Whether you want to study the stars, master the art of the remix or intern for a global brand, these are a few highly recommended summer classes, personally selected by the summer classes team and Adelphi faculty.

You can dive into the topics you’re actually curious about, knock out those PATH general education requirements in a more focused environment, take on an internship or travel the world—all while keeping your graduation timeline on track.

You can see all the courses here, but take a look at these standouts.

Explore the Cosmos (and Check Off Your Science Credit)

Ever looked up at the night sky and wondered how it all started? Astronomy (PHY-104) takes you from the Big Bang to the formation of distant galaxies.

If you’re a STEM major or pre-med student, you can also power through College Physics I and II (PHY-111/112).

The perk: You get a deep dive into scientific reasoning while satisfying your PATH natural science requirement.

Study in Australia: The Ultimate Field Trip

If a traditional classroom feels too small, Introduction to Tropical Marine and Terrestrial Systems (BIO-215) is your ticket to the Great Barrier Reef and the Australian rainforest. You’ll participate in real ecological research in some of the most biodiverse (and threatened) spots on earth.

Earn your PATH natural science credits while building a résumé that literally spans the globe.

Make This a Summer of Creativity

Summer is the perfect time to let your creative side breathe without the pressure of a full fall/spring course load.

• The History of Animation (ARH-260): Trace the magic from Disney to Tim Burton.
• Introduction to Digital Art (ART-125): Learn Photoshop and Illustrator to build a professional portfolio from scratch.
• The American Hip Hop Phenomenon (MUH-242): Explore how turntables and Tupac changed global culture.

These courses satisfy your arts PATH requirement while fueling your artistic passions.

Understand Human Behavior

Want to understand what makes people tick? Our social sciences offerings help you see the world through a different lens:

• Cultural Anthropology (ANT-111): Learn to think like an ethnographer and understand diverse global traditions.
• General Psychology (PSY-101): A foundational look at the mind, from biology to social influence
• Media and Children (COM-205): Analyze how TikTok, TV and movies shape the development of the next generation.

You will gain essential “people skills� for any career while fulfilling your PATH social sciences requirement.

The Global Career Accelerator: Work for Netflix or L’Oréal

Looking for an internship-style experience without the commute? The s an online experiential program where you’ll work on real-world projects for companies like Netflix, Intel and the Grammys.

• Collaborate: Work with students from 50-plus countries.
• Earn 3 academic credits and up to 4 industry micro-credentials.

This course is a massive résumé booster that proves you can thrive in a remote, international workforce.

TESTIMONIAL: “Summer at Adelphi is about more than just getting ahead—it’s an opportunity for students to explore topics they’re excited about while building skills that will benefit them beyond the classroom.�—Meghan Buckley, Executive Director of Early Engagement and Partnership Programs

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“After becoming a social worker, I ran into a priest at a party who said I should try teaching as he did,� said Dr. Belson. “I enjoyed teaching too. So I became a DSW and a professor at Adelphi, and I love it. I realized that teaching is my specialty. I called that priest every year until he passed away to thank him.�

The Art of Teaching

In 2003–2004, Dr. Belson received 91³Ô¹ÏÍø’s Presidential Award for Teaching Excellence. This recognition was inspired by his vibrant teaching style that balanced intellectual seriousness with humor. He once delivered a keynote titled “Intensity, Chaos, Humor and Redemption: 30 Years of Working With Couples and Families,â€� a title that gives some indication of his pedagogical approach. He taught students not just how to intervene, but how to be present, how to listen for what isn’t said and be comfortable amid complexity.

Dr. Belson’s retirement does not mark an ending so much as a consolidation—a life’s work that will continue through the practitioners he trained, the papers he wrote and the questions he taught an entire generation to ask. The 91³Ô¹ÏÍø School of Social Work will miss him, but the field he served is richer for everything he gave.

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´¡»å±ð±ô±è³ó¾±â€™s Gordon F. Derner School of Psychology Clinical Psychology graduate program surged an impressive 49 spots in this year’s rankings, while the Speech-Language Pathology program in the University’s Ruth S. Ammon College of Education and Health Sciences jumped 33 positions. These rapidly rising programs join the perennially strong graduate nursing programs in ´¡»å±ð±ô±è³ó¾±â€™s College of Nursing and Public Health, which remain securely positioned in the top 13.5 percent of all accredited graduate nursing programs nationwide.

