GCI-Digital

Podcast: The future classroom: Teaching and learning in age of AI

sholla4 — Mon, 23 Mar 2026 17:00:08 +0000

Podcast: The future classroom: Teaching and learning in age of AI sholla4 Mon, 03/23/2026 - 13:00

As society navigates rapid technological advancement and escalating challenges at home and abroad, it’s up to our educators to prepare students to meet the evolving needs of the state, the nation, and the world. We call this Advancing 21st Century Education for All: one of the key pillars of our Grand Challenge Initiative.

On today’s episode of Access to Excellence, Ingrid Guerra-López, dean of 911��’s College of Education and Human Development, joins President Gregory Washington to discuss the future of education in a rapidly changing world and why the irreplaceable human elements of teaching will define the profession's future even as technology transforms it.

We don't have the luxury of looking away and saying, well, I don't like technology and I don't like the AI thing, or whatever the technology might be. And just say, well, I'm not gonna engage. The world has moved on, right? So I think one of the critical things that is gonna be really important for educators and, and educational systems is to promote the ability for students to engage in lifelong learning and adaptability 'cause that is always going to be a constant requirement. — Ingrid Guerra-López

Read the transcript

Intro (00:04):
Trailblazers in research, innovators in technology, and those who simply have a good story: all make up the fabric that is 911��, where taking on the grand challenges that face our students, graduates, and higher education is our mission and our passion. Hosted by Mason President Gregory Washington, this is the Access to Excellence podcast.

President Gregory Washington (00:27):
The world is changing. Virginia and the nation require institutions that can rapidly align the next generation workforce with the evolving needs of the economy and our communities. More is already demanded of this generation than any before them. We have no choice but to prepare them for a task that is nothing short of saving the world. At 911��, we call it advancing 21st century education for all. It's one of the key pillars of our Grand Challenge initiative, and I can't think of a better person to talk to us about it than our guest. Dr. Ingrid Guerra-López, dean of 911��'s College of Education and Human Development, Dean Guerra-López, welcome to the show.

Ingrid Guerra-López (01:22):
Thank you. It's a pleasure to be here. Thanks for having me.

President Gregory Washington (01:25):
Well, let me start high level here. Where does your passion for education come from?

Ingrid Guerra-López (01:32):
So, it, it actually, I would say maybe doesn't come quite from education, it comes from learning. I've always been really drawn to asking questions, to needing to understand how things connect, just overall general inquiry and curiosity, you know, how things fit together. And so learning to me is ultimately what the promise of education is. Learning in itself, it, it's intrinsically valuable. It expands us. It, it deepens our judgment. Uh, it fuels so many other things. And education is one of those means. It's one of the many pathways through which learning can occur. We can learn through so many ways: on our own, through reflection and experience, uh, informally in our communities, through family, through our work, vicariously by watching others, and through that formal educational system. So I think it's, it's really important to distinguish the education from the actual point of it, which is learning and growth.

President Gregory Washington (02:29):
You got teachers and you have learners, right?

Ingrid Guerra-López (02:31):
That's right.

President Gregory Washington (02:32):
So, before we talk a bit about the future in the 21st century, talk to me a little bit about the current status of the education system, right? What are our streams, what are our current challenges? And there are very few areas more maligned in, in my opinion, than education, especially, especially at the K-12 level in the country. And so, talk to me a little bit about where we are currently positioned.

Ingrid Guerra-López (02:58):
Yeah, I, I do think that we do have a deep commitment for equity and for access. And there's a, a genuine sustained effort across states and districts to expand access. And whether it's through early childhood programs or inclusive special education services or college access pathways, you know, even support for multilingual learners. We've expanded who education is for, and that matters enormously. Now, the next step is really ensuring that access translates into meaningful opportunity and high quality learning experiences for everybody, for every learner. So I think that's one really important strength that we, we have right now. I think that there are also extraordinary, uh, innovation pockets across the country. Uh, we know that educators are experimenting boldly, whether it's through problem-based learning or competency-based progression, industry partnerships, AI-assisted instruction. There's a lot of things that are going well in terms of innovation. The challenge isn't a lack of innovation, it's that innovation is often localized.

Ingrid Guerra-López (04:04):
It's isolated in pockets rather than scaled system-wide. So I would say that that's really important. I would also highlight that the research base is fairly strong. We know more than ever before, um, how children learn. We know about brain development, uh, motivation and engagement, effective feedback, et cetera. The learning sciences and human development research base is, it's pretty robust. That's part of the work that we do through our partnerships at the College of Education and Human Development. One of our really exciting initiatives is a research practice partnership ERA•NOVA, our Educational Research Alliance of Northern Virginia, where we engage with over 20 school divisions across the region and beyond connecting research directly to district level practice, especially this year around AI readiness.

President Gregory Washington (04:54):
So you gave me a lot of the strengths, and you talked about scalability. I see that as being a challenge. Mm-hmm <affirmative>. But if we know how to do this right, if our research has given us more insight than ever before, we, we have all of this positive, why do we not have better educational outcomes, especially at the K-12 level?

Ingrid Guerra-López (05:18):
So there's, there's a couple of things. I think our educators are represent an interesting variable, because on the one hand, the resiliency of those educators are, um, it's a strength, right? They've shown us that they can navigate a, a, a global pandemic, um, rapid technological change, et cetera. But at the same time, we're seeing more teacher burnout and issues with retention than ever before. We're asking them to be all things to all people, instructional designers, and data analysts, and technology integrators, and social workers. All the things without systematically redesigning workload, support structures, compensation. And preparation alone is not enough, right? You need that induction and that support and the mentorship and the professional growth systems that, that have to evolve with it. So that's why modernizing educator preparation and building stronger support pipelines is so central. So what I'm getting at is really that, that we have a structural mismatch. Our current system was largely optimized for predictable career pathways and content transmission and standardized pacing, like all of the things of the industrial area workforce required. Today's economy though, requires more, uh, adaptability and continuous learning. It requires comfort with a certain level of ambiguity, and it also requires us to think across different disciplines. So we're still organized around seat time and subject silos, while the world rewards problem solvers right across different boundaries. So, um, I don't know if it's a, a failure as much as it's a structural lag.

