Faculty and Staff News

Danielle Dufresne is April Employee of the Month

Katarina Benson — Wed, 01 Apr 2026 13:59:51 +0000

Danielle Dufresne is April Employee of the Month Katarina Benson Wed, 04/01/2026 - 09:59

Clinical Assistant Professor Danielle Dufresne is the associate center director at 911��'s Center for Community Mental Health (CCMH). A member of 911��’s Psychology Department since 2019, Dufresne is responsible for training new clinicians and overseeing every psychological/behavioral/cognitive assessment at the Fairfax-based center.

Colleagues have applauded Dufresne’s leadership, integrity, and commitment to supporting her trainees. She has made notable contributions that have improved the capabilities of the center and furthered the university’s dedication to innovation and supporting its students. For these reasons, Dufresene has been named April Employee of the Month.

Dufresene. Photo provided

In her nomination, CCMH director Robyn Mehlenbeck mentioned Dufresne’s accomplishments, including creating, in collaboration with the director of the university’s Counseling and Psychological Services (CAPS), a therapy-friendly approach to ADHD testing. “Dr. Dufresne is truly committed to helping each individual grow professionally, and her impact has been significant,” said Mehlenbeck. “She helps oversee our internship program and helps with procedures and policies necessary for a nonprofit community mental health center. We have a small but mighty staff, and I have personally been impressed by Dr. Dufresne’s consistent mentoring of our staff, as well as our trainees.”

Leah Adams, CCMH’s associate director of clinical training, said Dufresne has elevated the training experiences of all who train at the center. “Conducting high-quality comprehensive assessments is a time-intensive endeavor, and Danielle is with our trainees at each step of the way, providing close, supportive mentorship, and going above and beyond to meet them at their individual levels of need.”

Psychology professor Jerome Short, one of the CCMH faculty supervisors, spoke highly of Dufresne’s mentoring of doctoral students. “She has generously provided template models of psychological assessment reports, demonstrated administration of neuropsychological and achievement tests, and consulted with me as an instructor and supervisor to doctoral students about how to best assess their first clients in their first psychological assessment courses. This has allowed more people in the community with limited economic resources to receive reduced fee services and gain accommodations in their community colleges, universities, and workplaces.”

“Dr. Dufresne exemplifies the highest standards of ethical integrity, mentorship, and student- centered learning,” said doctoral student Sasha Hickham. “Her commitment to student success is unparalleled: Her unique approach emphasizes quality over quantity, a culture of collaboration across all academic levels, and forward-thinking innovation to meet the evolving mental health needs of our local community.”

President Washington congratulates April Employee of the Month Danielle Dufresne in an online ceremony. Photo provided

How did you come to Mason:

After being in private practice for several years, having previously worked with another psychologist and mentor or in large group and community practices, I found myself missing the collaboration and exchanges that come with working directly with colleagues. So, having already had an interest in moving to the area, but not quite ready to leave my practice and family, I began looking for a position in psychological assessment—my area of focus, that would allow me to collaborate with others more regularly. That lead me to 911�� and CCMH (Center for Psychological Services when I started). I met with Robyn Mehlenbeck and other faculty and knew quickly that this was my next step and was excited when the position was offered. I juggled traveling weekly and wearing multiple hats and have found so much growth and community here. 

Best day on the job:

I had to think about this one because the ongoing opportunity for growth also means frequently challenging yourself, so while there have been many great days, there have been many hard ones as well. Great days include those where you see a trainee feel successful and when you hear the feedback from students around their positive training experiences or have an opportunity to meaningfully support a trainee in their next steps or through a challenging experience. Engaging with colleagues around intentional and strategic growth has also been exciting because of the engagement of so many creative and dedicated people. I would say, however, one of the best days was actually during COVID closures. I had the opportunity—along with other key people including Robyn Mehlenbeck—to meet with [College of Humanities and Social Sciences] dean [Ann] Ardis to re-start psychological assessment services through a hybrid testing model ... Meeting with such important people, presenting on my ideas and speaking on my area of expertise, felt… like a benchmark in the culmination of my work and dedication to training. 

What do you like best about working at Mason:

The most valuable part about being part of 911�� and CCMH has been the community. The support, ability to collaborate and consult, and the opportunities not only for your own growth, but the ability to support others in their own, has been the most satisfying part of this time. Not every week is easy, but every week offers the chance to challenge yourself. 

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

I spend time with my loved ones. That may be a standing Sunday movie date—something about going to a theater is still so fun, going out for a bite to eat and catch up on the week, or we feed our competitive energy in video games. I don’t usually win, but we laugh a lot. 

