Difference between revisions of "Gary Ihar"

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<p>Hi, I'm Gary. I am 60 years old and more than a half of my life I worked in corporate recruitment and training. For a quarter of my life, I also taught at various colleges and universities in several countries including China, Russia, and the United States.</p>
 
<p>Hi, I'm Gary. I am 60 years old and more than a half of my life I worked in corporate recruitment and training. For a quarter of my life, I also taught at various colleges and universities in several countries including China, Russia, and the United States.</p>
  
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<p>From my experience teaching both adults and recent graduates, I've observed that students with practical experience consistently outperform their peers. They possess the ability to apply theoretical concepts to real-world scenarios, enhancing their learning process. Moreover, they are more motivated since they can clearly see the purpose and application of their knowledge.</p>
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<p>From my experience teaching both adults and recent school graduates, I've observed that students with practical experience consistently outperform their peers. They possess the ability to apply theoretical concepts to real-world scenarios, enhancing their learning process. Moreover, they are more motivated since they can clearly see the purpose and application of their knowledge.</p>
  
 
<p>For decades, I have been volunteering to revolutionize work-alike practice, as well as its role and place in vocational learning. To augment formal education, we have been developing hands-on training, work simulations, internships, and apprenticeships. Some might ask, "What's revolutionary about replicating real work situations? Isn't that just more of the same?"</p>
 
<p>For decades, I have been volunteering to revolutionize work-alike practice, as well as its role and place in vocational learning. To augment formal education, we have been developing hands-on training, work simulations, internships, and apprenticeships. Some might ask, "What's revolutionary about replicating real work situations? Isn't that just more of the same?"</p>

Revision as of 20:46, 9 June 2024

Gary "Igor" Ihar (hereinafter, Gary) is a project manager, college instructor, technologist, and volunteer currently residing in the Washington DC metro area, but is open to relocation and/or travel both domestically and worldwide.


Professional Experience

Work Experience

04/2023 - Present Artificial Intelligence (AI) Project Manager, Virginia Institute of Technology LLC, Chantilly, Virginia
  • Project Management. Leads a cross-functional team to deliver innovative and impactful solutions for hands-on training and introductory jobs in AI.
  • Artificial intelligence (AI). Designs AI systems to provide students with personalized and adaptive learning experiences, as well as contributes to their curriculum
4/2018 - 12/2023 Shanghai Jian Qiao University Instructor, Vaughn College of Aeronautics and Technology (partner), Shanghai, China, and remotely
  • Teaching. Taught a variety of business and management courses for undergraduate students matriculated into airport management and aviation maintenance programs
11/2017 - 04/2023 Cloud Project Manager, Educaship Alliance LLC, Dumfries, Virginia
  • Project Management. Manages a project to create technology behind CNMCyber, which is a platform for introductory jobs and hands-on training; the platform includes hundreds of software systems such as computing servers, virtual environments, middleware, and end-user applications
  • Systems Engineering. Leads the systems design and makes final decisions on the architecture
  • Software Coding. Using HTML5/CSS3/JS/PHP, contributes to and directly oversees coding endeavors and their implementations
5/2012 - 6/2018 U.S. Department of State Project Director, Bureau of Educational and Cultural Affairs, Washington, DC
1/2009 - 5/2018 Adjunct Management Department Instructor, Vaughn College of Aeronautics and Technology, Flushing, New York
  • Teaching. Remotely taught a variety of courses for undergraduate students matriculated into management programs
9/2010 - 10/2017 Trainer, Curriculum Developer, Technologist, The Economic Group, Virginia, New York, Washington, DC, and remotely
7/2010 - 7/2011 U.S. Marine Corps Culture Instructor, Professional Solutions LLC (government contractor), Quantico, Virginia
  • Teaching. Taught for the Center for Advanced Operational Culture Learning (CAOCL)
12/2006 - 11/2014 Ural Federal University Consultant, The Economic Group (contractor), Yekaterinburg, Russia
  • Consulting. Advised the university leadership on Bologna Accord, learning management systems, educational software implementations, and business opportunities
7/2007 - 5/2009 Instructor, Lecturer, Curriculum Developer, Programmer, Freelance – New York and remotely
  • Lecturing. Presented a lecture on international marketing campaigns at School of International and Public Affairs (SIPA) of Columbia University, New York, USA
  • Teaching. Developed and taught extracurricular business courses for Ural Federal University, Yekaterinburg, Russian Federation, and Belarusian State University, Minsk, Belarus
  • Programming. Coded the first version of Opplet.net using PHP, HTML, CSS, and JavaScript
7/2006 - 12/2007 Adjunct Business Department Instructor, SUNY Westchester Community College, Valhalla, New York
  • Teaching. Taught business courses including general marketing, international business, and international marketing for undergraduate students matriculated into business programs
  • Web Development. Using basic web languages, developed educational webpages in order to support students.

