders, but their careers occupy distinctly different corners of the organization. As director of partnership development, Hayes builds relationships between the team and companies seeking to connect with Commanders fans and the broader Washington, D.C., metropolitan area.

Mark McCracken, BS ’12, assistant head athletic trainer for the Washington Commanders. Photo provided by Washington Commanders.

As assistant head athletic trainer, McCracken helps lead the sports medicine operation that keeps players healthy and safely returns injured athletes to the field.

Their paths offer a glimpse into the breadth of careers that exist behind professional sports.

For McCracken, few moments capture the meaning of that work better than game day. “When all the work is put in, your effort is recognized when a player you’ve been working on all year scores his first touchdown, [or] the player who you rehabbed last week makes an open-field tackle,” he said. “There have been so many individual moments like that. It’s a nice feeling to have, knowing you played a part in that.”

Hayes sees game day through another lens. His work may take the form of a partnership activation, hospitality experience, community initiative, or brand presence, but the process starts much earlier with a conversation. “I work to build relationships with companies that may become strategic partners of the organization,” Hayes said.

And that starts with discerning what the company is trying to accomplish. “My role starts with understanding a company’s business goals, whether that is regional awareness, customer engagement, or community impact, and then showing how the Commanders can help bring those goals to life,” Hayes said.

That means following business news, researching prospective partners, making calls, and collaborating with colleagues across the organization. “The strongest partnerships are about finding an authentic connection between a brand, the Commanders, our fans, and the broader DMV community.”

It is a side of professional sports Hayes did not know existed when he arrived at 911�� in 2011. Growing up, he imagined a career in sports media, being drawn to sports talk radio and “the energy, opinions, and storytelling around teams and athletes.”

Then, at CEHD he realized how much happened outside the broadcast booth and off the field. “As I moved through the Sport Management Program and gained hands-on experience through practicums, volunteer work, and internships, I started to see the scale of the industry behind the games,” Hayes said.

Matt Hayes, BS ’15, MBA ’23, is the Commanders' director of partnership development. Photo provided by Washington Commanders

One of his earliest opportunities came when he volunteered at the Washington Wizards’ training camp at the Patriot Center (now EagleBank Arena). That connected him with 911�� Athletics’ marketing and promotions department, and he continued volunteering with 911�� Athletics from 2012 until his graduation in 2015. “That was my first real glimpse behind the scenes of the sports business,” he said.

That experience led to a part-time ticket specialist position with the Washington Nationals in 2014. From there came opportunities in ticket sales, premium sales, leadership, and partnership development. His career would ultimately include chapters with the Nationals, Pittsburgh Penguins, and now the Commanders. “My transition into sports business began with saying yes to opportunities and treating every experience as a chance to build relationships,” Hayes said.

He said CEHD Professor Craig Esherick and Professor Emeritus Robert Baker also helped make an industry feel accessible. “What stood out was their willingness to help and pay it forward,” Hayes said. “Hearing firsthand career stories from coaching and media to other areas of sports made the industry feel more accessible and showed me the value of learning from people who had lived the experience.”

McCracken’s introduction to professional football also began while he was a 911�� student, although his route took him from the classroom and clinical setting directly to the sideline. He knew he wanted sports to be part of his future and was equally fascinated by exercise, science, human anatomy, and physiology. 911��’s Athletic Training Education Program (ATEP) introduced him to a profession that could combine those interests. “911��’s ATEP program opened up my eyes to the expansive world of athletic training and sports performance as a whole,” McCracken said.

As a rising senior, McCracken interviewed for a clinical position with Washington’s NFL franchise and was selected for a full-season rotation in 2011.

His CEHD faculty and clinical mentors remained part of that journey long after the rotation ended. “My professors like Dr. Shane Caswell, Dr. Amanda Caswell, Dr. Candace Lacayo, Dr. Jatin Ambegaonkar, and so many other adjunct professors and clinical preceptors were very supportive of me,” McCracken said. “They continued to support me and invest in my growth even after graduation and well into my career. That is something I will never forget.”