Learn more about the Center for Community Mental Health

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Celebrating Our Champions: An evening honoring faculty and staff donors

Katarina Benson — Mon, 30 Mar 2026 19:33:46 +0000

Celebrating Our Champions: An evening honoring faculty and staff donors Katarina Benson Mon, 03/30/2026 - 15:33

911��’s Office of Advancement and Alumni Relations recognized the contributions of its champions—911��’s faculty and staff donors—with an evening of thanks. The March 18 Celebrating Our Champions event focused on the generosity and support that faculty and staff offer the university while serving 911�� students. “I know that you care about students, but you all have taken it a step further,” said 911�� President Gregory Washington. “You have decided to give back to the very institution that you serve every day. That is profound.”

Nena Rogers (left) received the 2026 Spirit of Giving Award. Photo by Sean Kelley

The annual event reflects the importance of faculty and staff engagement with the university. “Your participation strengthens a legacy of generosity that connects our past, our present, and our future,” said Trishana E. Bowden, president of the 911�� Foundation and vice president for advancement and alumni relations. “Tonight is about a tradition where we recognize a staff and a faculty member for their philanthropy in the many years they give to our institution.”

The Luminary Award honors faculty donors whose philanthropy, advocacy, and commitment serve as an example for the community. This year, it was awarded to Keith D. Renshaw, a professor of psychology and senior associate provost for undergraduate education. Described as a respected colleague, Renshaw was recognized as a collaborator, a mentor, and a friend.

“I truly believe it is hard to find a more compelling place than 911��,” said Renshaw. “I take very seriously the responsibility that comes with this award. I will continue to support all that I can and to inspire others to support as much as they can, because it is hard to find another place that is more deserving of that support than 911��.”

Keith Renshaw (center) received the Luminary Award. Photo by Sean Kelley

Nena Rogers, BS ’89, MA ’19, deputy athletics director for student services and performance, received the 2026 Spirit of Giving Award, which recognizes a staff member who embodies the university’s philanthropic spirit. A former student-athlete herself, Rogers was noted for having the ability to see the possibilities and strengths hidden within her students, for the benefit of not only the athletic programs at 911�� but the athletes themselves.

“To me, the spirit of giving is simple. It’s believing in someone’s future. It’s extending a hand toward opportunity,” said Rogers. “Together, we know that the investments we make today will shape the leaders of tomorrow.”

Because of faculty and staff members like Renshaw and Rogers, students at 911�� not only thrive for a semester, but for years to come. “My experience here has been invaluable,” said Madison Preis, a criminology major who received support from the Stay Mason Fund and spoke at the event. “There’s truly nothing like it. I want to say from the bottom of my heart thank you, thank you because you’re enabling our futures and supporting our dreams.”

This new annual tradition, launched last year, aims to convey 911��’s gratitude to its faculty and staff, both on campus and through philanthropic support for its students and programs. Their advocacy and commitment champion the university’s mission now and into the future.

Power the Possible

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911�� mourns the loss of Don Gallehr

Katarina Benson — Thu, 26 Mar 2026 15:41:58 +0000

911�� mourns the loss of Don Gallehr Katarina Benson Thu, 03/26/2026 - 11:41

Department of English Professor Emeritus Don Gallehr, the first 911�� professor to teach more than 50 years at the university, died on March 7 at his home in Warrenton, Virginia. He was 84.

A celebration of life will be held on March 28 at Moser Funeral Home in Warrenton at 3 p.m., with a visitation held prior to the service at 2 p.m.

Gallehr was one of the earliest, longest serving and most dedicated faculty members hired at 911��, with a career stretching from 1966, when the university was still a satellite campus of the University of Virginia, until his retirement in 2021.

Dan Gallehr. Photo by Ron Aira/Office of University Branding

A national leader in writing instruction, Gallehr founded the Northern Virginia Writing Project (NVWP) at 911�� in 1977, one of the first National Writing Project sites. For four decades, he led a summer institute for teachers from schools across the region. His career was anchored by two key principles he fostered through NVWP: writing teachers must write, and teachers are the best teachers of other teachers. Many of the teacher consultants who came through NVWP programs were directly influenced by Gallehr and in turn influenced their peers and their students throughout Northern Virginia and beyond.

His commitment to the practice of writing was evident in every class he taught. During his 55 years at Mason, Gallehr taught more than 11,000 students, and, as he said in a 2017 interview, he completed every writing assignment he gave his students. In teaching, he wanted to understand firsthand what was difficult for his students; in leading teacher institutes, he aimed to build networks of teachers who could support each other and keep the practice of engaged teaching and writing alive.

During his career, he was awarded both the 911�� Teaching Excellence Award and the David J. King Award in recognition of his significant contributions to education excellence at the university.

