Spirit Fall 22

Opening Doors

Colleen Rich — Tue, 01 Nov 2022 16:17:46 +0000

Opening Doors Colleen Rich Tue, 11/01/2022 - 12:17

For 35 years, Mason’s Early Identification Program has been helping Northern Virginia middle and high school students prepare for their future college careers.

Monica Amaya

Monica Amaya, a senior at Manassas Park High School in Virginia, balances studies and a job at a restaurant. In the fall, Amaya will be attending ��ӽ紫ý and has been accepted into the Honors College. She credits Mason’s Early Identification Program (EIP) for getting her ready for college.

“The program pushed me, motivated me, throughout high school so I could set an example for my younger siblings and show that it is possible for us to achieve our dreams,” says Amaya, who will be the first in her family to go to college. “We can do anything if we work hard.”

There are thousands of Northern Virginia students like Amaya who can credit Mason’s EIP mentors and administrators for helping focus, encourage, and guide them through the rigors of high school academics and the maze of the college application process. The program specifically centers on lifting up both students from traditionally marginalized communities and those who will be the first in their families to attend college, also known as first-generation students.

The program was established in 1987 as the brainchild of then-Fairfax County Public Schools superintendent E. Wayne Harris and then-Mason president George Johnson. After more than 30 years, the program has grown into an innovative, multi-year college preparatory program for middle and high school students that is unique in the country not just for its breadth and reach, but also for the way it celebrates and embraces its students. That praise comes straight from EIP graduates, employees, and former director Lewis E. Forrest II, BA English ’96, MEd Counseling and Development ’05.

“There are other precollege programs and success programs out there,” says Forrest, now an associate dean in the Office of University Life at Mason. “But what makes EIP special is the level of care and commitment to these students. When they go through the program, students feel like they have a family at EIP, a family that cares deeply about how they are doing and seeing them succeed.”

When Hortensia Cadenas directed EIP from 1989 to 2010, her office was filled with photos of EIP graduates. She is pictured here in 2007 when the program was celebrating its 20th anniversary. Photo by Evan Cantwell/Creative Services

At the time of EIP’s birth, there was a growing body of data showing that college student enrollment from marginalized communities was low in part because students were not getting the preparation they needed to attend college. Harris and Johnson determined that there had to be a way to help these students develop the skills they needed to both attend and succeed. Harris and Johnson partnered on an idea that initially centered on a summer academy to give students a chance to strengthen their academics in an encouraging environment.

“From the start, Mason has believed in the program and cared about the community around them and finding ways to help,” says EIP’s first director Hortensia Cadenas, BA ’80, MA ’93. “They saw a need in the community, and they did something about it.”

Funded by the State Council of Higher Education for Virginia, the pilot program reached 48 Fairfax County Public Schools students.

“Word spread quickly,” says Cadenas, who was hired in 1989 and ran the program until her retirement in 2010. “Other school systems started signing on. Arlington came next, then Prince William County.”

Seeing the program's impact on students is Khaseem Davis's favorite part of his job. "We are able to change the life circumstances of these young men and women because of Mason," he says.

EIP now serves more than 700 students annually. The program provides access to educational resources for students from seven local public school systems, helping them acquire the skills they need to become lifelong learners, leaders, and responsible global citizens.

Students who are interested in the program apply during their seventh-grade year. If selected, they then spend the next five years in mentoring sessions, tutoring, a mandatory three-week summer academy, and additional programming intended to boost their academics, with a specific focus on science, technology, engineering, and mathematics (STEM).

“Over the past few years, we’ve been fine-tuning the program, building its infrastructure, and deepening our engagement with students,” says Khaseem Davis, current EIP director. “It is continuing to grow as we broaden the impact we have on students throughout the region.”

Davis credits Cadenas for growing the program early on. One of the first things Cadenas did as director was to increase opportunities for connections with students’ families.

“We added parenting and family classes so that we could establish communication with the parents, and they would [have opportunities to] understand how important college education was for their children’s future,” Cadenas says. “We needed to know that the students had support at home.”

After adding family classes, Cadenas says they began strengthening the academic opportunities, creating new weekend events for math and science review, along with opportunities to explore different careers. They found partnerships with local businesses and created college scholarship opportunities as well as tutoring jobs for EIP graduates attending Mason.

“For many of these students, being part of EIP is life-changing,” says Rhina Alvarado, BA ’07, MEd ’21, EIP’s associate director. “While they were motivated before, they start to see a path for themselves and they have a community that cares whether they get there. They have people who engage holistically in their development into adults.”

As college applications become more onerous, there’s an even heavier focus on the logistics of the admissions process, including helping students and parents understand the implications of a financial aid package.

“The parents of our students may care deeply about their children going to college but often don’t have the experience or understanding of what the application process entails,” says Alvarado. “We can guide our students and their families in every aspect of the process. We put a lot of blood, sweat, and tears into the success of every one of our students.”

One major benefit of participating in the program, alumni say, is establishing close friendships with students similarly motivated to excel.