“These latest rankings from U.S. News & World Report are a testament to the exceptional caliber of our faculty, the dedication of our students and the profound impact our alumni are making in healthcare and clinical settings,â€� said Susan Dinan, PhD, ´¡»å±ð±ô±è³ó¾±â€™s interim provost. “The dramatic rise in our health program rankings, which are driven by peer assessment, demonstrates that our commitment to academic innovation and clinical excellence is recognized by our academic peers across the country.â€�

Rapid Ascent in the Health Professions

Methodology for the U.S. News Best Graduate Health Programs ranking is based on peer assessment surveys, reflecting how academic leaders nationwide view the quality of Adelphi’s programs. Adelphi saw notable improvements across the board, including:

• Clinical Psychology: Ranked No. 127, an extraordinary climb of 49 positions
• Speech-Language Pathology: Ranked No. 165, an impressive rise of 33 positions
• Audiology (as part of the Long Island Doctor of Audiology Consortium): Ranked No. 49, an improvement of nine spots

Sustained Excellence in Graduate Nursing Education

The 91³Ô¹ÏÍø College of Nursing and Public Health continues to be a premier destination for advanced nursing education. The U.S. News Best Graduate Master’s Nursing list places Adelphi at No. 87, ensuring that the program remains in the top 13.5 percent of accredited graduate nursing programs nationwide. ´¡»å±ð±ô±è³ó¾±â€™s Doctor of Nursing Practice (DNP) program is newly ranked this year on the outlet’s DNP list, expanding the University’s footprint in doctoral-level nursing excellence, and the Master of Public Health is also ranked.

Recognition in Graduate Business

´¡»å±ð±ô±è³ó¾±â€™s Robert B. Willumstad School of Business also maintained its national presence in the Part-Time MBA rankings. Additionally, U.S. News significantly expanded its Graduate Business Subspecialty Rankings for 2026—growing from a pool of roughly 40 schools to more than 275 institutions per list—with Adelphi earning a placement for providing competitive, specialized business education relative to a newly broadened field of national peers.

Expanding Graduate Education at the New Manhattan Center

The momentum of the University’s graduate programs extends to the heart of New York City with the launch of ´¡»å±ð±ô±è³ó¾±â€™s new on Fifth Avenue. Designed to align advanced degrees with high-demand careers, the center offers specialized programs—including an Accelerated BS in Nursing, a Flex MBA, and an MS in AI and Machine Learning—to address critical workforce needs in the metropolitan area. To celebrate and support students joining these inaugural cohorts, the University has introduced the $10,000 Manhattan Advantage Award. This specialized funding reflects ´¡»å±ð±ô±è³ó¾±â€™s investment in launching premier programs in New York City, providing dedicated financial support to ensure graduate students have the resources to pursue graduate studies that will help them lead the modern workforce.

Continued National Distinction

These latest graduate rankings build upon ´¡»å±ð±ô±è³ó¾±â€™s broader success in institutional evaluations. The University is consistently recognized as a Best National University and a Top Performer on Social Mobility by , reflecting a deep dedication to student success and equitable access to higher education. This year, Adelphi was ranked the top private university on Long Island by , and the University consistently earns prominent distinctions from , and for its exceptional academic quality, strong career outcomes and commitment to overall value.

Learn more about ´¡»å±ð±ô±è³ó¾±â€™s rankings, accolades and awards.

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Along with a wide range of e-posters, exhibits and oral presentations from students in the sciences, social sciences and humanities, this year’s Research Day will introduce new events with a particular emphasis on the arts and creative projects, including a 24-Hour Play Festival from theater majors and thesis presentations from art majors.

This year’s conference also offers another exciting first: a keynote address delivered by a Nobel laureate, William G. Kaelin, Jr., MD, the Sidney Farber Professor of Medicine at Harvard Medical School and Dana-Farber Cancer Institute, senior physician-scientist at Brigham and Women’s Hospital, and Howard Hughes Medical Institute Investigator. Dr. Kaelin received the . He also recently endowed a scholarship at Adelphi in honor of his mother, who graduated from Adelphi in 1954.

We spoke with Research Day co-chairs Karolina Lempert, PhD, assistant professor in the Gordon F. Derner School of Psychology, and Wei Liu, PhD, associate professor in the College of Nursing and Public Health, to learn more about the exciting new developments to the conference and ´¡»å±ð±ô±è³ó¾±â€™s commitment to showcasing student-led research.

What are some of the new additions to Research Day this year, particularly those focused on the arts?

Dr. Lempert: For the 24-Hour Play Festival, theater students will write, direct and act in 10-minute plays based on abstracts of research that will be presented at the conference. They’ll receive the abstracts the day before the conference and will only have 24 hours to create and rehearse them before performing in the University Center (UC) ballroom from 2:30 p.m. to 4:00 p.m. This will be a different kind of presentation and it definitely involves more of the arts, which has generally been less represented at the conference.

Dr. Liu: Another new addition is the Senior Art Gallery Presentations. David Pierce, assistant professor of art and art history, will have seven students present their graduating theses in the UC art gallery from 1:00 p.m. to 2:00 p.m. While we’ve had students display their art in past conferences, this year, they’re going to be there so they can converse and discuss their work with attendees. We’re also going to have anthropology students from two different culture and society classes display photos from their midterm assignments.

Are these new events the result of an effort to incorporate more creative disciplines in Research Day?

Dr. Liu: Adelphi has always tried to promote interdisciplinary collaboration with the conference, but inevitably there are some departments that have less representation. We’re very lucky to have worked with Laura Mroz [associate director of executive communications], who played a critical role in conducting outreach to other departments.