Meditation was an important part of Gallehr’s daily life and his writing life. A number of his publications explored meditation as part of the composition process, work that brought him to the attention of the Dalai Lama, who invited Gallehr to work with 33 Buddhist monks in a workshop in northern India in 2010. “They were the happiest group of students I have ever taught…. They would laugh their heads off,” he said in an interview.

He wrote two books that extended his attention to care and community to a wider audience: Finished Business: Taking Care of a Loved One with a Terminal Illness and Be Gentle: Ten Ways to Bring Peace to Yourself and Others.

“Don was a deeply valued friend and colleague whose warmth and humor livened committee meetings, department parties, and hallway encounters,” said Tamara Harvey, chair of the Department of English. “He welcomed generations of faculty to 911�� and the Department of English and helped set the collegial tone that we continue to enjoy. One way to honor his memory is to write, teach, and live with the thoughtfulness, grace, and presence that he shared with all of us during more than a half century in the English Department.”

Another way to remember Gallehr is by supporting the Dr. Don Gallehr Fund for the Support of the Education of Writers.

Learn more about his time at 911��

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Meet the Mason Nation: John Forgy

lclarkg — Tue, 24 Mar 2026 14:35:49 +0000

Meet the Mason Nation: John Forgy lclarkg Tue, 03/24/2026 - 10:35

Name: John Forgy

Job: Environmental Graphic Designer and Sign Program Manager, Campus Planning, Facilities and Campus Operations

Imagine exploring a new location—an unfamiliar city, shopping center, sports stadium, or even a college campus—and not finding any signage to help you get around.

We rely on a countless number of signs each day, whether we are driving, walking through a neighborhood, shopping at the grocery store, or going from building to building on campus. John Forgy, environmental graphic designer and sign program manager at 911��, creates the wayfinding systems that guide students, faculty, staff, and visitors across the university’s campuses and sites.

All roads lead to 911��: John Forgy's work on university signage helps students, faculty, staff, and visitors find their way around the campuses. Photo by Evan Cantwell/Office of University Branding

Enter here: After graduating from 911��, Forgy, BA Studio Art ’89, started working at an environmental graphic design firm in Washington, D.C. He worked on projects in experiential design, which merges graphic, architectural, interior, and landscape design to enhance how people interact with built environments.

Points of interest: “I was fortunate enough to work on a wide variety of projects like higher education, museums, sports facilities, concert halls, hospitals, commercial buildings, and campus wayfinding programs,” Forgy said. He always enjoyed higher education projects, which prepared him to start working at 911�� in 2012.

Brand builder: Forgy’s main responsibility is to integrate the university brand into the built environment. He manages the development, implementation, and maintenance of interior and exterior wayfinding signs, code-required signs, recognition signs, and more. “I also document all of the sign systems in use and plan for the future growth of signage and graphics programs at 911��,” Forgy said.

John Forgy is responsible for designing campus signage that translates the university's brand into the built environment. Photo by Evan Cantwell/Office of University Branding

Different directions: Across multiple campuses and sites, there are a lot of signs to design, create, and manage. Signs are fabricated in the university’s sign shop located on the Fairfax Campus or by contractors off-site.

“911�� is like a small city, which means I get to work on a wide range of projects for a variety of clients,” Forgy said. “Every day is different, and I’m never bored.”

Caution ahead: Because signage is a long-lasting investment for the university, Forgy must balance his focus between present needs and planning for the future. “Much of what I do sets the standard for the future,” he said. “Sometimes that means taking extra time to think way ahead when a project comes to me without a previous precedent.”

Place-making: Some of Forgy’s most memorable projects include a collaboration with the City of Fairfax to apply “We Are Mason” decals on several streets in the city and on the campuses, as well as an exterior wayfinding sign refresh taking shape this year. “Anytime you see your work come to life, it’s exciting,” Forgy said. “Getting positive feedback from the 911�� community, especially from the students, is very satisfying.”

Taking a detour: Outside work, Forgy enjoys history, restoring his ’77 Bronco, and music. He spent more than 23 years working part-time in radio as air talent. Forgy got his start in radio during college at 911��’s WGMU, where he worked as a DJ and a production director. “I might have switched majors if I wasn't so far along pursuing my art degree,” Forgy said.

The “On Air” sign takes on extra meaning, in this case.

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Alumni athletic trainers give back to 911��

Katarina Benson — Fri, 20 Mar 2026 19:12:09 +0000

Alumni athletic trainers give back to 911�� Katarina Benson Fri, 03/20/2026 - 15:12

For athletic trainers, every day begins with a simple mission: protect the health and safety of the athletes in their care. It is a role that demands clinical expertise, trust, communication, and an unwavering commitment to student well-being.