“If you are a graduate of EIP, you still care deeply about the friendships you made during that time and about the program,” says Alvarado, herself an EIP alum who holds two Mason degrees. “You have a loyalty you never forget.”

2021 EIP graduation ceremony at Mason Square. Photo by Ron Aira/Creative Services

This story originally ran in the Summer/Fall 2022 Mason Spirit.

Visit the EIP website to learn more

Topics

Masonat50

Mason Spirit

Early Identification Program (EIP)

Spirit Fall 22

Blazing a Trail

Colleen Rich — Tue, 01 Nov 2022 15:25:51 +0000

Blazing a Trail Colleen Rich Tue, 11/01/2022 - 11:25

Mason Nation would not be what it is without our first-generation students. Nearly 40 percent of ��ӽ紫ý students identify as being the first in their families to attain a college degree. Of those, 33 percent are eligible for need-based Pell Grants, which is greater than Virginia’s average.

In Mason’s Class of 2022, 27 percent of the graduates identified as first generation.

President Gregory Washington, himself a first-generation college graduate, talked about first-gen students during his Investiture address in October 2021.

“We've always prided ourselves on putting students first, and they have truly shown us what they are made of,” Washington told the audience in EagleBank Arena. “Most of our students hail from historically disenfranchised communities—three out of 10 are first generation. They have a vision for a better life for themselves, their families, and their communities, and they are not strangers to adversity, occasional rejection, and hard work.”

Mason’s definition of a first-generation college student includes someone whose parent or legal guardian(s) did not receive or complete post-secondary education, or who received a two-year degree, or earned any level of postsecondary education outside the United States.

“Sometimes we have Mason students come up to us who realize that they are also first-generation college students because of how we define it,” says Amber Holton-Thomas, director of the First-Gen+ Center. “Just because, for example, someone’s parents got an advanced degree outside the [United States] doesn’t mean they understand or have experience with navigating the U.S. college system, so we are here to help.”

Housed in Student Union Building I on the Fairfax Campus, first-generation students are able to seek advice and insight at the First-Gen+ Center. Photo by Ron Aira/Creative Services

In 2021, the national Center for First-Generation Student Success, an initiative of the National Association of Student Personnel Administrators (NASPA) and the Suder Foundation, named Mason to its 2021–22 First-Gen Forward cohort. The designation recognizes institutions of higher education who have demonstrated a commitment to improving experiences and advancing outcomes for first-generation college students. Selected institutions receive professional development, community-building experiences, and a first look at the center’s research and resources.

Putting Resources in Place

First-generation college students face various barriers when trying to excel both academically and socially. Mason works to eliminate these additional barriers and foster first-generation student success through intentional programming and catered support. This support includes:

Early Identification Program: Mason’s college preparatory program collaborates with local public school systems to provide access to educational resources for middle and high school students who will be the first in their families to attend a college or university. The program boasts more than 1,600 graduates and has 600 students currently enrolled at Mason.
Student Transition Empowerment Program (STEP): This initiative, which is part of the First-Gen+ Center, was created in 1990 to enhance the recruitment, engagement, and retention of first-generation college students accepted to Mason.
First-Gen+ Center: This year-old center in Mason’s University Life division provides resources, mentoring, and programming for first-generation students.
First-Generation Peer Mentoring Program: The First-Gen+ Center's mentoring program supports first-generation student success.
First-Generation Student Task Force: This task force is led by Mason faculty and staff who were first-generation students themselves.

Additionally, the student organization F1rst Gen @ Mason boasts more than 200 members and aims to provide opportunities for first-gen students to make connections with others to help them overcome the obstacles they face and make the most of their college experiences. In the spring semester, this group hosted its seventh I Am First Stories night, an event where first-gen students, alumni, and faculty and staff share their success stories.

Sharing Their Stories

Arturo Barrera

Arturo Barrera, BA Conflict Analysis and Resolution ’21, was among those sharing their stories at the I Am First event. Barrera is the first in his family to attend college in the United States, but he acknowledges that he didn’t get there alone. He credits his parents for their perseverance in a new country after emigrating from Bolivia. He also says Mason began supporting him long before he was a freshman.

“The Early Identification Program gave me resources and a different way of seeing the idea of college,” says Barrera, who joined the preparatory program in seventh grade. “I wanted to give back what they gave to me.”

Since coming to Mason, Barrera says he is most proud of helping first-generation students attend college and achieve their dreams. He has served as a college readiness instructor and academic success coach for EIP.

“It was a little intimidating [mentoring high schoolers], but it developed me as a leader in that I gained a lot of confidence,” says Barrera, who is currently working on an accelerated master of public administration degree. “I also was a peer advisor for a University 101 class—if it wasn’t for EIP, I would’ve never considered that.”

Hazel Cartagena

Sophomore Hazel Cartagena also used EIP’s resources. After coming to the United States from El Salvador to join her mother late in 2010, Cartagena enrolled in EIP. She was an academic star at Freedom High School in Woodbridge, Virginia, and earned a spot in Mason’s University Scholars Program, which offers academically outstanding incoming freshman a four-year, full tuition scholarship.

