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Board of Visitors members approve six-year operating plan and get updates on AI, Grand Challenge Initiative, quantum, enrollment and athletics

ckearney — Wed, 07 Oct 2026 18:47:31 +0000

Board of Visitors members approve six-year operating plan and get updates on AI, Grand Challenge Initiative, quantum, enrollment and athletics ckearney Wed, 10/07/2026 - 14:47

At the October 1 911�� Board of Visitors meeting, President Gregory Washington laid out his eight “bold bets” for managing the financial, technological, demographic, and political shocks affecting higher education and discussed a bridge period between the end of the current strategic plan and the implementation of a new Strategic Roadmap by April 2027.

Photo by Evan Cantwell/Office of University Branding

The eight bold bets, also known as 911�� 2036, include further responsible integration of artificial intelligence (AI); exploring three-year degrees; developing a College of Lifelong Education; building curricula with employers; forming a global digital and physical campus encompassing the Virginia campuses, Korea, and the Gulf region; establishing a new budget model that is less tuition-dependent; faculty shifting from lecturing to more mentoring and research; and establishing the Lab-to-Launch initiative to leverage the region’s Innovation Districts to create companies and jobs.

In its first full meeting of the 2026-27 academic year, the BOV also approved the university’s six-year operating plan.

“A record year bought us time and credibility,” Washington said. “It did not buy us a sustainable path forward. We are doing what we can to push against the tide. But it is a strong tide.”

Washington detailed the university’s solid financial footing amid flat or declining revenue streams and the financial effect of steeply declining international graduate enrollment brought on by federal regulations on foreign students. Undergraduate enrollment, philanthropy, and state support increased.

More details are available in the posted BOV materials or the recorded livestream.

Aurali Dade, interim vice president of research, innovation, and economic impact, reported that research proposals increased by 10.5% from FY25 to FY26 and proposal dollars increased by 13.3% during that span. Research expenditures, however, dropped 23.6% to $156 million.

In year-over-year comparisons of August FY26 and August FY27, research proposal dollars nearly doubled to $171.2 million and award dollars grew by 29.4% to $46.2 million. Research expenditures dropped 17.4% to $32.6 million

“911��’s research enterprise remains strong and competitive with faculty pursuing larger, more ambitious projects and positioning the university for continued growth in the years ahead despite the tough external environment,” Dade said.

“Our faculty are to be commended,” Washington said. “The story that you hear nationally is discouraging in terms of going out and seeking awards and working on proposals. We have actually continued to be aggressive and write more proposals and have some success in terms of awards. All of that, in my opinion, shows a cohort that is dedicated to the profession and worthy of our support.”

Dade also discussed the seven Grand Challenge Initiative catalyst awards as the university enters the second year of the GCI. Campus community members and potential partners are invited to register for the Grand Challenge Lightning Talks and Matchmaking Mixer on November 10.

Lauren Bird, associate vice president for development, reported that the Mason Now: Power the Possible campaign has surpassed $688 million toward its $1 billion goal.

“Momentum is being driven by growing confidence from donors, alumni, corporate partners and the broader community,” Bird said. “These investments are helping accelerate our strategic opportunities and strengthen our impact across the commonwealth and beyond.”

College of Science Dean Cody Edwards gave a presentation on the strategic opportunities that quantum technology offers through the Quantum Science and Engineering Center (QSEC) and a $3.7 million GO Virginia grant that establishes the Virginia Quantum Hub based at the university, part of 911��’s charge to connect talent, research, infrastructure, partners and capital into a quantum ecosystem.

Last month the university announced a partnership with Oxford-based TreQ and Virginia Innovation Partnership Corporation (VIPC) to bring a $7.7 million open-architecture quantum computing system to Virginia, the first in the state and the National Capital Region.

Washington and QSEC Executive Director Patrick Vora took part in the Washington Post’s “Building America: Quantum Innovation” program, another recent 911�� quantum highlight. In addition, the university this fall launched the state’s first interdisciplinary master’s degree in quantum science and engineering.

“The question is no longer whether Mason should be in quantum,” said Edwards, a keynote at the recent Quantum World Congress. “The question is how we turn that advantage that we've created into something that is durable, distinctive, and something that is nationally consequential. The institutions and regions that lead …will be the ones that build an ecosystem around all of the existing components.”

Edwards said Virginia has a combination of assets that bolsters its potential in quantum—strong research universities, proximity to numerous federal agencies, and burgeoning technology corridors.

“When you look at the states that are currently leading an investment in quantum, most of those states are attempting to replicate pieces of what already exists in the DMV,” Edwards said.

The Access to Excellence podcast with President Washington, Vora, and TreQ CEO and Founder Mandy Birch will be available Oct. 12.

