innovative classes

New art course teaches students how to think differently about design

Shayla Brown — Wed, 02 Apr 2025 15:49:48 +0000

New art course teaches students how to think differently about design Shayla Brown Wed, 04/02/2025 - 11:49

“Furniture isn’t just a tangible item that’s supposed to mold to your body, but it can also mold to your lifestyle,” said Katherin Salazar, a George Mason �鶹�� senior art and visual technology major.

She is currently taking a new College of Visual and Performing Arts special topics course, AVT 496, which focuses on furniture design and is offered through the university’s School of Art.

AVT 496 students discussing their sculptures. Photo by Ayman Rashid/Office of �鶹�� Branding.

“The goal is to teach students about the power of furniture and how the built environment is constantly communicating and reorchestrating hierarchical structures,” said Mallory Kimmel, a Washington, D.C.-based interdisciplinary artist who created and teaches the course.

“We’re learning how to cultivate a greater awareness of the intended power dynamics in space, and also to become a curator of reshaping hierarchies in space to be more oriented to social justice ethos,” she said.

Salazar, who has contracts with Smithsonian Folklife Festival and Skate Folk creating competitive atmospheres that serve as a gateway for local skaters, is currently building a quarter pipe ramp for a class project.

AVT 496 student showcases the functionality of a sculpture. Photo provided.

“The techniques we’re learning in this course go hand in hand with building a lot of structures related to skating,” said Salazar, who works as a student monitor in the university’s Sculpture Studio under the supervision of Ben Ashworth, sculpture and foundations supervisor in George Mason’s School of Art.

“Mallory and Ben have taught me the ways of the art world and how it's constantly changing and growing. The biggest lesson I’ve learned so far is to take pride in my skills and realizing the worth of them,” she said.

As a part of the course, the students will tour the National Gallery of Art and put what they’ve learned to practice by identifying and recommending ways to create a more welcoming environment for people to experience the art.

The students will also present how their finished sculptures address hostile architecture, which Kimmel defines as the “built environment containing features that aim to reject certain people or behaviors.”

An example of hostile architecture is public benches that have handrails in the center so that it's prohibitive for the houseless population to lay down, explained Kimmel.

AVT 496 student showcases the functionality of a sculpture. Photo provided.

“[This course] has allowed me to expand my thinking beyond just the functions of furniture, but about its design ethics and the body itself,” said Roland Payabyab, a senior art and visual technology major.

For Payabyab’s first project, he focused on posture in honor of his parents.

“I'm noticing as they age, they're developing a lot of back problems, so I'm creating a bench meant to relieve some of that pain by incorporating a function within this piece to move with them as they need, for example, when they’re bending over to put on shoes,” he said.

Payabyab was able to build his project with techniques, such as woodworking and joinery.

AVT 496 students discussing their sculptures. Photo by Ayman Rashid/Office of �鶹�� Branding.

“Joinery was one of the things I was most excited to learn about, and it just so happened to be the first topic we would cover,” said Payabyab. “Now I know how to combine different materials without nails or screws to build my sculptures, which is great for me because that’s what I’d like to do as a career after I graduate.”

In This Story

Mallory Kimmel

Benjamin Ashworth

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Cyber sweep: George Mason students take top three spots in national transportation cybersecurity competition

Teresa Donnellan — Thu, 27 Mar 2025 14:42:35 +0000

Cyber sweep: George Mason students take top three spots in national transportation cybersecurity competition Teresa Donnellan Thu, 03/27/2025 - 10:42

"I'm going to teach you how to hack a modern car," said George Mason �鶹�� professor Tanvir Arafin to the fall 2024 cohort of CYSE 465 Transportation Systems Design. Arafin not only introduced his students to such exciting concepts in transportation security, but he also incorporated the opportunity to participate in a nationwide cybersecurity competition into his course.

The entire class of 12 from the Department of Cyber Security Engineering chose to participate in the optional assignment and several won first, second, and third place at the National Transportation Cybersecurity Competition (NTCC) in November 2024. George Mason’s Finn Schaefer won first place; the team of Noor Mohammed, Sonia Shaukat, Caleb Hughston, and Kayleigh Batchos won second place; and Navraj Singh Gill won third place.