A member of Mason’s Honors College, Cartagena says she has a good start thanks to EIP, which introduced her to mentors and faculty members she believes will be part of her network even after she graduates.

Just as important, though, were introductions to other first-generation students and students of different backgrounds who would join her at what is already the most diverse public research university in Virginia. She calls it a “built-in community.”

“I remember seeing a lot of people from different places, different countries, and, at least for me, that helps me,” says Cartagena, who is majoring in accounting. “It encourages me. All these people from all these places are trying to do their best and put in that effort to have something better for themselves. For me, it is really inspiring.”

In fall 2021, in celebration of National First-Generation College Celebration, we asked the Mason Nation on social media to share their first-generation stories. Many students talked about the importance of the Mason centers and resources in helping them feel like part of the community.

Mason alum Kareema Smith, BA Psychology ’15, MS Educational Psychology ’16, credits the Student Transition Empowerment Program (STEP) for having a huge impact on her academic life. She says she heard about the program at an admitted-student event before she started at Mason.

“Thanks to STEP I was able to enter college with other first-generation students the summer before our first year began where we learned so much and established true community,” says Smith. “At 18 years old, that program gave me the tools and confidence to become a leader on campus, to truly care more about the humanity of others, and to think critically while challenging myself and my ideals.”

And Smith continues to pay it forward. From 2016 to 2019, Smith was the director of student success at Mason’s Honors College. She is now a career counselor at Auburn University, where she is pursuing a PhD in counseling psychology.

For alum Bianca Alba, BS Community Health ’11, MPH ’15, EIP was a portal of opportunity.

“Also, getting involved with my Latina sorority, Chi Upsilon Sigma, opened up network opportunities and provided me with women role models who had their life and careers set,” says Alba, who now works as a public health analyst.

Graduate student Isidore Nsengiyumva, who is attending Mason online from Kenya, says the National First-Generation College Celebration serves as a great personal reminder of everyone who has supported and sacrificed for him to get where he is today.

Nsengiyumva spent part of his childhood living in refugee camps after fleeing his native Burundi during the civil war there. He is now a Charles E. Scheidt Fellow at Mason’s Carter School for Peace and Conflict Resolution.

“It is also a good time for reflection on how far I have come and what it took for me to get here,” Nsengiyumva says.

Words of Advice

We asked our first-gen students and alumni to share advice they could pass on to other first-gens.

“Don’t be so hard on yourself! It is okay to fail, but just because you fail a class doesn’t make you a failure. I had to learn the hard way. Surround yourself with like-minded people, and remember self-care is also important.” —Bianca Alba, BS Community Health ‘11, MPH ‘15

“Don’t forget where you come from, be humble, and don’t forget to thank those who helped you attend college. You can thank them by making sure you graduate and being the positive change that we need in our society. Lastly, don’t forget to make lifelong friends. Together, we can make our network stronger.” —Thomas Oh, BS Criminology, Law and Society ‘13, MBA ‘19

“Some of our professors were first-generation students themselves and understand what we’re going through. Support your fellow students, and they will support you back in their own ways. This support that you receive from others will give you a strong sense of motivation and inspiration to work hard academically and professionally” —Kenny Rakwong, BS Information Systems and Operations Management ‘22

“Don’t ever ignore your mistakes; learn from them. We know what it’s like to feel scared and overwhelmed because we’re first-gen, we’re all in this together.” —Electrical Engineering major John Sejas-Cordova, class of 2024

“Be awesome, follow your dreams, and don’t feel the pressure of overachieving. The mere fact that you’re enrolled in a university working toward a better future is more than enough. Be proud, work hard, and be thankful for everything, and don’t waste the opportunity to prepare for a better future.” —Lisa Castro, BS Management ’09, MA International Commerce and Policy ’17

“Never be afraid to ask for help! There are so many resources on campus and beyond to help you succeed during this time. There will definitely be some things about college that you won’t know about that others will—this isn’t something to be ashamed of. It is an opportunity to learn.” —Physics PhD student Phoebe McClincy

Mariam Aburdeineh, Damian Cristodero, and Anna Stolley Persky contributed to this feature.

This article originally appeared in the Summer/Fall 2022 Mason Spirit.

"They have a vision for a better life for themselves, their families, and their communities, and they are not strangers to adversity, occasional rejection, and hard work.”

—President Gregory Washington

Check out the First-Gen+ Center

Topics

Mason Spirit

First Gen + Center

Early Identification Program (EIP)

first-generation

Spirit Fall 22

2022 Celebration of Distinction honors alumni leaders

Colleen Rich — Thu, 20 Oct 2022 15:43:13 +0000

2022 Celebration of Distinction honors alumni leaders Colleen Rich Thu, 10/20/2022 - 11:43

More about the Alumni Association

For more than 30 years, the ��ӽ紫ý Alumni Association has honored outstanding alumni, faculty members, and students at their annual Celebration of Distinction. This year’s celebration was held Friday, October 21. The 2022 awardees include a diverse group of Patriots who exemplify service to others.