At the Academic Affairs Committee meeting on September 16, Provost and Executive Vice President Marion Underwood reported that the university conferred 10,182 degrees during the 2025-26 academic year, 82% to Virginia residents, and she added that 911�� had again earned a Silver ranking as a Military Friendly® School for the 2026-27 academic year.

David Burge, senior vice president for enrollment and student achievement, citing enrollment figures as of September 3, said that the university has an undergraduate enrollment of 29,966, graduate enrollment of 9,576, and 710 law students for a total of 40,252 students, including a 911�� record for new transfer student enrollment (3,212). Thirty percent of the incoming class (1,283) enrolled via direct admissions. Official and final enrollment numbers will be available later in the fall. Burge also mentioned the university’s national search for a dean of admissions. He is serving in that role in an interim capacity. He said the goal is to fill the position by the end of the calendar year.

Amarda Shehu, vice president and chief AI officer, presented on the proposed AI fluency designation that would integrate AI competencies into undergraduate academic programs across disciplines to best prepare 911�� graduates for the workforce.

Women’s basketball coach Vanessa Blair-Lewis, entering her sixth season, addressed the Athletics Committee meeting on September 16, sharing insights on the turnaround of the program. She inherited a team that had gone winless in the Atlantic 10 Conference the previous year and has since led the Patriots to a 99-58 record and three postseason berths.

The Patriots won the A10 tournament title in 2024-25, posting a school-record 27 wins and earning the program’s first NCAA Tournament berth. The team was A10 regular season champs in 2025-26.

“We raised expectations, and belief became results,” Blair-Lewis told the board. “I truly believe we can redefine what is possible. With the right culture and the right people and proper financial support we do not have to set limitations because of how we are classified. We can recruit, train, develop, and win at a high level.”

She added that the Basketball Academic Performance Center groundbreaking on October 20 represents a commitment to 911�� basketball.

“Facilities do not win games by themselves,” Blair-Lewis said. "But they do help create an environment where winning can be sustained.”

Marvin Lewis, assistant vice president and director of Intercollegiate Athletics, reported that 911�� athletes achieved a school-record 3.45 collective GPA during the spring season and a 90% graduation rate. Thirteen programs finished in the top half of the conference.

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ODKM Workshop Explores Making AI a Teammate Rather Than a Threat

Andrew J Schappert — Tue, 22 Sep 2026 14:06:42 +0000

ODKM Workshop Explores Making AI a Teammate Rather Than a Threat Andrew J Schappert Tue, 09/22/2026 - 10:06

What a SWOT looks like: Achal Sharma leads the discussion addressing ‘strengths, weaknesses, opportunities, and threats.’ Photo by Lauren Green

Instead of viewing the rapid rise of artificial intelligence (AI) as a threat to people, what if we considered it a mirror—one that helps clarify and strengthen what is distinctly human about organizational collaboration?

That was the question some 90 attendees addressed during a day-long workshop hosted by the Schar School of Policy and Government’s Organization Development and Knowledge Management (ODKM) Cohort 30 during its fall semester learning community, held September 12 at 911��'s Mason Square.

Held in Van Metre Hall, attendees included faculty, graduate students, alumni, and industry leaders who were drawn by the event’s title, “Reauthoring the Team: Relational Intelligence in the Age of AI.”

The program opened with experiential learning activities including “The Invisible Colleague” and an “AI SWOT” exercise that were designed to surface assumptions about AI team members and identify core human values. SWOT stands for strengths, weaknesses, opportunities, and threats, all things to consider when connecting with AI.

Appearing via video link from California, keynote speaker Isabelle Hau, executive director of the Stanford Accelerator for Learning, set the theoretical foundation by championing “augmentation over automation” and framing “relational infrastructure” as an essential requirement for organizational flourishing in an algorithmic age.

The student-designed event was a response to the rapid emergence of AI and the turbulence it is causing as it ripples through every aspect of society.

“Every day we hear about AI and how it will supplant work we do now,” said Penny Potter, an instructor in the ODKM Program. “Often overlooked are what opportunities this disruption offers.”

The event, she said, “gave participants the opportunity to explore relational intelligence as a key capability that serves as connective tissue in organizations.”

Participant Erin Finn, a 2024 graduate of the ODKM Program, summed up the workshop experience: “It made the whole conversation about AI feel like such a natural fit for this [leadership] community and for how we might think about moving into this new era—without losing the human part of the work.”

A multidisciplinary practitioner panel featuring psychologist Kinga Mnich, organizational health strategist Judy Oyedele, Department of Defense lead knowledge management specialist Lavdjola Farrington, and leadership development professional Jason Drake grounded these concepts in practical applications spanning social psychology, executive coaching, defense knowledge governance, and public sector leadership.