Dr. Lempert: There’s a norm in the sciences of presenting posters at conferences, while arts students have other ways that they display their work. So I think changing that culture and showcasing arts and humanities may take some time, but this is the start of the effort. This year, we’ll have the biggest representation from those fields so far.

How is Adelphi engaging local high school students as part of the conference?

Dr. Liu: For the first time, we’ll be hosting a for a chance to win a full-tuition scholarship to Adelphi. The admissions office, which is sponsoring the competition, is encouraging high school juniors from research classes to submit their abstracts to be presented on conference day. We’ll have judges at the conference who will review their work and select the winner.

How else will the Research Day conference be larger in scope this year?

Dr. Liu: We received approximately 350 abstract submissions—100 more than we usually receive. This marks increased submissions in every single category, including e-posters, oral presentations and computer science exhibits. While we used to host computer science and gaming exhibitions in the charter room on the second floor of the UC, this year, we’ll actually use a bigger space on the first floor to accommodate more participants.

Dr. Lempert: This is also the first year we expanded the event out to the entire UC—not just the second floor—and I think that it will only keep growing.

What are your plans for Research Day going forward?

Dr. Liu: If this year’s conference is a success and we receive positive feedback, we can do even more outreach and incorporate more disciplines next year. We’re also hoping to receive abstracts for new presentation types, such as humanities panel presentations and film presentations.

What do you hope students and attendees take away from Research Day?

Dr. Lempert: I hope the conference empowers students to do research of their own and to engage in their own creative work. I also hope it brings students closer together and helps them see that research is for everyone.

Dr. Liu: I really want students and faculty to take away the message that Adelphi promotes a strong community, and we encourage collaboration and inclusiveness. When we gather post-conference feedback from our presenters, we always hear that they appreciate people outside their own disciplines coming to see their posters or listen to their presentations. It’s just really encouraging, this knowledge-sharing among students and faculty across disciplines.

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How does this specific trip to Italy align with the College’s mission to prepare future leaders and professionals for a globalized world?

aligns closely with the College’s mission by preparing students to become future leaders and professionals who can work effectively in a globalized world. The program is intentionally designed to move learning beyond the classroom by placing students in environments where history, culture, education, community and daily routines are experienced as interconnected realities rather than separate systems. Through visits to schools, historically significant sites and engagement with daily life, students encounter firsthand how social values, historical development and local resources shape approaches to education and everyday practices. These experiences allow students to see that professional practice is always embedded within cultural and social contexts, often shaped by constraints and priorities that differ from those in the United States.

Working in unfamiliar linguistic and cultural settings requires students to adapt, communicate across differences and reconsider assumptions they may have previously taken for granted. Rather than observing passively, students engage in structured reflection and faculty-guided discussion that connect daily experiences to their emerging professional roles. They examine how professional practices are influenced by history, policy and community expectations, and consider how these insights inform their own future work with diverse populations.

As a result, students develop not only cultural awareness but also practical judgment, flexibility and ethical sensitivity, capacities that are essential for professionals who will serve increasingly diverse communities. More importantly, the experience helps students recognize that effective professional practice requires the ability to understand context, listen across difference and respond thoughtfully rather than relying on a single model or assumption. In this way, the program advances the College’s commitment to educating professionals and leaders who are prepared to navigate complexity, engage responsibly with diverse communities and contribute meaningfully to an interconnected world.

Why was Italy chosen as the flagship destination for this faculty-led initiative?

Italy was chosen as our destination because it offers a uniquely layered learning environment that allows students to examine how culture and community are shaped over time and across civilizations. As a crossroads of Mediterranean, European and global exchange, Italy has played a significant role in the development of many ideas, institutions and artistic traditions that have influenced Western societies, while itself being shaped by interactions with other civilizations through trade, migration, religion and conquest. This historical layering provides an ideal context for helping students understand that contemporary professional practices do not emerge in isolation, but are the result of ongoing cultural dialogue and adaptation.

Italy’s cities and regions offer living classrooms where ancient traditions coexist with modern systems. Walkable urban spaces, strong regional identities, and a cultural emphasis on family, community and everyday well-being allow students to observe learning, care and social relationships as lived practices rather than abstract institutional models. Within a relatively compact geography, students can engage with schools, cultural institutions and community settings, making Italy especially well suited for a short-term program that seeks depth rather than superficial exposure.

Italy was also selected with equity and access in mind. Many of our students come from Italian or broader European heritage backgrounds, yet would not otherwise have the opportunity to engage meaningfully with this heritage through an academically structured, faculty-guided experience. At the same time, for students without personal or familial ties to Italy, the program offers an accessible entry point into global learning, one that combines cultural richness, linguistic diversity and strong infrastructure in a way that supports first-time international travelers. Without a college-organized program, financial, logistical and experiential barriers would prevent many students from participating in study abroad at all.