David J. Freeman

Alumnus of the Year David J. Freedman, BA Philosophy ’98, is a partner with the Pennsylvania law firm Barley Snyder LLP, where his practice focuses on employment litigation and higher education and immigration law. He has received numerous accolades, especially for his extensive pro bono work. The Central Penn Business Journal recognized Freedman as one of the 30 most influential legal professionals in central Pennsylvania and awarded him the Legal Excellence Award for pro bono service. The Pennsylvania Immigration Resource Center has awarded Freedman its Pro Bono Attorney of the Year Award three times, most recently in 2021.

Victoria N. Salmon

Victoria N. Salmon, DA Education (Community College) ’97, received the Alumni Service Award. She is associate dean emerita for graduate studies in Mason’s College of Visual and Performing Arts (CVPA). In 2007, Salmon established the CVPA Office of Graduate Studies, which added seven new graduate degrees in the college in seven years. When she retired in 2014, CVPA established the Victoria N. Salmon Outstanding Graduate Student Award in her honor. Salmon continues to serve the university as chair of the Arts at Mason Board and as an adjunct faculty member in the Arts Management Program.

Raquel Gonzalez

Raquel Gonzalez, BA Integrative Studies ’07, MS Conflict Analysis and Resolution ’12, received the Graduate of the Last Decade (G.O.L.D.) Award. They are a first-generation college graduate and public servant dedicated to uplifting marginalized communities. Prior to their current work in government leadership training and inclusivity efforts, they spent four years in New York state government, leading operations, policy, and diversity and inclusion initiatives. They were named a 40 Under 40 Rising Latino Star by the Hispanic Coalition of New York in 2018. Previously, Gonzalez was a presidential appointee in four federal agencies and at the White House during the Obama administration.

Wendi Manuel-Scott

Faculty Member of the Year Wendi Manuel-Scott is a professor of integrative studies and history and an affiliate faculty member in the Women and Gender Studies Program, African and African American Studies Program, and the Carter School’s John Mitchell Jr. Program for History, Justice, and Race. Manuel-Scott was integral to the Enslaved Children of ��ӽ紫ý project, which led to the creation of the Enslaved People of ��ӽ紫ý Memorial on Wilkins Plaza. She is the co-chair of Mason’s Anti-Racism and Inclusive Excellence Task Force.

Dominique Dowling

Senior of the Year Dominique Dowling, BA Integrative Studies ’22, is currently pursuing a master’s in early childhood education for diverse learners at Mason. She has served in several leadership roles on and off campus, including as president of the Mason chapter of the NAACP and the College of Humanities and Social Sciences Ambassadors and as student representative on university committees, such as the Anti-Racism and Inclusive Excellence Task Force. In 2021 Dowling selected to be part of the 2021 Virginia Governor’s Fellows Program and worked for then Virginia Secretary of Education Atif Qarni, MA History ’09.

See the full list of honorees, including the 14 distinguished alumni chapter recipients.

Topics

Campus News

Alumni Association

Alumni

Celebration of Distinction

Senior of the Year

Faculty Member of the Year

Spirit Fall 22

YA author writes bestseller while completing graduate program at Mason

Colleen Rich — Tue, 11 Oct 2022 14:59:25 +0000

YA author writes bestseller while completing graduate program at Mason Colleen Rich Tue, 10/11/2022 - 10:59

��ӽ紫ý alum Andrew Joseph White said he has wanted to tell stories even before he knew how to form letters. White, who graduated with an MFA in creative writing in May, published his first young adult (YA) book, Hell Followed with Us, an LGBTQ post-apocalyptic horror story, less than a month later in June 2022.

Andrew Joseph White. Photo by Sierra Guard/Creative Services

Now a New York Times bestseller, the novel was an American Booksellers Association Winter/Spring 2022 Indies Introduce title and received an American Library Association Booklist Starred Review and starred write-up in Kirkus Review.

JOURNEY TO PUBLICATION: White, who also has an BFA in creative writing from Mason, chose Mason because its creative writing program is more accepting of genre fiction than many others. This was especially important for the MFA, because White’s application consisted of the first chapters of what would become Hell Followed with Us. White started writing the novel in his senior year at Mason and signed with Peachtree Teen in early 2021 as one of the new imprint’s first three books. While at times White simply had to trust the process, Peachtree Teen’s small team impressed him. He said he was glad to debut with an up-and-coming press before working with a larger publisher where authors may have less control.

Advance copies of Hell Followed with Us. Photo provided

DARKER THAN FICTION: White has been deeply fascinated by monsters since he was very young. He connects this with the fact that unrecognized gender dysphoria and undiagnosed autism can make individuals feel like they are not entirely human. White’s debut novel coincides with legislation in multiple states seeking to severely curtail trans people’s rights. In this environment, White’s story, which acknowledges how life sometimes seems to require monstrous actions to survive, is one he feels that a lot of LGBTQ kids need. Hell Followed with Us is also a way to provide young trans readers something he never experienced growing up—a YA trans protagonist. “The whole point of the book is telling queer kids that you can make it out of hell alive. You might not be in one piece; you might not be okay. But you are still alive.”