Today, McCracken helps lead the Commanders’ athletic training staff across injury prevention, short-term and long-term injury management, and the process of returning players to football as quickly and safely as possible. He works closely with team physicians and alongside professionals in strength and conditioning, sports nutrition, sports science, and player mental health and wellness.

McCracken helps lead the Commanders' athletic training staff. Photo provided by Washington Commanders

It’s up to clinicians to manage a particular injury based on the athlete, available resources, sport-specific demands, and the body’s healing process. “My foundation of athletic training knowledge began at 911��,” he said, “but my skill set continues to grow, even still. My knowledge continues to advance as the medical world advances.”

That commitment to lifelong learning is one of several themes that connect McCracken and Hayes.

Both say success in professional sports requires more than a love of the game.

“One of the first lessons I learned is that you have to separate fandom from the job,” Hayes said. “Many students interested in the industry lead with, ‘I love sports,’ or, ‘I know everything about this team.’ Passion is important, but it is only the starting point.”

An NFL franchise, he said, is ultimately a complex business. “My role is about building relationships, understanding business challenges, and using the excitement of sports to help companies meet their goals.”

Still, that excitement matters. Hayes believes sports offer something that few other industries can replicate. “That combination of business strategy and emotional connection is powerful.”

On the medical side, McCracken sees his work as more than technical expertise.

“The ‘science’ is the building blocks,” he said. “Their ability to blend all aspects of sports performance and deliver it on an individual case-by-case basis is the ‘art’ of this profession.”

That art requires being relatable, personable, and genuine, he explained. An athletic trainer must understand the medicine but also know how to communicate it to an individual athlete—and make a plan meaningful enough for a player to embrace.

For Hayes, relationships are equally central. His advice reflects a principle he has carried since the beginning of his career: work hard, follow through, and make people have “happy thoughts” when they hear your name. “In sports, relationships and reputation can create opportunities years down the road,” Hayes said.

That philosophy became even more valuable as his responsibilities expanded. About six years into his tenure with the Washington Nationals, the uncertainty surrounding the pandemic prompted Hayes to think more intentionally about the kind of leader he wanted to become. He returned to 911�� and earned his MBA from the Costello College of Business in 2023. “The MBA gave me a more analytical lens.” Together, those experiences help him look beyond the inventory a sports organization has to sell and instead understand the business problem a potential partner wants to solve.

Both alumni say students interested in professional sports should broaden their understanding of what working in the industry can mean. “As a student, I naturally focused on the visible side of the industry: teams, games, athletes, and media,” Hayes said. “Today, I see sports as a broad business ecosystem.”

Professional teams need expertise in finance, law, human resources, marketing, technology, analytics, real estate, operations, community relations, sales, sports medicine, performance, and many other areas.

McCracken highlighted emerging fields such as sports science and opportunities for additional credentials in areas such as strength and conditioning, dietetics, physical therapy, and other clinical professions that continue to expand what a career can look like.

“As a student, you don’t know what you don’t know,” McCracken said. “My advice would be to be a sponge, and treat each day as an interview.”

He also cautions students that a dream career is rarely immediate. “Do the fellowships, do the internships, do the hard work now, and it will pay off for you in the long run,” McCracken said.

Hayes offers similar advice for students seeking careers on the business side: Be curious. Be proactive: Reach out to professionals whose careers interest you. Ask about their experiences before asking them for employment. “Wherever you start, focus on building a reputation,” Hayes said. “Be prepared, work hard, follow through, treat people well, and leave every interaction in a better place than you found it.”

