Centeno isn’t alone in using her Adelphi social work experience to create an organization outside the clinic, and the Master of Social Work (MSW) program is a key ingredient in their process. One of the nation’s highest-ranked social work programs, the Adelphi MSW infuses human rights, racial justice and anti-oppressive practices throughout its curriculum, which includes classes focused on using law and legislation to promote policy change. A social action initiative each spring works with area nonprofits in antiracist and criminal justice advocacy work—perhaps serving as an inspiration to alumni who end up creating their own paths.

Healing Trauma Through The Arts

The Playbill for Somewhere Between, a Foster Care Unplugged stage production exploring the journey of foster youth, performed at the Mark O’Donnell Theater in Brooklyn on March 27 and 29, 2026.

Centeno cites Adelphi’s program as a formative part of her career. When taking acting classes, she realized that performance wasn’t all that different from group therapy. “Acting is responding to something that is not real, so you have to tap into your emotions to get there,â€� she said. At the same time, foster children are often deeply skeptical of traditional therapy, worried their words will be used against them or their family. The performance-based practice, Centeno said, can help them overcome mistrust by recognizing that others feel the same way they do, and working together to produce a creative project.

“I remember one girl who wouldn’t speak to anyone when she first came in, but by the end of the program, she would not be quiet,� said Centeno. The proof is in the numbers: Foster Care Unplugged has a 93 percent retention rate—a level virtually unheard of in foster care programs—and surveys have found a rise in self-esteem of 23 percent after the 12-week program. In leading the program, Centeno draws upon the hands-on training she got at Adelphi. “So many classes weren’t just ‘read this text, write this paper,’� she said; rather, they put students in the shoes of clients through journaling and other experiential activities to develop empathy. “They taught me to actually live out the journey of the clients I was about to serve.�

Cynthia Jean celebrates the Spring Forward Hope for Pink Event, held at Kendra Scott SoHo in New York City.

Expanding Breast Cancer Education

Cynthia Jean, MSW ’12, also draws upon personal passion at her nonprofit, . In 2014, Jean was diagnosed with breast cancer, yet struggled to find accurate information about her options for treatment and recovery, especially as a young woman of color. “I didn’t find a lot of information provided for women who look like me or who are in my age group,� said Jean, who is Haitian American. “You had to dig for it.� After her cancer went into remission, Jean founded to offer information and guidance to other women through health fairs and other events and organizations, empowering women to advocate for themselves. Too often, for example, doctors immediately propose mastectomy when less invasive treatments are available or don’t adequately inform patients about genetic testing or the importance of monitoring after treatment.

Founding Hope for Pink in 2024 has further expanded Jean’s mission to advocate for policy changes on a higher level to expand treatment for underserved populations. At Adelphi, she took courses in political social work, and attended a certificate program at

Participants gather at the Spring Forward Sweat Fete, a pink awareness health and fitness event celebrating breast cancer awareness and community wellness.

the University of Connecticut’s that focused on influencing government policy. She has since drawn upon that background as part of the , which advocates for more equitable access to cancer screening tools, and , which facilitates free or low-cost screening for uninsured women. “I was always interested in having a broad impact, knowing that policy is important, because that’s where change happens,� she said.

Music in Dementia Care

Dan Cohen, MSW ’78, similarly focused on the political aspects of social work during his time at Adelphi. “My goal was not to be a counselor or do clinical social work, but more about what systems I might be able to help change,� he said. After earning his degree, his life took a detour into the technology field for four decades, but he always remained interested in social justice. When he heard about a new device called the iPod in 2006, he began volunteering in nursing homes, setting up elderly residents with music from their youth. He was amazed at the results. “You could have residents who were out of it for weeks or months, and then all of a sudden they spring to life,� he said.

At the same time, he struggled with red tape, eventually creating a nonprofit, , to cut through it, training teams in some 5,000 hospitals and assisted living facilities to integrate music as part of residents’ treatments. As he dug into the science, he found that exposing elderly patients to music is associated with a 48 percent decrease in depression. “If you had a pill that did that, every doctor would want to prescribe it,� he said. In addition, music results in dramatic decreases in falls and choking by dementia patients who show improved attention, as well as decreased burden on caretakers.

A woman responds joyfully to personalized music as part of the Right to Music program, which uses individualized playlists to spark connection and engagement in older adults.