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The national competition was open to all university students, both undergraduate and graduate, who could participate individually or in teams of up to four, guided by a faculty advisor. This year’s competition was titled “CYBER-CARE Challenge 2024: Securing the Future of Transportation.”

Participants faced a series of cybersecurity challenges, including password cracking, traffic management system exploitation, Vigenère cipher decryption, SQL injection vulnerability identification, cross-site scripting (XSS) attacks, and vehicle trajectory anomaly detection. They had a few weeks to complete the challenges remotely.

Arafin developed CYSE 465 by integrating real-world scenarios and cutting-edge research findings from his lab. He has been working in hardware and cyber-physical systems security with a key focus on cybersecurity issues of autonomous and transportation systems. CYSE 465 covers understanding data, communication, operating systems, control, and security primitives used in today's vehicles for safe and intelligent control and navigation.

“The course offers a unique perspective on the cyber vulnerabilities that emerge from the security-oblivious modernization of transportation systems,” said Arafin.

While he has taught the course since 2022, this was the first time he incorporated the competition into the course. Arafin noted that such competition participation can greatly enhance students’ resumes, and first-place winner Schaefer, a busy student, greatly appreciated the chance to participate.

“This was actually the first competition that I've competed in,” he said, explaining that it’s hard to find time for such activity outside of school and work. Schaefer’s favorite challenge at the NTCC involved assessing vehicle datasets to detect problems or attacks. He drew from his personal interest in machine learning to solve the challenge.

“I've worked with machine learning models a lot in my own personal projects, but I've never had an applicable use for it,” said Schaefer. “So, it was interesting to actually see my work have real meaning to it for once. I was able to do something pretty cool.”

Through courses like CYSE 465, which bridge the gap between theoretical knowledge and practical application, the Department of Cyber Security Engineering is fostering a new generation of cybersecurity professionals who are well-equipped to secure the future of transportation systems.

"The students’ competition performance is a very compelling argument on the benefits of bringing the results and lessons learned in the research lab directly to the classroom, something many CYSE faculty are doing," said Paulo Costa, the department's faculty chair.

The achievements of George Mason students at the NTCC highlight the importance of this approach. By bringing state-of-the-art research directly to the classroom, the Department of Cyber Security Engineering is preparing students to become leaders in the field. As the cybersecurity landscape continues to evolve, the department's innovative educational strategies will ensure that its graduates are ready to meet the challenges of tomorrow.

In This Story

Tanvir Arafin

Paulo Costa

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George Mason students learn to tackle complex problems and engage with Virginia state senator

Katarina Benson — Fri, 14 Mar 2025 17:06:36 +0000

George Mason students learn to tackle complex problems and engage with Virginia state senator Katarina Benson Fri, 03/14/2025 - 13:06

Students trickle into the classroom, a mix of excitement and nervous energy in the air, as they prepare to present their policy recommendations. For the past few weeks, these George Mason �鶹�� students developed policy memos based on various socioeconomic and environmental issues facing Northern Virginia and together worked in groups to develop recommendations for addressing them. But today is different from the usual classroom discussion where ideas are shared with peers and professors. Now their audience is far more formidable: Virginia State Senator Stella Pekarsky.

EVPP 336 Tackling Wicked Problems in Society and the Environment, a course offered in fall 2024 by the Department of Environmental Science and Policy at George Mason’s College of Science, takes a problem-based learning approach, immersing students in complex public issues that require input from a variety of stakeholders. Unlike traditional lecture-based courses, it offers students the unique opportunity to develop potential solutions and present their recommendations to elected officials and university administrators. The feedback from these decision-makers provides valuable insights into the real-world implications of their proposals.

State Senator Stella Pekarsky (right) gives feedback on student presentations. Photo provided

“Learning how to use a systems thinking approach, students build the skills to better understand the complexity of the ‘wicked’ problems that we face and co-create approaches that take into account people’s differing perspectives,” said K.L. Akerlof, environmental science and policy professor. The course, EVPP 336, is part of the Mason Community Engagement and Civic Learning experience.

