Today, Stephen Shore, EdD, is a clinical associate professor in the Ruth S. Ammon College of Education and Health Sciences and has added a new honor to a long and successful career in neurodivergence advocacy: a 2026 Emmy Award.

The longtime educator, author and international speaker received the award for his work as technical advisor on the PBS KIDS breakout animated series, Carl the Collector. The show, about a raccoon on the autism spectrum and his friends, won the 2026 award for Outstanding Public Service Initiative at the 4th Annual Children’s & Family Emmy Awards in New York.

The show has drawn accolades for presenting autism as a different—not disordered—way of being.

Â鶹´«Ã½Ó³»­is already a national leader in educating students on the spectrum. Bridges to Adelphi, a program for neurodivergent students, won the for Equity, Inclusion, Social Justice and Related from the National Association of Student Affairs Administrators in Higher Education (NASPA) in 2022 and 2023.

The inscription on Dr. Shore’s Emmy Award reads “2026 Children’s and Family Emmy Awards/Outstanding Public Service Initiative/Carl the Collector/PBS Kids/Stephen Shore, Series Advisor”

An Emmy for Getting Autism Right

Dr. Shore’s role as technical adviser meant he reviewed every story, script and stage of animation to ensure that Carl the Collector portrays autism accurately while showcasing the strengths of these individuals in a way that resonates with children, parents and educators.

“My job was to comment on how Carl and the other characters might react or communicate in any situation,� he said.

The result is a show that critics have praised for its commitment to authentic representation of neurodivergence because the series is crafted by a team that includes neurodiverse writers, animators and advisers.

Dr. Shore was a key part of the team because he brings not only academic expertise but also lived experience to Carl the Collector: He is on the spectrum himself. Able to take apart intricate watches and reassemble them at a young age, his parents recognized unique talents amid his challenges.

That personal history shapes his insistence that autism be framed as a “different rather than disordered way of being,� and it propels his career as a nationally known expert and author on neurodivergence; he has written extensively, presented in 59 countries, and uses both the classroom and the screen to model what authentic representation and true inclusion can look like.

An Emmy to Call His Own

Dr. Shore originally assumed the Emmy recognition belonged purely to the series. “My thought was that the Emmy was awarded to the show, and we all got to share in the Emmy, and that was great,� he recalled. Then, in May, a large box arrived at his home.

Inside was an Emmy statue with his own name on it, honoring his individual contribution.

“It made me very proud,� he said. “I’m so pleased that others have found my experiences and what I have to say about them to be worthy of inclusion and on such a massive and grand scale.�

A Warmhearted World for Kids—and Adults

Carl the Collector follows Carl, a logical young raccoon on the autism spectrum who loves amassing meticulous collections of everything from rare leaves to unique bottle caps. Carl uses his extraordinary attention to detail to help his neurodivergent and neurotypical friends solve everyday dilemmas. Alongside his best friend, Sheldon the beaver, and Lotta, a talented neurodivergent and artistic fox, Carl learns to navigate big emotions and unexpected changes in plans within a supportive community that celebrates everyone’s unique traits.

Beneath the visual charm is a clear purpose: acceptance. “Everybody helps each other out,� Dr. Shore said. “Sometimes there are misunderstandings, but they all work out in those 11 minutes and four seconds and seven hundredths of a second.�

From “Institutionalization� to Institutions of Honor

The Emmy resonates deeply against the backdrop of Dr. Shore’s childhood. As he notes in his autobiographical presentations, professionals wanted to admit him to an institution. His parents declined.

“Perhaps, in a way, those diagnosing professionals were correct, and that I needed to be in an institution,� he notes wryly. “An institution of higher education.�

Now, he adds with a smile, he’s also part of the “institution called the Emmy Awards.�

Bringing Carl Into the Classroom—and Beyond

Dr. Shore’s involvement with Carl the Collector is tightly woven into his education classes at Â鶹´«Ã½Ó³»­and his advocacy work. During production, final episodes were embargoed until broadcast, but once released, he said he “went wildâ€� incorporating them into his Special Education (Teaching Students With Disabilities) classes and presentations. For his students, Carl the Collector is a case study in authentic representation. For conference audiences of educators and clinicians, it’s a model of how media can portray autism with accuracy, warmth and respect.

