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By Nick Lennon, director, Center for Leadership and Intercultural Engagement  

Seventeen George Mason University students explored different approaches to leadership during a May 2026 study abroad program in Japan, meeting with entrepreneurs, educators, religious leaders, and community members to examine how culture, gender, history, and tradition influence leadership. 

The program, Leading Outside the Lines: Women, Culture, and Community Leadership, took students to Tokyo, Kyoto, and Fukuoka. It was developed through a collaboration between Aoi Yamanaka of the School of Integrative Studies (SIS) and Nick Lennon of the Center for Leadership and Intercultural Engagement (CLIE), drawing inspiration from the scholarship of Julie Owen, associate professor of leadership studies in SIS. 

George Mason offered need-based scholarships ranging from $1,000 to $4,000 to help reduce financial barriers to participation. 

Throughout the program, students explored leadership in settings ranging from businesses and universities to cultural institutions and community organizations. Their experiences provided opportunities to consider how leadership takes different forms across cultural and social contexts. 

In Tokyo, visits to a maid café and a traditional Kabuki theater prompted discussions about gender roles, identity, cultural expectations, and leadership. One participant reflected that the experience demonstrated that “leadership was not just about authority or achievement. It also involved identity, visibility, community, and asking difficult questions.” 

In Kawagoe, students met with women entrepreneurs and business leaders to discuss workplace culture and approaches to management. At the Umon confectionery company, Akemi Machida shared a leadership philosophy emphasizing teamwork, employee development, and workplace well-being. 

Students continued their exploration in Kyoto, where a visit to the Kyoto Museum for World Peace provided opportunities to examine connections among history, justice, and social responsibility.  

In Kyoto’s Gion district, students learned about traditional Japanese performing arts through guided tours and conversations with maiko, or apprentice geisha. One student described geisha culture as an example of “resilience, creativity, and determination,” reflecting on the artistic traditions women developed despite historical barriers. 

The program concluded at Fukuoka Women’s University, where students exchanged perspectives on leadership and social change with scholars, professionals, and peers. 

For one participant, the experience challenged conventional ideas about what it means to lead. “It is not about being ‘in charge,’ but how we show up for ourselves and in support of our local community, peers, and colleagues.” 

By Bella Jezior, UL Marketing and Communications. 

University Life’s Counseling and Psychological Services held its third annual Love Life Suicide Prevention and Awareness event on Sept. 29 at Wilkins Plaza on the Fairfax Campus. The annual event, which drew 250 attendees, brought campus partners together to promote suicide prevention, mental health awareness, connection, and available resources. 

Students, faculty, and staff wrote encouraging messages on the Hope Wall and enjoyed arts and crafts, music, and giveaways. Participants learned about mental health resources, connected with campus partners, and helped build a culture that encourages reaching out for support. 

Campus partners included the Mason Police Department; Housing and Residence Life; the Student Support and Advocacy Center; Student Health Services; and the Center for the Advancement of Well-Being. 

George Mason students, faculty, and staff can learn more about mental health and well-being resources through Patriots Thriving Together, the university’s campuswide mental health and well-being initiative. 

By Lisa Snyder, associate director, Center for Leadership and Intercultural Engagement  

Nearly 400 students, faculty, staff, alumni, and community members participated in University Life’s 14th annual Mason Nation 9/11 Day of Service, making it the event’s strongest turnout in recent years. The day brought together volunteer projects, educational programming, and a community blood drive, while the Opening Ceremony and Thank You Lunch honored veterans and first responders. 

Participants registered for 632 volunteer shifts, with many serving in multiple projects throughout the day. Nearly 100 additional attendees participated as walk-ins. Registration more than tripled last year’s total and reached its highest level in the past 10 years. 

The event also strengthened connections between George Mason and the broader community. A group of fifth-grade students from Pattie Elementary School participated in a Leadership for Positive Change workshop facilitated by student staff from the Center for Leadership and Intercultural Engagement. 

Prince William County Schools created a video highlighting the day’s events. 

George Mason also partnered with INOVA to host a blood drive, which attracted 90 donors and produced 57 blood products, including 37 units of whole blood and 20 units of red cells. According to INOVA, it was the largest blood collection effort held at George Mason in years. 

By Philip Wilkerson, University Career Services 

Representatives from George Mason University shared approaches to sustainable podcast production and student-led podcasting at HigherEd PodCon, held July 16–17 at Cuyahoga Community College in Cleveland, Ohio. Their sessions addressed balancing podcasting with other professional responsibilities and how student organizations can support aspiring podcasters. 