Competencies

Gary lists his entrepreneurial spirit, thinking "outside the box," and finding "a way to get it done" as his strongest abilities.

Code Development

Conferencing Software

Document Software

End-User Applications

Server-Side Systems

Web Development

Third-Party Credentials

Educational Credentials

  • M.B.A., Business Administration -- Belarusian State University, Minsk, Belarus
  • M.S./B.S., Mechanical Engineering -- Belarusian-Russian University, Mogilev, Belarus

Professional Certifications

Project Management Professional® | PMP® Number 1646031 | to be renewed in July of 2025 | Project Management Institute®, Pennsylvania, USA
ITIL® Foundation Certificate in IT Service Management | Number GR671222755GJ | AXELOS Limited, London, United Kingdom

Other Achievements

Alumnus (2001), International Visitor Program, funded and overseen by the U.S. Department of State's Bureau of Educational and Cultural Affairs

Gary's Journey: Pioneering the Future of Work

Academic

Gary embarked on his professional journey in the early 1990s during a period marked by the rise of desktop publishing systems and graphic programs. Recognizing the potential for technological advancements to transform the industry, Gary introduced training in these emerging digital tools for their upcoming operators. As more training options were added, his organization expanded to encompass 120 employees and became a prominent training provider in Eastern Belarus.

Upon relocating to the United States in 2004, Gary initially transitioned to academia, serving as an adjunct professor at the State University of New York and Vaughn College of Aeronautics and Technology. He also engaged with academic communities at Columbia University and served as a visiting professor at Ural Federal University in Russia.

In 2010, Gary returned to corporate training. He undertook contractual roles with the US Marine Corps and the US State Department, focusing on directing educational projects. During this period, Gary's exploration into Natural Language Processing (NLP) led him to propose innovative ideas regarding the utilization of English as a programming language, thereby opening up new avenues in AI and language processing.

To bring corporate-style training to the general public, Gary volunteered as a leader for technical skills development at CNM, a non-profit group based in Northern Virginia, that served people in career transitions. As a Microsoft partner, he also led several projects for the local youth. Those developments led to creation of CNMCyber, a hands-on training platform, which is still functioning.

Gary's last teaching stint at a university in Shanghai, China in 2023 reignited his interest in artificial intelligence, ultimately leading him to spearhead a groundbreaking project at the Virginia Institute of Technology. This initiative focuses on exploring AI's implications for the workforce, workforce development, and the transition from school to work.

The project aims to develop an AI-powered platform that provides exploration, orientation, training, and work experience in artificial intelligence. Scheduled for launch in Kenya in the second quarter of the year, this platform has the potential to revolutionize AI education and empower learners globally.

The project's findings will be shared with the public through the "Future of Work is AI" website.

As the launch date approaches, Gary's dedication to education and technology continues to propel him forward. From his early involvement in desktop publishing to his current endeavors in AI research, he remains committed to shaping the future of work. As long as there are new horizons to explore, Gary will continue to lead the way into tomorrow.

Simplified

Gary started his career in the early 1990s when desktop publishing and graphic programs were emerging in Eastern Belarus. He saw how technology could change the publishing industry and began teaching people how to use these new tools. His organization grew to 120 employees and became well-known in the newspaper business at the national level.

After relocating to the United States, Gary began teaching at universities. He also worked with the US Marine Corps and the State Department on educational projects. There, he got interested in Natural Language Processing (NLP) and came up with new ideas for considering English as a programming language.

While working for The Economic Group, Gary was instrumental in setting its vocational programs for adolescents aged 12 and older. As a Microsoft partner, Gary provided technical training to individuals from various backgrounds. Notably, he volunteered to assist people in career transitions through a nonprofit group called CNM, leading to the creation of CNMCyber, a training platform still in use today.

Gary's multiple trips to China in recent years have sparked a renewed fascination with artificial intelligence (AI), owing to China's leadership in key AI sectors. That interest led him to manage a project at the Virginia Institute of Technology. The project aims to prepare today's school students for future jobs by allowing them to explore various AI technologies through job-like experiences. After prototyping in Kenya, the project is going to be introduced worldwide.