As wonderful as music can be as a treatment, Cohen said, it struggles for recognition amid the deep-pocketed advertising budgets of pharmaceutical companies. He has since started a new organization, , to advocate on an international level, raising awareness and seeking to change policies to facilitate the introduction of music in gerontological settings. Among other endeavors, he’s been involved in work through the to expand access to music in care settings around the world, as well as efforts to free up money from the Centers for Medicare & Medicaid Services (CMS) to devote to music and dementia efforts in the United States. “At Adelphi, I found some smart, passionate people who helped me focus my own skill set and understand a bit more about the paths to systems change,� he said. “My social work degree certainly laid the foundation for me to move confidently as I now try to make change.�

The Adelphi MSW program is available in three locations—Garden City, Hauppauge, and Poughkeepsie—and, this fall, will also be part of the University’s new Manhattan Center.

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This significant tuition reduction is designed to make the University’s career-focused master’s degrees more accessible for the first students to enroll at its new, state-of-the-art Manhattan Center at 529 Fifth Avenue.

The Manhattan Advantage Award provides financial support to students pursuing master’s degrees in high-demand fields at the new center, which opens in Fall 2026 and offers flexible class schedules, hybrid options and personalized support. Adelphi alumni are eligible for an additional $5,000 off tuition each year through the Alumni Advantage Program, further reducing the cost of graduate education.

Tuition Award Details

• Up to $10,000 total award applied toward tuition, distributed over the life of the graduate program.
• An extra $5,000 off tuition is available for Adelphi alumni (including Class of 2026 graduates), renewable each year. For example, for a two-year program, alumni would receive $10,000 in savings.

To be eligible for the Manhattan Advantage Award, students must be admitted to and enrolled in a participating graduate program at the Manhattan Center for Fall 2026 and meet all admissions and enrollment requirements.

The Manhattan Advantage Award applies to select graduate programs, including:

• Artificial Intelligence and Machine Learning (MS): Develop critical skills to build the technology prevalent in almost every industry.
• General Psychology—Human Resource Management Concentration (MA): Become a leader in human resource management.
• Flex MBA: Learn the skills you need to excel in the new global economy.
• Global Higher Education Leadership (PhD): Transform your career and excel in global and cross-cultural leadership with this online program.
• Learning Sciences (PhD): Research the future of learning in healthcare, education, museums, libraries and other cultural institutions.

Students interested in applying for Adelphi’s Manhattan Advantage Award must submit an application by May 15, 2026, and deposit by July 15, 2026, for the Fall 2026 semester.

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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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The Teacher Pipeline program does more than address today’s national teacher shortage crisis. As a “grow your own� initiative, it creates a direct pathway from local high schools to Adelphi’s Scholar Teacher Education Program (STEP), an accelerated program that grants students undergraduate and graduate teaching degrees in just five years, saving them time and tuition.

“It’s connecting two ends of a pipeline,� said Emily Kang, PhD, associate dean for academic affairs at the Ruth S. Ammon College of Education and Health Sciences, the program’s creator. “Though Adelphi has strong numbers in our undergraduate teaching programs, we’re always looking to recruit more young people who are enthusiastic about the field. Now, high school students who want to start their careers early can do so while earning college credit.�

A Pipeline That Benefits Everyone

Dr. Kang calls the program a “win-win� for both high schoolers and Adelphi’s education department. In addition to training the next generation of qualified educators, it’s also enhancing engagement, academic interest and retention within high schools by putting career opportunities front and center. Research has shown that high school seniors tend to experience a drop in motivation, leading to lower retention rates by graduation. But for the students enrolled in the Teacher Pipeline program, “everything they do counts,� Dr. Kang said. “They’re seeing the fruits of their labor immediately.� With the program’s headstart, they’ll also be able to earn a college degree in three years, reducing the time and cost barriers that keep many interested students from pursuing teaching careers.

Built to Serve Each District’s Needs

There’s no “one size fits all� model for the Teacher Pipeline. Adelphi worked with partner school districts—including Freeport, Mineola and East Meadow—to develop different models that meet each district’s needs. Students in Mineola schools are bused to Adelphi four days a week to take Adelphi courses, for instance, while Freeport students are bused twice a week. Meanwhile, students in East Meadow take equivalent courses at their home schools, taught by qualified district personnel. Courses cover the fundamentals a high schooler would need to proceed through STEP, such as community, schools and society; adolescent/child development; sociolinguistics and children with special needs.