The conference brought together approximately 165 higher education professionals, faculty members, and staff members from colleges and universities across the country. Kelly Chandler of the Stearns Center for Teaching and Learning who produces the “Keystone Concepts in Teaching Podcast” and Philip Wilkerson of University Career Services represented George Mason, an avid podcaster with his own podcast Positive Philter. 

Chandler presented “Do I Even Have Time for This? Starting a Podcast That Isn’t Your Entire Job,” a session about developing a podcast alongside other professional responsibilities. 

“I was super excited when I saw that there was a podcast conference that was specifically for higher education, because we are a little bit different than the rest of the podcast industry,” Chandler said. “This was a really great opportunity to just talk to people who understand the industry that we’re in.” 

Wilkerson presented “How to Create a Registered Student Organization to Support Student Podcasters.” His session highlighted the Podcast Club at George Mason, a registered student organization that brings together students interested in podcasting. Wilkerson advises the club and is a doctoral student in George Mason’s Department of Communication. 

For the club’s student leaders, the experience extended beyond producing audio. 

“Leading The State of Podcast and serving as president of the Podcast Club has taught me life skills like time management and communication in ways I never could have learned otherwise,” said Max Castner, club president. 

Ella Waters, the club’s social media coordinator, said the organization has also introduced her to ideas and interests outside the podcasts she normally follows. 

“The podcast world is incredibly broad, and being part of the club allows me to better understand the passions of others and explore topics that I wouldn’t normally educate myself on,” Waters said. 

David Ramadan, a faculty member from the Schar School of Policy and Government, was named a finalist for HigherEd PodCon’s inaugural Podcast of the Year award. He was honored for his podcast, Policy and Governance Perspectives, whose inaugural episode featured notable guests, including former Governors of Virginia Terry McAuliffe (2014–2018) and Bob McDonnell (2010–2014). The Conference organizers selected the finalists from more than 150 submissions.

HigherEd PodCon was created to connect podcast producers working across colleges, universities, and departments. Conference co-founder and co-organizer Elvin Freytes said the gathering was intended to help participants find one another and consider how podcasting can support their work. 

“We wanted to start building community, not just across different institutions, but within those departments too,” Freytes said. “We want people to understand the value of podcasting and how to use it strategically to help their mission.” 

At George Mason, the Podcast Club gives that broader conversation a student-centered form: a place where students can encounter new subjects, practice communication and time management, and learn from peers who share an interest in podcasting. 

By Nick Lennon, co-director, Center for Leadership and Intercultural Engagement  

Thirty-six George Mason University faculty, staff, and community members participated in a three-day Power + Character Train-the-Trainer program this summer, preparing them to incorporate civic learning activities into their work with students and communities. 

George Mason’s Center for Leadership and Intercultural Engagement (CLIE) hosted the training July 27-29 in partnership with Citizen University, a national nonprofit focused on building a culture of civic participation. 

“We wanted to provide Mason faculty and staff, as well as local community educators, with practical tools and resources they could use to help students explore the many forms of power that exist beyond formal leadership positions,” said Lisa Snyder, CLIE associate director. “We also wanted to offer approaches for fostering character development. The Power + Character program equips educators to help students think beyond just personal ambitions to consider their responsibility to others, as well as the positive impact they can have in their communities.” 

The “Power + Character = Citizenship” program approaches citizenship as an ethical practice rather than a legal status. The training explores how identity, values, community, and agency influence participation in public life. 

Through reflection, dialogue, and interactive activities, participants examined civic power, character development, critical thinking, and community connection. The training was designed to give educators activities and approaches they could adapt for classrooms, student groups, and community partnerships. 

Post-program evaluations indicated that participants found value in both the concepts and their potential application. Ninety-five percent of respondents said the training helped them reflect on their own citizenship, clarified why civic skills and character matter in practice, and deepened their sense of responsibility for students’ civic growth. Ninety percent said they felt prepared to adapt the work to their own settings and would recommend the training to others.  

One participant said they planned to incorporate discussion of “the sources of power and helping students to see they do have power and can use it for good, not just selfish purposes.” 

Another described how the training could inform conversations with students. “This training helped me better frame how I can position the idea of community with my students and help them critically think about which communities they feel a part of or don’t feel a part of and why.” 

A teacher with 28 years of experience said the activities offered new ways to engage students while connecting those activities to broader questions of civic development. “The activities were exactly the reason I came. I’m always looking for new engaging ways to hook students. But now it’s more than just a surface-level icebreaker that is a priority. Now, it’s helping develop students’ civility.” 