In the afternoon, participants engaged in three rounds of a “1-4-All Knowledge Café.” Guided by Harvard’s Marshall Ganz's public narrative framework (Story of Self, Us, and Now) and Harvard’s John Kotter’s eight-step change model, attendees moved from individual reflection to table dialogue and room-wide synthesis.

The activation concluded with a compelling call to action led by student facilitators and supported by ODKM founding Director Tojo Thatchenkery and Potter.

Attendees were challenged with the final prompt, “What will you do differently on Monday?,” urging leaders to actively author their teams’ relational dynamics rather than allowing technology to define them by default.

The day’s activities concluded with a call to action for every leader in the room: “If you do not step up and consciously author your team’s story, the technology or the hierarchy will do it for you.”

Costello College of Business instructional associate professor Jeremy E. Plotnick contributed to this report.

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911�� receives top AI readiness score in Virginia from AIReDex.ai

ckearney — Mon, 21 Sep 2026 20:00:34 +0000

911�� receives top AI readiness score in Virginia from AIReDex.ai ckearney Mon, 09/21/2026 - 16:00

A new report from AIReDex.ai^TMranks 911�� as the top university in Virginia when it comes to preparing its students for an AI-driven future.

The report, "The AI Battle of Virginia," rates 911�� 8.8 out of 10, putting it in the “progressive” category, on the strength of its wraparound commitment to AI accessibility and readiness.

CAIO Amarda Shehu at the 2026 AI Day. Photo by Ron Aira/Office of University Branding

Many universities in the commonwealth are innovating in AI, but 911��’s innovative guiding principles have helped push it to the top. “The state's most AI-ready campus isn't the one with the highest acceptance bar or the oldest name,” the report notes. “It's the one that appointed a Chief AI Officer first, built its own AI platform, and opened AI coursework to every student on campus, not just the ones majoring in computer science.”

911�� named Amarda Shehu as its inaugural vice president and chief AI officer in September 2024.

In 2025, Shehu and Charmaine Madison, vice president and chief information officer, unveiled AI2Nexus, a nexus of collaboration and resources on campus, regional partnerships, and statewide collaboration. AI2Nexus is based on four key principles: integrating AI to transform education, research, and operations; inspiring with AI to advance higher education and learning for the future workforce; innovating with AI to lead in responsible AI-enabled discovery and advancements across disciplines; and impacting with AI to drive partnerships and community engagement for societal adoption and change.

The university launched PatriotAI, a suite of six tools hosted by Microsoft and Cloudforce, in 2025, along with AI Guidelines that were drafted by the AI Visioning Task Force—touching every academic and nonacademic unit—spearheaded by Shehu.

In spring 2025, the university launched a cross-disciplinary graduate course—AI: Ethics, Policy, and Society. In fall 2025, the university debuted a new undergraduate course, AI4All: Understanding and Building Artificial Intelligence, open to all students. The university also offers a master's in computer science and machine learning, a master of science in AI, an Ethics and AI minor for undergraduates of all majors, and a Responsible AI Graduate Certificate.

The report also cites the Grand Challenge Initiative, the transformational $20 million gift from the Kimmy Duong Foundation naming the Long Nguyen and Kimmy Duong School of Computing, the $1.5 million Virginia AI Data Center Research Lab at Fuse at Mason Square, and crossdisciplinary research at the Institute for Digital Innovation and the Center for Human-AI Innovation in Society as further evidence of an institution-level commitment.

The AIReDex^TM report notes that the university still has room to grow: “Two things could still widen Mason's lead: a standalone undergraduate AI degree beyond its current concentrations, and a flagship-scale federal AI grant as lead institution.”

Shehu shared the news on LinkedIn, noting that she was “happy to see that 911�� is recognized for the work we have done in this space.”

Shehu closed her post by noting that 911�� is often “doing more than we are telling. So, this is a long way of saying: Thank you for the recognition, we know we are, and we have lots more coming.”

AIReDex^TM, the AI Readiness Index, is an independent research company that measures the AI readiness of any college or university and how well a school prepares its students for a world increasingly immersed in AI. The report was complimentary of Virginia higher education institutions overall, noting “a genuinely deep bench for AI readiness that most states don't match.”

Learn more on the AIReDex^TMwebsite.

The methodology includes a four-part rubric of institutional commitment, curriculum, partnerships, and research. The scores and rankings reflect independent evaluation benchmarks by AIReDex^TM that may be subject to change over time.