Field experience is also a core component of the program. One day a week, students observe K–12 classrooms in their home districts, gaining hands-on experience while strengthening connections to their communities and potential future employers.

Sparking “Remarkable Growth� in High School Students

Pipeline students receive plenty of support on their journey. As soon as they join the program, they’re able to access all of Adelphi’s regular support services, from writing and subject-specific tutoring to assistance from the Student Access Office. Within the program, they benefit from mentor relationships with Adelphi faculty, as well as their own peer networks. According to Dr. Kang, ties between participating students are incredibly strong. “They’re gathering together to help each other out with assignments,� she said. “We’ve seen remarkable growth in terms of maturity and community.�

LaShonda Gardenhire, an adviser at Freeport High School, says her students are so excited about the program—and their own growth—that they’re spreading the word themselves. “We’re seeing an increase in hard skills like academic ability. Students are engaging with educational pedagogy at a level beyond what we’d ever expect from teenagers.� Participants’ soft skills are evolving, too. Gardenhire reports an increase in confidence, public speaking aptitude and eagerness to take on leadership roles within the district and the local community.

For Communities, by Communities

Once Pipeline participants complete their undergraduate degrees, they can go on to a one-year graduate program that prepares them to acquire New York state licensure and a master’s degree—and return to teach in their home districts, resulting in a cycle of community-based educator development that can be repeated year after year.

“If you know the community you’re teaching in, you know how to work within it,� Dr. Kang noted. “This program is diversifying the workforce while minimizing that transitional shock for new teachers.�

The value of recruiting teachers to lead classrooms where they once learned is “not even quantifiable,� Gardenhire said. “They’re bringing an emotional investment in their community, a place where they grew up and probably still have family. And by coming full circle, they’re making a huge impact on their students. They are their own success stories. They can say to their students, ‘I sat in that seat. I went through this system. And look at me now.’�

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Morsello’s work analyzed how microstructure of white matter relates to memory recall performance and how that relationship could be moderated by sex. When averaging across pathways, findings showed biological sex significantly influenced how white matter integrity (WMI) related to memory performance in some cases. This suggests that the connection between brain structure and memory may not be the same for all individuals and could help explain differences in memory performance on tasks such as the Rey Auditory Verbal Learning Test.

But Morsello’s ultimate goal is not just data—it’s accessibility. She wants to help science make sense to everyone—not just other scientists.

“My goal is to earn a PhD and become a civic neuroscientist,� Morsello explained, “someone who bridges the gap between scientific research and the public.�

And Morsello is well on her way. At Irvine, where she worked in Professor Michael Yassa, PhD’s lab, Morsello was one of only 20 students (out of 788 applicants) selected for this program. At summer’s end, she creatively explained her complex findings at a symposium by comparing WMI to roads on a highway, with water molecules acting like cars that move differently if someone is developing Alzheimer’s. That simple analogy is consistent with Morsello’s desire to serve as a conduit between real science and real people.

What Drew Morsello to Study Neuroscience

Growing up in the Howard Beach neighborhood of Queens, New York, Morsello became intrigued by the differences in how people think and behave—and what causes those anomalies. She was particularly attracted to Adelphi’s Cognitive Neuroscience Program, noting that few undergraduate schools offer such a clear disciplinary path.

“I wanted to focus my studies on a mix of psychology and biology courses,� she explained, “to learn more about cognition, as opposed to limiting my studies to more traditional science coursework.�

She was also drawn to the small class sizes, which have allowed her to build relationships with professors, and is inspired by the faculty’s “air of enthusiasm,� regarding sharing opportunities for growth. As a junior in Adelphi’s Emerging Scholars Program, Morsello worked with Associate Professor Christina Marini ’11, PhD, who, along with Associate Professor Dominic Fareri, PhD, directorr of the Neuroscience Program and co-chair of Undergraduate Psychology, supported her Irvine application with detailed letters of recommendation.

The Emerging Scholar Experience

Through Emerging Scholars, Morsello wrote a paper with Dr. Marini on aging veterans, examining how types of social support affect the relationship between rumination and depressive symptoms. The research, scheduled for publication in the , found that social support from military friends weakened the significant association between those symptoms. Dr. Marini insisted that Morsello serve as first author on the paper, a rare opportunity for an undergraduate, and Morsello presented her work at Adelphi’s Scholarship and Creative Works Conference and the 2025 Annual Meeting of the .

