Gary Ihar

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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.

Appeal to WiseNxt prospects

Hi, I'm Gary. I am deeply committed to revolutionizing work-alike practice and enhancing its role in education. For decades, I have actively supported this mission through both donations and volunteer work. Today, I'd like to share my personal story to showcase the problems it can solve and illustrate how the concept of using practice as a learning backbone developed and evolved over time.

Reflection One: When Education Meets Careers

Many people's education and career paths don't align. You may have examples of this in your own circle. My experience is no exception.

In high school, a physical science teacher inspired my passion for the subject, leading me to pursue a degree in mechanical engineering. However, after eight years of education and an entry-level job, I realized this career path wasn't the best fit for me.

Driven by a desire to innovate, I founded a desktop publishing company in the early 1990s, a time when the industry was emerging. Due to its novelty, there were no formal training programs available. We developed in-house apprenticeships, which became a vital key to our success.

Although I enjoyed my time at my first university, taking a look back, my initial degree had little impact on my professional life. If I had identified my career needs before my first university project, I would have chosen a different path for either my early degree or my initial job while in profession.

Reflection Two: When Practice Defines Education

Due to a mismatch between my initial education and my actual career needs, I enrolled in a second university, which proved to be far more effective.

My practical experience now played a significant role in enhancing my student performance. I could apply theoretical concepts to real-world scenarios and was more motivated, seeing a clearer purpose in my education.

My second university degree, this time in business, has been instrumental in my career success. It significantly enhanced my publishing business, ultimately leading to its successful sale, and continues to benefit my professional endeavors. Additionally, it has enabled me to teach business part-time, covering nearly every subject I studied during my degree program.

Reflection Three: Career Path Are Tough

It is essential to align one's education with one's career goals, but achieving this alignment is a difficult task.

In early 2000s, I relocated to the United States and sought help to identify my ideal career path in a new country. Here is a summary of my efforts.


Despite these challenges, there are ways to simplify and enhance the process: 1. **Seek Professional Guidance**: Career counselors and coaches can provide personalized support and help interpret assessment results. 2. **Use Multiple Tools**: Combining different assessments and tools can provide a more holistic view of one's interests, strengths, and values. 3. **Continuous Exploration**: Vocational discovery should be seen as an ongoing process. Regularly exploring new interests and skills can help refine career goals over time. 4. **Networking and Mentorship**: Talking to professionals in fields of interest and seeking mentors can provide valuable insights and guidance. 5. **Practical Experience**: Internships, volunteer work, and part-time jobs can provide hands-on experience and help clarify career preferences.



. Normally, career counselors wonder about teen's aspirations, which are often influenced by movies, family, friends, and similar experiences. A few questionnaires ask teens about whether they want to draw to suggest that a particular teen should pursue a designer's career.


Questionnaires/Assessments: These tools primarily involve answering a series of questions to generate insights into personality, interests, skills, or values. Interactive Career Planning Systems:

Myers-Briggs Type Indicator (MBTI) 

   Description: Assesses personality type based on preferences in how people perceive the world and make decisions.
   Use: Helps individuals understand their personality type and explore careers that suit their personality.

Holland Code (RIASEC) 

   Description: Based on John Holland's theory of career choice, this assessment categorizes people and work environments into six types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional.

While each of these tools has demonstrated effectiveness, it’s important to use them as part of a comprehensive career planning process. Combining multiple assessments and considering individual circumstances, such as personal goals and external factors, tends to yield the best results. 

       Reliability: Critics argue that the MBTI lacks reliability, as people often get different results when taking the test multiple times.
       Validity: Some researchers question the validity of the MBTI, arguing that the categories it uses are not based on empirical evidence and that it oversimplifies personality traits.
       Binary Choices: The MBTI forces people into binary categories (e.g., either extraverted or introverted), which does not account for the complexity and spectrum of human personality.

Holland Code (RIASEC) 

   Criticism:
       Over-Simplification: Some critics argue that the six categories are too simplistic to capture the full range of human interests and career possibilities.

Vocational discovery can be challenging for several reasons. It involves understanding oneself, navigating the vast array of career options, and making informed decisions based on personal interests, skills, values, and market realities. Here are some factors that contribute to the difficulty of vocational discovery:

      1. Self-Understanding

1. **Identifying Interests**: Many people struggle to clearly identify their interests, especially when they have diverse or evolving passions. 2. **Recognizing Strengths and Weaknesses**: Self-assessment can be difficult, as individuals may not always be aware of their true strengths and areas for improvement. 3. **Defining Values**: Understanding what one values in a job, such as work-life balance, salary, or social impact, requires deep introspection.

      1. Information Overload

1. **Vast Career Options**: The sheer number of career paths available can be overwhelming, making it hard to narrow down choices. 2. **Rapidly Changing Job Market**: The job market is constantly evolving, with new roles emerging and others becoming obsolete, adding to the complexity of making long-term career decisions.

      1. Decision-Making

1. **Fear of Commitment**: Many people fear making the wrong choice and feel pressure to find a "perfect" career. 2. **Balancing Practicality and Passion**: Finding a balance between what one is passionate about and what is practical in terms of job availability and salary can be challenging. 3. **Long-Term Implications**: Career decisions often have long-term consequences, which can add to the stress and difficulty of the process.

      1. External Factors

1. **Economic Conditions**: The state of the economy can affect job availability and stability, influencing career choices. 2. **Cultural and Social Expectations**: Family, cultural, and societal expectations can impact career decisions, sometimes leading individuals to pursue paths that may not align with their personal interests or values. 3. **Access to Resources**: Not everyone has equal access to career counseling, educational opportunities, or vocational discovery tools.