“A wicked problem describes multifaceted issues,” said junior environmental science major Mihika Bangarbale. “Take climate change—we often think about the science around this problem, but there are economic and social aspects to the issue that must also be considered when forming any sort of policy recommendation.”

The group presentations covered a variety of issues including sustainable agriculture, environmental education, and microplastic pollution in drinking water. All proposals were sent to Senator Pekarsky ahead of time, and students presented their ideas and answered questions when the senator visited their class in December.

“I’ve had policy writing assignments before, but this class provided tools to think more critically about who the key actors are in a system, how resources are managed, and who holds responsibility for them,” said environmental and sustainability studies major Maceo Franks. “It was incredible to present our ideas to someone actively involved in these matters and [who] could provide immediate feedback.”

Franks added that the presentation gave him a taste for what he hopes will be a long-term career. “The experience gave me the confidence to present my ideas effectively, which is exactly what I hope to do in the future.”

“Senator Pekarsky was so nice and easy to talk to,” said senior environmental science major Terrionna Cuthrell. “She was so engaged with not only my project, but with everyone’s project. And she also read the projects ahead of time, which I didn’t expect her to do.”

State Senator and George Mason alumna Stella Pekarsky met with students from a Department of Environmental Science and Policy. Photo provided

During class, Senator Pekarsky, a George Mason alumna with a BA in government and politics and a master of education, briefly spoke to the students after their presentations, noting her own memories of sitting where they are now. “It’s not easy to find solutions that will bring about progress in a way that brings together as many people as possible. But you all hit upon some great recommendations,” she said.

Akerlof, who is also a George Mason alum, said she hopes the experience of presenting recommendations is empowering and that it will inspire students to do it again. “I hope that makes them more engaged citizens, and it may open doors to them that may not have thought of for their careers,” she said

This is the case for Cuthrell, who thought her interest in environmental epidemiology pointed toward a career in the for-profit sector rather than politics. “After taking this class, I realized I want to be more involved in politics,” she said. “We learned about several issues, how it works when government agencies try to tackle them, and how I can make my voice heard. It’s really inspired me to rethink where I may be able to make the most impact.”

"Many of my previous classes have addressed environmental issues, but they’ve primarily focused on the science behind the problems," shared Julia Belvin, a senior majoring in environmental and sustainability studies. "What I appreciate about this course is that it goes beyond just understanding the issues—it challenges you to think about practical solutions and how you can make a real difference for people."

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Design students collaborate with Stillhouse Press to create potential covers for new novel

Katarina Benson — Mon, 10 Mar 2025 13:52:33 +0000

Design students collaborate with Stillhouse Press to create potential covers for new novel Katarina Benson Mon, 03/10/2025 - 09:52

In February, George Mason �鶹�� students in a publication design course had the opportunity to design book covers for a novel that is being published by the university’s Stillhouse Press, an independent small publisher affiliated with the English Department.

Stillhouse Press has previously worked with School of Art professors to design covers, but this type of collaboration is new. Professor Michael McDermott has previously worked on book covers for the press and suggested turning cover creation into a class project for his AVT 313 Publication Design course. The project can potentially serve as a way to identify students who could work on a cover for this book or a different one in the future.

Students look at the proposed cover designs. Photo by Evan Cantwell/Office of �鶹�� Branding

“We’re very happy to be here and see what these students have done,” said Scott W. Berg, English professor and publisher and editorial advisor for Stillhouse Press. “It’s rare that we get to see so many designs for one cover.”

Students had about a month to create covers for an upcoming Stillhouse title, Ryan Habermeyer's Necronauts. After discussing the book’s motifs and themes, students were given the actual dimensions of the book to work with. For the assignment, they were expected to create five designs and then narrow it down to just one or two. The goal was to make the project as realistic as possible.