EXPANDING REPRESENTATION: In addition to a trans protagonist, Hell Followed with Us features an autistic character, Nick, as the secondary lead and love interest. White emphasizes the need for autistic YA characters who readers can take seriously and look up to. When White began research to ensure the character was an accurate depiction of autism, the Winchester, Virginia, native realized how much of what he was reading applied to his own experience. This led White to base Nick on a version of himself, and the process has allowed him to embrace his ability to write characters who are both authentically trans and autistic.

LOOKING AHEAD: White says he would love to win a Lambda Literary Award or Stonewall Book Award one day, and he already has more LGBTQ YA horror novels and an adult novella in the works. When White is not writing, he likes to play horror video games, which are another source of inspiration for his stories; read work by queer YA fiction contemporaries; and spend time with his cat.

White will be part of this year's Fall for the Book. He appears on Saturday, October 15, at 11:30 a.m. in the Wilkins Plaza Tent.

Topics

College of Humanities and Social Sciences

Mason Spirit

Spirit Fall 22

7 frequently asked questions about Monkeypox

Mary Cunningham — Mon, 12 Sep 2022 00:58:34 +0000

7 frequently asked questions about Monkeypox Mary Cunningham Sun, 09/11/2022 - 20:58

In This Story

Amira Roess, PhD, MPH

Epidemiologist and professor Amira Roess answers the most frequently asked questions about monkeypox.

In July 2022, the World Health Organization declared that the global monkeypox outbreak was a public health emergency of international concern, and in August 2022, monkeypox was declared a public health emergency in the United States. The monkeypox outbreak is still spreading at unacceptable levels globally and nationally. With colleges and schools back in session, monkeypox has a new opportunity to potentially infect more people.

Epidemiologist and professor at ��ӽ紫ý Dr. Amira Roess specializes in infectious diseases, especially reducing the transmission of diseases that originate through animal-human contact, including monkeypox. Roess first studied monkeypox on while serving as an Epidemic Intelligence Service officer at the CDC in 2008.

Here Roess answers the most frequently asked questions about monkeypox and she is available for further comment.

Information about monkeypox is always evolving as researchers learn more. This information is accurate as of September 8, 2022.

Is Monkeypox a sexually transmitted infection (STI)? Can only men who have sex with men can get monkeypox?
No, monkeypox is not considered a sexually transmitted infection, meaning that sex is not the only way that you can get monkeypox. The virus spreads through close skin-to-skin close physical contact and through contact with bodily fluids from an infectious person. This type of contact is not limited to sexual activity.

Anyone can get monkeypox. In the United States, we're seeing that there are a lot of cases and transmission among men who have sex with men. Though we're not seeing significant transmission outside of that group, we are seeing cases in nonsexual contacts and in children. It is important to remember that anyone can get monkeypox. In the United States, we have seen over 30 cases in children

How does monkeypox spread?
Monkeypox spreads through close physical contact with someone who is infected, their bodily fluids, or contact with bedding, linens, towels, or similar material that has come in contact with the infected individual. Sex is one way to have close physical contact with someone, but the virus can also spread from close dancing, hugging, or any other contact that leads to close skin-to-skin contact.

How can I prevent the spread of monkeypox?
You can reduce your chances of catching or spreading monkeypox by reducing the number of individuals that you have close personal contact. Think through what exposures you might have in your everyday life. Have you had close physical contact with someone who is at risk of monkeypox or who has been recently exposed? If so consider getting the monkeypox vaccine.

If you get monkeypox, you can reduce the chance of spreading it by isolating and immediately notifying anyone you might have close contact with so that they can also take precautions (see below).

What are the signs and symptoms of monkeypox?
The symptoms can vary. Within three weeks of exposure, many people have a fever, headaches, and/or body aches. Often, they'll have swollen lymph nodes. Typically, individuals with monkeypox will also develop a rash that looks like pimples or pox lesions, and it is often found in the areas where that initial skin-to-skin contact or exposure may have occurred. View all the symptoms on the CDC website here.

How painful, dangerous, or deadly is monkeypox?
The strain of monkeypox that is circulating right now is not very deadly. Only a fraction of a percentage of people have died so far from the virus, and most of those deaths are reported to have been among people who have severe underlying immune compromising conditions. However, monkeypox can be very painful and there is concern about scarring from the rash.

What do I do if I’ve been exposed?
If you've already been exposed, immediately speak to a health care provider and get the vaccine as soon as you can. There is some confusion out there about the timing of the vaccine following an exposure. If you get that vaccine within two weeks of a known exposure you could significantly cut down the chances of you getting infected and of having a severe case of monkeypox. Also, let your close contacts know so they can get the vaccine. Together, we can cut down this cycle of transmission.

Can children get monkeypox?
Yes, children can get monkeypox. Children can get the virus the same way adults do—though contact with someone who has the virus. Currently, we are seeing an increase in cases among children.