Taken together, Italy provides a powerful setting for a flagship program because it allows students to explore how historical depth, cultural exchange and contemporary professional practice intersect. The destination supports the College’s commitment to preparing future leaders and professionals who can understand complexity, appreciate multiple perspectives and apply culturally responsive thinking in an interconnected global context.

Does the program provide opportunities for education students to observe classroom instruction and student learning in local schools?

Yes. The program provides education students with opportunities to observe both elementary and secondary school settings in Italy. During these visits, students are able to observe classroom instruction, student engagement and teaching approaches within a different cultural and educational context. These observations allow participants to compare instructional practices, classroom organization and student-teacher interactions with those commonly found in the United States.

In addition to observation, students have opportunities, when appropriate, to interact with Italian students and educators. These interactions allow for informal exchanges about school life, learning expectations and cultural perspectives on education. Faculty-guided reflection following the visits helps students connect what they observe to their own developing teaching philosophy, encouraging them to consider how cultural, social and policy contexts influence educational practice. As a result, the experience supports the development of culturally responsive perspectives and broadens students’ understanding of teaching and learning in diverse settings.

For health science students, does this trip help them compare the Italian healthcare system or wellness culture with the U.S. model?

While students do not formally observe the Italian healthcare system or clinical settings—as we are not allowed to have access to healthcare facilities—the trip provides meaningful opportunities for students to examine broader concepts of wellness and well-being within the Italian cultural context. Students observe how health is embedded in everyday life through dietary practices, food preparation and social routines centered around meals and community interaction. Activities such as cooking classes and discussions of regional food traditions allow students to explore the relationship between nutrition, lifestyle and preventive approaches to health.

In addition, students observe patterns related to walkable cities, daily physical activity, social connectedness and the pace of daily life, all of which contribute to broader understandings of wellness beyond clinical care. Faculty-guided discussions encourage students to reflect on how cultural values, environment and lifestyle influence health outcomes, and to compare these observations with prevailing models in the United States that often emphasize treatment rather than prevention.

Through these experiences, students gain a more holistic perspective on health and well-being, recognizing that healthcare systems operate within cultural and social frameworks. This comparative perspective helps students consider how lifestyle, community practices and cultural attitudes toward health may inform future professional practice in diverse populations.

In what ways does navigating a foreign country help our students become more empathetic educators or healthcare providers when they return to diverse New York communities?

Navigating Italy places students in the position of linguistic and cultural outsiders. They must ask for help, interpret unfamiliar cues and manage moments of uncertainty. These experiences foster humility, patience and perspective-taking. When students return to New York, they carry a deeper understanding of what it feels like to navigate systems that were not designed with them in mind. This lived empathy translates into more responsive teaching, more compassionate care and greater sensitivity to the experiences of multilingual, immigrant and culturally diverse populations.

What is one “off-the-syllabus� experience you hope every student has while in Italy?

I hope every student has a moment of genuine connection in an ordinary setting, a conversation with a local shopkeeper, a shared meal, a moment of misunderstanding that turns into insight. These unscripted encounters often become the most meaningful learning moments. When students pause, reflect and talk through these experiences together, they begin to see how learning happens not only in classrooms, but in everyday human interaction.

How can students best translate this short-term Intersession experience onto a résumé or into a talking point during a job interview?

Students can frame this experience as evidence of global competence, adaptability and reflective practice. Rather than presenting the experience simply as travel, they are encouraged to articulate the specific skills developed through the program, including cross-cultural communication, careful observation, ethical awareness and teamwork in unfamiliar environments. In interviews and professional settings, students can draw on concrete examples of how navigating new cultural and social contexts in Italy challenged their assumptions, required flexibility in communication and problem-solving, and strengthened their ability to work thoughtfully and respectfully with diverse populations.

If you were a student again today, what part of this trip’s itinerary would you be most excited about?

I would be most excited about the moments that blend learning with lived experience, walking through historic cities, observing daily life, visiting schools and engaging in conversations that connect past and present. These are the moments when assumptions become visible and open to reflection, and learning feels alive. They are also the moments that stay with you long after the trip ends.

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Improving Access to Healthy Foods

The Tower Garden project was born out of a real community need. In 2022, Clinical Assistant Professor Rachel Taniey, PhD, director of the MS in Nutrition and Dietetics program in the Ruth S. Ammon College of Education and Health Sciences, surveyed users of ´¡»å±ð±ô±è³ó¾±â€™s on-campus food pantry, Panther Pantry, to better understand what students needed. “We learned that students want to see fresh produce and an extended variety of items,â€� she said.

Armed with that insight, Dr. Taniey saw an opportunity to create a hands-on learning experience for graduate students. Through a , she received a to supply the fresh produce.

“The grant focuses on changing systems, policies and environment to improve access to affordable nourishing food, healthy food access and physical activity,” said Karyn Kirschbaum, PhD, Adelphi adjunct professor of nutrition, who has coordinated the CHSC grant through Western Suffolk BOCES for nearly 20 years.