Production on a second season of Carl is currently up in the air due to funding shortages at PBS, Dr. Shore said, although other organizations have expressed interest in sponsoring the show. “When we get the green light … we open those toolboxes, fire up all the engines and get going again.�

Until then, the Emmy on the shelf is a tangible reminder of how far he—and the broader understanding of autism—have come.

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Students spotted a rare cassowary—the world’s most dangerous bird—in the Daintree Rainforest. The cassowary, although normally shy, can stand up to six feet tall and attack with dagger-like claws.

Led by biology and environmental studies and sciences faculty Aaren Freeman, PhD, Matthias Foellmer, PhD, and Elizabeth Buccheri, PhD, the group embarked on a two-week, hands-on expedition across Australia’s wild ecosystems—earning 2 course credits while having the trip of a lifetime.

Marine Ecology, Biology Research and Snorkeling

The adventure started long before takeoff. During the spring semester, students prepped by learning about marine ecology, practicing their snorkeling skills (with two students even getting SCUBA certified), and drafting their own research plans.

Then came the real world.

“Some had cogent plans, but when they arrived and put their faces in the water, what we thought would be there just wasn’t there,� Dr. Freeman recalled. “Adapting to the differences between planning a research project and the reality of conducting that research was an important field experience take-home academic lesson.�

(From left) Â鶹´«Ã½Ó³»­students Chelsea Javier, Ryan Will and Audrey Cozine after a day of scuba diving the Great Barrier Reef. Students spent up to two hours a day in the water, observing coral atolls and marine wildlife.

Sharks, Giant Spiders and “Indiana Jones� Moments

Base camp for the marine portion of the trip was the Heron Island Research Station, right in the heart of the Great Barrier Reef Marine Park. Students spent up to two hours a day in the water, swimming alongside sharks, stingrays and skates.

Â鶹´«Ã½Ó³»­student John DelCarpine enjoys a gondola high above a eucalyptus forest.

They also witnessed firsthand the harsh impact of climate change and coral bleaching on the 1,400-mile-long Great Barrier Reef—a sobering reminder of the planet’s fragility.

On this visit, Dr. Freeman, was pleasantly surprised at the corals’ resilience. “I remain hopeful,� he said. “But I’m not Pollyanna, the reefs aren’t really doing fine.�

When the group explored the ancient Daintree Rainforest, things were even wilder:

• The Cassowary: Students spotted the notoriously elusive—and notoriously powerful—cassowary, officially ranked by the Library of Congress as the world’s most dangerous bird.
• The Spiders: Guided by Dr. Foellmer (a terrestrial biologist and insect expert), the team navigated terrain packed with massive arachnids. “I had many interactions with big hairy spiders about the size of my hand,â€� Dr. Freeman recalled. “One web ended up on my back —with a four-inch spider on it—and made me feel like Indiana Jones. Yet, these spiders were harmless.â€�
• Canopy Views: The crew even hit the hinterlands, riding a gondola high above the canopy of a eucalyptus forest.

Beyond the Lab: Deep Diving Into Culture

It wasn’t all data collection and dodging wildlife. The group spent half a day in Mossman Gorge led by an Aboriginal guide, learning about sacred forests, traditional medicines and ancient toolmaking. Stops in Cairns and Brisbane introduced students to Australia’s vibrant city life and its incredible, Asia-influenced food scene.

For Dr. Buccheri, this kind of trip is full circle. She actually went on Adelphi’s 2017 Australia trip as an undergrad, which inspired her to move to Australia, earn her ³¾²¹²õ³Ù±ð°ù’s and PhD in reef ecology, and eventually return to Â鶹´«Ã½Ó³»­to teach.

