Author: Chelsea Xu

By Nick Lennon, Center for Leadership and Intercultural Engagement. Edited by Chelsea Xu, UL Marketing and Communications. 

George Mason University’s Center for Leadership and Intercultural Engagement (CLIE) welcomed a wide-ranging group of students into its Active Leaders program this fall, marking the program’s highest level of participation to date. 

Facilitated by CLIE Co-Director Nick Lennon and graduate assistant Abhigya Pandey, the 10-session leadership development series brought together undergraduate and graduate students for a semester-long exploration of leadership in practice. Enrollment is open on a first-come, first-served basis, with cohort size intentionally limited to support discussion and participation. In recent years, graduate students have made up between 27 and 46 percent of those who complete the program. 

A Sustained Commitment to Leadership 

The program requires a significant commitment: students were expected to attend at least eight of 10 two-hour sessions over the semester. This fall, Active Leaders generated approximately 900 student contact hours. Reflecting the program’s reach, 56 students completed the program, up from 35 the previous year.  

Post-program assessments show that students emerged with stronger relationships and greater confidence in their leadership skills. Nearly all participants said they felt more connected to others, and every student who responded said they would recommend the program to a peer. 

Students reported the greatest growth in understanding their own strengths, developing emotional intelligence, and learning how to work with people across differences. In most of the areas measured, more than 90 percent of participants said they experienced meaningful growth. 

Breaking the Myth of Born Leaders 

One of the program’s most intentional goals is to challenge the myth that “leaders are born, not made.” By the end of the semester, agreement with that statement fell from 28 percent to just 7 percent, indicating a shift in how students understood their own potential as leaders.  

Active Leaders is designed for students with and without formal leadership titles. Rather than focusing on lectures, the program emphasizes conversation, reflection, and hands-on activities. Sessions introduce students to leadership theory while encouraging them to apply those ideas to real situations, from navigating group dynamics to engaging in difficult conversations. 

“Active Leaders has been intentionally designed as a space where every participant can feel seen, heard, and valued,” said Lennon. “Participants consistently tell us they feel welcomed and empowered, and that sense of belonging allows real learning to happen. The program centers students’ voices and creates the trust needed for honest, open, and meaningful conversations.” 

Student reflections echoed that experience. Participants described using program strategies to resolve conflicts, better understand different perspectives, and collaborate more effectively. “Everyone was heard and respected,” one student wrote. Another shared, “I felt welcomed, and that’s why I made it to the end.” 

As part of CLIE and University Life, Active Leaders reflects George Mason’s broader commitment to leadership development rooted in inclusion, ethics, and civic engagement. “I loved this program,” one participant wrote, noting its impact beyond the classroom. “I wish there were more programs like this one.” 

The program is offered each fall semester. For more information about Active Leaders and other CLIE programs, visit the Center for Leadership and Intercultural Engagement’s website.  

 

By Mathilda Tataw, Student Media. Edited by Jane Rooney, UL Marketing and Communications. 

College of Humanities and Social Sciences student Allyson Bautista spent her undergraduate years at George Mason breaking barriers by becoming the first pilot in her family and finding her voice through self-discovery and mentorship. Through resilience, support networks, passion, and self-advocacy, the winter 2025 graduate found success blending two different fields: public relations and aviation.  

Before she ever sat in the cockpit of a plane, Bautista had to learn the courage to speak up. That small shift—from staying silent to starting conversations—became the foundation of both her public relations journey and her dream of becoming a pilot. 

Dreaming at 30,000 feet  

Before considering college and public relations, Bautista’s mind was on being a pilot. “I was thinking of flying long before anything else,” she said. “I went to Japan for my first solo trip seated in the back of a Boeing 777. And I told myself, I don’t want to be sitting in the back of the plane. I want to be in the front of the plane.”  

That moment led to Bautista joining the College of Engineering for a minor in aviation management in 2024. “Now I have the first license, and it still feels unreal. I know that this is aprivilege, given that there aren’t many women in aviation in the United States.” 