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GCI Catalyst Project aims to tackle human rights issues with help of AI

Katarina Benson — Thu, 10 Sep 2026 17:45:10 +0000

GCI Catalyst Project aims to tackle human rights issues with help of AI Katarina Benson Thu, 09/10/2026 - 13:45

Cher Weixia Chen hopes being mindful of human rights will one day be just as automatic as looking both ways before crossing the street.

The 911�� professor is spearheading an innovative project she hopes will give educators and students, along with NGOs, government, technological, and business leaders, the tools to better approach human rights issues.

Cher Weixia Chen. Photo by Evan Cantwell/Office of University Branding

Chen, a professor in the School of Integrative Studies in the College of Humanities and Social Sciences, serves as the principal investigator of one of seven 911�� Grand Challenge Initiative (GCI) catalyst research projects: “AI-Powered Human Rights Education for All: Toward a Better World.” Collaborating with faculty from the College of Engineering and Computing (CEC) and the Costello College of Business, her team is creating an AI‑driven virtual human rights classroom prototype that will provide access to practical, personalized tools to learn and apply human rights principles in daily life.

“If someday this concept could be so with us, that whenever we make a decision that affects another person, our first instinct is to ask, ‘Is this respectful of their dignity and rights?’ Then we could at least inch closer to a better world,” said Chen, who is the founder of the 911�� Human Rights and Global Justice Initiative and was recently named the 2026 Faculty Member of the Year by the 911�� Alumni Association. “So that is the idea, and I feel like the emergence of AI makes this possible.”

The 18-month project began this summer with the team recruiting a graduate student and two undergraduate students through the Office of Creative Student Activities and Research (OSCAR).

Using a built-in Human Rights Impact Assessment (HRIA) toolkit, users of the classroom will explore interactive scenarios and receive personalized guidance to help them navigate real‑world dilemmas and assess the impact of human rights decisions, policies, and technologies.

Helping with the project’s design is a trio of professors from CEC: Ziwei Zhu and Antonios Anastasopoulos from the Department of Computer Science and Sungsoo Ray Hong in the Department of Information Sciences and Technology. CEC faculty will provide expertise in artificial intelligence, natural language processing, trustworthy AI, and human-AI interaction.

“Together, we will help develop a platform that is technically robust, reliable, culturally responsive, and easy for both students and educators to use,” Zhu said. “The project could make high-quality human rights education more accessible, personalized, and engaging for learners well beyond a traditional classroom. Over time, it can help people better understand how decisions in technology, business, government, and other sectors affect human rights, supporting more informed and responsible decision-making.”

Lei Gao, an associate professor of finance in Costello, believes human rights are impacted just as much by the decisions made in boardrooms and financial markets—through supply chains, investment choices, labor practices, and the design of new technologies.

Gao will pilot the HRIA toolkit prototype with students in his finance courses, FNAN 444 Socially Responsible Finance and FNAN 483/MSF 683 Ethical and Professional Standards in Finance. He said targeting students is key as they represent “future analysts, managers, and entrepreneurs who will actually be making these decisions.

“Some of the most consequential decisions affecting human rights are made in boardrooms and financial markets,” Gao said. “This project helps the next generation of business leaders treat human rights as part of sound decision-making, not an afterthought—and gives them a practical tool to do it.”

Also contributing input in a consulting role will be renowned human rights educator Felisa Tibbitts, who served as co-editor with Chen on the book, Disciplinary Frontier of Human Rights in Higher Education. Tibbitts is currently the UNESCO Chair in Human Rights and Higher Education at Utrecht University in the Netherlands and will serve as consultant on the project.

In addition to reaching higher education audiences, the toolkit can also apply to educators and students at the K-12 school levels. Chen said she aspires to work with the Department of Modern and Classical Languages in CHSS to translate the toolkit for other languages. The team is looking beyond the business and technological industries, hoping to later reach international organizations, NGOs, nonprofits, and government and private sectors.

“Using human rights education as a tool, and now with the help of this, new technology—AI—it seems possible and plausible to make human rights reach as wide an audience as possible around the world,” Chen said. “This project essentially highlights the transformative power of these three factors: human rights, education, and AI. For all of us, this is something new and I think it’s worth trying. And for me, the most exciting part of this is it’s doable, it’s scalable, and it’s adaptable.”

This initiative supports the Advancing 21st-Century Education for All solution of 911��'s Grand Challenge Initiative

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Designing deeper data center defense

Nathan Kahl — Fri, 04 Sep 2026 01:25:30 +0000

Designing deeper data center defense Nathan Kahl Thu, 09/03/2026 - 21:25

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Liling Huang

As artificial intelligence (AI) drives rapid growth in data centers, the facilities powering the technology are becoming more complex, more valuable, and potentially more vulnerable to cyberattacks. Two 911�� researchers want to help close security gaps before attackers can exploit them.