At the center of the project is a novel piece of food technology: an aeroponic growing system that allows you to cultivate fruits, leafy vegetables and herbs in a single vertical column. Seedlings are placed into pods along the outside of the tower, with their roots exposed at the center. A reservoir at the base holds water and a mineral blend, which a submersible pump continuously pushes to the top of the structure. From there, the nutrient-rich water cascades downward, misting the exposed roots before returning to the reservoir below. The result is a full harvest in as little as five to six weeks—and because the system grows indoors, it produces continuously throughout the year.

A Hands-On Learning Experience

Growing fresh produce for the Panther Pantry is only one component of the project—education is the other. Every semester, graduate students can fulfill the required 130 hours of supervised community nutrition fieldwork through the Tower Garden.

That’s exactly the opportunity graduate students Alexis Provenz and Ellie Cohen were looking for. In addition to maintaining the garden, they assemble salad kits for Panther Pantry and organize educational events for the community.

The salad kits are a more recent innovation, born out of a simple realization. “We realized that maybe just bringing over bags of produce isn’t the most appetizing way to encourage college students to eat vegetables,â€� Dr. Taniey said. “So we put it all together in little to-go containers with a package of olive oil and a label that says ‘Just add protein from the pantry.’â€�

The food demonstrations take that mission a step farther. On March 10, Provenz and Cohen led a station at ´¡»å±ð±ô±è³ó¾±â€™s Nutrition Fair, where they prepared dishes made entirely from Tower Garden and pantry ingredients. “We came up with two balanced and healthy recipes so students can replicate the recipes free of charge,â€� Cohen said.

The experience has already proven to be a valuable complement to classroom learning. “We learn what truly goes into planning and organizing events behind the scenes, how to troubleshoot problems creatively, and how to collaborate with professionals and peers in a real-world setting,� Provenz said. “It has given me a much deeper understanding of the work that goes into community nutrition programs and the impact they can have.�

What’s Next for “Keanu Leaves�

The Tower Garden project achieves two major goals of the MS in Nutrition and Dietetics program: increasing access to healthy food for Adelphi community members and preparing students for a career in nutrition.

“Our program is definitely rooted in community nutrition,â€� Dr. Taniey said. “We are increasing access for our community members, and we are also increasing knowledge of community nutrition for our dietetics students and really preparing them for a career in community nutrition.”

For Provenz, the project has shifted how she thinks about her field entirely. “This project has shown me that nutrition and dietetics is so much broader than simply ‘eating healthy,’â€� she said. “Dietetics is deeply connected to community health, food access, education and sustainability.â€�

And the project is still just getting started. Dr. Taniey recently submitted a research proposal for a case study of pantry users as they interact with the Tower Garden, food demonstrations and nutrition education materials. If approved, the study would bring a formal academic lens to an organic, hands-on initiative.

She also hopes to expand what the garden grows, adding more herbs and eventually vine plants like tomatoes. “We’re excited to explore what we do next,� Dr. Taniey says. “We’ll be thinking of new recipes and ways to get students involved.�

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But the Nordic voice hasn’t always spoken so loudly on the international stage. In 2003, Katie Laatikainen, PhD, professor and chair of ´¡»å±ð±ô±è³ó¾±â€™s Department of Political Science and International Relations, published “â€� (Cooperation and Conflict), which examined the disappearance of the “Nordic voiceâ€�—the bloc of Denmark, Finland, Iceland, Norway and Sweden—from the United Nations.

At the time, the European Union’s (EU) progressive policies resonated strongly with Nordic states, who were willing to operate as part of a larger EU coalition. In the intervening years, however, those policies changed. “After they joined the UN in the 1990s, Nordic states felt they could push the EU to be as progressive as they were,� Dr. Laatikainen said. The Nordic bloc also believed the UN would remain a strong supporter of multilateralism, or the practice of multiple entities organizing toward a common goal, which is integral to the Nordic international identity. “But it became clear that wasn’t going to happen.�

The Once-Quiet Nordic Voice Starts to Speak Up

In the mid-2010s, Dr. Laatikainen noticed that the Nordic bloc was beginning to reclaim its voice, issuing collective statements that went farther than EU stances, sometimes alongside the Baltic states of Estonia, Latvia, and Lithuania. Now, she’s back with a new article that builds on a decade of research and observation: “,� written with longtime collaborator Karen Smith, PhD, of the London School of Economics. (In 2020, the two published the book Group Politics in UN Multilateralism, which won the Academic Council on the United Nations System Biennial Book Award.) The article was accepted into the , a showcase for world-class scholarship on the history of Nordic international relations.

Although the Nordic states have continued to release independent statements, “there’s been this emphasis on establishing a Nordic voice as opposed to a national voice as the main dimension of their diplomatic outreach,� Dr. Laatikainen said. While researching the article, she had been shown an internal document among the Nordic states that asked diplomats to emphasize a collective voice. “It was a conscious practice, and we wanted to figure out why.�

Fractures in the EU-Nordic Relationship

As a study on international practice theory once noted, “practices exist, first and foremost, in the eyes of practitioners.� Drs. Laatikainen and Smith spoke to 24 diplomats from the Nordic and Baltic states as well as the EU, Belgium, Luxembourg, and the UK. Their interviews revealed divisions between states and blocs that had formerly engaged in multilateralism.