At 911��, two alumni of the College of Education and Human Development (CEHD) are living that mission every day. Cheryl Hairston, BS Athletic Training ’15, and Jaylen Simmons, BS Kinesiology ’21, MS Athletic Training ’23, now serve 911�� student-athletes as athletic trainers. Their journeys into the profession began with personal curiosity, mentorship, and formative experiences that ultimately shaped their careers.

Cheryl Hairston. Photo by 911�� Athletics

Hairston’s path to athletic training began while she was exploring health care careers in high school. “I thought I wanted to be an orthopedic surgeon,” she said. “But I didn’t want to be in school until I was 30. In my search for related professions, I found athletic training, and I thought it was really cool to be able to work directly with sports teams on the sidelines as a health care provider.”

Simmons’s inspiration came from firsthand experience with injury during his own athletic career. “What first drew me to athletic training was an injury I sustained while playing high school football,” he said. “During that time, I worked closely with my high school athletic trainer, which sparked my interest in the profession.”

Those early experiences eventually led both of them to 911��’s Master of Science in Athletic Training (MSAT) Program within CEHD, where they developed the skills and mindset required to thrive in high-pressure athletic environments.

Hairston credits the program’s rigorous clinical experiences for preparing her to work in the high-pressure Division I athletics environment. “The experience in a variety of clinical settings prepared me well for the realities of working in DI athletics,” she said.

She recalls learning early on that the work of athletic trainers often requires creativity and adaptability. “I feel like the perception of DI athletics is that we have unlimited resources,” Hairston said. “Though we are fortunate to have many resources, we still have to be innovative and resourceful, especially when we’re on the road.”

Jaylen Simmons. Photo by 911�� Athletics

Simmons agrees that the program demanded resilience and adaptability. “My experience in CEHD’s MSAT program taught me how to be more selfless than I had previously been,” said Simmons, who competed on 911��’s men’s track and field team while a student. “The faculty mentored and guided me through a challenging program while I was still competing as a Division I athlete myself. That experience prepared me to be flexible, adaptable, and ready to adjust to whatever environment I entered professionally.”

Today, their work supporting 911�� athletes is both demanding and deeply rewarding. Athletic trainers provide care that spans injury evaluation, rehabilitation, prevention programs, emergency response, and coordination with physicians and specialists.

Hairston describes her days as a constant balance of responsibilities. “I spend the majority of my weekdays on patient care,” she said, “assessing injuries, treating and rehabbing injuries, creating preventative programs, responding to urgent situations, sitting in on doctor’s appointments, and documenting patient interactions. When we’re traveling, we might be at the track for 12 hours or more.”

But the profession is about far more than physical care.

“I try to get to know student-athletes as people, not just athletes,” Hairston said. “I see these athletes more than they see their family when they’re on campus, and I become part of that support system away from home.”

Simmons shares a similar philosophy.

“Honesty and showing athletes that you genuinely care goes a long way,” he said. “When athletes know you are honest with them and truly invested in their well-being, it helps build strong trust and lasting relationships.”

The role of athletic trainers is especially visible during the competitive season. Simmons works with the men’s soccer and wrestling teams. He begins his day preparing 911��’s men’s soccer team for practice, including “treatment, rehabilitation exercises, taping, stretching, and hydration,” he said. In the afternoon, he transitions to working with 911��’s men’s wrestling team, where he often manages more intensive post-operative care and wound management.

“Athletic trainers are truly the frontline of collegiate athletics,” Simmons said. “Our training allows us to recognize, evaluate, and treat injuries and guide athletes safely through the return-to-play process.”

For Hairston, the impact of athletic trainers extends across nearly every aspect of student-athlete health.

“We serve so many roles in the collegiate athletic space because of our varied skillset and proximity to our patients,” she said. “On any given day, we’re evaluating injuries, creating prevention programs, and responding to urgent situations.”

Despite the demanding schedule, both alumni say the relationships they build with student-athletes make the profession incredibly meaningful.

Working at 911�� has added another layer of meaning to their careers. “Working at 911�� was always my dream as an athletic trainer,” Hairston said. “My first clinical experience as a student was with George Mason track and field, and now I’m the athletic trainer for that program. It’s really full circle for me.”

Simmons describes a similar sense of gratitude for his long affiliation with 911��. “This is my ninth year at 911��, from being a student-athlete, to an MSAT student, and now a full-time professional.”

As National Athletic Training Month highlights the profession’s critical role in athlete health and safety, both alumni encourage students interested in the field to embrace the learning process.

“Learn the foundational stuff really well before you try to add glitter to what you’re doing,” Hairston said. “A great foundation will set you up for success and confidence.”

Together, their stories illustrate the powerful impact of CEHD’s Athletic Training Education Program, and the dedication required to support the health, safety, and success of student-athletes.