Liling Huang. Photo by Ron Aira/Office of University Branding

Kai Zeng and Liling Huang, a professor and associate professor, respectively, in the Department of Electrical and Computer Engineering, are developing new approaches to protect AI data centers from threats ranging from insiders stealing valuable AI models to cyberattacks against the systems controlling a facility’s power and cooling.

Zeng and Huang received $100,000 from the Virginia Innovation Partnership Authority through the Commonwealth Cyber Initiative Northern Virginia Node for “Defense-in-Depth Cyber-Physical Security for AI Data Centers.” The one-year project examines vulnerabilities that traditional cybersecurity approaches may not fully address, including the increasingly complicated intersection of information technology, operational technology, and building-management systems.

“It’s a very urgent and emerging topic,” Zeng said. “Just look at how many new AI data centers are built every year, every month.” The issue has particular resonance in Virginia, which has the world’s largest concentration of data center infrastructure and is rapidly becoming a hub for large-scale AI computing.

AI data centers present new challenges because the systems differ from conventional data centers, Huang said. Operators in traditional facilities have years of experience understanding normal activity, making anomalies easy to identify. With AI infrastructure, that baseline is still developing.

“With AI data centers, we are still learning about their operational behavior and how it affects both behind-the-meter electrical systems and the broader power grid,” Huang said. “This uncertainty makes cybersecurity more challenging because, when abnormal behavior occurs, it can be difficult to distinguish a cyberattack from a legitimate equipment or power-system issue.”

The researchers will investigate three areas. One is communication among the clusters of graphics processing units (GPUs) used for AI computing. Their extremely fast connections can make monitoring activity difficult. “It’s harder to monitor the traffic exchange there between the GPUs, which could be a kind of blind spot from a security perspective,” Zeng said.

Another focus is protecting what’s known as “checkpoints,” snapshots of an AI model’s state created during training. Training a large AI model can take weeks. At intervals, the system saves the model's current state, including what it has learned so far. That saved state is the checkpoint, which can contain valuable intellectual property, making them potential targets for tampering or insider attacks. The researchers plan to explore whether data collected from systems throughout the data center, known as telemetry, can help verify that a checkpoint is authentic.

Kai Zeng. Photo by Office of University Branding

The third area involves the boundary between IT systems and operational technology, including systems controlling power and cooling. “Someone does not necessarily have to directly hack into the server, because they can just disrupt the building management system,” Zeng said.

The project benefits from the researchers’ complementary expertise. Huang explained that cybersecurity practices have traditionally been more mature in information technology systems, while operational technology has emphasized reliability, safety, availability, and engineering performance. Zeng brings cybersecurity expertise, while Huang contributes expertise in AI data centers, electrical and mechanical systems, and the power grid. Together, they will work to strengthen cybersecurity protections for the operational technology systems of AI data centers.

The team plans to produce a data center threat model, prototype security technologies, experimental results, and at least one peer-reviewed publication. The seed project is also intended to position the researchers for larger federal and industry-funded projects.

Zeng hopes the initial investment can provide the foundation for something considerably larger. “We can apply later to turn this $100,000 project into, potentially, $1 million,” he said. “Start small, but scale up, and scale big.”

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911�� researcher brings critical AI literacy program to Prince George’s County

Nathan Kahl — Mon, 31 Aug 2026 22:18:35 +0000

911�� researcher brings critical AI literacy program to Prince George’s County Nathan Kahl Mon, 08/31/2026 - 18:18

As artificial intelligence (AI) rapidly transforms society, 911�� researcher Thema Monroe-White is helping prepare the next generation not just to use the technology, but to navigate it thoughtfully and responsibly. Her work empowers students to understand AI's opportunities, limitations, and consequences, giving them the agency to make informed choices in an increasingly AI-driven world.

Thema Monroe-White. Photo provided

Monroe-White, an associate professor with appointments in the Department of Computer Science and the Schar School of Policy and Government, is part of a new $1 million initiative aimed at helping Prince George’s County students understand not only how to use AI, but how AI works, who it affects, and when it should and should not be used.

The project is funded by the Pull Up Fund, a philanthropic organization focused on supporting youth in Prince George’s County through its Youth AI Mastery and Proficiency initiative. 911�� is working with Ashley Griffin Gilchrist at Bowie State University and Evan Shieh at the Young Data Scientists League (YDSL) on the project. The initial award covers a one-year pilot, with the potential for two additional years of funding.