“Juliana has a genuine passion and interest for pursuing scientific questions and using data to help answer them,� Dr. Marini said. “The clarity of her writing, along with her ability to integrate existing research findings as a means for justifying her hypotheses, impressed me.�

Dr. Fareri serves as Morsello’s academic adviser and has watched her grow as a researcher through Emerging Scholars. The professor appreciates her combination of academic excellence, “insatiable curiosity and a remarkable ability to digest complex material and communicate it to her peers and faculty with a level of sophistication I would expect to see in advanced doctoral students.

“At Adelphi, we designed our neuroscience program to be deeply integrative, bridging the gap between molecular biology and human behavior,� Dr. Fareri explained. “Because we maintain a close-knit community, faculty can provide unique mentoring experiences that push students like Juliana to go beyond the textbook. The independent research opportunities we provide allow undergraduates to function as ‘junior colleagues,’ giving them the opportunity to propose original studies and the support to pursue prestigious national research opportunities.�

Beyond those opportunities, Morsello serves as a certified peer health and wellness educator and as an academic supervisor for Bridges to Adelphi, where she supports neurodiverse students. As she prepares to pursue doctoral studies at a destination still unknown, she remains grateful for the skills and relationships she’s built at the Derner School of Psychology and beyond, noting she might not have been able to develop them at a larger institution.

While Morsello herself is a rising star in the field, she plans to remain grounded in her desire to become a scientist who untangles the complicated, with leadership that leads to understanding.

She said, “I really want to dedicate my career to demystifying neuroscience research and supporting people in understanding and interpreting it.�

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Holder won the long jump and triple jump last week at the Dr. Sander Scorcher at the Armory, putting up an NCAA provisional mark in the triple with a 14.54m mark. That number currently ranks No. 5 in Division II and broke a 50-year-old Adelphi school record. That mark was set by Curtis Goode in the 1976 season, under the direction of Head Coach Ron Bazil.

His competition was a Division I heavy field, as the long jump open featured athletes from West Point, Cornell and Wagner, while the triple jump invitational saw competitiors from Cornell, Brown and Harvard.

The track and field programs will be back in action on Friday, Jan. 30 when they go to Boston for the John Thomas Terrier Classic. Additionally, some members may attend the Millrose Games, if entries are accepted.

About Adelphi Athletics

A regionally- and nationally-competitive NCAA Division II institution located in Garden City, N.Y., 91³Ô¹ÏÍø has been a proud member of the Northeast 10 Conference since 2009.

Winners of 19 NCAA Division II National Championships and six NE10 Presidents Cups, Adelphi student-athletes have excelled at the conference, regional and national level, both on the field of play and in the classroom. In turn, the 91³Ô¹ÏÍø Department of Athletics is committed to fostering an environment of diversity, inclusion, equity and success, where its student-athletes can thrive both on campus and off.

Stay connected with Adelphi Athletics by following the Panthers at or via social media on Facebook, Twitter, and Instagram and wear your Panther pride by shopping for official Adelphi Panthers gear at .

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Deborah Hunt, PhD ’12, dean of Adelphi’s College of Nursing and Public Health, attributed the success to the dedication of faculty and students. “We are extremely proud of our 2025 NCLEX pass rates for first-time test takers in our accelerated and traditional nursing programs,” Dr. Hunt said. “These results reflect the hard work of our highly motivated students, our dedicated faculty and administrators, our NCLEX success plan, and our highly ranked programs.”

Ranked among the top 28 percent of undergraduate nursing programs in the nation, Adelphi climbed an impressive 32 spots to No. 186 in the latest U.S. News & World Report rankings. Combined with its status as a top-tier graduate school, Adelphi is one of the best nursing institutions in New York.

In response to growing demand, Adelphi will expand its Accelerated Bachelor of Science in Nursing Program to its new Manhattan Center location on Fifth Avenue, with applications now open for the upcoming Summer 2026 session beginning in May. Students enrolled in this accelerated program who already have a bachelor’s degree and prerequisites can earn their nursing degree in just 15 months, fast-tracking them to becoming a registered nurse (RN). Nursing graduates are in high demand in New York City, and this degree program responds to this critical healthcare need in the metropolitan area.

Learn more about Adelphi’s College of Nursing and Public Health.