President Gregory Washington (07:02):
Structural lags unimplemented manifest themselves to the broader public as failures, right?

Ingrid Guerra-López (07:09):
Yeah.

President Gregory Washington (07:09):
Yeah. So let's back up for a second. You, you hear these calls of reform, you hear these calls of rethinking college education. Where does the call come from the loudest?

Ingrid Guerra-López (07:21):
I think it comes from, uh, different people, from everybody, really, but for different reasons, right? So you have employers who want graduates who can navigate complexity and technology and, and, and change. Understandably, families want return on investment and a good quality of life for their graduates. Governments want workforce alignment and economic competitiveness, right? They want our educational systems to be aligned with that. Students just want relevance. You, you go into a classroom at any level and you hear students asking you like, how does this connect to the real world? You know, what will I do with this? They don't reject rigor. They reject irrelevance. Right? And then you have industries like healthcare and technology sectors who want interdisciplinary thinkers, because those fields are evolving so quickly that narrow specializations aren't enough. They want engineers who understand ethics. They want healthcare professionals who understand data. They want leadership who can translate between disciplines, you know, and technologists who understand human behavior.

President Gregory Washington (08:29):
If I were to now ask the real question, the big question, you know, we're sitting in the 21st century, right? We largely have a 20th century educational framework. Uh, classes today aren't taught that much differently than what they were taught in 1999. Uh, we, we had electronic means of delivering content, and that was incorporated into our world. Fast forward, we have the most disruptive technology of our generation. Artificial intelligence has now moved beyond the laboratory, beyond the application of a few people who are on the bleeding edge to really being mainstream. Right? Right. Now, 50% of American households use AI in some form. It's about as mainstream as you can get. So what should 21st century education look like at different levels? So from early childhood through doctoral programs, what should it look like? Put your crystal ball on.

Ingrid Guerra-López (09:34):
Yes. Yes. Love to bring out my crystal ball. So, I, I think at those, uh, very early years and early childhood, it's really critical to cultivate curiosity, play-based problem solving. And of course, you, you wanna integrate with early digital literacy, right? Not just screen time, but digital understanding.

President Gregory Washington (09:55):
So, unpack that. It sounds intriguing. What does that actually look like?

Ingrid Guerra-López (10:00):
It's really, um, understanding what the technology is, right? Where, how algorithms work and, and again, at a developmentally appropriate way, you know, making a distinction between, you know, real world connection and what you might get out of the, the technology. It, it's a, it's a lot of different things. They're born into a generation where, um, technology all around them. So understanding what it does well, what it doesn't do well, that early discernment about how technology can help, but what the limitations are as well. I think that there are other things, right? So we, we, we tend to talk about technology and technology being such a disruptor, but, but there are also those uniquely human skills that are just as critical. Uh, and so as you think of the progression through K 12, the project-based learning is really important because it builds in that relevance, and it really does create an environment where you have to integrate knowledge, different subject matters into a coherent project that's tied to a, a real world authentic environment.

Ingrid Guerra-López (11:13):
So, you know, even in stem, it, it needs to be applied, right? Like, what community problem are you solving? Uh, and again, that AI literacy that's appropriate at, at every level. And, and really critically, again, I would have emphasize that it's that real world problem solving tied to community challenges. That's something that, you know, is so integral to what, what Mason does. And I think that that's really critical. As we move through undergraduate, again, the interdisciplinary learning is really critical. Industry connected experience is one of the things that we try to do at our college is, you know, engage our students in sometimes as many as, as two different kinds of internships or applied learning experiences in workplaces or in those kind of environments, because it's so critical. The data literacy, you know, whether they're gonna go on to work in a classroom or any other setting, we live in these highly technology-integrated, uh, data-rich environments.

Ingrid Guerra-López (12:15):
And the, the data literacy is, is really critical. And just like the technology piece is important, the ethical reasoning is important, right? It's, it's not just the use of technology. It's ethical reasoning around technology. And, and we know from, there's a really interesting survey that is deployed every three years by the World Economic Forum, and they survey employers across the globe, um, every three years or so. And, you know, those, the skills that they consistently have at the top as desirable for global employers continues to be those transferable skills, right? So adaptability, critical thinking, communication, systems thinking. So that has to be embedded, uh, in our undergraduate curriculum all the way through our, our graduate, um, stages with systems thinking and research to impact pipelines. Again, I think one of the things that's unique and a great strength of 911�� is that we really focus on research of consequence. That there is an immediate sort of transdisciplinary approach to what we do in that we work closely with the community. We work on societal challenges that matter to our communities. And so that has to be a critical environment through which we, we teach at the graduate level or at the doctoral level, those research skills that are, you know, really tied in that, uh, problem of practice.

President Gregory Washington (13:40):
But you walk in the classroom of today, and those young people are living in a half virtual half real environment, right? They're on their phones when they go home, they're on their iPads, they're on their laptops, and the like. They're literally interfacing with ai. AI is a helper for them. They're asking it questions, they're engaged with it. They are already there, right? And so what does educating this next generation of educators look like so that they can actually engage with young people at that level? Because it can't be traditional, it cannot be the way you and I learned, because the young people, aren't they, we didn't have the tools. We didn't have the tools that they had. I remember hours in stacks, right, in the library. Or I remember getting online and spending hours with Google searches, and they're not using Google searches anymore. They go right to the answer and to the references in a very quick way just by knowing how to properly prompt or do they, right? So these are the kinds of things that I'm trying to see where we are in terms of educating the next generation of educators who have to teach to students who have these tools.