Gary's passion for education and technology drives him to keep pushing boundaries, from his early work in publishing to his current AI research. He's dedicated to shaping the future of work and will keep exploring new opportunities.

Stories

Appeal to WiseNxt prospects

Hi, I'm Gary. I am 60 years old and more than a half of my life I worked in corporate recruitment and training. For a quarter of my life, I also taught at various colleges and universities in several countries including China, Russia, and the United States.

From my experience teaching both adults and recent school graduates, I've observed that students with practical experience consistently outperform their peers. They possess the ability to apply theoretical concepts to real-world scenarios, enhancing their learning process. Moreover, they are more motivated since they can clearly see the purpose and application of their knowledge.

For decades, I have been volunteering to revolutionize work-alike practice, as well as its role and place in vocational learning. To augment formal education, we have been developing hands-on training, work simulations, internships, and apprenticeships. Some might ask, "What's revolutionary about replicating real work situations? Isn't that just more of the same?"

We believe that we're taking learning to the next level. While traditional schools might see hands-on experience as a supplement, we believe it's the key to unlocking learner dreams. Personally, I'm passionate about helping our learners discover their passions and talents through fun, interactive experiences that will set them up for a lifetime of purpose and happiness.

Our in-house practice offers a range of roles for new students to explore. In our work sandbox, learners can analyze products, build websites, plan events, manage our cloud infrastructure, and lead projects, gaining hands-on experience across various professions to discover their vocations and strengths.

When our scholars discover their target specialty, we aim to collaborate with educational institutions to secure internships or apprenticeships. This way, our graduates can enter the job market with not only formal training, but also practical work experience and a range of career opportunities. I'd like to share my story to illustrate how the idea of using practice as a learning backbone evolved and grew over time.

A year before graduating high school, I was still uncertain about my career path. I took my parents' advice and spent five years at my first university. After graduating, I landed an entry-level job and worked for two years before realizing that it wasn't my true calling.

My entry-level job was mired in bureaucracy, with repetitive tasks that left me unfulfilled. I yearned to create something new and innovative, to bring fresh ideas to life. It is neither good nor bad; it is what it is.

That's when I founded a printing company at the forefront of desktop publishing, a game-changing technology in the early 1990s. Since formal training programs hadn't existed yet, we had to find and recruit raw talent, place them in our in-house apprenticeships, and nurture the skills of those who succeeded in this uncharted territory.

That experience proved invaluable when I began recruiting talent for an investment group focused on startups. Since many startups lack established processes, their team members often need to be versatile and take on multiple roles, making my ability to adapt and think creatively a valuable asset in attracting open-minded candidates and developing right talents on the spot.

While I aimed to reach 1,000 candidates, anticipating a funnel effect of 100 starting training, 10 progressing to work, and 1 ultimately succeeding, the discovery process proved surprisingly efficient, taking mere months compared to my own lengthy journey of 8 years - encompassing my final year of high school, 5 years at my first university, and 2 years in an entry-level role.

I quit 6 months ago to concentrate on my passion. It's a great mission statement! I love the emphasis on: Hands-on experience as the key to learning Unlocking learner dreams and passions Interactive and fun experiences Lifetime purpose and happiness It's inspiring and motivational, and it clearly conveys your values and approach to education. The tone is enthusiastic and encouraging, making it engaging and uplifting. Well crafted! I would like to use my personal story to show where my passion has come from. -- high school, institute, entry-level job, teaching, recruiting. I believe that job-alike practice My driving passion is to revolutionize the way humanity learns, believing that work-alike practice can significantly enhance the education landscape.

  • I contributed because I am passionate of the role of hands-on, work-alike practice.
  • I believe that this practice cause is bigger than me.
  • What did we do during those years.
  • First of all, we created work sandboxes, job playground to build one's work experience.
  • Secondly, we developed a group of pre-entry-level practices to introduce newcomers to a variety of jobs to decide.

Gary's Impact Spreads Globally: AI Training for Students in Kenya

As Gary's project at the Virginia Institute of Technology delved deeper into the implications of AI on the workplace, a new opportunity emerged—one that would take his expertise beyond borders.

In a collaborative effort with educators in Kenya, Gary and his team prepared to launch an ambitious AI training program for school students. Recognizing the transformative potential of AI education, they sought to empower young minds with the skills and knowledge needed to thrive in an increasingly digital world.

The project aimed to bridge the gap between technological advancements and educational opportunities, providing students in Kenya with access to cutting-edge AI training that was previously out of reach.