Dining alfresco in the Daintree Rainforest, the world’s oldest continually surviving tropical rainforest.

Expert Faculty as Australia Guides

Students benefitted not only from their professors’ individual scientific expertise, but also from their experience and knowledge of Australia and the climate change challenges facing its ecologically diverse reefs and rainforests, reflecting Adelphi’s commitment to sustainability.

“Each of us has our own area of expertise,â€� explained Dr. Freeman, a marine ecologist and chair of the Department of Environmental Studies and Sciences. In 2010, he and Dr. Foellmer, a terrestrial biologist and chair of the Department of Biology, took the first group of Â鶹´«Ã½Ó³»­students to Australia. This year’s was their sixth such trip.

According to Dr. Freeman, Dr. Buccheri’s experience as a student on Adelphi’s 2017 Australian alternative break trip was life-changing, as it inspired her to gain expertise in reef ecology and reproductive biology by earning ³¾²¹²õ³Ù±ð°ù’s and doctoral degrees in Australia. She is now an adjunct professor in environmental studies and sciences . “She’s a great success story,â€� he said.

Front left: Professor Matthais Foellmer, PhD, one of three professors serving as a guide, photographs wildlife along the Daintree River.

Next Australian Trek: 2028

For these 13 biology students, the trip was a massive eye-opener. As one student put it: “It will leave such an amazing impact on your life. You’ll want to go back as soon as you get home.�

Dr. Freeman and the department are already planning their next Australian trek for 2028. The Great Barrier Reef, the Milky Way in a clear night sky and a few friendly sharks are waiting.

Students and their Â鶹´«Ã½Ó³»­professors gather at sunset after a day of exploring coral atolls around Heron Island Research Station.

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As an executive function coach in Â鶹´«Ã½Ó³»­’s Learning Resource Program, with my colleague Erin Truesdell, a senior clinical educator and adjunct professor, I have a unique approach to helping first-year students navigate their initial steps on campus. Together, we guide them to find inspiration with the help of a canine professor named Echo.

For our newest students, I think walking onto campus for the first time causes the same uncertainty that a dog feels when it steps into an unfamiliar dog park. The environment is overwhelming, the social dynamics are entirely new, and everyone is trying to figure out exactly where they fit in. Finding your footing in this transition requires adaptability, resilience and, above all, a willingness to connect.

When you break it down, the skills required to understand a canine companion are identical to the executive functioning skills first-year students need to thrive on a college campus:

• Reading the Room (Nonverbal Cues): Dogs communicate almost entirely through posture, energy and subtle micro-expressions. Similarly, walking into a lecture hall, a bustling dorm lounge or a professor’s office requires new students to develop a keen sense of situational awareness and social attunement.
• Building Trust Over Time: A dog does not offer its trust overnight; earning it requires consistency, patience and clear boundaries. Navigating early college friendships and professional relationships with faculty follows this exact same trajectory.
• Co-Regulation and Stress Management: The human-canine bond is famous for its biological benefits—lowering cortisol levels while boosting oxytocin. We leverage this behavioral concept to teach students how to manage the intense anxiety of their first semester, using the grounding nature of the human-animal bond as a framework for active self-care.

Launching a First-Year Seminar on the Human-Canine Connection

The human-canine bond has real biological benefits; it lowers cortisol levels and boosts oxytocin.

Inspired by the many lessons Echo has taught us, we took our approach to a new academic level and launched a first-year seminar dedicated to the human-canine connection.

This course is one of 46 engaging first-year seminar options at Adelphi—ranging from Becoming Human and The Psychology of Happiness to The Politics of Immigration. These seminars offer a vital space for students to explore new ideas and engage in dialogue with professors and peers, and most students must complete one to graduate. The first-year seminar is part of Adelphi’s general education requirements, or PATH (Preparation, Awareness, Transformation, Hands-On Learning).