Ingrid Guerra-López (15:06):
Yeah, no, absolutely. Right? If, if we're serious about preparing students for a rapidly changing world, then that means we have to start with the adults who guide them, and, and that's our teachers. So modernizing education begins with modernizing the teaching profession in a lot of ways. And, you know, today's teachers are not, they're not just content experts or deliverers. It's a complex professional operating and dynamic environment. So I think, you know, education today and for the next, uh, generation of educators, uh, they're, you know, clearly instructional designers because the content isn't enough and a textbook is not really enough. They're designing learning experiences that are integrating many of those elements that I, I, I talked about, right? Whether it's project-based learning and then technology tools in a purposeful way, or interdisciplinary content applied right in real world problems. They have to understand how to scaffold learning how to potentially use those technology tools to differentiate instruction, how to potentially use those AI tools to develop meaningful performance based assessments.

Ingrid Guerra-López (16:19):
So that's one component of, you know, what they're now having to do in this next generation. But again, going back to the data-rich environments that also have to be data interpreters, right? We know that classrooms are increasingly data-rich environments, and teachers have to be able to interpret assessment results, identify learning patterns, and adjust instruction in real times in many ways. So that, that data fluency, it's not just about spreadsheets, it's about instructional decision making. The technology component, right? They have to be technology integrators. It's not as an add-on. It's embedded in, as you were saying, in describing how students learn and how they work and how they live. So teachers need to understand when technology enhances learning and when it distracts from it, you know, there have been many instances where in some cases, technologies were integrated in the classroom. I'm thinking of the, the smart board, for example. And then they sat there as symbols of progress, but there wasn't any support in many cases provided to teachers to take advantage of the technology, not only to enhance teaching practices, but to enhance learning outcomes and to model for students how to use technology effectively. So, so they have to now know how to integrate AI tools responsibly and how to help maintain academic integrity while at the same time embracing innovation. And, and that's a balance.

President Gregory Washington (17:51):
This is where I, I want to have a, a more lengthy discussion, right? Should our teachers educate our students in how to effectively develop and utilize prompts so that they can properly interface and engage with a large language model.

Ingrid Guerra-López (18:12):
So AI is, is a lot of things, right? There's a, certainly a, a literacy component to it, just as far as understanding what it is. And it, it, it's also a tool in that it helps them apply learning sciences.

President Gregory Washington (18:27):
Yeah. But it, but it has a language. And that's the thing. So, so, you know, I tell people all the time, if you get on your computer, you give it a PDF of a paper or of a book, and you say, review this book for me, and give me, and give me your summary of it. I would contend to them that that is an improper way to use AI, right? But it's the way in which people engage and interact with it, right? But they're not really speaking the language of how the computer, which AI is really giving you your answers based on associations. It associates the, the words that you write with specific sets of other words and other outcomes that it knows. So if you don't want it to hallucinate or give you things that are really, shouldn't be part of the question in which you ask it, you actually need to take care of that in how you ask it, right?

President Gregory Washington (19:26):
You need to start to focus the large language model to a general framework, a general area that's involved with the document or that, that you've given it. You need to tell it who it is, so it knows where to pull prerequisite information to help it do the identifications that are necessary to get your answer, right. So one example is you have a person do a general prompt. You give them a, the same book, you have them do a general prompt where they ask it, summarize this for me, blah, blah, blah. And let's say it's on physics, you know, it's on electromagnetics. I'm, I'm sorry, I'm giving you an engineering scenario.

Ingrid Guerra-López (20:10):
It's, it's okay.

President Gregory Washington (20:10):
But let's say it's on electromagnetics and you say, summarize this book on electromagnetics. That's one way, another way to say is, you are the foremost electromagnetics physicists in the world. Your research is on blank relative to electromagnetics. Take this book, summarize it. Give me relative feedback with emphasis on A, D, C, D and E. I'm gonna get a very different set of outcomes that I've gotten with just a straight summarize this. Yeah. Right? And because our young people are gonna be interfacing in dealing with young people who are gonna be interfacing with this technology, to me, it's critical that they know how to do it. People are gonna use it. So you, you better learn, they better know how to use it in the most efficient way, in the most efficient mechanism possible. Right? And so we're still debating whether it's cheating or not, and we really should be about how do you best employ it to give you an advantage over the other folk who are still debating whether it should even be used or not. Right? Because to me, that ship is kind of sailed.

Ingrid Guerra-López (21:24):
Oh, absolutely, absolutely. What you are describing, so I mentioned earlier, AI is a lot of different things, right? It can be seen as a tool, as a career pathway, uh, as a disruptor. But to me, you're describing AI as a literacy, right? It's something that students must understand. We teach reading and writing because literacy empowers agency and AI literacy is gonna serve a similar function. Um, students and educators both need to understand how AI systems are trained, where bias can enter, what hallucinations are, how to verify an AI generated output, or what ethical boundaries really matter as you create your prompt or as you think about how to engage with AI and how data privacy works as well. So without that kind of literacy, I definitely agree. Like we risk creating passive consumers of, of technology instead of informed critical users.

President Gregory Washington (22:27):
You know, we have very, very highly regarded education programs here at 911�� from special ed to education leadership. And so what makes Mason stand out as an education institution in your mind?

Ingrid Guerra-López (22:41):
Yeah, I think, um, and I mentioned this a little bit earlier, I think the fact that we have such strong ties to our community and our educational partners, we're working in real problems of practice that our school partners see as, as priorities. One of the, the really exciting initiatives that I mentioned our ERA•NOVA partnership. We're really approaching, even AI, for example, not, not from a high perspective, but working directly with our, uh, school division leaders to define what readiness actually means. Whatever your subject matter is, it's gonna be relevant a across the different, uh, content areas of teaching. So we're asking things like, you know, what competencies should teachers have in an AI enabled classroom? Um, and, and, you know, responsible classroom integration look like. What, what is that? How do we balance innovation with student safety? Um, how do we actually even know whether AI is improving learning?