“The exercise demonstrates cross-discipline collaboration on a real-world book project, design and marketing, and experiential learning,” said Gregg Wilhelm, director of George Mason’s Creative Writing Program and cofounder of Watershed Lit: Center for Literary Engagement and Publishing Practice. “It’s so much more than aesthetics. You have to think about design costs and selling the book as well.”

Art and visual technology major Henry Phan said he’s enjoyed working on the project. “It’s taught me a lot about cover design and made me consider things I haven’t before,” he said.

Students who enjoyed working on the covers can add a minor in dynamic publishing, which involves coursework in both the English Department in the College of Humanities and Social Sciences and the School of Art. The six-course minor, which offers art and design or editorial and publishing tracks, prepares students for work in the publishing industry.

Grace Wood, a creative writing major minoring in dynamic publishing and a reader for Stillhouse Press, attended the event. “As a writer, it’s really cool to be a part of this. Seeing people work on these covers inspires me to write a book that would be worthy of a good cover,” she said.

“Stillhouse Press, like all of Watershed Lit, is deeply committed to this kind of hands-on, cross-curricular learning as a crucial component of our students' professional preparation, said Berg.

Discover more about Stillhouse Press

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George Mason to lead cross-institutional course redesign and experiential learning project

Katarina Benson — Wed, 05 Mar 2025 19:50:25 +0000

George Mason to lead cross-institutional course redesign and experiential learning project Katarina Benson Wed, 03/05/2025 - 14:50

George Mason �鶹�� Professor Younsung Kim has received a 4-VA grant to conduct collaborative multidisciplinary research with colleagues at partner schools in Virginia. The results will be implemented as learning modules into undergraduate courses.

Although 4-VA has awarded Collaborative Research Grants for more than 10 years, the grants have been funded separately by each institution. This new 4-VA effort is the first to be supported collectively by the statewide partnership and has added a course redesign and experiential learning element. The project will include faculty members from George Mason, Virginia Tech, and the �鶹�� of Virginia and will focus on growing 4-VA’s collaborative research success.

Kim’s proposal, “Designing Experiential Learning Modules for Stormwater Management and Climate Adaptation via Spatial Analysis Tools,” plans to use spatial mapping tools to incorporate appropriate green infrastructure to best reduce the effects of stormwater runoff. The team will migrate this information into environmental policy coursework at their respective institutions. They also plan to ultimately make the content available statewide.

Kim, who has taught in George Mason’s Department of Environmental Science and Policy for 15 years, will collaborate with B. Brian Park, an engineering professor at the �鶹�� of Virginia, and Mintai Kim of Virginia Tech’s College of Architecture, Arts, and Design. Also joining the team is George Mason PhD student Colin Chadduck.

From left, B. Brian Park, Younsung Kim, and Mintai Kim. Photo provided

In reviewing the proposal, 4-VA evaluators noted Kim’s proposition as a standout, citing a number of key factors, including that it “addresses an important topic affecting the state and beyond,” features an “inherent interdisciplinary approach incorporating science policy, data science techniques, and architecture,” and “lends itself to creative cross-school collaborations.”

“As climate change is increasing faster than climate prediction models have suggested, it is critical that we place more emphasis on integrating green infrastructure in climate vulnerable regions,” said Kim. “I am delighted and honored to accept this award as we work together across the commonwealth to raise the bar for our faculty and students studying this important work. Together, we can tackle this critical challenge.”

“4-VA has a long track record of success with the Collaborative Research Grants program, and we are excited to expand this model to support course redesign initiatives,” said 4-VA’s State Working Group Chair Matt Banfield of UVA. “4-VA collaborative projects have built bridges between our institutions, nurtured hundreds of faculty and student relationships, provided valuable opportunities for experiential learning and hands-on research, and jumpstarted novel research projects that have gone on to receive national and international attention. We are looking forward to supporting this project proposed by Professor Kim and her team.”