The milestone carried deeper meaning. “I’m Filipino, and Filipino females tend to be nurses,” she said. “But I broke the culture in my family.  I wanted to be a role model for people who are coming from a place where college is a privilege rather than a choice.” 

Bautista recalled the first moment when she knew she was exactly where she was meant to be: practicing flight patterns with her coach, feeling a bit nervous and tense during the practice when her coach and co-pilot provided guidance, and listening to music. 

“It was a miracle. I landed a plane and realized I could do it and I could continue this entire journey with my instructor supporting me.”  

 Finding lift in community   

As a first-generation student, Bautista struggled to find her footing. “My younger self would never have imagined being where I am. I thought that I’d never attend college because of how much it costs,” she said. “What led me here was persistence. I kept telling myself to be persistent in the things that I really want to do.  You have to keep pushing yourself into making a better world for yourself because nobody else can do it for you.”  

Through a partnership between George Mason University and the DC College Access Program, Bautista was able to attend college and pursue myriad opportunities, includingconferences, internships, and mentorships. These experiences gave her the chance to explore different majors and passions before choosing her path. 

She credits her academic advisor, Megan Tucker, with sharing valuable guidance and suggesting that public relations was a good match for her strengths. “She and some of my professors helped me improve and gave me the encouragement I needed to flourish in all of my courses at George Mason. Dr. Tucker’s recommendation to try public relations allowed me to use my creativity and discover what I wanted to do,” she said.  

Support from her professors helped her build her interpersonal and networking skills. “I knew I was on the right path when I worked with my first client in a PR class, someone who genuinely needed strategic communication support and trusted me with their project.”  

 

A push to take flight 

With guidance from her mentors, as well as the university’s Success Coaching team, Bautista developed confidence in her degree and her work. “I struggled for a long time to believe in myself, but George Mason helped me see my strengths and reminded me of the potential I often overlooked. What once felt impossible slowly became real because I had the space to grow and the platform to celebrate everything I have worked for.” 

To fellow George Mason students who struggle with determining their path, she recommends stepping outside their comfort zone. “Take things one step at a time and make sure that you’re looking after yourself and leaning on friends and family for support.  Success comes from being encouraged in the right direction, believing in yourself, and finding the courage to pursue a path that brings you joy and purpose.”  

 

 

By Mathilda Tataw, Student Media. Edited by Chelsea Xu, UL Marketing and Communications. 

College of Engineering and Computing student Ayham Elayan, a fall 2025 graduate in bioengineering, spent his undergraduate years doing what many students hope to achieve but few manage at his scale: building community on campus, across the region, and around the world.  

When Elayan first came to George Mason University, he felt an ache familiar to many students: the quiet question of belonging. As an Arab American engineering student, he searched George Mason’s landscape of student organizations for a place where he felt seen.  

One afternoon, sitting in a professional development class, he and a friend listened as their instructor listed clubs and affinity groups such as the Society ofHispanic Professional Engineers and the National Society of Black Engineers. That’s when a spark caught. 

“ We kind of looked at each other—we’re both Middle Eastern and Arab,” he said, “And we were wondering, why don’t we make an organization for students withour background?”   

Engineering a community of his own 

That conversation became the blueprint for the Arab American Association of Engineers and Architects (AAAEA) at George Mason. Elayan and his friend connected with Arab American students and faculty, pitched the idea to the national organization, and received immediate enthusiasm. 

By the next semester, AAAEA became an officially registered student organization. What began as Elayan’s search for belonging quickly turned into a home for others—a professional, cultural, and academic community. The impact spread almost instantly. Within months, Virginia Tech, the University of Maryland, and George Washington University launched their own chapters.   

Today, AAAEA operates as a regional network across the Washington, D.C., area. Its growth echoes Elayan’s belief that community often flourishes beyond the borders of a single campus. “ I think everything that exists that is successful has to start with someone taking a leap,” he said. “I was grateful to have branched out.”  