Bringing this particular course to life is Echo, a gentle and beautiful black Labrador retriever. Echo’s presence completely transforms the traditionally rigid college classroom into a warm, low-stress sanctuary. For an anxious first-year student, walking into a room and being greeted by a calm, accepting dog instantly lowers defenses. The dog acts as a living, breathing teaching assistant, offering students a real-time lesson in emotional co-regulation and providing a comforting touch of home just when the student needs it most.

Executive Functioning on Both Ends of the Leash

Echo is a welcome sight around campus; here she is at a fund-raising event for the Panther Pantry.

In our course, we teach students that training or understanding a dog demands working memory, emotional control, cognitive flexibility and sustained attention—the very definition of executive functioning in humans and canines alike.

The co-evolution of humans and dogs is a master class in behavioral adaptation. For thousands of years, two completely different species have learned to read each other’s body language, build trust from scratch and form mutually beneficial partnerships. By analyzing how dogs and humans successfully formed one of history’s greatest partnerships, and watching those dynamics play out with Echo in the classroom, students learn how to take active control of their own schedules, emotional health and social lives.

For New Students, a Lesson From Echo

According to executive function coach Tullo, “Echo’s presence completely transforms the traditionally rigid college classroom into a warm, low-stress sanctuary.”

Ultimately, this first-year seminar is a reminder to our newest students that the journey of higher education is not a path they have to walk alone. Success in college—much like building a bond with a trusted companion—does not happen overnight. It is built in the small, quiet moments of patience, open communication and the courage to reach out to someone new.

So as you navigate your own way through these unfamiliar hallways, remember the lesson Echo teaches us every single day: Hold your head high, stay calm, earn the trust of your new friends and never underestimate the power of a strong connection.

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“This recognition affirms Adelphi’s standard of excellence, proving why we remain a top choice for students and their families,â€� said Michael A.L. Balboni ’81, JD, president of Â鶹´«Ã½Ó³»­. “Students who earn a degree from Â鶹´«Ã½Ó³»­land jobs with high salaries and high potential for growth as a result of the mentorship, connections and real-world learning experiences we provide.â€�

Money’s rigorous annual Best Colleges selection process analyzes data from more than 700 four-year institutions nationwide, evaluating them across three pillars:

1. quality of education (30 percent)
2. affordability (40 percent)
3. student outcomes (30 percent)

To determine its final star ratings, the publication weighs 25 critical data points, with a heavy emphasis on net price of a degree, value-added graduation rates, average student debt upon graduation and long-term alumni earnings. Unlike traditional rankings, Money’s methodology focuses entirely on practical value, highlighting universities that deliver a measurable return on investment for their students.

and learn more about the .

To discover what makes an Â鶹´«Ã½Ó³»­degree so valuable, learn more about Adelphi’s rankings, accolades and awards.

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The two award winners embody Adelphi’s commitment to scholarship, service and global citizenship. They also reflect the University’s commitment to helping students gain access to experiences that transform lives. Both worked with Adelphi’s Office of Prestigious Awards and Fellowships to navigate the application process, secure effective letters of recommendation and prepare for interviews.

“Our office was delighted to work with these Fulbright awardees,� said Nicole Rudolph, PhD, director of the Office of Prestigious Awards and Fellowships and associate dean for student engagement. “Each brought a true passion for international education and global connection to the application process, and we are so pleased that the U.S. Fulbright Committee recognized their potential by granting them English Teaching Assistantships.�

Applying for the fellowship can be just as valuable as receiving one, according to Dean Rudolph. “Applying for a nationally competitive award is a wonderful way for students to think deeply about their objectives, priorities and values,� she said. “Students tell us that the application process itself helped them to clarify their life goals, improve their written and oral communication, and refine their time management skills.�

Julia Carpio’s Leap to Greece

For Julia Carpio ’25, MA ’26, who received her MA in Childhood Education and Advanced Certificate in TESOL (Teaching English to Speakers of Other Languages) in May, winning a prestigious Fulbright English Teaching Assistantship award was the culmination of a lifelong dream.