With Gary's guidance, the curriculum was carefully crafted to be engaging, accessible, and tailored to the unique needs of the students. From basic concepts to hands-on programming exercises, the program offered a comprehensive introduction to the world of AI.

As the launch date approached, excitement grew both in Virginia and Kenya. Gary's passion for education and technology had always been infectious, and now it ignited a spark of curiosity and possibility in students across continents.

Finally, the day arrived for the launch of the AI training program in Kenya. Through live video conferencing, Gary addressed the eager students, sharing his own journey and inspiring them to embrace the opportunities that AI offered.

Over the coming weeks and months, Gary and his team provided ongoing support and guidance to the students and educators in Kenya. They collaborated on projects, tackled challenges, and celebrated successes together, forging lasting connections across borders.

For Gary, the launch of the AI training program in Kenya was more than just a project—it was a testament to the power of education to transform lives and shape the future. And as she looked ahead, she knew that his journey was far from over. With each new initiative, she continued to push the boundaries of what was possible, leaving an indelible mark on the world of technology and education.

Gary's Project: Launching an AI Training Platform for Exploration and Experience

As Gary's project at the Virginia Institute of Technology delved deeper into the impact of AI on the workplace, another facet of their work began to take shape—a groundbreaking AI training platform designed to provide exploration, orientation, training, and introductory work experience in the field of artificial intelligence.

With Gary's guidance, the team meticulously developed the platform to be user-friendly, comprehensive, and accessible to individuals from diverse backgrounds and skill levels. From curious beginners to seasoned professionals seeking to expand their knowledge, the platform aimed to cater to a wide range of learners.

The AI training platform offered a multifaceted approach to learning, incorporating interactive modules, real-world case studies, virtual simulations, and hands-on projects. Whether users were interested in understanding the fundamentals of AI or delving into advanced topics like machine learning and neural networks, the platform provided the tools and resources they needed to succeed.

One of the platform's most innovative features was its emphasis on practical experience. Recognizing the importance of hands-on learning, Gary and his team collaborated with industry partners to offer introductory work experience opportunities for users. Through internships, apprenticeships, and project-based assignments, learners could gain valuable real-world experience and apply their newfound skills in a professional setting.

As the launch date approached, anticipation mounted within the AI community. Gary and his team worked tirelessly to ensure that the platform met the highest standards of quality and excellence, drawing on their collective expertise to create a truly transformative learning experience.

Finally, the day arrived for the official launch of the AI training platform. With great excitement and anticipation, Ellie unveiled the platform to the world, inviting learners everywhere to embark on a journey of exploration and discovery in the realm of artificial intelligence.

From aspiring AI enthusiasts to seasoned professionals looking to stay ahead of the curve, the platform welcomed learners from all walks of life, empowering them to unlock their full potential and shape the future of AI.

For Gary, the launch of the AI training platform was more than just a milestone—it was a testament to the power of collaboration, innovation, and education to drive positive change in the world. And as users began their journey of exploration and experience, she knew that the possibilities were endless, and the impact would be profound.

Gary's Commitment to Community: Leading the CNM Cyber Initiative

In addition to his professional endeavors, Gary dedicated his time and expertise to serving his community as a volunteer leader for technical skills at a non-profit group in Northern Virginia known as CNM (Community Nonprofit Management).

From 2012 to 2018, Gary immersed himself in the mission of CNM, leveraging his passion for technology to make a meaningful impact. Recognizing the growing importance of cybersecurity in an increasingly digital world, she spearheaded the development of a groundbreaking platform called CNM Cyber.

CNM Cyber was more than just a platform—it was a comprehensive initiative designed to empower nonprofits and community organizations with the tools and knowledge needed to navigate the complexities of cybersecurity. Under Ellie's leadership, the platform provided a range of resources, including educational materials, training sessions, and practical guidance on best practices for securing sensitive information and digital assets.

Gary's dedication and expertise were instrumental in shaping CNM Cyber into a valuable resource for the community. His hands-on approach and collaborative spirit inspired volunteers and stakeholders alike, driving momentum and engagement for the initiative.

Through his leadership, Gary not only strengthened the cybersecurity posture of countless nonprofits and community organizations but also fostered a sense of empowerment and resilience within the community. By equipping them with the knowledge and resources needed to protect themselves in an ever-evolving threat landscape, Ellie helped to safeguard the vital work being done by these organizations to serve their communities.

As Gary's tenure with CNM came to a close in 2018, his impact continued to reverberate throughout the Northern Virginia community. CNM Cyber stood as a testament to his commitment to leveraging technology for the greater good, and his legacy of service and leadership would inspire others for years to come.

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