Historically, Nordic concerns at the UN have centered on human rights, especially women’s, children’s, indigenous, and gender rights. But as several EU states grew more conservative, weakening the EU’s progressive agenda, progressive EU multilateralism fell by the wayside. With their values compromised, Nordic states were no longer content to work only within the EU’s diplomatic coalition.

Solving an Identity Crisis

The Nordic bloc had more in mind than accomplishing policy goals. “People think UN politics are about getting votes,� Dr. Laatikainen said, “but we contend that these diplomatic practices are as much about identity.� She and Dr. Smith drew on the concept of ontological security, or the need to experience the self as a continuous whole, to explain the reappearance of the Nordic voice.

“When we think about national security, we think about military security and arms races,� Dr. Laatikainen said. Ontological security, however, is about social and psychological desire. The safety of Nordic states had not been threatened by rising conservatism within the EU, but their existential position was. “These states were worried. ‘Are we losing who we are?’ We all want to maintain a sense of identity, whether collective or individual, in our relations with others.�

Looking to an Uncertain Future

In today’s unstable geopolitical landscape, certainty is in short supply. States will cling to—or create—practices that reaffirm their values and identities. For smaller states like the Nordics, the UN is a particularly important site of identity-making. The UN charter preserves the sovereign equality and political independence of all member states, “guaranteeing their existence as actors in the international system,� Dr. Laatikainen said.

Most interviews for the article were conducted in 2022. If Dr. Laatikainen spoke to her subjects again today, she believes she’d find “an even stronger attachment to the Nordic voice,� given tensions involving Russia and Denmark/Greenland. EU states are also seeking to disengage from a United States under President Trump’s leadership, eroding once-strong alliances and shifting the balance of power.

A Four-Decade-Long Scholarly Passion

Amid uncertainty in the world order, Dr. Laatikainen is proud to see a clear line in the continuum of her own work. Since going abroad to Denmark as an undergraduate, she has spent decades studying international relations and diplomacy, always harboring a particular interest in the Nordic region. “The return of the Nordic voice� will be one of her final publications before retirement. “This article is very meaningful on different levels,� she said. “It has historical echoes in both my personal and professional life.�

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Economists who study the effects of trade uncertainty tend to render market reactions in broad terms: aggregates, statistical indices, and macroeconomic scenarios. But Yue Han, PhD, associate professor of decision sciences and marketing at Adelphi, wanted to take a deeper dive. “Not all firms are affected by tariffs in the same way, even if they operate in the same country or industry,� she said.

In classical trade theory, tariffs are tools to protect and promote domestic industry. They affect a country’s balance of trade, the competition among its producers, and its overall welfare. Today, however, tariffs are also a form of risk, sparking changes to asset prices, credit conditions, and investor sentiment.

Along with Heng Emily Wang, PhD, of Elon University and Wenyao Hu, PhD, of the New York Institute of Technology, Dr. Han co-authored “� (Economics Letters, January 2026), a study proposing a new way to measure, as Dr. Han puts it, “how exposed a firm is to future tariff changes.�

Compiling Data to Measure Tariff Exposure

To develop their measurement, Dr. Han and her colleagues turned to corporate filings. They reviewed 10-Ks—a mandatory annual report filed with the SEC—from more than 3,000 companies nationwide, mining information about business activities and risk factors. For each firm, they identified any mentions of a foreign country, then weighted it by the “Liberation Day� tariff rate imposed on that country. This became the “tariff exposure index.� Next, the team merged the 10-K content with publicly available data on each firm’s accounting practices and daily stock returns. After running a series of regressions, they confirmed that firms with greater exposure to tariffs were, in fact, hit harder by “Liberation Day.�

Dr. Han explained, “Our study successfully illustrates that investors recognize tariff risk and price it into stocks. Firms with higher tariff exposure saw larger stock price drops after the announcement.� That relationship stayed strong even after controlling for a range of firm characteristics, such as size, valuation, or corporate event (think merger or IPO).

But why might one firm be more vulnerable to tariffs than another? Dr. Han says “financially fragile, future-oriented, or dependent on intangible assets� are the main factors. In other words, small firms with growth plans are more likely to be hurt by tariffs. So are firms that rely on debt or equity to operate.

Calculating Certainty in an Uncertain Global Economy

Dr. Han believes her work can add certainty to an otherwise risky economic landscape. Corporate filings have long been used to forecast risk and outcomes, and her team’s model may be able to predict how firms will weather future shocks as tariff uncertainty persists. Their model also demonstrates that markets have eyes and ears. In times of global trade turbulence, a firm’s returns will likely drop if it has telegraphed excessive tariff exposure.