In This Story

Younsung Kim

Explore Environmental Science and Policy at George Mason

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New coaching course in the College of Public Health motivates students of all majors

Shayla Brown — Mon, 03 Mar 2025 14:58:30 +0000

New coaching course in the College of Public Health motivates students of all majors Shayla Brown Mon, 03/03/2025 - 09:58

George Mason �鶹�� recently welcomed Martin Binks as professor and chair of the Department of Nutrition and Food Studies. He brought a new special topics course with him to the College of Public Health: NUTR 594 or “Motivation: Learning to Coach.”

Martin Binks. Photo by Mary Cunningham/College of Pubic Health.

“[The topic] is rooted in health coaching, specifically for improving health, overall quality of life and well-being, but the skillset that we teach is very applicable across various professions business settings, and so forth,” said Binks, who has a PhD in clinical psychology and behavioral medicine.

With more than 20 years’ experience working with patients, he has typically done work under the umbrella of the organizations that he works for, Binks said his career has been about building new clinical and research programs where they didn't exist or improving those that were already in place.

He started with a health coaching program at the Duke Diet and Fitness Center, where he was a director of behavioral health, research, and new business and strategic alliances, and continued his work at Texas Tech �鶹�� where he founded a clinical research institute, the Nutrition and Metabolic Health Initiative.

“There are lots of theories in psychology—self-determination theory, self-efficacy theory, cognitive behavioral theory—so how do we use these theories and translate that into tools that we use to motivate people?” he said. That is the question that his course aims to address.

The graduate course doesn’t require any pre-requisites and provides an unwavering client- focused approach to motivating and empowering people, Binks said, redefining the relationship between medical professionals and their clients, who benefit from having control and autonomy over their own health goals.

Kathryn Tadio. Photo provided.

While techniques such as motivational interviewing are commonly taught in medicine and used to understand how to motivate an individual person specific to their needs, Binks said this class teaches so much more.

“A coach’s primary tool is questions,” he said, “because it’s about the person in front of you. We often, especially in health care, assume that we know everything and the patient doesn't. That’s the worst thing we can do.”

Kathryn Tadio, MS Nutrition ’18, is an adjunct professor in the Department of Nutrition and Food Studies and is taking the course as a nondegree student.

“I am counseling clients now, and I'm already learning how to apply this course material with them. Having this resource has been really beneficial,” said Tadio, a registered dietitian who works for Dietitian Live, a telehealth program.

The first assignment students receive is an improv assignment, allowing students to practice thinking and speaking on their feet, which is a great tool for a coach.

Students provided verbatim transcripts, and then used a dictation software to edit the scripts and analyze their own conversations.

One of the cons with the class is that students might think they’re just having a normal conversation because it appears so natural, Binks explained, it takes time to fully appreciate the depth of thought that a coach brings to each and every choice they make in that conversation.

Two women having a discussion. Photo by Getty Images

“The assignment was so well thought out and it involved a lot of role playing and practicing what we're learning with fictitious clients. We were asking questions around people's triggers, for example, what makes them eat even when they're not hungry,” said Tadio. “That’s definitely something that I’d tiptoe around with actual clients, so it's good to practice with those questions now because it really lowers the risk of miscommunication or mistakes in the real world.”

The asynchronous aspect of the course provides an interesting real-life element, Binks said. Students practice their new skills in role play assignments.

“We’re online, but the assignments require the students go out into their personal world talking to their friends and family and coaching them,” said Binks. With these assignments, students learn and practice the necessary complex skill sets that they can then apply to pretty much any field they want.”

Tadio was pleased to have access to such a resource. “I’m really happy to see how George Mason’s nutrition department has grown since I was a student. Now they offer the registered dietitian track and courses like this one, which will make more well-rounded health care professionals.”

In This Story

Martin Binks PhD, MBA

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College of Public Health awarded prestigious Society for Simulation in Healthcare accreditation

mthomp7 — Tue, 11 Feb 2025 14:32:08 +0000

College of Public Health awarded prestigious Society for Simulation in Healthcare accreditation mthomp7 Tue, 02/11/2025 - 09:32

The Lab for Immersive Technologies and Simulation achieves ground-breaking accreditation.