Ingrid Guerra-López (23:46):
So one of the things that, um, we are doing as a result of that collaboration is identifying very specifically the kind of skills that we should be embedding across all of our educational programs across all of our teacher preparation programs, whether it's in special education or early childhood education, or secondary education, because that's just going to be part of the job. I've heard some alarmist kind of warnings that, you know, AI is going to, uh, eliminate teachers, and that just simply isn't true. We've been hearing those concerns for a long time. We heard it, you know, with the radio and the television and the internet and the cell phones <laugh>, what it's going to do is elevate the teaching profession, right? Because if you look at not just the teaching profession, but all professions, it is fundamentally changing the way in which you work, the actual critical tasks that are required, how well you do it. So it is, uh, in my opinion, going to elevate. So I think that's one of the things that's really unique about us. It's that integration between research and practice. It, we don't just stay at the theory of things, but we're using research and, uh, research capacity and theory to work with our educational partners and the educational community to, to address real challenges.

President Gregory Washington (25:13):
So if I were to ask you who's actually successfully making this change and adapting as you've highlighted here, who, who's doing that at 911��?

Ingrid Guerra-López (25:25):
You mean across our educational programs or?

President Gregory Washington (25:27):
Yeah.

Ingrid Guerra-López (25:27):
Yeah. I, I think I, like I said, I think we're, we're all doing it that ERA•NOVA that research practice partnership, we have faculty across many programs, including educational leadership who are really vested in working. We have, uh, a couple of faculty right now. We, we were successful in, uh, obtaining a global data sharing agreement with a couple of our school divisions. And what we did is we prioritized the areas of interest of those school partners. So we already have faculty in the college testing out AI tools to enhance math instruction and literacy instruction. And that's huge because it, it, you know, it requires for the school division to have a lot of trust in us. And so we're, that's just the, the kind of, I think, work that we're doing in partnership with our school divisions to, to modernize the teaching profession.

President Gregory Washington (26:25):
These technologies are gonna solve some significant problems for us. I, I do believe, as you highlighted that the teaching profession isn't going away. What I caution is stating that it's not going to have to radically change, right? You can interface with a teacher who understands many of the great works of Shakespeare, right? Or you can interface with a bot that has read every great work on any subject and can correlate it, right? And so how does that professor engage with a student that has access to that tool, right? Because in some instances, the, the, the, the, the tool, the technology actually has a greater knowledge base and is able to synthesize that knowledge base better than the professor. The tool itself has the ability to synthesize and bring information together. And, and, and for lack of a better way of saying this, and almost like a human-like manner. So we have to teach people how to find their place in that environment. And I think that that's critical and non-trivial, right? I know we have people thinking about this and working on this here. Do you have some examples of any programs that are utilizing that?

Ingrid Guerra-López (28:01):
I guess I would kind of take us a little further back. It's not about content, right? The role of an educator. It requires that human judgment. We can't compete with the knowledge generation, the analysis, in some cases, the synthesis, but that's not the value of an educator, right? It's really that human connection. It's that mentorship, it's discernment. It's very subtle art of recognizing when a student is struggling. It's the human connection. It is the helping to love to learn, to engage with learning on an ongoing basis. That's the challenge is right now, we're, and you know, lots of folks are, are talking about this. We're, we're educating students for a world that we probably can't even imagine.

President Gregory Washington (28:53):
No, that's right. Right? But, but I contend to you that we've always educated young people for worlds that they could not imagine. Right? I remember we were educating people in the early and mid-2000s for an explosion of wireless and internet of things based technologies that hit long before these young, we didn't know what those technologies were gonna look like, right? But we graduated young people who can interface and, and engage with them. And so I think you're hitting the nail right on the head with this whole piece of leaning into that human connectedness part, right? My, the best teachers, uh, the best teachers that I've had throughout my career have been people who could do that, right? Who could look at you and see your strengths in your development cycle, who could see your weaknesses, right? And they didn't do that by, uh, a test per se. They did this by discerning, they did this by watching you engage and seeing, you know, it could be where you stopped your pencil as you were writing. It could be the look that was on your face as you were engaging, right? It could just be the feeling that they got from engaging with you on a specific issue or on a specific problem, right? Those pieces are, in my opinion, uniquely human.

Ingrid Guerra-López (30:30):
That's right.

President Gregory Washington (30:31):
And we have to figure out how to emphasize them and lean into the tools.

Ingrid Guerra-López (30:39):
That's right.

President Gregory Washington (30:40):
You, you, you get what I mean.

Ingrid Guerra-López (30:41):
Absolutely.

President Gregory Washington (30:42):
That is the solution. That's, that is, or at least, that's the solution right now, <laugh>,

Ingrid Guerra-López (30:47):
Right? That that's right. We, because don't be because we

President Gregory Washington (30:49):
Don't know what the future's gonna look like.

Ingrid Guerra-López (30:49):
That's right. We, we don't know what the new thing will be. And so regardless of the change and the, regardless of, of the tools that come along, right? What we're really trying to promote is adaptability. And again, change is always, it, it's only accelerating, right? So we don't have the luxury of looking away and saying, well, I don't like technology and I don't like the AI thing, or whatever the technology might be. And just say, well, I'm not gonna engage. The world has moved on, right? So I think one of the critical things that is gonna be really important for educators and, and educational systems is to promote the ability for students to engage in lifelong learning and adaptability 'cause that is always going to be a constant requirement.

President Gregory Washington (31:37):
So let me ask you this, because you, you clearly are, uh, as an educator, you're gonna have to deal with humanist on the, the ethical values of what you teach and what you don't teach, right? And so how can classical liberal arts education evolve to meet the needs of these 21st century students and workers and employees and employers, right? How do we evolve the classical liberal arts framework in order to meet that need?