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Those are the words that students need to hear when they apply to professional schools. But the pathway into those programs is challenging, and most are turned away.

But students at the 91³Ô¹ÏÍø Honors College are finding success in their educational journeys. In fact, 100 percent of Honors students who applied to medical school last year were accepted.

Honors College students are also highly successful in gaining entrance into law school, dental school and other professional schools and graduate programs.

How does the College do this? We talked with its deans and alumni to find out.

Advanced Seminars and Lectures

“Students come to the Honors College because they’re looking for an academic home with a curriculum that’s meaningful,� said Susan Dinan, PhD, interim provost, who has served as dean of the Honors College for six years. “They’re used to being challenged and engaged, and they’re interested in a breadth of learning that’s going to accompany what they’re doing in their major.�

Nicole Rudolph, PhD, interim dean of the Honors College, assists highly motivated students to gain entry into competitive professional programs.

The yearlong courses, advanced seminars and multidisciplinary lectures at the Honors College are built around key learning goals that “map onto skills that students across majors will have to mobilize,� said Nicole Rudolph, PhD, interim dean of the Honors College and former director of the Office of Prestigious Awards and Fellowships. Students are taught not to keep classes siloed but to make meaningful connections among different concepts in their coursework, for example.

A Fulbright Scholar Heads to Medical School

That learning experience helped Kyana Gordon ’24, who earned her degree in biology and then conducted epidemiological research in Jamaica as a Fulbright Scholar, make her way to Howard University College of Medicine in Washington, D.C.

“Adelphi’s Honors College emphasizes critical thought in the discussion-style courses,� Gordon said. “The seminars helped me hone my synthetic analysis skills. That was especially important in my journey to medical school because, in taking the time to connect the dots during my research internships and clinical experiences, I found greater meaning in the practice of medicine. I realized that treating a patient requires understanding the whole person, not just the symptoms.�

A Computer Scientist, Veterinarian, and Future Attorney

Roya Parsa ’25, who earned her degree in computer science and is now in the MS in Computer Science program at Dartmouth College, also points to the thinking skills she developed in the Honors College.

“The Honors College taught me to think critically and develop a researcher’s mind,� she explained. “The core humanities courses were fundamental to developing the necessary outside-the-box thinking that I use all the time now in my research. I wholeheartedly believe that to be a good scientist, you must understand the human condition. It is imperative we understand people to perform good research.�

Sandra Pinto ’21 also stressed the way the program helped her think critically. “While the classes in my biology major gave me the necessary scientific foundation for graduate school, the Honors College taught me to think critically about important ideas from a philosophical, psychological and literary perspective ,” she said. “It cemented by character development in a way that made me stand out as an applicant.” Stand out, she did, as she was admitted to Cornell University’s veterinary school and entered the program two months after graduating from Adelphi. “My Honors College experience allowed me to show the veterinary schools I applied to that I was prepared to not only to examine, diagnose and treat animal—I would also be able to effectively communicate with people who love them,” she said. Dr. Pinto received her degree from Cornell in May 2025.

Outside of class, Honors College students can apply for summer research fellowships to conduct funded research under the guidance of a faculty member. Many use the fellowship opportunity to jump start their thesis and explore new ideas in their chosen field.

The senior thesis is a showcase for students’ enhanced analytical skills and their ability to write persuasively—abilities that are crucial in professional fields. Rene Hernandez ’23, for instance, completed his thesis on psychological operations in warfare before receiving a full-ride scholarship to St. John’s University School of Law in New York.

“Publications come out of these research fellowships, too,� Dr. Rudolph said. “In a competitive application market for professional schools, students can say, ‘Look, I’m already first or second author on this scientific article.’�

One-on-One Mentorship and Professional Guidance

Honors College faculty and staff play an integral role in helping students prepare for the next phase of their careers. Students can also work with the Office of Pre-Professional Advising and Fellowships to enter joint programs with partner institutions like New York University, Columbia University and the New York Institute of Technology.

“We have a lot of first-generation students, so we spend quite a bit of time with undergraduates to help them understand the possibilities available to them and paths they might take,� Dr. Dinan said.

Dr. Rudolph, for example, in her role as associate dean of student engagement, has helped many students craft their statements of purpose for graduate school applications.