As Hairston reflects on her journey, one thing remains clear. “To be part of the student-athlete experience at 911��,” she said, “is everything.”

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University Day Service Awards honor faculty and staff service

lclarkg — Thu, 19 Mar 2026 17:48:38 +0000

University Day Service Awards honor faculty and staff service lclarkg Thu, 03/19/2026 - 13:48

911�� honored faculty and staff with significant service anniversaries at the University Day Service Awards ceremony on Monday on the Fairfax Campus.

Honorees were recognized for years of state service ranging from 5–55 years.

President Gregory Washington and Evan Cantwell, senior photographer in the Office of University Branding. Photo by Ron Aira/Office of University Branding

President Gregory Washington thanked the honorees for their contributions to the university and its students’ success.

“Thank you for the work you do, the care you show our students, and the role you play in making the university one of the most important opportunity engines not just in the region, but in the country,” said Washington.

Robinson Professor James Trefil celebrated 55 years of service. Photo by Ron Aira/Office of University Branding

Robinson Professor James Trefil is the first 911�� faculty member to reach the milestone of 55 years of service. Trefil taught at the University of Virginia for more than a decade before joining 911��’s then brand-new Robinson Professor Program in 1987. Learn more about Trefil and his contributions to the university.

40-year service awardees. Photo by Ron Aira/Office of University Branding

The event served as a special catch‑up ceremony, recognizing employees who reached service milestones between July 1, 2025, and December 31, 2025. Staring this fall, 911�� will transition to a calendar-year service recognition timeline, meaning that employees will be celebrated in the same calendar year in which they reach their milestones.

Learn more about the ceremony and view the program for a complete list of honorees.

35-year service awardees. Photo by Ron Aira/Office of University Branding

30-year service awardees. Photo by Ron Aira/Office of University Branding

25-year service awardees. Photo by Ron Aira/Office of University Branding

20-year service awardees. Photo by Ron Aira/Office of University Branding

15-year service awardees. Photo by Ron Aira/Office of University Branding

10-year service awardees. Photo by Ron Aira/Office of University Branding

5-year service awardees. Photo by Ron Aira/Office of University Branding

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Off the Clock: Physicist Paul So boosts the momentum of visual artists

lclarkg — Wed, 18 Mar 2026 13:55:06 +0000

Off the Clock: Physicist Paul So boosts the momentum of visual artists lclarkg Wed, 03/18/2026 - 09:55

As a professor in 911��’s Department of Physics and Astronomy, Paul So is a theoretical physicist who specializes in dynamical systems analysis and its application to neuroscience. Alongside colleagues and students, he studies the behaviors that emerge from large populations of neurons, or nerve cells, which carry electrical and chemical signals through the brain and body.

Outside his role as a physics professor, So is an artist. An avid painter, he also supports developing artists as a co-founder of Hamiltonian Artists, a 501(c)(3) nonprofit art incubator based in Washington, D.C.

Paul So, professor in 911��'s Department of Physics and Astronomy, supports developing artists through his work with the nonprofit organization Hamiltonian Artists. Photo by Hamiltonian Artists

While there are major differences between the study of physics and neuroscience and the creation of visual art, there are also similarities. Both practices turn abstract concepts into something more concrete. Neurons receive sensory input and process complex information for the nervous system. Neurons are hard at work whenever art affects human emotions and provokes a response.

We asked So to tell us about his experiences as an artist, scientist, and how his nonprofit has helped support individuals building careers in the visual arts field.

Please share a bit about Hamiltonian Artists, its mission, and the fellowship program.

Hamiltonian Artists is a 501(c)(3) nonprofit art incubator with a mission to nurture community and increase access to space, opportunity, and resources for emerging artists through impactful programs and exhibitions.

The Hamiltonian Fellowship Program is anchored around a large exhibition space in Washington, D.C. Over the course of our two-year program, the Hamiltonian Fellows are provided with exhibition opportunities and access to a network of mentors: local professional artists, gallerists, museum professionals, academics, and art collectors.

How did you first get started as an artist? What inspired you to create a nonprofit that supports visual artists?

I began painting as a teenager. While pursuing my BS in physics and mathematics at Harvey Mudd College, I took studio art classes through a consortium available with other Claremont Colleges. I completed all of the coursework required for a BA in Studio Art at Scripps College. However, because Harvey Mudd did not offer a degree in studio art, I was not able to receive an additional BA in that field.

I continued painting while working toward my PhD in physics and during my career as a professor at 911��. When my first study leave opportunity arose, I began thinking about how I might reconnect my artistic interests with my scientific career. Reflecting on my own academic journey, I realized how greatly I had benefited from the mentorship and guidance I received during my doctoral and postdoctoral years. As an artist, I recognized the lack of a comparable career-development support structure for visual artists.