Engineering for humanity 

Elayan’s impact didn’t end with regional community-building. As he was helping create spaces for Arab American engineers in the U.S., he was also lookingoutward to global humanitarian work. 

Through George Mason’s Study Abroad program, guided by bioengineering faculty, Elayan traveled to Ecuador, where he helped build prosthetic legs for amputees in need.   

“ That was the first time we had taken students to Ecuador,” said Elayan. “It was a great experience and important to me. I come from an area where people are less fortunate. It’s a big humanitarian crisis. So, when I worked with prosthetics, I just kept tying it back to my country and how I hope to be able to bring it back to them.”  

One patient he worked with—a man who lost a leg due to diabetes—told him the prosthetic “re-enabled” him. Others shared similar experiences. The team watched, over only a week, as several patients took independent steps for the first time in years. 

The experience reframed his understanding of engineering. “I always knew that engineering could make a difference for people’s lives, but it was nice to see it in action and firsthand, especially in bioengineering. It can be challenging, but it’s very rewarding.”  

Elayan hadn’t always planned to study abroad. The idea felt distant until George Mason’s short-term, faculty-led programs reframed what global learning could look like. 

“I wasn’t sure if I was going to study abroad during my time at Mason,” said Elayan, recalling his hesitation. “To others who are hesitant, I suggest taking advantage of the short-term opportunities. I was grateful for those because I didn’t have to spend an entire semester abroad, which can be daunting or scary for people.”  

As graduation approaches, Elayan encourages students to explore the opportunities that feel personally meaningful, “so they can be motivated to succeed and make animpact. We can tackle so much and make an impact across the world,” he said. His story shows that success at George Mason isn’t prescribed; it’s built, discovered, and redefined—one student at a time. 

 

By Tiffany Boggs, Student Media. Edited by Jane Rooney, UL Marketing and Communications. 

Leaving Afghanistan for the United States in 2019, Sahar Qureshi embraced the challenge of earning an education while working full-time, supporting her family, and learning a new culture—a journey that embodies the American Dream. 

Qureshi’s path is grounded in her faith, perseverance, and gratitude. She came to George Mason University in 2023 seeking flexibility and understanding. As a student, she found academic success and a community that helped her grow into the person she has always wanted to become.  

This month, Qureshi will walk across the stage to receive her bachelor’s in operations and supply chain management from the Donald G. Costello College of Business. She will be the first in her family to graduate from college.  Her story reflects how success can be rooted in determination, resilience, and a passion for helping others. 

Born and raised in Afghanistan, she learned from her parents the importance of maintaining strength regardless of the pressure you face. She recalled seeing her father come home every night with a big smile, making everything feel lighter for his children after long hours at work. Her mother would come home after a full day at work,prepare food, and tend to the family’s needs without complaining.    

As an adult starting to handle her own responsibilities, Qureshi recognized the burden her parents carried throughout her childhood. But what stays with her are the sacrifices her parents made when they left everything behind to give their children a better future education.  

“As a child, I never saw the pressure behind their strength. As an adult, I finally understand how much they were balancing and how strong they truly had to be,” she said.  

Open to opportunities 

Qureshi emulated her parents’ perseverance by balancing being a full-time undergraduate student and working full-time. A typical day for Qureshi began with getting ready for work while mentally planning her assignments. During breakfast, she reviewed class notes, responded to group emails, and noted upcoming deadlines. After work, she drove to campus for her evening classes. Those drives became the time she shifted her mindset from “professional responsibilities to academic expectations.” 

She found time to join the business honor society, attend career services events, and excel in her internships. Along the way, she faced challenges like learning English and opening up in the academic environment. Qureshi developed as a leader through her business courses, group projects, and assignments. Besides drawing strength from her parents’ experience, she also relied on her deep faith, supportive professors, and a strong sense of responsibility to seize opportunities on campus.   

The university’s mission to prepare students for the realities of adulthood drew Qureshi to George Mason. “Mason didn’t just give me an education—it gave me the structure, resources, and encouragement I needed to keep moving toward my goals,” she said.  