“We had a young woman who went to law school on a free ride because her statement of purpose was exemplary,� Dr. Dinan said. “And it would not have happened if Dean Rudolph had not intervened and made it really clear why this was such an important piece to write.�

Alumni Who Offer Support and Guidance

Honors College students have yet another advantage when applying to professional school—Honors alumni.

Rachel Vacca Prater ’19, who entered the University of Pennsylvania Carey Law School after graduating from Adelphi, is one of the many students who has received advice and support from Honors College alums.

“Being able to speak to Honors College alumni who had attended such prestigious law schools was invaluable to me both during the application process and even as a 1L [first-year law student],� she said. “I was able to enter a top law school with a preexisting network of alumni who were not only willing but eager to help me succeed.�

Prater is returning the favor now as a member of that supportive network. This October, she and fellow alum Connor Coupe ’19, who received his law degree from Northwestern University, visited campus for a Q&A to provide students with insider tips on law school applications, internships and career paths.

A Fully Rounded College Experience

Honors College students don’t just shine in the classroom. They lead many student organizations on campus—from the , part of the world’s largest student-led movement for global health and sustainable development, to the Undergraduate Law Review, which several Honors College students helped to found.

Honors College students also swept Adelphi’s 2025 Brown and Gold Awards, including President of the Year, Student Leader of the Year and Emerging Leader. Meanwhile seven of the year’s 10 Prestigious Panthers honorees—students recognized for their leadership and dedication on campus—were Honors College students.

Students within the College also make a concerted effort to build close connections and support each other in their academic careers.

“Students could be competitive for those perceived slots in medical schools, but instead, they’re very collaborative,� Dr. Dinan said. “When 100 percent of students are accepted into medical school, they don’t see each other as competition. There’s an understanding that they can all get there if they work together.�

The 100 percent acceptance rate is a point of pride at the Honors College, but it isn’t the point of the Honors College experience.

“That 100 percent is a great number, but it’s not the essence of our mission,� she said. “Our mission is to provide an experience that’s going to lead our students to satisfying personal and professional lives, whatever their profession.�

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The brand-new program is being led by Diana Damilatis-Kull ’10, MA ’12, MA ’14, director of the Bridges to Adelphi program. Their new efforts build upon the University’s long-standing mission of supporting neurodiverse students, this time extending that support beyond senior year and into the seemingly alien territory beyond graduation.

Connecting Neurodivergent Students With Employers

Bridges to Adelphi alumni, left to right: Nick Troiano ’21, Hannah Schultz ’22, Scott Schiff ’24, Declan Carey ’23

Bridges Board of Advisors member Nicholas Hagedorn ’19 describes the program this way: “It helps connect Bridges graduates to employers to gain employment, and then, just as importantly, it helps them maintain that employment by helping them by training employers to understand the nuances to managing a neurodivergent employee.”

“We’ve seen that about 85 percent of neurodivergent college graduates are unemployed or underemployed,� said Damilatis-Kull. “That statistic alone shows us that our alumni still need guidance and support after college. Bridges From Adelphi was created to help fill that gap.�

A New Network of Career Advocates

Bridges From Adelphi will soon form a corporate advisory board, inviting representatives from businesses such as Northwell Health and other local employers to collaborate directly with Adelphi. The goal in mind is to establish a strong network of advocates committed to creating inclusive hiring pipelines for neurodivergent graduates.

“We’ve seen such a positive shift under [Interim President Christopher Storm, PhD’s] leadership,â€� she said. “He’s been vocal about embracing neurodivergent students and ensuring they’re valued at every level of the University.â€�

She emphasizes that Adelphi’s broad culture has been instrumental and vocal in supporting these advances and commitments. This dedication was especially evident at the recent 91³Ô¹ÏÍø Gala, which focused on neurodiversity and where all funds raised went directly to the Bridges program and its new initiatives. For many families, the expansion of support into postgraduation life brings a new sense of relief and reassurance.

What Comes Next? Adelphi Offers an Answer.

Diana Damilatis-Kull ’10, MA ’12, MA ’14, director of the Bridges to Adelphi program, at her desk in the Bridges office (photo credit: James Beamer)

“When a student graduates, parents often worry: What comes next?� Damilatis-Kull said. “We want to give them peace of mind knowing their child has continued guidance—that they’re not alone after college.�

While Bridges From Adelphi focuses on alumni, the current students in the Bridges community are already feeling its impact. One student, Giovan Bertuccio, shared how much the program has shaped their college experience.