For Monroe-White, “AI mastery” shouldn't simply mean becoming proficient at using the latest AI platform. “To have or gain AI mastery requires not that you know how to prompt any given model,” she said. Instead, students should understand some of the technical machinery underneath AI, including how models generate outputs, as well as the human and social systems surrounding the technology.

That approach, known as critical AI literacy, asks students to examine issues such as algorithmic bias, labor, privacy, surveillance, environmental impacts, and the human work involved in creating AI systems. It also encourages them to question the technology itself rather than treating AI as a mysterious digital oracle.

“What does it mean? What is it doing? How is it operating? How is it affecting my life?” Monroe-White said.

The Prince George’s County initiative builds on work Monroe-White recently completed with New York City Public Schools and YDSL. Through the Exploring Equity in AI fellowship, educators explored ways to bring critical AI literacy into K-12 classrooms. The program defines AI literacy as encompassing not merely using AI, but “critiquing, researching, evaluating, (re)designing, and reimagining AI.”

The New York effort included topics ranging from AI and consent and algorithmic auditing to data centers and questions about how “intelligent” artificial intelligence actually is. Monroe-White and YDSL Executive Director Evan Shieh served as facilitators of the Critical AI component. Monroe-White is also an external research collaborator with YDSL.

After completing the New York pilot and a public showcase in June, Monroe-White saw the Prince George’s County project as an opportunity to expand the approach closer to home.

“We wanted to expand it and keep the work going,” she said. “And so that’s what we’re doing with Maryland and this county.”

Ultimately, Monroe-White wants young people to understand the technology well enough to make informed decisions about it themselves. Students, she said, should graduate “armed and equipped with the knowledge that most don’t have that demystifies AI,” allowing them to engage in meaningful conversations about when AI is appropriate and what consequences its use might have.

“It’s more of an agency-based training,” Monroe-White said. “It’s lifting up their own individual agency so that they’re empowered in this revolutionary moment.”

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Preparing students for an AI-enabled future with ERA-NOVA

Katarina Benson — Wed, 19 Aug 2026 13:16:02 +0000

Preparing students for an AI-enabled future with ERA-NOVA Katarina Benson Wed, 08/19/2026 - 09:16

As artificial intelligence (AI) rapidly transforms the way people learn, work, and communicate, educators are facing a new challenge: not whether AI belongs in classrooms, but how to prepare students to use it responsibly, ethically, and effectively. Education leaders from across Northern Virginia convened on 911��’s Fairfax Campus for the Educational Research Alliance of Northern Virginia's (ERA-NOVA) to answer this question.

Hosted by the College of Education and Human Development (CEHD), the event brought together school district leaders, CEHD faculty, and community partners to explore the evolving role of AI in PK–12 education.

Participants at the ERA-NOVA convening discuss AI questions. Photo by Evan Cantwell/Office of University Branding

"This convening is not ultimately about artificial intelligence," said Ingrid Guerra-López, CEHD dean. "It's about preparing educators to create the kinds of learning experiences that develop critical thinking, sound judgment, creativity, and the ability to solve complex problems. Artificial intelligence simply raises the urgency of that work." That perspective framed the day's discussions and was reinforced by keynote speaker Tara Nattrass, managing director of innovation, partnerships, and learning at Lenovo, who explained that conversations about AI in education are ultimately conversations about people.

Rather than focusing exclusively on emerging technologies, Nattrass challenged attendees to think about how schools can preserve the human elements of learning while equipping students with the knowledge and skills they will need to thrive in an AI-enabled world. Drawing on research in learning sciences, workforce trends, and digital citizenship, she emphasized that technology should strengthen, not replace critical thinking. "The question isn't whether they'll use it," Nattrass said. "The question is whether anyone taught them how."

Discussions revealed that Northern Virginia school divisions are at different points of the AI journey. Some districts are still establishing policies and answering foundational questions about what AI is, which tools are appropriate, and how they should be used in schools. Others have begun implementing professional learning, developing governance structures, and introducing AI literacy initiatives for teachers and students.

Despite these differences, participants found common ground around a shared challenge: preparing educators with the confidence and knowledge to guide students in using AI thoughtfully instead of simply restricting its use.

"How do we teach teachers?" emerged as a recurring question during the discussions, with participants emphasizing the need for professional learning that helps educators establish classroom expectations, teach effective prompting strategies, and foster responsible AI use among students.

Participants also explored how educators can design learning experiences that emphasize critical thinking, authentic assessment, and responsible decision-making. Several groups discussed shifting away from blanket bans toward clear expectations for when AI is appropriate, when it should be limited, and when students should demonstrate their own understanding without technological assistance.

The convening also featured industry perspectives demonstrating how AI is transforming professions well beyond education. Representatives from Micron Technology and X Factor Volleyball shared examples of AI supporting semiconductor manufacturing, predictive maintenance, athlete wellness, and performance analytics.