This led me to consider the idea of creating a “postdoc in art” model for emerging artists. In 2007, with faculty members in 911��’s College of Visual and Performing Arts and several other like-minded artists and arts leaders in Washington, D.C., we founded Hamiltonian Artists.

Hamiltonian Artists serves as an incubator for the professional development of emerging visual artists in Washington, D.C. Photo by Hannah Chen/Hamiltonian Artists

As a professor of physics, do you see any overlap between your work in that field and your work as an artist?

Creativity is one of the most important elements in approaching both a physics question and an artistic pursuit. Although the practices themselves may differ, a good artist researches their subject and approaches their craft with as much rigor as a good researcher in physics.

At the same time, the two disciplines differ in how they engage with and interpret the world. The strength of the natural sciences lies in their evidence-based approach to understanding the natural world. While insight and creativity play important roles in scientific discovery, the process ultimately relies on the scientific method and experimental verifications.

While logic and structure are also important in the arts, the creation of an enduring and impactful work of art—its cultural resonance and relevance over time—often depends on intuition and emotional understanding.

What has been the most meaningful experience you’ve had with Hamiltonian Artists?

One of the most meaningful and satisfying aspects has been seeing many of our Hamiltonian Artists alumni return as mentors, board members, and supporters. Their continued commitment has helped sustain the organization and guide its journey into the next decade and beyond.

Have you learned any lessons through your experiences as an artist, or as a founder of Hamiltonian Artists?

After seeing so many Hamiltonian Fellows pass through our program over the past 20 years, I have come to realize that they are far better artists than I am. I often joke that if I were to apply to the Hamiltonian Fellowship myself as an artist, I would most likely not be selected.

At the same time, I have developed a deep appreciation for the dedication required to sustain a professional artistic practice. Making a living as an artist is not easy. Many successful, practicing artists hold two jobs: one to support themselves, and another devoted to maintaining their creative practice. The latter often involves producing new work, connecting with other artists, promoting one’s work, attending exhibitions and openings, and participating in the broader artistic community.

Beyond providing the practical tools of professional development to our fellows, I have come to recognize that Hamiltonian also serves another important purpose. It offers emerging artists—many of whom have just completed their MFA or BFA—a supportive space in which to try to build a professional career… [and] a community they can rely on as they continue their artistic journeys.

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Strengthening trust and resilience: How 911��’s new CRO is advancing enterprise risk management

ckearney — Mon, 16 Mar 2026 13:15:10 +0000

Strengthening trust and resilience: How 911��’s new CRO is advancing enterprise risk management ckearney Mon, 03/16/2026 - 09:15

Aurali Dade was recently named vice president for enterprise risk management and chief risk officer at 911��. Learn more about her and her role.

Aurali Dade. Photo by Ron Aira/Office of University Branding

Tell us about yourself and what brought you back to 911��?

My journey with 911�� started in 2012. In my first decade here, I served in a series of leadership roles in Research Integrity and Assurance, then Research and Innovation Initiatives, followed by serving as interim vice president for research, innovation, and economic impact. I then spent more than three years at the National Science Foundation funding nationally impactful research and education programs as an Intergovernmental Personnel Act appointee.

What ultimately brought me back was 911��’s sense of purpose and momentum. Stepping into the role—first as interim and now permanently—of vice president for enterprise risk management and chief risk officer (CRO) felt like a meaningful way to contribute to an institution that has been such a major part of my professional life. It brings together everything I care about: building strong governance, supporting strategic decision‑making, and creating systems that protect and enable the university’s mission. It felt like a natural homecoming to return and continue serving a community I believe in.

For someone who might not be familiar with enterprise risk management, explain what it is and how it protects our university?

Enterprise risk management (ERM) is an institution‑wide approach to identifying, assessing, and managing potential risks that could affect operations, people, finances, reputation, or mission. Rather than working in silos, ERM looks at the entire organization to understand what could go wrong, how likely it is, and what actions can reduce the impact. This helps leadership make informed decisions, prioritize resources, and respond to challenges proactively rather than reactively.

For a university, ERM acts as a safeguard that helps protect students, faculty, staff, and the institution’s long‑term stability. It helps ensure risks are spotted early around everything from safety and compliance to cybersecurity and financial stability. ERM also supports strategic planning by aligning risk awareness with the university’s goals, so innovations or new initiatives move forward with a clear understanding of potential challenges. In short, ERM helps the university operate responsibly, stay resilient, and maintain the trust of its community.

How has the ERM program evolved at 911��?