Ingrid Guerra-López (32:09):
Yeah. I, I think, you know, it's just as important as it's, as it has always been. Um, I think, you know, we want to, um, leverage, you know, the logic, the logical reasoning that comes from, from philosophy and, you know, the history, uh, patterns right across history. So I, I think they're just as relevant as before, but I think like everything else, it has to evolve and we have to do, uh, a better job of applying those insights, right? Like to me, liberal arts as, as someone who navigated philosophy and English and psychology, uh, in my undergrad, I have found those skills to be so critical to everything I do. And so I, I think it's just making sure that we're taking it a step further and that we are using the liberal arts in a way that's applied, and that is clearly relevant. I, I think it's relevant, but as educators, I think we need to do a better job of, of making that connection. But, you know, as I said, again, this whole idea of, uh, critical thinking, um, and, uh, collaboration and insight, those are all things that I think our liberal arts are, are really good at helping us develop.

President Gregory Washington (33:30):
If you were talking to a young person right now, somebody just graduating out of high school and entering into the profession, you say, I want to be a teacher. Teachers really impacted me my entire life. And that's where I see myself having the greatest impact as a human. And that young person was looking at you, what are three things you would tell that person to make sure you do now while you're going through your educational framework in order to make you a, an effective teacher going forward?

Ingrid Guerra-López (34:08):
I definitely think that I would ask them to model adaptability, right? To make sure that as you enter the teaching profession, that you're aware that students are also looking at you and how well you embrace change. So I think that's one critical thing. Also, this idea that, that I mentioned before around problem-based learning is really critical. The world needs problem solvers, right? Ethical problem solvers that regardless of the workplace or context can work with others to solve complex problems. And so embedding that in the learning environment and in the learning experiences is, is really critical. So I, I think those are some of the critical things that I would make sure that they know is, is essential for an effective teacher.

President Gregory Washington (34:59):
Given where you sit as a leader and an administrator, right? And you're leading now cohorts of faculty, what do you tell them about how this disruption that's coming from AI, this, this change that's coming to the profession, what do you tell them about what they should be doing right now to adapt and to coexist with these technologies as they evolve?

Ingrid Guerra-López (35:29):
Experiment, right? I think one of the things that, that we're working on in the college is to have, or to develop an AI and other kind of emerging technologies tinkering lab where people are in an environment where they can explore and they can tinker and they can try out tools, whether it's with, uh, with fellow educators or, you know, a space for other, for educational leaders as well. There's on both ends of the spectrum in some, in some cases, a lot of fear about safety and the implications of using it. And then the other hand, very eager, uh, folk who want to use it and think it's the tool for all the, the problems. And so I think just having that community space for educators to explore, to experiment, to ask questions, to break things, to say, well, what happens if we do this? And, and to make that part of the learning experience, I think that's only going to reduce the fear and anxiety of the unknown.

President Gregory Washington (36:29):
Well, this is all good stuff, and the kind of thing that positions us well for the future. What do you tell your fellow deans, you know, some of which are really struggling with this technology, and you are kind of at the forefront of it, because outside of computer science, it probably affects your discipline more than any other.

Ingrid Guerra-López (36:50):
Yeah. I mean, we certainly talk, uh, I think as leaders often about, you know, how the implications of AI in the university and, and of course the workplace as well. I, I think, you know, what I would reiterate with my colleagues is that there is no one area that isn't impacted by the shifts in technology, whether it's AI or whatever comes after every single career, every single sector, every single space and community is being impacted by technology in one way or the other. And so we have a responsibility to understand if that's already changed our communities, and it's gonna change it even further. How do we adapt the preparation that we provide those students during the time they're with us to make sure that they're capable and ready to shape and contribute in that kind of world?

President Gregory Washington (37:47):
That's it. Well, we're gonna have to leave it there. Ingrid, thank you for sharing your vision and leadership with the educators of our future. I'm 911�� president Gregory Washington. Thanks for listening. And tune in next time for more conversations that show why we are all together different.

Outro (38:16):
If you like what you heard on this podcast, go to podcast.gmu.edu for more of Gregory Washington's conversations with the thought leaders, experts, and educators who take on the grand challenges facing our students, graduates, and higher education. That's podcast gmu.edu.

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911�� secures $1.5M to launch cutting-edge AI data center research lab

Martha Bushong — Thu, 15 Jan 2026 12:02:47 +0000

911�� secures $1.5M to launch cutting-edge AI data center research lab Martha Bushong Thu, 01/15/2026 - 07:02

911�� is taking a major step toward advancing clean energy and digital infrastructure innovation with the launch of the Virginia AI Data Center Research Lab at Mason Square in Arlington. This initiative is made possible through funding from the Virginia Clean Energy Innovation Bank and Virginia Energy. The $1.5 million grant establishes a first-of-its-kind research and workforce development initiative and positions the commonwealth as the national leader in grid-interactive, AI-driven digital infrastructure.

Liling Huang, lab director (center) cuts ribbon of the Virginia AI Data Center research lab. Other guests (from left) Micah Till, Andre Marshall, Dean Ken Ball, Glenn Davis, and Jennifer Andos. Photo by Ron Aira/Office of University Branding.

Why Virginia

Virginia sits at the center of the world’s digital infrastructure, hosting the largest concentration of data centers globally and supporting mission-critical cloud, AI, and national security operations. The rapid emergence of AI-driven workloads has dramatically increased power demand, grid complexity, and the need for a highly skilled workforce.

As AI workloads surge, Virginia utilities face unprecedented interconnection requests and a shortage of engineers and technicians skilled in AI computation, power systems, cooling, and clean energy integration.

“We are on the frontlines to see how data centers, and in particular AI use, are changing the power grid and the information available to those who rely on it—both as the owners of underlying infrastructure and end users ourselves,” said Micah Till, manager, electric transmission system protection engineering, Dominion Energy Virginia. “911�� is an important partner for us in that. The work here will allow stakeholders across our nation to proactively and collaboratively work toward the smooth adoption and integration of clean energy and AI data center technologies.”