This research stream is a fertile one, according to Dr. Han and her colleagues. Future studies could track the long-term impacts of tariff exposure, incorporating reactions from creditors, employees, customers, and other stakeholders. “Such extensions,� they note in the study, “would deepen our understanding of how protectionist policies shape firm behavior, market efficiency and the allocation of capital.�

Anyone with a basic grasp of economics could see how “Liberation Day� upended the global trade order. But as one of the first systematic examinations of market reactions to the announcement, Dr. Han’s study shows the true cost of tariff shock. Now, as shifting tariff policies rock the markets at home and abroad, firms should be aware of what information might signify their tariff exposure—and who knows it. “Trade policy uncertainty has become a firm-level financial risk,� Dr. Han said, “and markets respond to it fast, using information previously provided by firms.�

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Adelphi’s Flex MBA: Multiple Specializations, Multiple Modalities

Offered by ´¡»å±ð±ô±è³ó¾±â€™s Robert B. Willumstad School of Business—recognized by The Princeton Review and U.S. News & World Report as a top-tier business school—the program features multiple specializations.

To accommodate diverse schedules, courses are available in various formats—fully online, in person and hybrid—allowing students to tailor their learning experience.

, situated in the heart of Midtown just steps from Grand Central Station, provides a modern and convenient learning environment for career-focused individuals. Its proximity to major business hubs and cultural institutions offers students unparalleled access to networking, professional development opportunities and access to prominent Adelphi alumni business connections.

Expanding Career Pathways in Business and HR Psychology

In addition to the Flex MBA, Adelphi will introduce an Advanced Certificate in Business Analytics at the Manhattan Center in Fall 2026. This program is designed for managers and administrators seeking to enhance their data analysis skills without committing to a full master’s degree. The certificate offers a “stackableâ€� pathway to the Flex MBA and Master of Science in Business Analytics program.

For those interested in enhancing their career in psychology, ´¡»å±ð±ô±è³ó¾±â€™s Manhattan Center will also offer a Master of Arts in General Psychology program, focusing on key job market areas such as human resource management.

Leveraging expertise from faculty in ´¡»å±ð±ô±è³ó¾±â€™s Gordon F. Derner School of Psychology, a U.S. News & World Report Best Grad School for Psychology, this program will equip students with the skills necessary to make a significant impact in the lives of others, addressing the growing demand for HR professionals with psychology expertise in New York City.

Application to these programs is now open. For more information on the new Manhattan Center programs, visit 91³Ô¹ÏÍø’s website or attend our Manhattan Center Open House on May 13 as we unveil the exciting new space and program offerings.

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Opening in early summer at the corner of Fifth Avenue and 44th Street, the Manhattan Center is offering graduate and professional programs in nursing, technology, business, education, social work, human resources and creative writing.

All courses at the conveniently located center are designed to fit the schedule of busy working adults. The 51,000-square-foot space includes smart classrooms, healthcare and science labs, library, computer and STEAM labs, private study spaces, and a student lounge.

Learning will extend beyond the center’s walls, as students can take advantage of ´¡»å±ð±ô±è³ó¾±â€™s connections to nearby Fortune 500 companies, healthcare organizations and community partners for internships, clinical rotations and employment opportunities.

The Manhattan Center will open with these highly sought-after programs that address the city’s workforce needs:

• Accelerated BS in Nursing
• MS in Artificial Intelligence and Machine Learning
• Flex MBA
• Advanced Certificate in Business Analytics
• Master of Social Work (MSW)
• MA in STEAM Education–Math, Science, Computer Science
• MFA in Creative Writing
• MA in General Psychology–HR Management

The center will also offer doctoral programs in Learning Sciences and Global Higher Education Leadership during its launch year.

Learn more about these programs—and their value to students and to New York City—from their respective academic leaders:

Accelerated BS in Nursing

Deborah Hunt, PhD ’12

Betty L. Forest Dean, College of Nursing and Public Health

The decision to lead the new Manhattan Center with our Accelerated BS in Nursing program reflects our commitment to health and wellness of populations across the lifespan. The nursing shortage has continued to be cyclical due to myriad factors. Although the outlook in New York has improved, we are still experiencing a shortage that supports the need to prepare a high-caliber pipeline of professional, caring, dedicated RNs. Leveraging our strategic location, students can gain hands-on experience in our state-of-the-art simulation center and New York City’s diverse clinical settings, bridging the gap between theory and practice. Students will complete their coursework in just 15 months in the heart of New York, taught by expert and compassionate faculty—and the average starting salary for our graduates is over $100,000. The program’s history of exceptional NCLEX performance proves that while the pace is accelerated, the quality of our nursing education and our students remains second to none.

MS in Artificial Intelligence and Machine Learning

Kees Leune, PhD

Associate Professor, Chair, Department of Mathematics and Computer Science

91³Ô¹ÏÍø’s mission to graduate job-ready students extends into the Manhattan Center. By relocating the existing MS in Artificial Intelligence and Machine Learning program to the new center, we leverage the depth and the breadth of the best New York City has to offer. The center will be used as a base for expanding industry partnerships and for improving access to this program for students who work in the city during the day but wish to pursue a graduate degree after hours. Adelphi’s Manhattan location is also ideally situated for students traveling by public transportation.