The College of Public Health is proud to be the nation's first Society for Simulation in Healthcare (SSH)-accredited Lab for Immersive Technologies and Simulation at a public health college. This pioneering facility redefines how health professionals practice and reinforces George Mason �鶹��'s leadership in cutting-edge technology that revolutionizes public health education and workforce development.

The College of Public Health joins an elite group of only 250 organizations in the world to be accredited by SSH - and is the only public health college to be SSH-accredited.

“This prestigious recognition highlights the dedication and excellence of simulation programs that meet rigorous standards and contribute to advancing the field of health care simulation,” said Kristyn Gadlage, the director of accreditation for SSH. SSH-accreditation is an elite achievement, with only 250 institutions worldwide recognized for advancing simulation excellence. Accredited programs set a gold standard for health care education and are more likely to drive improved patient outcomes.

The college’s Lab for Immersive Technologies and Simulation is an interprofessional and transdisciplinary research and instructional center. At 8,000 square feet, the lab encompasses modular spaces replicating practice settings or converts multiple spaces for extended reality (XR). The lab is strategically positioned in Peterson Health Sciences Hall on George Mason's Fairfax Campus.

This central location allows students across all College of Public Health departments and schools access to this state-of-the-art space for innovation. The lab is designed for transdisciplinary immersive learning with human patient simulators and XR—spanning virtual reality (VR), augmented reality (AR), and mixed reality (MR).

The Lab for Immersive Technologies and Simulation achieves ground-breaking accreditation. Photo illustration by Emma Anderson and Karen Smith/CPH

In 2022, Dean Melissa Perry announced a bold vision to expand the lab and make XR and simulation technology available to every student in the college. The lab is led by Chief Innovation Officer Bethany Cieslowski and a dedicated team of Certified Healthcare Simulation Educators who are working to double the lab’s capacity within the next few years, ensuring that every student experiences this transformative learning.

"With this strategic accreditation, we are poised to provide every student in the college the opportunity to extend their learning through immersive technologies and simulation. This interprofessional learning environment offers high-impact skills and critical thinking in a low-risk, safe setting. This level and intensity of training could not be delivered through classroom learning alone," Perry said. "�鶹�� approach empowers and prepares graduates for clinical practice by developing skills and confidence that traditional methods simply cannot replicate."

James Casey, director of Virginia Serious Game Institute at George Mason and a leader in immersive technologies, said, "It has been truly inspiring to witness and support the college’s cutting-edge advancements in a transdisciplinary teaching environment. The SSH accreditation is an achievement that solidifies the lab as a true center of extended reality excellence. The potential for revolutionizing public health education is unlimited.”

The integration of immersive technologies in 2020 enabled the college to address workforce needs and expand its reach into social work, nutrition, health administration and policy, and beyond. The lab's mission is clear: harness the power of technology to advance interprofessional education, research, and patient safety through digital innovation. By leveraging ground-breaking technology, the lab advances the college's mission through collaboration, research, and innovation. The college is dedicated to revolutionizing interprofessional education and practice, to ultimately advance public health on a global scale.

Students who step into this innovative space don't just learn—they experience. From mastering complex skills and critical thinking to practicing effective opioid crisis interventions, immersive technologies prepare learners for the challenges of tomorrow. "Extended reality transforms the way we learn," said Cieslowski. "It's not just about creating a virtual environment—it's about creating opportunities for real-world impact, ensuring our students leave George Mason prepared to lead."

Looking ahead, the college plans to extend its reach, aiming to incorporate immersive technologies into all disciplines in the college. With a vision to forge strategic partnerships with corporate leaders and academic organizations, George Mason is driving the future of healthcare simulation.

Visit the Lab for Immersive Technologies and Simulation web page for academic publications and prior coverage about the college's Immersive technologies and simulation capabilities.

For media inquiries, contact Michelle Thompson at mthomp7@gmu.edu.