After graduation, she plans to continue building her career in business and hopes to earn a master’s degree in diplomacy. Her long-term goal is to create global connections and advocate for girls’ education internationally. Qureshi explained that this passion comes from meeting young girls who are “talented, driven, and full of ambition” but don’t have access to the opportunities they deserve. She wants to work in spaces to contribute to policy, international partnerships, and organizational efforts that prioritize educational rights through leadership, advocacy, or community involvement.  

Qureshi defines success as becoming the person her younger self had always imagined. “I am proud that I never gave up. My journey shows other young women that with faith, hard work, and determination, you can rise above any challenge.”  

 

This article was written by Anna Ondieki. Originally appeared on the Student Success Blog by College of Education and Human Development.

Eun Kyung (EK) Choi is a full-time graduate student in the Inclusive Early Childhood Education Program at George Mason University, and a student parent. EK is also the winner of the Dr. Alan and Sally Merten Family of the Year Award! Keep reading to learn more about EK’s family, and their experience at George Mason.

When asked why she nominated her family for this award, EK shares, “I’m very thankful to my husband.”

Moving from South Korea, EK’s husband worked for the Ministry of Foreign Affairs of the Republic of Korea with a posting to the Embassy in Washington, DC. After getting married and making this big move, EK chose to pursue a teaching license with the goal of working at international schools around the world.

However, EK’s pursuit of a new degree became uncertain after she gave birth; “I wasn’t sure how I could finish my master’s degree.” That’s when her husband stepped in, deciding to “take a year of parental leave to care for our baby. And it allowed me to focus on my studies. Without his support, it would not have been easy to take my current classes or prepare for my internship next semester.” Thanks to this support, EK has successfully completed her Praxis tests for her internships!

EK lives with her husband and baby in Masonvale, and enjoys walking around Fairfax campus with her baby in a stroller.

Her family also enjoys exploring Virginia’s many beautiful parks, noting, “We often walk to Old Town, especially the Fairfax Regional Library, and stop by De Clieu Coffee & Sandwiches for a treat… when we don’t feel like cooking, we eat at Southside or Ike’s.” EK also peruses Mason360 for fun events to attend as a family.

Being part of the George Mason community as both a student and a mom has been a meaningful journey. I hope my story encourages other students who are balancing school and family life.

Eun Kyung Choi

EK’s advice to fellow students balancing family and school:

• Take Care of Your Health: Parenting is a whole new world. No matter how much support you have, it takes energy. I used to stay up finishing work all night and start work early in the morning, and that was my joy. But I can’t do that anymore, haha. I’ve learned to take care of my body and rest when I can. This season of life is different, but it’s precious and full of gratitude.
• Share the Responsibilities: Parenting is not a solo journey. My husband and family’s support has made it possible for me to continue my studies. I also try to respect my husband’s personal time, like going to the gym or seeing friends. It helps us both.
• Use the System: In my case, my husband was able to take one year of paid parental leave, which made this balance possible. In Korea, parents can usually take one year of paid leave plus up to two additional years of unpaid leave. Because this system was so familiar to me, I didn’t fully realize how meaningful it was. However, after talking with Colleen Vesely, my Engaging Families of Diverse Learners professor, I truly came to appreciate not only the existence of this system but also the supportive environment that allows us to use it.
• Find a Supportive Community: I truly appreciate the welcoming community at George Mason. My professors and classmates have supported me during pregnancy, childbirth, and this parenting season. Special thanks to professor Bweikia Steen for creating a warm and inclusive class, to professor Carly Fisher-Maltese for her kindness during my delivery time, and to my friend Jialin for her care before and after birth. Last but not least, to my academic advisor, Kayla Turner, and internship coordinator, Amanda Davis, for constantly checking on me and handling my situations. Families of the Korean Embassy and friends from the diplomatic community have also been so kind. They brought food, took me on little trips to Baltimore, and even bought my favorite bingsoo from Soricha Tea & Theater. I’ve truly felt cared for.