Flex MBA, Advanced Certificate in Business Analytics

Raghida Abdallah Yassine, PhD

Assistant Professor and Academic Director, MBA programs, Robert B. Willumstad School of Business

New York City maintains its status as a worldwide business center, which leads companies to search for employees who demonstrate adaptability, analytical abilities and strong leadership skills in the face of rapidly changing technologies. The Manhattan Center’s graduate business programs provide flexible educational paths that combine essential business skills with analytical and technological expertise. Our Flex MBA and Business Analytics certificate are designed to prepare graduates not just for today’s jobs, but for the future of work.

Master of Social Work (MSW)

Joanne Corbin, PhD

Dean, School of Social Work

The 91³Ô¹ÏÍø School of Social Work is excited about our move from Brooklyn to the new Manhattan Center in August 2026. This increases accessibility to our program’s course offerings and positions students at the center of one of the nation’s most dynamic social work markets.

The profession of social work continues to be in demand, with positions projected to grow by six percent over the next decade in New York—exceeding the rate for all other occupations. Social workers with a master’s degree in social work (an MSW) may work across diverse settings, including healthcare, behavioral health, mental health, substance abuse and school social work. They have opportunities to work with individuals across the developmental lifespan, from young children to older adults. Employment opportunities span all major segments of the economy—healthcare, education, community services, vocational rehabilitation, nursing and residential care, and government agencies.

Social work’s mission is to improve the conditions of life for individuals, families, groups, communities and organizations. At the 91³Ô¹ÏÍø School of Social Work, we prepare students to promote social justice and human rights for a diverse society by addressing unmet and emergent needs and by promoting equity in access, information and provision of services. We look forward to inviting new students to join us at the Manhattan Center in achieving this mission.

MA in STEAM Education–Math, Science, Computer Science

Tracy Hogan, PhD

Professor, The School of Education, Ruth S. Ammon College of Education and Health Sciences

In our programs, students will learn creative methods of using art and design concepts to increase learning in STEM classes. 91³Ô¹ÏÍø has partnered with New York City Public Schools for decades—a relationship that has grown stronger since establishing our STEAM MA teacher preparation program in New York City. As NYC schools—and New York State more broadly—face a persistent shortage of certified teachers in computer science, mathematics and the sciences, our program has responded and is positioned to do even more through our expanded presence and new space in the city. With more than $4 million in grant funding through the , Adelphi supports and prepares teacher candidates entering the program, while also offering traditional certification pathways and a non-certification MA. What makes our Manhattan-based model distinctive is its integration of collaborative spaces like and our new makerspace, which bring educators, researchers and community partners together around research-supported STEAM teaching and learning.

MFA in Creative Writing

René Steinke

Professor, Department of English, and Director of the MFA in Creative Writing Program

The Low-Residency MFA in Creative Writing Program offers week-long intensive residencies and semester-long creative mentorships with faculty who are award-winning, acclaimed authors and devoted teachers. The residencies are held at the Manhattan Center, offering students a chance to explore the literary richness of the city. At each residency, MFA students meet with authors, editors, literary agents and representatives from the many literary nonprofits that sustain the cultural life of New York City. The residency, which precedes each semester, is the anchor for the curriculum and a crucial part of the program’s design. The hybrid nature of a low-residency MFA program is one of its major draws for our students, and it’s where a lively community of writers thrives. Many of our students work full-time in their professions, but have decided they want to be part of an academic program that helps them to seriously pursue their goals for writing. Until now, residencies have been housed at the Center for Fiction in Brooklyn, and the student responses to the curriculum and to the residency experience have been overwhelmingly positive.

We offer concentrations in fiction, poetry and creative nonfiction, with workshops that culminate in the final course, when students complete a book-length manuscript. Our program focuses intently on craft, with an emphasis on revision and close reading.

MA in General Psychology–HR Management

Errol Rodriguez, PhD

Assistant Dean, Director of Master’s Degree Programs in General Psychology and Mental Health Counseling, Gordon F. Derner School of Psychology

We decided to bring the master’s degree program in general psychology with a concentration in human resource management to the new Manhattan Center to participate in the evolution of work and to promote all that we have learned about psychology and wellness in the workplace. It is clear, given the high demand in industries and sectors, as well as the influence of AI, that work is rapidly changing. New York, being the epicenter of work and the hustle and bustle of city life, is prime real estate for our flagship program training psychologically skilled HR professionals. The program draws on expertise from our renowned faculty in psychology and business, with the goal of translating psychological principles and concepts into business applications. By training with us in the heart of the city, we aim to influence both current and aspiring human resource professionals. Using psychology as the foundational anchor of the training, we believe our graduates will lead with empathy, hire with vision, and have a unique voice in the transformation of work life in New York City and globally.

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