      1. Tools and Assessments

While tools and assessments can provide valuable insights, they also have limitations: 1. **Accuracy**: No single tool can provide a complete picture of an individual's ideal career path. 2. **Interpretation**: Understanding and interpreting the results of assessments can be challenging without professional guidance. 3. **Cost and Accessibility**: Some tools and comprehensive career planning systems can be expensive and not accessible to everyone.

      1. Strategies to Simplify Vocational Discovery

Despite these challenges, there are ways to simplify and enhance the process: 1. **Seek Professional Guidance**: Career counselors and coaches can provide personalized support and help interpret assessment results. 2. **Use Multiple Tools**: Combining different assessments and tools can provide a more holistic view of one's interests, strengths, and values. 3. **Continuous Exploration**: Vocational discovery should be seen as an ongoing process. Regularly exploring new interests and skills can help refine career goals over time. 4. **Networking and Mentorship**: Talking to professionals in fields of interest and seeking mentors can provide valuable insights and guidance. 5. **Practical Experience**: Internships, volunteer work, and part-time jobs can provide hands-on experience and help clarify career preferences.

      1. Summary

Vocational discovery can indeed be challenging due to the complexity of self-understanding, the vast array of career options, and external factors. However, with the right strategies and resources, individuals can navigate the process more effectively and make informed decisions that lead to fulfilling careers.

Reflection Four: Emphasis on Experience

I am 60 years old and over half my life was dedicated to recruitment and training. Throughout my career, I've had the privilege of working with various organizations, observing that employers typically focus on three key areas when evaluating candidates:

  • Job Performance: Can the candidate perform the job requirements?
  • Cultural Fit: Does the candidate align with the organization's culture and team dynamics?
  • Motivation: Is the candidate motivated by the compensation package offered?

When it comes to competencies, experience in the relevant field is the most critical factor. Many job descriptions highlight this, stating "Experience may be substituted for education." Practical experience often trumps formal education in many cases.

If a recruiter argues against the importance of experience, ask about their own educational background. I've yet to meet a recruiter with a degree in Recruiting or Human Resources. If you do find one, ask if their degree alone landed them a recruiter job. I doubt it.

This emphasis on experience contributes to the struggle many recent college graduates face in landing their first job. On the other hand, I know someone with a Bachelor of Arts degree who started a recruiting business, which failed, but they leveraged that experience to secure a recruiter job.

Reflection Five: Practice Reveals Potential

My experience in apprenticeship development proved invaluable when I began recruiting for a startup-focused investment group in the 2010s. Startups need versatile team members. While verbal interviews could help narrow down candidates, the true determining factor was their actual work.

To hire one person, I targeted 1,000 candidates. Through a funnel effect, this number narrowed down to 100 who started training, 10 who advanced to work, and ultimately, 1 who succeeded.

However, this outcome doesn’t necessarily mean that the sole successful candidate was the best employee. Beyond fitting into the startup's culture, the biggest obstacle was simply finding candidates who were willing to complete the process.

Most adults have demanding family commitments and must prioritize earning a steady income to pay their bills. Engaging in startups, skill development, or vocational exploration often entails significant uncertainty.

It is worth mentioning that the practice-based training that we developed proved surprisingly efficient, taking only a few months compared to my first degree pursuit. However, many adults cannot afford to be out of work for even a couple of months and no longer have that option.

Reflection Six

For a quarter of my life, I taught part-time at various colleges and universities in several countries including China, Russia, and the United States. I visited hundreds of universities and even reviewed educational programs.

I would like to provide you with my insight of how education works.

Summary of reflections

Gary's reflections highlight the inefficiencies of traditional education compared to practical, hands-on training, emphasizing the superior performance and motivation of students with real-world experience and the challenges of balancing such opportunities with financial stability.

To fill this gap, I got involved in various projects, both profit and non-profit, providing hands-on training and career opportunities to both young people and adults. Among the currently postponed projects, I'd like to highlight "WorldOpp", a promising endeavor aimed at empowering entrepreneurs and financing their ventures in underserved regions. Among the completed projects, we've seen greater success with young people. Nevertheless, I clearly see potential for impact among specific categories of adults as well.

Recently, we launched a new initiative, currently under the working title "Educaship," aimed at enhancing formal education through the development of real-world simulations, internships, and apprenticeships. We believe that theory and practice should be integrated simultaneously, not years later. While traditional schools might see hands-on experience as a supplement, we believe it's the key to unlocking learner dreams.

Some might ask, "Wait, you said 'revolutionizing'. What's revolutionary about replicating job situations? Isn't that just more of the same?" We believe that our another initiative, currently under the working title "WiseNxt", is game-changing. Our learners may discover their passions and talents through fun, interactive experiences that will set them up for a lifetime of purpose and happiness.

Our in-house introductory 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 WiseNxt graduates are asked, "What do you want to do when you grow up?", we want them to better know what their choices are.

And, back to Educaship, when our scholars identify 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.

This dream is my greatest passion and motivation. It took some time to reach this point. Initially, I started developing it with my daughter in mind, and later, I considered my son's career. They have now grown, but the journey has been worth it. I am so committed to it that I would willingly dedicate my life to making it a reality. You are welcome to benefit from our efforts as a participant, parent, supporter and/or advocate. Will you join us? Are you in?

summary

      1. Reflection Three: Teaching Experience and the Superiority of Practical Knowledge

With over half his life dedicated to recruitment and training, and a quarter to teaching at various international colleges, Gary observed that students with practical experience consistently outperform their peers. These students can apply theoretical concepts to real-world scenarios, enhancing their learning and motivation. Gary’s extensive teaching experience supports his belief in the value of practice-based education, demonstrating its effectiveness across diverse educational contexts and student demographics.

Stories

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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