To learn more monkeypox, read Dr. Roess’s other tip sheets below or visit the CDC’s monkeypox page:

What to Know About Monkeypox and the Potential for an Outbreak in the U.S. Updated May 23, 2022
Is Monkeypox the Next Pandemic? June 3, 2022
Monkeypox Background: Origins, Globalization, and Public Health June 6, 2022

For more information, contact Michelle Thompson at 703-993-3485 or mthomp7@gmu.edu.

Dr. Amira Roess specializes in infectious diseases, especially reducing the transmission of diseases that spread between animals and humans, including coronaviruses like MERS-CoV and SAR-CoV-2, the latter of which causes COVID-19. She studied monkeypox and other viruses when she served as an Epidemic Intelligence Service Officer at the CDC’s Poxvirus and Rabies Branch.

She is a professor of Global Health and Epidemiology at ��ӽ紫ý's College of Health and Human Services, Department of Global and Community Health. Prior to joining academia, Dr. Roess served as the Science Director for the Pew Commission on Industrial Food Animal Production at Johns Hopkins, and was an Epidemic Intelligence Service (EIS) officer at the CDC. She has served as consultant for the United States Agency for International Development, the World Bank, and Westat Inc.

About Mason
��ӽ紫ý, Virginia’s largest public research university, enrolls 39,000 students from 130 countries and all 50 states. Located near Washington, D.C., Mason has grown rapidly over the last half-century and is recognized for its innovation and entrepreneurship, remarkable diversity, and commitment to accessibility. In 2022, Mason celebrates 50 years as an independent institution. Learn more at http://www.gmu.edu.

About the College of Health and Human Services
The College of Health and Human Services prepares students to become leaders and to shape the public's health through academic excellence, research of consequence, community outreach, and interprofessional clinical practice. The College enrolls more than 1,900 undergraduate and 1,300 graduate students in its nationally-recognized offerings, including 6 undergraduate degrees, 13 graduate degrees, and 6 certificate programs. The college is transitioning to a college of public health in the near future. For more information, visit https://chhs.gmu.edu/.

Topics

CHHS

Public Health

Infectious Disease

Department of Global and Community Health

GCH Faculty

monkeypox

Spirit Fall 22

Mason’s First-Gen+ Center helps students navigate the university experience

Colleen Rich — Wed, 20 Jul 2022 14:05:14 +0000

Mason’s First-Gen+ Center helps students navigate the university experience Colleen Rich Wed, 07/20/2022 - 10:05

First-Gen+ Center Assistant Director Nakia Waters works with Mason student Dung Ngo. Photo by Ron Aira/Creative Services

��ӽ紫ý prides itself on its diversity and the number of first-generation college students it attracts. To help first-generation college students navigate a large university, Mason’s University Life created the First-Gen+ Center in 2021 to provide resources, mentoring and programming.

The First-Gen+ Center’s mission is to support students who are historically underrepresented in higher education and their allies, while specifically focusing on students who identify as first-generation, who identify as undocumented, have refugee status, or belong to families with limited income.

In 2020, about 26% of Mason students described themselves as first-generation college students. About 7,500 currently enrolled Mason students are connected to the First-Gen Center.

“We take seriously our role in helping students who might not otherwise have the chance [to] pursue their higher education with success,” said Amber Holton-Thomas, director of the center. “The University Life vision is that ‘every student succeeds,’ and one big way our office helps is by demystifying the university process.”

Housed in Student Union Building I on the Fairfax Campus, The First-Gen+ Center can trace its roots to the Student Transition Empowerment Program (STEP), which began in 1990 as the Summer Transition Program. Back in person this summer for the first time since the pandemic, STEP was Mason’s first effort to help first-generation college students get acclimated to the college experience by providing academic preparation, career exploration, and empowerment activities the summer before beginning college. STEP joined University Life in 2005.

As Mason administrators determined how best to leverage the university resources, the First-Gen+ Center, which is, was created in 2021.

President Gregory Washington has emphasized the importance to Mason of its first-generation students.

“We've always prided ourselves on putting students first, and they have truly shown us what they are made of,” Washington told an audience in EagleBank Arena during his investiture address. “Most of our students hail from historically disenfranchised communities—three out of 10 are first-generation. They have a vision for a better life for themselves, their families and their communities, and they are not strangers to adversity, occasional rejection, and hard work.”

In addition to organizing STEP, the First-Gen+ Center, which is housed in Student Union Building I on the Fairfax Campus, facilitates scholarships, offers one-on-one discussion sessions, oversees a mentoring program, creates programming for First-Gen Week, coordinates training related to undocumented students, hosts community building events and sends out a weekly newsletter to students on the mailing list.

The center has both professional and student staff; the latter work in the office or volunteer as mentors and tend to be first-generation college students themselves, intent on giving back, said Holton-Thomas.

Oliver Yu, a first-generation college student and Mason junior majoring in computational and data sciences, agreed.