In This Story

Bethany Cieslowski, DNP

Melissa J. Perry, Sc.D., MHS

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Art history students’ museum exhibit unearths four centuries of Indian history

Katarina Benson — Wed, 29 Jan 2025 20:31:06 +0000

Art history students’ museum exhibit unearths four centuries of Indian history Katarina Benson Wed, 01/29/2025 - 15:31

During the fall 2024 semester, George Mason �鶹�� students had the opportunity to apply their classroom curriculum to a real-world museum environment. The students, led by art history professor Robert DeCaroli, worked directly with objects in the holdings of the Smithsonian Institution's National Museum of Asian Art as part of the ARTH 495/595 Curating an Exhibit course.

George Mason students work with pieces of the National Museum of Asian Art collection. Photo by Robert DeCaroli

Through a partnership with the National Museum of Asian Art and the generosity of Debra Diamond, the curator for South and Southeast Asian art, DeCaroli’s students studied painted miniatures and manuscript pages dated 1500-1800 from India’s Rajput and Pahari Courts. Students curated their own online exhibit and designed all of the museum-related materials necessary for their display, including labels, wall texts, catalog entries, educational programming, gallery talks and more.

Senior Charmaine Mapp explained that museum curation begins with the intention of education. “You need to know what this culture is and what story you're trying to tell,” Mapp said.

From there, the students proposed what they wanted to do based on the 14 paintings they had selected.

“We considered the stories presented in these paintings,” said Mapp, who is a business major. “What did we want to say with our exhibition? What did we want our theme to be, and how would everything connect?”  

DeCaroli’s class ultimately settled on the theme of “Loving Krishna: Four Centuries of Indian Painting,” a title which has a double meaning, referring to the Hindu deity as both a loving god and the object of his followers’ love. The exhibit is currently on view at Fenwick Library until February 15.

"Loving Krishna" runs through February 15 at Fenwick Library. Photo by Charmaine Mapp

For DeCaroli, the course is just as rewarding for him as it is for his students. “It has been a joy watching the students feel connected to their paintings,” he said. “That enthusiasm provides motivation for excellent research into the history and meaning of the artwork.”

With George Mason’s proximity to Washington, D.C., dedicated faculty members and generous community partners, there is so much for students to explore both within and outside of the classroom.

Mapp has been interested in curation for as long as she can remember. “When you walk into a museum or a gallery, you just see the end result. But you often don’t realize that that's created from nothing. So, this was a really good experience, especially being able to go into the archives, work with the actual paintings, and meet people who worked at the Smithsonian’s National Museum of Asian Art,” she said.

“If you’re interested in art, history, or any other field, look at the classes available,” said Mapp. “I didn't know that Curating an Exhibition was a class until I looked in the course catalog. Courses like this really allow you to get more hands-on experience, develop relationships with professors, and make connections that lead to special opportunities.” 

“I have been impressed with the class's professionalism and collaborative spirit,” said DeCaroli. “Exhibitions are group efforts and good communication skills are vital to a successful project. This class has been exemplary in that regard.”

Dive into studying art history at George Mason

Breaking down the composting process

Lauren Reuscher — Thu, 23 Jan 2025 14:46:23 +0000

Breaking down the composting process Lauren Reuscher Thu, 01/23/2025 - 09:46

Cindy Smith, a professor in the Department of Environmental Science and Policy, took her EVPP 302 Biomes and Human Dimensions students to a composting facility last fall to give them a front-row seat for food and yard waste recycling.

Photo by Cindy Smith/College of Science

In the course, students examine human impacts on ecosystems. Because human activities often have a harmful effect on ecosystems, Smith also aims to show students positive, real-world examples of how humans can help mitigate these impacts.

“I want students to experience successful programs that are doing positive work, like keeping yard and food waste out of our landfills where the breakdown would produce methane, a powerful greenhouse gas,” said Smith.

The field trip also offers insight into a career path for those interested in sustainability.

The Convertus composting facility, located in Manassas, Virginia, produces certified compost, mulch, and soil amendment products in bulk. The facility can process 80,000–100,000 tons of organic waste per year. This includes yard waste, tree branches, and food and restaurant waste.