Workforce Development and Research Goals

The Virginia AI Data Center Research Lab will provide hands-on training for 911�� students, K–12 and community college programs, industry-led workforce development and certification, and internship and apprenticeship pipelines. It will promote joint research and development projects with utilities, data centers, and leading institutions. It will enable real-world experimentation on critical infrastructure challenges, including grid-responsive AI workload management, power quality and harmonics optimization, thermal-electrical interactions, small modular reactor and renewable energy integration, and data center resilience and energy efficiency.

The facility will generate Virginia's first publicly available open-source dataset capturing real data center electrical and thermal telemetry—data that is not commercially available—enabling statewide research and innovation that will benefit universities, utilities, and industry partners.

911�� professor Liling Huang speaks with Glenn Davis, director of the Virginina Department of Energy (right) and Andre Marshall, 911��'s vice president for research, innovation, and economic development. Photo by Ron Aira/Office of University Branding.

Voices from Partners and Leadership

“Virginia Energy’s investment in 911��’s Virginia AI Data Center Research Lab underscores our commitment to pairing world-class digital infrastructure with smart, sustainable energy systems,” said Glenn Davis, the director of the Virginia Department of Energy. “By combining AI, advanced data center technology, and grid-interactive research in an open, university-based platform, this project helps ensure that Virginia continues to advance our clean energy and workforce goals. Virginia didn’t become the data center capital of the world by accident. We earned it. And labs like this one are how we keep earning it.”

“We are honored to receive this support from the Virginia Clean Energy Innovation Bank and Virginia Energy to launch the Virginia AI Data Center Research Lab,” said Ken Ball, dean of 911��’s College of Engineering and Computing. “This lab will give our students, faculty, and partners access to state-of-the-art AI and data center infrastructure, enabling cutting-edge research, hands-on training, and open-source data resources that will help secure 911��’s and Virginia’s positions as global leaders in digital infrastructure and energy innovation.”

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Commonwealth Cyber Initiative helps launch new start-ups

Katarina Benson — Tue, 04 Nov 2025 16:06:56 +0000

Commonwealth Cyber Initiative helps launch new start-ups Katarina Benson Tue, 11/04/2025 - 11:06

The Commonwealth Cyber Initiative Accelerator (CCI+A) program is a jam-packed, five-month innovation program that’s fueling cybersecurity entrepreneurship across Virginia. It’s teaching professors and start-ups what it takes to bring technology to market, including how to pitch to a panel of investors and industry leaders.

“Supporting cybersecurity start-ups and bringing ideas out of universities and into the marketplace are an essential part of the CCI’s mission,” said Luiz DaSilva, executive director of CCI. “We’re excited to help these start-ups reach their milestones and create new opportunities and jobs in the commonwealth.”

The program began at 911�� and has expanded statewide. It’s co-funded by the CCI Northern Virginia Node and the CCI Hub.

Rui Ning of DeepScan presenting their pitch. Photo by Ron Aira/Office of University Branding

"Since its launch at 911�� in 2022, CCI+A has accelerated 34 technologies from across Virginia," said Liza Wilson Durant, CCI Northern Virginia Node director, associate dean of strategic initiatives and community engagement at 911��, and College of Engineering and Computer professor. "Each year we've seen the teams increase their customer engagement and elevate their competitive pitch performance. It's exciting to see several entities undergo acquisition and see the impact of the program on Virginia economic development."

The CCI+A program works on two tracks—the CATAPULT Fund supports teams emerging from Virginia public research universities and the ASCEND Fund focuses on start-up teams collaborating with faculty subject matter experts. The teams receive up to $75,000 to help them commercialize their technology.

CCI funded 10 projects this year. On October 16, teams from both tracks competed to pitch their start-ups to a panel of investors and industry leaders. The winning team from each category received an additional $5,000 in funding.

The CATAPULT winning team is DeepScan, led by Rui Ning, an assistant professor in computer science at Old Dominion University (ODU). The team also includes Maia Lin and Yao Wang from ODU.
The ASCEND winning team is Glacier21, a start-up led by CEO Ren McEachern, a former FBI agent. Team members include Robert Appleton, Mike Borowski, Neil Alexander, along with 911�� professor Foteini Baldimsti.

The CCI+A program is coordinated by Gisele Stolz, senior director of entrepreneurship and innovation at 911��.

Meet the Winners

DeepScan

While artificial intelligence is quickly becoming a requirement on our smartphones and other devices, security is lagging, said Ning, DeepScan team lead. Hidden triggers can hijack behavior, and many apps ship models that are easy to tamper with. DeepScan promises to protect on-device AI without slowing down performance. First-time winner Ning is a veteran of CCI+A and put what he learned from a past program to good use.

“The program taught me how to communicate technical ideas in a way that connects with broader audiences,” Ning said. “I’ve always been curious about entrepreneurship because it feels like a natural way to translate research into something that can make a difference. It’s another path to extend our impact beyond papers and grants.”

Glacier21

Glacier21 is focusing on combating illicit cryptocurrency activities. The platform integrates data from such sources as social media, data leaks, and the deep/dark web to uncover complex connections between crypto wallets, businesses, and individuals.

Glacier21 presented their platform focused on combating illicit cryptocurrency activities. Photo by Ron Aira/Office of University Branding

CCI+A helped the team with the execution, McEachern said. “When we were lucky enough to be selected into the CCI+A program, it didn't just open up some resources; it opened up access to people and vast networks that totally changed our strategy and our thinking.”

Foteini Baldimsti, an associate professor of computer science at Mason, worked with Glacier21 to provide technical expertise. “It's very nice to see how your academic work can help a start-up and give technical knowledge,” Baldimsti said. “But I think it's also very interesting as an academic to learn from this project and from the CCI+A program about how you can bring your own ideas and how you can participate in one of the next cohorts and be on the other side as the founder of the company. I think this experience has been very, very valuable.”