Bringing together individuals from across George Mason and the surrounding community, the training provided a flexible framework for helping students connect power and purpose with ethical action. 

University units supporting the program included:  

• School of Integrative Studies 

• Women and Gender Studies 

• Academic Integrity  

• Center for the Advancement of Well-Being 

• Community Engagement and Civic Learning 

• Contemporary Student Services 

• International Programs and Services 

• Learning Services 

• Mason Recreation 

• Student Conduct 

• Student Health Services 

• Student Involvement 

• Student Media 

By Jane Rooney, UL Marketing and Communications. 

George Mason University welcomed its newest Patriots at New Student Convocation on August 21 at EagleBank Arena, where university leaders and current students offered advice about navigating college and finding community, and the Green Machine Pep Band treated students to spirited performances. 

Griffin Crouch, student body president and a senior political science and international politics major, advised the students to try new things. “This is the time to lean into uncertainty,” he said. “Find your people who encourage you to say yes to opportunities.” 

George Mason University President Gregory Washington congratulated the incoming students on choosing an institution that lives its values, including putting students first, creating a community that prioritizes belonging, and acting with integrity. 

“George Mason University prepares you for success better than any institution in the Commonwealth of Virginia,” he said. “Diversity is our strength.” Amarda Shehu, a computer science professor and the university’s inaugural vice president and chief artificial intelligence officer, noted that this generation will need to learn to understand AI well enough and leverage it effectively enough to stay in charge. “Keep asking questions,” she said. “Be a beginner on purpose.”  

Several current students shared their stories of finding community as Patriots. The student speakers were followed by a parade featuring many of the more than 500 Registered Student Organizations on campus.  

“Convocation showed me that I was a part of something big. Coming together to celebrate, even getting a cool sweatshirt, allowed me to show my Patriot Pride in a fun way,” said Jon Mason, a first-year Mason LIFE student. “I love the Green Machine. As a percussionist, I hope to be part of many convocations to come, building school spirit and the sense of community that helped me feel part of it all.” 

Michael “Doc Nix” Nickens, who leads the Green Machine, concluded the event by teaching the new students the George Mason fight song. 

 

By Jane Rooney, UL Marketing and Communications. 

This year’s graduates achieved remarkable success during their time at George Mason. University Life is spotlighting a few of these students and their accomplishments. (Read more in-depth profiles of graduating students Simeon Omorodion, Zarin Musarrat Niladree, and Duong Thuy Nguyen.) 

Ilia Sheikholeslami, a policy and government major in the Schar School of Policy and Government, found his purpose in civic engagement. He led Mason Lobbies, bringing more than 70 students to Richmond to advocate for state funding and helping to secure millions of dollars for the university. He interned for Virginia Senator Tim Kaine and learned how ideas turn into action. Through those opportunities, “I realized that collective voices can make real change,” he said. “The opportunities we earn through our efforts reflect our resilience in the face of privilege. Diligence, ingenuity, and grit define the George Mason spirit.”  

When she arrived at George Mason, Bhavyasri Dasari was not only new to campus but also new to the country. The College of Engineering and Computing data analytics engineering major had to navigate new responsibilities and unfamiliar systems. George Mason “became a place where uncertainty felt manageable, and growth felt possible,” she said. Her work as a graduate teaching assistant boosted her self-confidence. Her student experience taught her “how to think critically, engage thoughtfully, serve with intention, and lead with integrity.”  

Graduating with a degree in government and international politics, Mariamme Latif Estafan served as vice president of the Egyptian Student Union and engaged in research around human rights, conflict resolution, and global policy. “I learned that disagreement could be productive,” she said. “George Mason doesn’t just educate students; it empowers them. It gives us the confidence to speak up, the courage to challenge ideas, and the belief that our perspectives matter.” She plans to continue to use her voice, ask questions, and challenge the status quo as she moves on to the next chapter.  

Congratulations to the class of 2026! 

 

By Chelsea Xu, UL Marketing and Communications. 

Teacher shortage and burnout are prevalent phenomena in the United States. According to the Center for American Progress, roughly 7 out of 10 early-career teachers have left or considered leaving the classroom within their first five years.  

George Mason University’s Teacher Appreciation Day Panel and Networking Event was designed to address this reality. Held on May 5 by the College of Education and Human Development (CEHD) Alumni Chapter, University Career Services (UCS), the George Mason University Black Alumni Chapter, and the George Mason University Latino Alumni Chapter, the evening brought together five working educators — all George Mason alumni — to speak candidly with current students about what the classroom actually demands. 