Across industries, speakers emphasized a consistent theme: AI is augmenting human expertise rather than replacing it, enabling professionals to analyze complex data more efficiently while still relying on human judgment, experience, and decision-making.

Participants also explored broader societal implications of AI, including workforce transformation, student well-being, digital citizenship, and the importance of maintaining opportunities for productive struggle. As AI-generated content becomes increasingly sophisticated, they discussed the growing importance of helping students evaluate information critically and navigate an increasingly complex digital landscape.

"One of ERA.NOVA's greatest strengths is creating space for school divisions and university partners to wrestle with these questions together,” said Audra Parker, director of the Office for Teacher Preparation at CEHD. “AI is evolving rapidly, and no single organization has all the answers. By learning from one another and grounding our work in both research and practice, we can better prepare educators and students for what's ahead."

Participants identified several priorities for future collaboration, including modular professional learning, AI literacy for educators and students, train-the-trainer models, and stronger alignment between policy and classroom practice. Many also emphasized that AI should not be treated as a standalone initiative but should be integrated into broader efforts to prepare graduates with the technical, ethical, and interpersonal skills needed for an evolving workforce.

That challenge lies at the heart of ERA-NOVA's work. As school divisions, university faculty, and industry leaders continue learning from one another, the focus is on preparing students with the skills they will need to thrive in an AI-enabled world.

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High school students build AI solutions at College of Public Health summer camp

Heather Carroll — Mon, 17 Aug 2026 15:34:46 +0000

High school students build AI solutions at College of Public Health summer camp Heather Carroll Mon, 08/17/2026 - 11:34

Key Takeaways

Through the AI in Health Camp, the College of Public Health helped high school students develop a practical understanding of artificial intelligence and how it can be used responsibly to improve health and health care.
Through hands-on projects, students created their own AI agents and applied what they learned to real-world challenges ranging from healthy sleep habits to athlete recovery and braces care.
The camp gave students confidence using emerging technology while introducing them to career opportunities at the intersection of health, technology, and public service.

Through hands-on projects and mentorship from experts, high school students learned how to use artificial intelligence (AI) responsibly, create an AI agent, and explore how AI is used to improve health care.

Students attending the AI in Health Summer Camp
Photo by Mary Cunningham

At 911��'s College of Public Health, 30 juniors and seniors spent a week doing what few adults have done: building their own AI agent. While many high schools restrict the use of AI, the AI in Health Summer Camp—hosted by the Department of Health Administration, Policy, and Informatics—showed students how AI can be used responsibly to solve real-world problems and improve lives.

By the end of the week, students could explain how AI works, build and customize their own AI agents in Microsoft Copilot, identify health care applications of AI, and better understand careers at the intersection of technology and public health. Students reported learning about the growing role of AI in health care, the complexity of hospital systems, the importance of responsible AI design, and how to apply AI skills to healthcare and future career opportunities.

"We're not allowed to use AI in school. I haven't learned anything [about AI] in school, which is why I'm here," said a participant.

Abdul Hafeez, Assistant Professor in Health Administration, Policy, and Informatics, works with students at the AI in Health Summer Camp
Photo by Mary Cunningham

For many students, the camp challenged their assumptions about AI.

“I learned a lot about how AI is used in health care. One of my favorite parts was programming AI agents and seeing how they could be used to solve specific healthcare problems. The camp was engaging, informative, and a great learning opportunity,” said a participant in the post-camp survey.

Others left with greater confidence in their ability to use emerging technology.

"Before, I thought AI would be complicated, but it's really simple to figure out," said a participant.

Working in teams of two, students created customized AI agents designed to address specific health-related needs. Their projects ranged from tools that encourage healthy sleep habits among students to AI assistants that support athlete nutrition and injury recovery, as well as chatbots that answer questions about braces and agents that help users learn essential cooking skills.

“Learning about chatbots and AI through the AI in Health Summer Camp was a rewarding experience and something I will carry with me as I continue exploring my interests. I am grateful to the professors and teaching assistants who made the camp such a meaningful learning experience,” said a participant in the post-camp survey.

Student learning about a chatbot during the AI in Health Summer Camp
Photo by Mary Cunningham

In addition to working with the college's faculty, students learned directly from health care professionals who shared perspectives on AI, technology, and the changing health workforce. Guest speakers included Jim Borda, public health informatics and IT manager at the Fairfax County Health Department; Jessica Rocca Czelusniak, associate vice president of applications and CNIO at VHC Health; and College of Public Health alums Kate Rzucidlo, Claire Leonard, and Iqra Chaudhry.