In This Story

Liza Wilson Durant

Foteini Baldimtsi

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Taiwan Security Monitor: Research Project Turns into a Vital Communication Platform for a Threatened Part of the World

Andrew J Schappert — Mon, 27 Oct 2025 15:44:27 +0000

Taiwan Security Monitor: Research Project Turns into a Vital Communication Platform for a Threatened Part of the World Andrew J Schappert Mon, 10/27/2025 - 11:44

Taiwan lacks its own cable repair vessels, meaning damage to underwater cables crucial to the island nation’s international communications and internet connectivity can take six to eight weeks or more to repair. The lack of repair capabilities is a serious resilience risk and a dire national security concern for a county that is in the crosshairs of China.

From left, Noah Reed, Michael Hunzeker, and Joe O'Connor. Photo by Evan Cantwell/Office of University Branding

That unsettling discovery was made by student researchers at the Taiwan Security Monitor (TSM), a student-driven online research initiative housed at the Schar School of Policy and Government at 911��.

Directed by founder Michael Hunzeker, a Schar School associate professor and associate director of the Center for Security Policy Studies, TSM operates with a staff of 18 undergraduate and graduate students who learn to use sophisticated mapping and analytic tools to research Taiwan’s vulnerabilities and strengths.

Hunzeker said the web platform began in 2021 as “an informal research project to create an open-source intelligence map of the Indo-Pacific.” The first iteration was created with the help of then-graduate student Sophia Lutz, BA Global Affairs '20, MA International Security '22, and several volunteer undergraduates.

The project “has evolved exponentially in ways I could not have possibly envisioned when I set off down this path," Hunzeker said.

In 2024, TSM relaunched with the help of the newly recruited researchers—including PhD, masters, and undergraduate students working collaboratively—and a higher profile and a social media presence boasting some 25,000 followers on X in just a few months.

“We have had at least two tweets with over a million views,” Hunzeker said, an indication that the platform is being recognized—and taken seriously.

A recent map created by Schar School students for the Taiwan Security Monitor: The research platform ‘has evolved exponentially in ways I could not have possibly envisioned when I set off down this path,’ said Michael Hunzeker.

“We’ve grown from a small team with limited scope to something that compares to think tanks in terms of insight and contributions to discourse on Taiwan,” said Schar School senior Noah Reed, a government and international politics major.

Reed, who is TSM’s research director, has been with the project since coming to 911�� as a freshman. He was intrigued not only by the research but by the tools that the TSM employs.

TSM uses open-source intelligence (OSINT) to generate data, visualizations, maps, thematic case studies, and other resources for scholars and policy communities. Its updates on arms sales and deliveries, military movements, and maritime and air activity provide accessible information that supports public discourse and informs decision-makers charged with protecting the country from adversaries.

“We also provide tailored data and imagery analysis for private sector companies,” Hunzeker added. “Our work and our researchers have been cited by the Wall Street Journal, Taiwan Plus, CNA/Focus Taiwan, Le Monde, Newsweek, and Taiwan News.”

“We’ve attracted some attention,” said TSM research team lead Joe O’Connor, an Honors College student. As a freshman, the international security and law senior discovered the opportunity to work with Hunzeker on the TSM project through the Schar School’s Undergraduate Research Assistant Program (URAP). URAP places students interested in learning research methods with faculty mentors who share the same interests.

Monitoring destroyers as they move through the Taiwan Strait and tracking arms sales backlogs for four to six hours a week has inspired O’Connor to pursue intelligence as a post-graduate career, perhaps, “in the public service, in the Pentagon, auditing, something in the policy-making field,” he said.

Noah Reed: ‘Not only do we learn and teach how to bridge the language barrier while doing research, but also we get hands-on experience with things like satellite imagery, geolocation, data visualization, and more.’

Reed said TSM teaches its researchers a unique set of skills not found elsewhere at 911��. “Not only do we learn and teach how to bridge the language barrier while doing research, but also we get hands-on experience with things like satellite imagery, geolocation, data visualization, and more,” he said. "That helps in pretty much all your research outside of the project but also gives you experience to do anything, from open-source human rights and arms control verification to supply chain risk management.”

Most of the TSM team is made up of volunteers, he said, while other receive a course credit as they acquire research skills.

“We do it because we enjoy the work and think we’re positively contributing to the research environment on Taiwan’s security,” he added.

If any of this sounds interesting, said Reed, “and you have prior experience researching OSINT or Taiwan, you should consider applying to the project.”

Learn more about 911��'s Grand Challenge Initiative

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In This Story

Michael Hunzeker

Resilient robots in rough terrain

Nathan Kahl — Tue, 14 Oct 2025 01:01:54 +0000

Resilient robots in rough terrain Nathan Kahl Mon, 10/13/2025 - 21:01

Xuesu Xiao oozes enthusiasm when he talks about his off-road robotics testbed in 911��’s new Fuse building at Mason Square.

The Robotixx team provided demonstrations to visitors during the Fuse grand celebration in September. Photo by Ron Aira/Office of University Branding

“I'm extremely excited about this because it’s an only-of-its-kind thing on the planet. Nowhere else has such abilities. Off-road mobility and autonomy is a very difficult area to study and investigate because you need to have supporting facilities, you need to have off-road terrain, and you need to have the vehicles. We have all of that,” said the computer science assistant professor.

Xiao is a roboticist who develops algorithms to make robots not only capable, but also intelligent. His goal is that robots will someday work in the real world; humans will stand aside while robots go places that humans don't want to—or simply cannot—go.

“We want them to go to a forest to search for a victim who is lost in the woods,” he said. “We have a proposal in review right now to build robot firefighters. We want them in the field, doing things like scientific exploration in the South Pole.”