Ingrid Guerra-Lopez, dean of CEHD, named the stakes directly in her opening remarks. 

“We know there are many expedited pathways into teaching today, but we also understand that quick preparation often does not fully equip educators for the realities and challenges of the profession,” she said. “When teachers are not adequately supported and prepared, it can create a cycle that leads many to leave the field too soon.”  

The five panelists, Alicia Brown (MEd ’23, Special Education), Thomas Ammazzalorso (MEd ’10, Educational Leadership), Tia Pierce (BA ’19, Integrative Studies), Luke Pierce (BA ’19, Music Technology), and Cedric Price (MEd ’22, Curriculum and Instruction), work across Fairfax County, Prince George’s County, and Catholic school systems in the region. 

The conversation kept returning to a single pressure point: the gap between what teacher preparation covers and what classrooms actually require. Ammazzalorso, a social studies teacher at Largo High School with more than 30 years in the field, named it plainly. “Everyone’s reliance on technology, teachers included,” he said. “We need to model to our students the importance of human skills, critical thinking, talking to each other, and teamwork.” 

Brown, a student support services coordinator at Bishop McNamara High School, brought it back to the individual student: “Every student can learn. As educators, we must find the uniqueness of each person and how they individually learn.” Luke Pierce, a music technology teacher at West Potomac High School, made the same point from a different angle: “Students learn just as much, if not more, from what you do rather than what you say.”  

Retention, the panelists suggested, hinges on three key relationships: with students, with families, and with colleagues. Pierce, a multilingual learner teacher at Fort Belvoir Upper Elementary School, was clear about the first two: “Parents want to know that you genuinely care about the well-being of their children and that you are collaborators with them.” Price, a fifth-grade lead teacher at Dogwood Elementary School, pointed new teachers toward the third relationship: “Lean on your colleagues and learn, explore, and observe what they are doing in their classrooms.” 

The discussion was moderated by Philip Wilkerson (MEd ’12, Counseling and Development), employer engagement consultant at UCS and president of the CEHD Alumni Chapter, who closed by reflecting on his own formation: “I had educators who changed the trajectory of my life. Take a moment to thank a teacher in your life. They don’t often see the long-term effect they have on their students.” 

The event is part of CEHD’s Future Ready Teachers Initiative, which supports George Mason students and graduates entering and sustaining careers in K–12 education. To learn more about the initiative, visit https://cehd.gmu.edu/future-ready-teachers.   

 

By Tiffany Boggs, Student Media. Edited by Chelsea Xu, UL Marketing and Communications.

On May 7, with finals in full throttle, George Mason offered a space for students to slow down.

The 2026 Heal Together event, hosted by the Office of Access, Compliance, and Community (OACC), and partnered with the Center for Leadership and Intercultural Engagement, Contemporary Student Services, the Center for the Advancement of Well-Being, and Community Engagement and Civic Learning, created spaces encouraging students and faculty to reclaim rest as a form of restoration, resistance, and renewal during finals week.

“Our belief is that healing is collective. Nobody heals in isolation, and our liberation is tied together,” said Shakila Melchior, director of strategic initiatives, partnerships, and outreach for OACC.

A clinician of 15 years, Melchior framed the event around what she learned from practice. “Stress lives in the body and it is so important for us to take breaks throughout time, especially in high-stress times,” she said.

Activities in the newly opened Spiritual and Interfaith Center included Quiet Tech— a silent disco headphones and virtual reality experience — alongside positive affirmation cards, sensory grounding, painting, an aromatherapy bar, and herbal tea blending workshops. For Angie Mendizabal, a junior, the combination of journaling and Quiet Tech opened up something new for her. “When you write down exactly what you know is best for you or what’s holding you back or what you’re feeling now…just writing it on a sheet of paper really helps,” she said.

University offices hosted additional rest spaces across campus. Through Counseling and Psychological Services, Mind Spa offered 30-minute appointments in a zero-gravity massage chair with aromatherapy. Human Resources offered Rest to Recharge, an educational room built around seven types of rest: mental, physical, emotional, social, spiritual, creative, and sensory. For those who needed something looser, Play to Restore had board games, LEGO building, lawn games, and free play at the Corner Pocket.

For Maddi Steen, a sophomore, the intentional programming reflected her George Mason experience. “I think George Mason does a really good job of reminding us that we matter as individuals and that we’re not in this alone,” she said. “I’m thankful to go to an institution that prioritizes mental health and community.”