“I find it very helpful because you can get better as you go to the meetings, or you can make more friends by going to the events they offer,� Bertuccio said. “I’d recommend it to future Adelphi students because of all the things they offer.�

Career Pathways

Looking ahead, the Bridges team plans to launch the program officially in the coming year, with the hope that at least half of the alums who enroll will secure meaningful employment soon after. Future goals include developing a high school preparatory program to help younger students explore college readiness.

“Each student’s success is going to look different,� said Damilatis-Kull. “But if we can help them find confidence, independence and belonging beyond Adelphi, that’s what success truly means.�

With Bridges From Adelphi, the University continues to build not just career pathways, but a community that supports neurodivergent individuals every step of the way, from the University’s classrooms to their offices and workspaces.

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“I was in the middle of this pandemic working a job that I absolutely love, and the need to learn how to be more responsive really pushed me into finishing my master’s in emergency management,� Donohue says.

Donohue had started the program back in 2013 while working in media relations at Adelphi, drawn to emergency management because of personal connections to the field. “I come from a family of police officers and my husband is a 9/11 first responder, so the program really tied into my upbringing,� she says. She completed her graduate certificate before leaving in 2015. Five years later, with a global health crisis underway, she returned to Adelphi to finish her at the College of Professional and Continuing Studies.

The degree being online made it possible. “It was so flexible, and a lot of the classes were asynchronous,� she says. That flexibility helped her balance coursework with managing a demanding hospital role and family responsibilities, while navigating the pandemic alongside everyone else.

Interdisciplinary Courses Offer Broad Emergency Management Experience

The emergency management program’s interdisciplinary curriculum draws on multiple 91³Ô¹ÏÍø schools—including the College of Nursing and Public Health, College of Arts and Sciences and Robert B. Willumstad School of Business—to provide an all-hazards planning approach applicable across industries. She studied leadership and human resources, statistics and research methods, emergency planning and response strategies, and the legal and ethical considerations behind every crisis decision.

“Oh, I loved the leadership class,� Donohue says. “It taught me all about different types of leadership and what kind of leader I am. It had a human resources angle to it, and I think that has parlayed into the work that I do now as a leader, as somebody who manages people.�

One reason the curriculum addressed her on-the-job needs so effectively was the caliber of faculty. Many professors had frontline experience managing major planned and unplanned events, including the of the Joint Terrorist Task Force during the September 11 attacks.

“We’ve got really good senior adjunct faculty who have been around for a long time and are very supportive of the students,� says , DHSc, clinical assistant professor and director of the emergency management program.

Online Courses With a Personal Connection

Though courses were 100 percent online, Donohue’s connection to her professors was as strong as it would have been in person. “I had very engaged professors in the emergency management courses,� she says. “They made themselves available for virtual meetings, and they were very responsive to emails and setting up group chats. They understood how to use technology to advance the student.� Faculty used their real-world experience to guide discussions during online classes, often sharing how they would have handled situations students were analyzing.

The curriculum also provides hands-on experience through a capstone project. Students can complete a research project addressing a real-world emergency management problem or an internship in the field. Donohue chose to work alongside Northwell’s emergency management team. “That really put me in real-world situations as part of my education,� she says.

The education helped Donohue take the next step in her career. When she returned to finish her degree, Donohue was a project manager. Today, she’s director of hospital operations, managing multiple departments and strategic initiatives. In addition to emergency management, she oversees front-desk operations, coordinates with security on patient protection protocols, manages media relations and creates communications for thousands of staff members.

That versatility makes emergency management valuable, according to Donohue. “Don’t think of it just as homeland security or FEMA or the police department,â€� she says. “It’s a very versatile degree, and the things you learn really dovetail into a lot of different careers.â€�

Cooper agrees. “Emergency management is an umbrella,� he says. “It can really direct interested students to any career path.� Graduates assume roles as emergency management directors and consultants, public safety directors, hazard mitigation officers, homeland security officers, risk managers and business continuity managers across industries—from healthcare and education to government and private sector organizations.

“The degree itself really taught me critical thinking,� Donohue says. “It was because of how layered that curriculum was.�

And when the next crisis comes, she’ll be ready.

About the MS in Emergency Management Program

Adelphi’s online Master of Science in Emergency Management was as one of the most affordable online emergency management programs in the United States. .

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