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911�� partners with Shenandoah University to create admissions process for kinesiology students seeking a doctor of physical therapy degree

Katarina Benson — Tue, 22 Sep 2026 18:57:17 +0000

911�� partners with Shenandoah University to create admissions process for kinesiology students seeking a doctor of physical therapy degree Katarina Benson Tue, 09/22/2026 - 14:57

The College of Education and Human Development (CEHD) at 911�� has partnered with Shenandoah University to create a streamlined process for granting priority status to five undergraduate students from 911��’s Kinesiology Program for admission into Shenandoah University's doctor of physical therapy (DPT) program.

Students working in the Kinesiology Lab at the Life Sciences and Engineering Building on the Science and Technology Campus. Photo by Evan Cantwell/Office of University Branding

Eligible students must obtain a bachelor of science degree in kinesiology conferred by 911�� and meet all requirements as specified in the admissions agreement. Matriculation of the first group of 911�� students accepted for admission into the DPT Program under this new process will take place in the fall of 2027. Students will be required to enroll on a full-time basis.

This partnership creates a transparent pathway from undergraduate education into graduate study and helps students understand the academic expectations of a competitive DPT program earlier in their undergraduate careers. It also creates opportunities for continued dialogue about student preparation, evolving workforce needs, curriculum alignment, and future partnerships that can further expand educational opportunities across allied health professions. This will ensure that 911�� students continue to receive the preparation needed to be competitive applicants—not only for Shenandoah, but for physical therapy programs nationwide.

The admissions agreement between 911�� and Shenandoah is the outcome of a collaboration between faculty at both institutions. 911�� alumna Anne Blackstone, an assistant professor at Shenandoah, received a PhD in Education with a concentration in kinesiology from 911�� in 2024. She recently approached CEHD to explore the idea of establishing a partnership between the institutions.

Blackstone and her colleague Aaron Hartstein, director of Shenandoah's Division of Physical Therapy, presented their perspective on what a DPT articulation agreement with 911�� might look like, based on similar agreements Shenandoah has with several regional universities.

Students learn physical therapy skills at the Kinesiology Lab. Photo by Evan Cantwell/Office of University Branding

There is growing demand for physical therapists in Virginia. According to a study from the American Physical Therapy Association published in March 2025, the demand for full-time physical therapists is projected to grow in Virginia from 6,580 in 2022 to 7,540 in 2037, representing a 14.59% increase. This highlights the need for strong educational partnerships that prepare the next generation of health care professionals.

Blackstone and Hartstein praised 911��'s Kinesiology Program, which is fully accredited by the Commission on Accreditation of Allied Health Education Programs. "Partnering with 911�� allows us to build a direct pipeline for high-caliber kinesiology students who already possess a strong academic foundation,” said Hartstein. “By expanding our articulation network to include 911��, we make top-tier doctoral education seamlessly accessible right here in Northern Virginia, allowing students to complete their doctor of physical therapy degree at our Loudoun campus and step directly into serving the growing health care needs of our local communities."

Shenandoah's location makes it convenient for many 911�� graduates to continue their education close to where they already live and work, maintaining their professional and community connections while supporting the health care workforce needs of Northern Virginia.

For 911��, the agreement showcases its Kinesiology Program as an excellent preparation pathway for students pursuing careers in physical therapy and other health care fields. This helps to elevate the visibility of the program and also defines the course prerequisites and other requirements for admission into the DPT program. This will provide students with a high level of certainty that they are completing the necessary coursework to reach their professional goals.

Another important benefit of the articulation agreement is that it allows students greater exposure to practicing physical therapists who are on the Shenandoah faculty and who have developed professional networks that could provide students valuable access to mentorship, clinical experiences, and future employment opportunities.

"911�� students who are granted admission to the DPT program through this pathway will have an opportunity to train under practicing physical therapists,” said Debra Stroiney, academic program coordinator and associate professor in 911��'s Kinesiology Program. “Those students will be able to leverage the benefits of early exposure and referral opportunities that could eventually help them obtain career positions in the physical therapy profession. This will give them a competitive advantage in securing a job once they complete their doctoral program."