For the College of Public Health, the camp represents an investment in the next generation of leaders who will help shape the future of health care. For students, it offered something just as valuable: the knowledge and confidence to begin imagining their place in that future.

Topics

Summer Camps

Health Informatics

College of Public Health

Students

Digging out from disaster by digging into data

Nathan Kahl — Mon, 10 Aug 2026 16:52:30 +0000

Digging out from disaster by digging into data Nathan Kahl Mon, 08/10/2026 - 12:52

In This Story

Hemant Purohit

In the aftermath of a devastating earthquake, the world turns its attention to the affected region, watching search-and-rescue teams race to save lives, supplies pour in, and journalists talk to impacted residents. While the focus usually only lasts for several days, for those at the Humanitarian Informatics Lab in 911��'s Department of Information Sciences and Technology, another phase begins after the cameras leave.

"The response is critical, but recovery continues for months and years," said ab director Hemant Purohit, co-director of the Center for Resilient, Adaptable, and Safe Communities (C-RASC). That's where he feels he and his colleagues can make the greatest contribution.

Purohit’s approach builds on decades-long collective expertise of C-RASC colleagues and nearly a decade of work on human-centered AI technologies by the Humanitarian Informatics Lab, which develops technologies that transform large volumes of data into practical decision-making tools for disaster response and humanitarian operations.

A man and dog search through earthquake rubble. iStock photo.

For example, within days of the June 2026 earthquake in Venezuela, Purohit and colleagues at C-RASC began asking how 911�� could help organizations that will be rebuilding communities long after the immediate crisis passes. The answer became the Venezuela Earthquake Recovery Initiative, a collaboration between 911��'s C-RASC and the Gulfstream Foundation that is developing artificial intelligence and data-driven tools to support governments, nonprofit organizations, and humanitarian agencies during the long-term recovery effort. The team will soon approach the U.S. State Department about using their tools to assist the South American country as it recovers.

Lin Wells, executive advisor to C-RASC, noted that 911�� has much to offer. “From our years of experience, we’ve found that those who want to help must recognize technology alone is never enough. They must build trust with local people and develop solutions along with them. Sociology always tops technology. Also, rebuilding efforts should empower the damaged communities to keep developing on their own after the aid ends. Don’t just bounce back, bounce forward better.”

“Information is essential as interventions remain dynamic and earthquake visible effects are static,” said Gilberto Guevara, a humanitarian expert affiliated with GulfStream and C-RASC, with over 35 years of work in the humanitarian world. “One hopeful sign is to track progress and share the joy of constant activity. Information flows, validated and verified, are what make the difference and keep the momentum going.”

Rather joining the crowded emergency response underway, the team chose to focus where its expertise could have the greatest impact. "Showing up without the right capabilities during the response phase can be counterproductive," Purohit said. "Instead, we asked how research and technology could provide information for the organizations leading recovery."

One technology is Citizen-Helper, a platform launched in 2016. Originally developed through National Science Foundation–supported research, it uses social media and citizen-generated information to identify needs emerging in disaster-affected regions. During the Venezuela recovery effort, Citizen-Helper is being adapted to understand what people are requesting, where those requests originate, and how needs vary across different communities.

"If people are talking about shelter, clothing, medical care, or volunteers, we want to be able to identify those patterns quickly," Purohit said. "That kind of citizen-generated information can provide valuable information."

The team is also developing the AI-powered Recovery Intelligence and Support Engine (RISE), combining geospatial mapping with conversational artificial intelligence. The platform solves disaster recovery's persistent challenge of having too much information spread across too many sources.

"Our goal is to make complex information easier to access for the people making important decisions," Purohit said. "Instead of searching through scattered datasets, they can interact with the vast amount of information in a much more intuitive way."

The project grew out of ongoing collaboration with the Gulfstream Foundation, an organization with extensive experience supporting resilience efforts in Puerto Rico. During a regularly scheduled meeting the week of the earthquake, participants shifted from discussing existing projects to exploring how they could support recovery in Venezuela.

The team brings experience from multiple major disasters, including crisis mapping efforts, Puerto Rico recovery initiatives after the 2017 hurricane season, and humanitarian relief coordination since the Haiti earthquake in 2010. The informed strategy focuses on practical tools rather than theoretical research.

Future adaptation of these tools could help convert damage assessment data into recommendations for health care delivery, support temporary housing decisions, and provide analytics that identify communities at risk of being overlooked.

For Purohit, the initiative reflects the broader mission of the Humanitarian Informatics Lab and C-RASC: using engineering and artificial intelligence to strengthen the work of those serving communities during times of crisis.

Topics

Humanitarian Assistance

big data analytics