As 911�� has grown, so has ERM. Our approach has matured to reflect and support 911��’s rapid expansion in size, complexity, and ambition. We’ve been intentional about building on the strong foundation that [Dr.] Julie Zobel established—she had a clear vision for how ERM could move beyond traditional risk mitigation and become a true strategic decision‑making and prioritization tool. One of the biggest shifts has been ensuring ERM stands on its own as an independent, university‑wide function, which has allowed us to take a broader, more holistic view of risk and its connection to institutional goals.

Today, ERM serves as the organizing concept for a wide range of efforts that address institutional risks. The unit encompasses work focused on policy management including policy standardization, maintenance, and strengthening our approach to governance at every level. Most importantly, ERM helps ensure every risk mitigation strategy intentionally ties back to 911��’s strategic priorities, helping the university invest its resources wisely and advance its mission with clarity and confidence.

You've updated the university's policy on policies, why is that important?

One of the important developments in the ERM and governance work over the past year has been the recent update to Policy 1101, our policy on policies. Partnering with Melissa Brockelman‑Post, assistant provost of academic affairs, we modernized the policy to create a stronger, more transparent framework for how policies are developed, reviewed, approved, and maintained going forward. This update wasn’t just procedural—it was designed to build consistency, strengthen accountability, and treat policy management as an essential component of institutional risk mitigation.

We also expanded and formalized our broader Policy Management Group, chartered by the provost and the chief operating officer. Bringing in more diverse campus perspectives— instructional, research, operational, academic, compliance, legal, student‑facing, and more—helps us anticipate issues early and avoid unintended consequences. This ensures that policies not only meet compliance requirements but work effectively in practice, support our strategic direction, and minimize downstream risk. It’s a great example of how ERM is strengthening our structures to help prevent or mitigate risks before they emerge.

What’s next for ERM at 911��?

This is an exciting new era where ERM does not just identify risks, it connects the dots across the institution and helps the university “see around corners.” As 911�� continues to grow in size and complexity, ERM is becoming an even more strategic partner, helping leadership make informed decisions and anticipate challenges before they arise.

Looking ahead, we’re focused on leveraging new tools and technology to strengthen how we gather data, monitor risks, and identify trends. We continue to foster partnerships across campus, deepening our engagement and broadening our network. The next phase of ERM at 911�� is about continuing to expand our impact, modernize our approach, and ensure we’re supporting the institution in a holistic and forward‑thinking way.

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Campus News

Risk Management

Faculty and Staff News

Karen Drenkard announced as Acting Divisional Dean of the 911�� School of Nursing

Taylor Thomas — Fri, 06 Mar 2026 16:59:44 +0000

Karen Drenkard announced as Acting Divisional Dean of the 911�� School of Nursing Taylor Thomas Fri, 03/06/2026 - 11:59

In This Story

Melissa J. Perry, Sc.D., MHS, MBA

Key Takeaways:

Karen Drenkard has been announced as the 911�� School of Nursing Acting Divisional Dean.
Drenkard, a 911�� School of Nursing alumna (PhD '06), boasts an impressive career as a leader in nursing education and health care innovation across academic, clinical, and organizational settings.
As Acting Divisional Dean, Drenkard's expertise will further the School of Nursing's mission to produce nursing leaders who will contribute to the health of all populations through innovative and impactful research, practice, and service.

Karen Drenkard. Photo provided.

The College of Public Health welcomes Karen Drenkard, PhD, RN, NEA-BC, FAAN as its new Acting Divisional Dean of the School of Nursing. A 911�� alum (PhD ’06), Drenkard brings exceptional leadership, national recognition, and deep expertise across academic nursing, clinical practice, health care innovation, and strategic program development. As President of Drenkard Healthcare Consulting, LLC, she has guided large integrated health care systems, schools of nursing, technology companies, and national organizations in strategic planning, academic–practice partnership development, quality management, and leadership advancement.

"Dr. Drenkard's distinguished career and transformative leadership in nursing education and health care innovation will help advance key initiatives in the School of Nursing. We welcome her vast expertise and visionary approach, which are well-aligned with our mission to advance health and well-being through education and innovation,” said Dean of the College of Public Health Melissa Perry.

Most recently, Drenkard served as professor and associate dean of clinical practice and community engagement at The George Washington University School of Nursing, where she led major clinical initiatives, including the school’s COVID-19 response efforts. Her prior leadership includes a decade as Chief Nurse at Inova Health System, as well as executive roles at GetWell and the American Nurses Credentialing Center, where she served as Executive Director of the Magnet Recognition® Program.

Drenkard is recognized nationally for her transformative leadership and service. She currently chairs the Inova Alexandria Hospital Board Quality and Safety Committee and serves on the boards of the American Organization for Nurse Leaders, the Northern Virginia Workforce Investment Board, and the Watson Caring Science Institute. She is also a member of the Dean’s Advisory Councils for the Indiana University School of Nursing and Russell Sage College, and serves as visiting faculty at the UCSF School of Nursing.