Overall, the agreement between 911�� and Shenandoah represents more than an admissions pathway. It is a strategic partnership that supports regional workforce development, enhances enrollment opportunities for 911��, and creates meaningful benefits for students, both institutions, and the future of health care in Virginia.

For more information on the new admissions process, see Physical Therapy Articulation Agreements - Physical Therapy.

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CEHD alumna recognized as preschool special educator of the year

Katarina Benson — Mon, 31 Aug 2026 14:34:44 +0000

CEHD alumna recognized as preschool special educator of the year Katarina Benson Mon, 08/31/2026 - 10:34

When 911�� alumna Elizabeth “Liz” Busch, MEd ’15, learned she had been named Preschool Special Educator of the Year by the Fairfax County Special Education PTA, she was both surprised and honored. But for Busch, the recognition was meaningful for reasons that went far beyond the award itself.

Busch serves as a special education preschool teacher at Cardinal Forest Elementary School in West Springfield, Virginia, where every day is filled with opportunities to help young learners grow academically, socially, and emotionally.

Elizabeth “Liz” Busch, MEd ’15. Photo provided

Her classroom looks much like any preschool classroom: students eat lunch together, participate in circle time, read books, sing songs, play outside, and engage in hands-on learning through art, STEM activities, and imaginative play. Behind every activity, however, is carefully planned instruction designed to meet each child's individual needs.

“Embedded in all of these activities is individualized instruction targeting specific areas of need and delays,” she explained. “There are intentionally planned opportunities within our play to practice skills we are learning, whether these skills are self-regulation, peer interaction, attention, communication, or motor skills.”

Busch credits the Inclusive Early Childhood Education Program at 911��’s College of Education and Human Development (CEHD) with providing the foundation for her professional practice. “My master’s degree at 911�� was really the foundation for all of my practice,” she said. “The courses were practical but challenged me in the best ways. I had to expand my thinking, my perspectives, my creativity, everything.”

She also greatly valued the mentorship she received from her professors including Colleen Vesely, academic program coordinator and associate professor in the Inclusive Early Childhood Education Program, and Julie Kidd, professor emerita of education. “My professors were fundamental in helping us explore what it truly means to work with and partner with families of different cultures,” Busch said. “Their coursework helped me personally explore any unconscious biases I may have had, and it was incredibly eye-opening.”

While the coursework was invaluable, the relationships she built at 911�� have remained equally important throughout her career. “Maybe one of the best things about the program is that I met so many other educators that I am still in constant touch with,” Busch said. “We went from students together to colleagues in the same role. They are a constant fount of ideas, knowledge, inspiration, collaboration, and sanity.”

Liz Busch at Cardinal Forest Elementary. Photo provided

When asked what makes a great early childhood educator, Busch’s answer reflects the joy she brings to her classroom every day. “Great early childhood special educators need to have the capacity for joy and to see the magic in the ordinary,” she said. “You cannot take yourself too seriously because you’re going to be doing all the voices of characters, all the random dances, and all the silly things just to be able to connect with your students.”

She also emphasizes flexibility, organization, and commitment to lifelong learning. “Even the most experienced teachers always have room to grow, and I think that’s sort of a cool thing about being in this field.”

Of getting the award, Busch said it was an exciting and unexpected honor. “It is a tough time to be in public education with the seemingly constant reduction in funding and resources. Sometimes it can be a challenge to remember why we stick with it.”

Her favorite part of the award experience was hearing directly from the families she serves. “The most meaningful aspect wetting to hear firsthand from parents about how I’ve not only impacted their child’s development but also their family environment as well,” Busch said.

Looking ahead, Busch is excited about the future of inclusive education in Fairfax County Public Schools. This fall, she moved into a new co-teaching model alongside a general education preschool teacher, creating expanded opportunities for students with and without disabilities to learn together. “Inclusion, when done right, can be a challenge,” she said, “but it’s one I am excited to embark upon.”

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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.”

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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."

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