The School of Education hosts an annual advisory board that provides oversight on matters related to subject areas taught within the School. Community members, current students, and alumni, faculty, and school administration work closely together to shape and maintain the quality of the programs and assist in strategic planning and curriculum and program review. The goal of the advisory board is to ensure that the School of Education provides an education that meets the needs of a global network of professional educators.
Members are recommended by the School of Education faculty and appointed to serve by the Associate Dean of the School of Education to serve for a two-year terms and may be reappointed to serve for additional terms. Members are selected because of their distinct service to their community and profession, expertise as subject matter and curriculum experts, and their direct knowledge of employment and field requirements. With a diversity of experience, perspectives, and expertise, the board is an integral part to ensuring that the curriculum meets the needs and addresses emerging trends in the field of education.
The advisory board meets annually at the request of the Associate Dean of the School of Education.
Advisory Board Members
Noura currently teaches English as a Second Language at multiple Institutions in the DC/MD/VA area. She has previously taught courses on Arabic and French as a second language.
Ana-María Nuevo is adjunct professorial lecturer and founding Director of Bilingual Education at American University’s School of Education where she has taught courses related bilingual language acquisition. She is an applied linguist specializing in dual and second language learning. She has extensive experience in program development and supervising teachers of adult English as a Second Language and Spanish as a Second Language. Before beginning her career at American University in 2010, she was visiting assistant professor at the Pontificia Universidad Católica del Perú, where she taught both undergraduate and master level courses in linguistics and education. She has been a consultant to USAID Perú, the US State Department’s Regional English Language Office, Berlitz, Rosetta Stone, among others. She is deeply interested in second language teacher education and the professionalization of the field. Her research interests revolve around the interaction approach to second language acquisition.
Kevin Martin is the Dean of School of Language Studies for Virginia International University where he teaches on topics including language structure, language acquisition, and curriculum design. Mr. Martin has previously served in capacities including Associate Dean of School of Education and Program Director for ESOL programs and chief officer for Institutional Language Curriculum Design/Implementation. He has second language teaching experience from children to adults domestically and abroad.
George Rado serves as the Executive Director for Capital Academy which provides basic adult literacy in ESL, academic English preparation, and TOEFL preparation. He has served in the industry in various roles from teacher to administrator and has developed curricula for some of the leading institutions in the Washington, DC area. Serving as an executive leader of the organization, Mr. Rado is involved heavily in curriculum development, community outreach, and direct hiring of faculty and staff.
Dr. Rebecca Sachs serves as a member of the faculty of VIU’s School of Education. Prior to joining VIU, Dr. Sachs was a Visiting Assistant Professor in the Department of Linguistics at Georgetown University. After studying Foreign Languages and Communication Disorders at Boston University and spending a semester abroad in Niamey, Niger, she earned a. MA in TESOL from Michigan State University and a PhD in Linguistics from Georgetown, where she concentrated on second language acquisition.
Dr. Heather Weger has been in the English language field since 1999 when she began her English teaching career in Germany. She holds a Ph.D. in Applied Linguistics from Georgetown University, as well as two Master of Arts degrees (one in Teaching in TESOL & Bilingual Education from Georgetown University; one in Adult and Higher Education from University of Oklahoma). She has been teaching full-time at Georgetown since 2007, and is currently an Associate Teaching Professor in their English Language Program housed in the Center for Language Education and Development (CLED). She is a site reviewer for the Commission on English Language Accreditation (CEA), has served for seven years on the Curriculum Committee in CLED, and holds a certificate in ELT Leadership Management from TESOL International, as well as a certificate in copyright law for educators from TESOL International’s Electronic Village Interest Section. She has presented on numerous topics in invited workshops and lectures, as well as at international, national, and regional TESOL and linguistics conferences. The author of multiple articles, Dr. Weger’s research focuses on effective teaching strategies as well as the social and co-constructed nature of language learning and language teaching. She is currently serving as Co-Vice President of WATESOL, the TESOL affiliate of the Washington DC area, and has traveled internationally as a consultant on assessment and curricular issues.
Professor Natalia Dolgova (formerly known as Jacobsen) is a Teaching Assistant Professor of English for Academic Purposes at the George Washington University, where she has been teaching for 7 years. She holds a Ph.D. in Applied Linguistics from Georgetown University and an MA in English Linguistics from George Mason University. Her doctoral dissertation focused on applying cognitive linguistic theory to the instruction of advanced English learners. Prior to starting at GWU, she taught advanced learners of English at the Georgetown Law Center and worked as a researcher at the Center for Applied Linguistics. Her recent research projects focused on conducting a pedagogical needs analysis (as defined/informed by task-based language teaching) in the field of statistics and on applying current corpus and cognitive linguistic theory to second language instruction.
Oyshakhon Eshonova is an MA TESOL graduate student at Virginia International University. She was born and raised in Khujand, Tajikistan in a bilingual family. She became interested in teaching and learning languages while observing her grandmother and aunts, who were teaching Russian language at schools and universities. She has been working as an ESL instructor in Khujand, Tajikistan since graduating from Khujand State University’s Department of Foreign Languages. Her first teaching experience started when she began teaching English at a public school in Khujand while she was still pursuing her undergraduate degree. After one year of teaching experience at the school, she traveled to Iowa, USA, where she became an exchange student at Wartburg College. Upon her return to Tajikistan, she tutored students who wanted to learn English. From June 2013 to August 2016, she had worked at the Education Center – Study the Planet– where she was an ESL and TOEFL Instructor and Head Teacher. She knows Tajik, Russian and English. She is passionate about teaching languages and language development.