“The students that work within the First-Gen+ Center are passionate in their roles and look for ways to best utilize them to help others,” said Yu, who worked for the center as a research assistant.

Mason’s definition of a first-generation college student includes someone whose parent or legal guardian(s) did not receive or complete post-secondary education, or who received a two-year degree or earned any level of post-secondary school outside the United States.

“Sometimes we have Mason students come up to us and realize that they are also first-generation college students because of how we define it,” Holton-Thomas said. “Just because, for example, someone’s parents got an advanced degree outside the U.S. doesn’t mean they understand or have experience with navigating the U.S. college system, so we are here to help.”

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Student Transition Empowerment Program STEP

Spirit Fall 22

Alum finds her place in public service

Colleen Rich — Mon, 18 Jul 2022 16:47:35 +0000

Alum finds her place in public service Colleen Rich Mon, 07/18/2022 - 12:47

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Students

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Schar School of Policy and Government

Schar School News July 2022

Mason Spirit

Spirit Fall 22

Getting unstuck: Business professor's research focuses on organizational change

Colleen Rich — Wed, 13 Jul 2022 17:07:44 +0000

Getting unstuck: Business professor's research focuses on organizational change Colleen Rich Wed, 07/13/2022 - 13:07

In This Story

Victoria Grady

Victoria Grady. Photo provided

Victoria Grady, an associate professor of management and organizational behavior in ��ӽ紫ý’s School of Business, has focused her research on organizational change. In her latest book "Stuck: How to WIN in Business by Understating LOSS" (Productivity Press, 2022), written with Mason adjunct professor Patrick McCreesh, Grady delves into 20 years of research on how people—and their brains—react to change in the workplace and beyond.

What inspired you to write this book?

The origin of my interest in the topic spans 20 years. After living in the Southern and Northeast United States and Germany, I noted very similar reactions from my students who were experiencing change based on a new technology integration. What was most notable is that regardless of the age, demographic, socioeconomic, or cultural differences, most people responded to the change [in a way] that was generally similar. It varied from person to person and organization to organization, but it was too similar to ignore.

In 2012, I published a book called “The Pivot Point: Success in Organizational Change.” “Pivot Point” was basically a one-story example with an overview of the science that supported the story. As the research evolved, we realized that the 2012 publication needed to be expanded beyond just describing the behavioral response to change, to include more examples and a much more detailed strategy to understand what I like to refer to as the “beneath the surface” aspect of organizational change.

Was there anything that surprised you in the research?

I think the biggest surprise in the entire process is the similarities in the human response to change across all boundaries. Being constantly introduced to different cultures, personalities, and educational experiences has helped me to understand and truly appreciate that the instinctual response to change is unique to humans. Networking with colleagues from Norway, China, Germany, Sweden, South Africa, Israel, and more, has helped me to understand that the depth of attachment behavior is rooted in basic human instinct—and then being able to validate these behaviors through experience across the globe is mind boggling.

There is a lot of psychology in this book. Is understanding people a crucial part of managing them?

There is a lot of psychology—I think it can seem very heavy. That is why we use the story-based examples at the beginning of each chapter—it makes the other “heavy” text much more relatable. That is something my co-author, Patrick McCreesh, is much better at than I am. We probably spent at least 100 hours just talking through the examples, observations, and case studies from our experiences to capture the most relatable stories for the book. And, yes, unequivocally, I believe that understanding your people at their most basic behavioral instinct is critical to effectively and fairly managing them.

Do you think we are more "stuck" now after the pandemic?

Are we more “stuck,” or are we just more aware of it? I am not sure. What I will say is that I think we have all experienced a huge amount of unanticipated change. I think it is hard—and honestly, we have a long way to go—not necessarily with COVID-19 per se, but with the after-effects on our behaviors. The behavior change we experienced was massive. And, not to state the obvious, but we will not just snap back into pre-pandemic behaviors, perceptions, and attitudes. It is going to take time.

What are you working on now?

I am working with our research team to continue to advance the practice of the theory. We have recently made some unique discoveries related to our work with attachment styles in the workplace. I am super excited to share those developments in the near future.

Topics

Costello College of Business

Research

Mason Spirit

Costello College of Business News

Spirit Fall 22

Principal of the Year leads by example

Colleen Rich — Mon, 13 Jun 2022 20:17:53 +0000

Principal of the Year leads by example Colleen Rich Mon, 06/13/2022 - 16:17

Principal of the Year Amy Schott greets students at the start of the day. Photo by Evan Cantwell/Creative Services

Amy Schott says being a principal is the “best of all worlds.”

“I love actively engaging with everyone each day to support the success of all students,” said the ��ӽ紫ý alum who is principal of Henderson Elementary School in Woodbridge, Virginia.

In April, Schott, who holds an MEd in education leadership from Mason, was chosen as the Washington Post’s 2022 Principal of the Year from 14 finalists in Virginia, Maryland, and Washington, D.C.

Schott became principal of Henderson in September, having previously served as principal of Rockledge Elementary, also in Prince William County, for 13 years.