Presently, autonomous driving generally involves road networks with traffic lights and lane markings. Xiao’s research focuses on motion planning: using machine learning to determine a series of movements to get a robot from a starting point to a goal while avoiding obstacles.

“That is where AI comes into place,” said Xiao. “We want robots not only to be programmed to do things, but also to learn from themselves, from the humans around them, and from each other.”

Xiao hosted visitors from the RoSys Group of the University of Catania, Italy. Pictured: assistant professor Giuseppe Sutera, Xiao, PhD student Francesco Cancelliere, and assistant professor Dario Calogero Guastella in the test bed. Photo by Ron Aira/Office of University Branding

The testbed where Xiao and students put their robots through their paces is about 700 square feet of rocks and faux vegetation. Xiao is intimately familiar with the space, having placed most of the rocks himself. “I'm very, very proud of this testbed, which has more than seven tons of rocks. I took five of our students of seven or eight trips to the landscaping store. It was an exhausting week!”

The terrain is rugged, designed to represent a real-life situation. “Off-road environments may get the robot stuck because the terrain may be deformable—changing shape under weight,” Xiao said. “Off-road terrain may make the robot roll over because, if there are a lot of rocks, they may need to crawl over them. You don't want the vehicle to roll over on top of those things. Successfully maneuvering this terrain is a very, very big thrust of our lab.”

The testbed is built to a one-tenth scale. A motion-capture system of eight cameras (soon to be upgraded to 16) surveils the entire terrain. Xiao says that his team knows exactly how the vehicles are moving with six-degrees-of-freedom tracking.

The year has been busy for Xiao, who in 2025 won the university-wide Presidential Award for Faculty Excellence and the College of Engineering and Computing’s Excellence in Research Award. He is also 911��’s sole nominee for the Rising Star Outstanding Faculty Award by the State Council of Higher Education for Virginia.

While he appreciates that recognition, Xiao isn’t one to rest on his laurels. He is particularly excited about what’s next in the lab: He just ordered an autonomous Polaris “side-by-side”—a $300,000 autonomous off-road vehicle that can hold two people. He also talked about a capability that allows the testbed to be used far from 911��.

“I was at a conference in Korea, and we opened our testbed to the entire world by using a web interface. So, the attendees of the Conference on Robot Learning in Korea could drive our robots in Fuse in Arlington, Virginia.”

With robots at 911�� taking commands from the other side of the globe, Xiao is showing that in robotics, there are no borders—only new frontiers to explore.

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NuScale Energy Exploration Center at Fuse offers students a state-of-the-art simulated reactor control room

Katarina Benson — Wed, 04 Jun 2025 17:59:12 +0000

NuScale Energy Exploration Center at Fuse offers students a state-of-the-art simulated reactor control room Katarina Benson Wed, 06/04/2025 - 13:59

911��'s College of Engineering and Computing announces the opening of the Energy Exploration (E2) Center in partnership with NuScale Power Corporation at Fuse at Mason Square.

The E2 Center, the largest of its kind in the United States, engages students in hands-on nuclear science and engineering educational activities. The center was funded by a grant from the Virginia Clean Energy Innovation Bank, powered by the Virginia Department of Energy, a strategic investment in Virginia’s nuclear energy workforce development.

NuScale E2 Centers, including the one at 911��, feature a state-of-the-art simulator that replicates a NuScale small modular reactor (SMR) control room. Students at 911�� will have the unique opportunity to assume the role of a control room operator, engaging with real-life scenarios that bridge theoretical knowledge with practical application.

NuScale control room. Photo by Eduardo Macedo/Office of University Branding

“This cutting-edge SMR control room simulator will ensure that our students have access to emerging technologies that will drive innovation,” said Ken Ball, dean of the College of Engineering and Computing at 911��. “Partnerships such as this give our students the tools and education they will need to prepare for the future and become part of Virginia’s dynamic workforce.”

911�� is invested in solving humanity’s ultimate grand challenge: securing a peaceful, healthy, and prosperous future. As a part of the Grand Challenge Initiative, the simulator is part of 911��’s commitment to advancing a 21st-century education for all as well as building a climate-resilient society.

The establishment of NuScale’s E2 Center at 911�� also marks a significant advancement for Virginia's educational landscape, preparing the next generation of nuclear professionals to engage with the evolving energy industry.

"A reliable and increasingly clean energy future is what the Virginia Clean Energy Innovation Bank is all about," said Glenn Davis, director of the Virginia Department of Energy. "With this investment alongside world-class higher-education partners at 911�� and cutting-edge industry leaders at NuScale, we're ensuring Virginia has the energy to power our thriving economy and the expertise to continue leading the nation in innovation, education, and opportunity."

“The opening of NuScale’s E2 Center at 911�� reinforces our mission to drive innovation in nuclear energy and inspire the next generation of leaders,” said NuScale President and Chief Executive Officer John Hopkins. “Together, we are shaping a skilled nuclear-ready workforce and fostering a more informed public, providing a strong foundation for the future of clean, reliable energy in Virginia and around the world.”

User in the lab. Photo by Eduardo Macedo/Office of University Branding

Fuse at Mason Square is a 345,000-square-foot facility designed to promote technology, partnerships, and community engagement. The E2 Center, which opened at the end of May, offers opportunities outside the college curriculum, including practical demonstrations and interactive tours for local leaders and K-12 students, to deepen their understanding of nuclear power and the role it plays in providing reliable, clean energy.

In addition to the E2 Center at 911��, NuScale has centers at Idaho State University, Ohio State University, Oregon State University, Rensselaer Polytechnic Institute, Texas A&M, University of Nevada-Las Vegas, South Carolina State University, University Politehnica of Bucharest, Ghana Atomic Energy Commission, and Seoul National University. Learn more about NuScale E2 Centers here.

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Meet the Winners

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911���� secures $1.5M to launch cutting-edge AI data center research lab

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911�� secures $1.5M to launch cutting-edge AI data center research lab