A milk hauler dumps excess or expired milk products, which Convertus uses in the composting process. The students noted that it made the area smell like vanilla creamer. Photo by Cindy Smith/College of Science

During the field trip, students watched stages of the composting process, from the delivery of waste to the grinding, mixing, aerating, screening, and composting. They observed the different effects of various materials.

“The students were surprised to see a red tint in the leachate pond [during our visit], which resulted from red wine waste being processed,” said Smith.

George Mason �鶹�� sends compostable scraps from multiple sources to the Convertus facility. Food waste is collected from campus dining and retail locations and Bigbelly Solar Zero Waste Stations. Two pilot programs collect compost materials in the form of paper towels from restrooms at the Facilities complex at Fairfax, and food waste from Katherine Johnson Hall at the Science and Technology Campus.

“It's great to see all this organic waste getting recycled into an economically viable product, rather than buried in a landfill or sent to a waste water treatment plant,” said Smith.

Learn more about sustainability at George Mason

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New Course Creates Ethical Leaders for an AI-Driven Future

Andrew J Schappert — Tue, 10 Dec 2024 19:04:10 +0000

New Course Creates Ethical Leaders for an AI-Driven Future Andrew J Schappert Tue, 12/10/2024 - 14:04

Jesse Kirkpatrick: ‘The interdisciplinary approach ensures that participants develop insights applicable across public and private sectors, enabling them to lead responsibly in the AI-driven future.’ Photo by Ron Aira/Office of �鶹�� Branding

While the debates continue over artificial intelligence’s possible impacts on privacy, economics, education, and job displacement, perhaps the largest question regards the ethics of AI. Bias, accountability, transparency, and governance of the powerful technology are aspects that have yet to be fully answered.

A new cross-disciplinary course at George Mason �鶹�� is designed to prepare students to tackle the ethical, societal, and governance challenges presented by AI. The course, AI: Ethics, Policy, and Society, will draw expertise from the Schar School of Policy and Government, the College of Engineering and Computing (CEC), and the College of Humanities and Social Sciences (CHSS).

The master’s degree-level course begins in spring 2025 and will be taught by Jesse Kirkpatrick, a research associate professor in the CEC, the Department of Philosophy, and codirector of the Mason Autonomy and Robotics Center (MARC).

The course is important now, said Kirkpatrick, because “artificial intelligence is transforming industries, reshaping societal norms, and challenging long-standing ethical frameworks. This course provides critical insights into the ethical, societal, and policy implications of AI at a time when these technologies are increasingly deployed in areas like healthcare, criminal justice, and national defense.”

Debates about bias in AI systems, the governance of autonomous decision-making, and the risks of misinformation “underscore the urgency of equipping students and professionals with the tools to address the opportunities and challenges responsibly,” he added.

This course is designed for students and professionals from diverse fields, including policy, computer science, engineering, law, philosophy, and business.

“Occupations such as AI developers, policymakers, ethicists, legal advisors, and technology strategists will benefit greatly,” Kirkpatrick said. “The interdisciplinary approach ensures that participants develop insights applicable across public and private sectors, enabling them to lead responsibly in the AI-driven future.”

The course is open to George Mason students and is a core component of the university’s new graduate certificate in Responsible AI, making it an essential step for those pursuing advanced study or leadership roles in ethical AI design and governance.

In addition to critical readings and written assignments, the course incorporates hands-on components such as workshops, interactive discussions, and practical tools includes algorithmic audits, ethical toolkits, and risk management frameworks.

“Students will also engage in scenario-building exercises and present collaborative projects that apply ethical AI principles to real-world challenges,” Kirkpatrick said. “The course also features distinguished guest speakers from academia, industry, and government, providing students with diverse perspectives on AI.”

As a MARC codirector, Kirkpatrick is engaged in “responsible AI” initiatives. “I bring a unique blend of academic expertise and practical experience,” he said. “My work spans creating ethical AI frameworks, consulting on AI policy, and teaching at the intersection of ethics, technology, and public policy.

He adds, “This course reflects my commitment to equipping students with the knowledge and tools to address the profound ethical challenges and opportunities posed by AI technologies in society.”