Carolyn Renk, a special education teacher at Henderson, said that what makes Schott special is how she fosters a positive school environment.

“She encourages teachers to be open and honest with her and each other to make the best decisions for students,” Renk said. “On the morning announcements each day, Amy tells students, ‘You are loved at Henderson, and you belong here.’ Hearing this message daily helps students and teachers feel a wonderful sense of community.”

Born in Minnesota, Schott entered the foster system as a baby. She was placed with a couple who took in a number of foster children, along with sponsoring refugees. The couple adopted her, but her adoptive mother died of cancer when Schott was in first grade.

Growing up, Schott vacillated between two careers—working with children and becoming an airline pilot.

“At the end of high school, I chose to go into education,” said Schott. “It’s a decision I don’t regret.”

Schott received her bachelor of science degree in early childhood education from Texas Christian University, then moved to Virginia to be near her brother.

“He said, ‘Come to Virginia. It’s like Minnesota without the lakes,’” Schott said. “I always thought it was so funny because I learned that Virginia is nothing like Minnesota after I actually moved here.”

Schott established roots in the area, marrying and having two children. She began teaching English as a second language and third grade students, ultimately moving into administration.

Her Mason experience as an education leadership major helped prepare Schott for a variety of challenges and experiences. “I was impressed with the quality of the instructors and the thoughtful organization of the program.”

Schott keeps in touch with members of her Mason cohort. “It was a chance to meet with aspiring leaders in the same boat, work with them, and get to know them,” she said. “We established collegial professional relations that benefited us well past graduation.”

Schott enjoys mentoring other principals and helping them navigate both work and family, as she has learned to do through the years. “It’s a joy of mine to be able to help other principals and advocate for them.”

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Alumni

Students

College of Education and Human Development

Spirit Fall 22

Mason’s Early Identification Program celebrates new high school graduates headed to college

Melanie Balog — Thu, 09 Jun 2022 15:04:51 +0000

Mason’s Early Identification Program celebrates new high school graduates headed to college Melanie Balog Thu, 06/09/2022 - 11:04

Learn more about EIP

Nora Kurtishi

Nora Kurtishi, a Manassas Park High School graduate headed to ��ӽ紫ý in the fall, credits Mason’s Early Identification Program for her success in high school. Kurtishi, who plans to study biology, is a University Scholar and received a College of Science Promise Scholarship. She will be attending Mason’s Honors College.

“The program was really grounding to me since I was meeting like-minded students on a regular basis,” said Kurtishi. “They, along with the EIP mentors, helped me not lose sight of my goal of college.”

Kurtishi, who spoke at this year’s EIP graduation ceremony, was one of 112 graduating seniors from high schools across Northern Virginia who participated in EIP. The program has helped first-generation college bound students achieve academic success for more than 30 years.

Donovan Cloud

EIP provides access to educational resources, mentoring and programming for students from seven local public school systems, including Fairfax County, Manassas City, Prince William County, Arlington County, and Alexandria City. The program is intended to equip students with skills that will help them become lifelong learners, leaders and responsible global citizens. Mason students, many of whom are first-generation college students themselves, help with mentoring.

Last month, the students celebrated their graduations from EIP and their respective schools. Ninety-five of the 112 graduating seniors have been admitted to college. Ninety-two of EIP seniors applied to Mason, 82 were admitted, and 41 have decided to attend Mason.

Donovan Cloud, who graduated from Unity Reed High School, said EIP allowed him to gain confidence in himself. Cloud has more recently developed an interest in graphic design.

“EIP helped me blossom,” said Cloud, who will be attending Mason’s Honors College and is exploring what his major will be. “I was more insecure about myself, but EIP lifted that off of me.”

Khaseem F. Davis, EIP director, said this group of graduating seniors is special because of their awareness of social issues and determination to do something to change the world.

“Collectively, they’ve witnessed a great deal of social struggle,” Davis said. “They are more self-aware and socially aware than a lot of the students I’ve witnessed graduate from EIP. Many of them want to pursue careers that will allow them to make societal change. I see many of them doing great things in the years to come.”

Kalkidan Negussie

Kalkidan Negussie, who graduated from West Potomac High School, plans to study medical laboratory science at Mason.

Negussie said EIP’s summer academy helped her get a head start on her classes for the fall and intensified her interest in the STEM field.

“I’m interested in the medical field because I have a passion for helping others,” said Negussie, who also will be attending the Honors College. “I want to help people in dire need.”

Monica Amaya, another Manassas Park High School graduate, plans on studying information systems and operations management as an Honors College University Scholar. Amaya said that EIP mentors were inspirational.

Monica Amaya

“The mentors supported us with any questions we had about academics and colleges,” Amaya said. “They also got us emotionally. They weren’t just random people, but actual students at Mason who had gone through what we went through to get there.”

Amaya, who works part-time in a restaurant to help her family financially, says she’s looking forward to meeting new people in college and continuing her goal of finding a fulfilling career.

“It still hasn’t hit me that I’ve graduated,” Amaya said.