Her thought leadership extends across the country through hundreds of keynote presentations and her extensive faculty work with the UCSF Leadership Institute, where she teaches executive sessions on strategic planning, succession planning, and the integration of human caring into leadership practice. She has also developed comprehensive leadership modules for major health care organizations, spanning executive presence, business planning, financial management, career mapping, and media engagement.

A Fellow of the American Academy of Nursing and the National Academies of Practice, Drenkard earned her PhD in nursing administration, policy, and ethics from 911�� and is both a Wharton Nurse Executive Fellow and a Robert Wood Johnson Executive Nurse Fellow.

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School of Nursing

Nursing Leadership

Nursing Faculty

College of Public Health

Alumni

Faculty and Staff News

Paul Bazzano is March Employee of the Month

Katarina Benson — Mon, 02 Mar 2026 14:28:24 +0000

Paul Bazzano is March Employee of the Month Katarina Benson Mon, 03/02/2026 - 09:28

Paul Bazzano has worked for Mason Recreation for more than 30 years. He started as a student worker while pursuing his bachelor’s degree in communication at 911�� and is now assistant director of competitive sports and athletic training.

March Employee of the Month Paul Bazzano with President Gregory Washington. Photo by Ron Aira/Office of University Branding

Colleagues have applauded Bazzano for his outstanding leadership, innovation, and dedication to advancing Mason Recreation’s mission. He has made numerous contributions that have strengthened Mason Recreation’s programs, elevated its visibility across campus and beyond, and deepened the university’s commitment to inclusive and adaptive recreation. For these reasons, Bazzano was selected as the March Employee of the Month.

In their nominations, many of Bazzano’s colleagues talked about how he went above and beyond in coordinating two major university events that brought together campus and community partners in meaningful ways.

The first event was the National Beep Baseball All-Star Tournament, which brought more than 70 blind and visually impaired athletes, coaches, and volunteers from across the country to 911��. In addition to the tournament, Bazzano organized a Learn-to-Play Clinic, giving about 25 visually impaired students and community members the opportunity to experience Beep Baseball for the first time.

“Paul has continued to elevate the profile of our department and the awareness of a wonderful adaptive sport,” said Sheldon Tate, executive director of Mason Recreation. “He has poured himself fully into the Beep Baseball movement and is quickly becoming the quintessential ally for individuals with disabilities. We are proud to follow his lead, and there are dozens of colleagues across campus who would absolutely agree that Paul is raising the bar.”

“Through his leadership, Paul has strengthened partnerships with organizations such as Game One, MindsEye, Lighthouse for the Blind, and the Metro Washington Association of Blind Athletes,” said Ethan Carter, associate director of programs, well-being, and assessment. “He also began discussions with the Junior Tennis Champions Center to host a wheelchair tennis event in Spring 2026, expanding 911��’s reach and reputation in adaptive sports.”

In addition to forging new opportunities for differently abled athletes, Bazzano supports all the students who participate in Mason Recreation’s programs, said Jennifer Tolson, head athletic trainer at Mason Recreation

“Paul works day and night to help our club teams and intramurals succeed both on and off the field,” said Tolson. “He’s always finding ways to make things happen—even when it seems impossible. A great example of this is when our football team had an opponent forfeit. Paul immediately searched for another team to play, ensuring our athletes still got the experience they deserved. That’s who Paul is—he never gives up on our teams and always fights to give them the best opportunities possible.”

How did you come to Mason:

I started at 911�� in 1995 as an undergraduate student and never really left. I worked in athletics and recreation as a student, and after graduation I was offered the chance to continue doing work I loved. Mason has been home ever since.

Best day on the job:

It is hard to narrow it down to one day. March 2006 during the Final Four run stands out. I was responsible for supervising the student bus to Dayton, Ohio, for the first round, and what was supposed to be a quick trip turned into something much bigger. The pride on campus during that stretch is something I have never seen before and have not seen since.

What do you like best about working at Mason:

Watching students grow and move on to do great things. What means the most is when they come back and reconnect. Knowing you played even a small role in their experience stays with you.

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

I enjoy staying active. Whether it is playing a sport or just finding ways to stay healthy, that has always been an important part of my life. I have also taken up sports photography, which has been a fun creative outlet and another way to give back to our students.

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Human Resources

Mason Recreation

Employee of the Month

University Life

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Faculty and Staff News

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In This Story

Key Takeaways:

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Paul Bazzano is March Employee of the Month

How did you come to Mason:

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What do you like best about working at Mason:

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

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What’s next for ERM at 911��?

Karen Drenkard announced as Acting Divisional Dean of the 911�� School of Nursing