A self-described “shy, quiet and reserved� child, Carpio first found her path to teaching thanks to a kindergarten teacher who made her feel like she could achieve anything. Combined with the inspiration of her mother, a high school Spanish teacher, education was in Carpio’s blood. “Our (Adelphi) professors tell us all the time that teaching is a calling, it’s not a job—you have to have a true passion for it,� she said.

That calling will soon take her to an elementary school in Athens, Greece, where she’ll spend a year teaching English to students. The Fulbright program’s focus on multilingual education and cultural exchange matched the path she was already on. “I really wanted to dive into teaching and get as much as I could out of multilingual education,� she said.

Carpio can point to specific moments—and people—who nudged her from dream to decision. One was a , led by Mary Jean McCarthy, clinical associate professor in the Ruth S. Ammon College of Education and Health Sciences. “That was where I fell in love with multilingual education and learning from educators from different parts of the world,� she recalled.

McCarthy connected Carpio with Professor Clara Vaz Bauler, PhD, professor in the School of Education who became an anchor for her Fulbright ambitions. Daryl M. Gordon, PhD, who is also a professor in the School of Education, and Priya Wadhera, PhD, professor and interim director of the Office of Prestigious Awards and Fellowships last year, helped with her application. Shannon Harrison, director of Adelphi’s Center for International Education, first mentioned Fulbright to Carpio and walked her through options for teaching abroad. “So many people helped me get here,� Carpio said.

She chose Greece deliberately. Many Fulbright placements only put scholars in schools part time, but the Athens program puts Carpio in the classroom five days a week and some Saturdays. “I want to be 100 percent part of the staff,� she explained.

Carpio’s hopes for the year abroad are practical. “I want to walk away as a more effective educator,� she said. She wants to watch how Greek teachers structure lessons, what questions they ask, how they respond to multilingual students—and then carry those insights into whatever classroom she steps into next.

Long term, she sees Fulbright as the first in a series of international chapters in her life. She wants to keep teaching abroad and eventually pursue a PhD in international and comparative education.

Hussein Ali Rifath: Making a Difference in Madrid

By the time Hussein Ali Rifath ’26 learned he’d been selected for a Fulbright, he’d spent four years at Â鶹´«Ã½Ó³»­growing into the kind of person who sees scholarship as service.

“It’s been a journey of growth for me,� said Rifath, who served as president of the Class of 2026 and president of Adelphi’s Student Government Association. This fall, he will travel to Spain to help public school students sharpen their English, engage with global issues and see America in a new light.

“We’re being citizen diplomats,� he says of himself and his fellow Fulbright recipients. “We’re not just working as educators; we’re advancing our foreign relations abroad.�

For Rifath, his Fulbright sits at the intersection of everything that’s been on his mind as he graduates: America’s role in the world, the power of education and a personal desire to serve.

“I feel like now, more than ever, it’s important for Americans to get involved,� he said.

He’s especially aware that many students abroad only know the United States through politics and headlines. His goal is “to give a nuanced view, to show that we have two sides to our political spectrum, like every country. I want to give people a more comprehensive message about what America is, what we stand for. I want them to see us as a vibrant, welcoming society that not only cherishes them but also cherishes the human bonds which unite us across the world.�

In Madrid, Rifath will work with two programs that bring global awareness into local schools. “I’ll help students articulate themselves in English and speak about pressing issues across the world—like climate change and international relations,� he explained.

Rifath credits two Â鶹´«Ã½Ó³»­faculty members with helping him win a Fulbright: Ignacio Arellano-Torres, PhD, assistant professor in the Department of Languages, Literatures and Cultures, and Dr. Vaz Bauler, the education professor who also inspired Julia Carpio. “They helped me discover my passion for learning language,â€� he said.

Fulbright is just one chapter in Rifath’s plan for a life centered on service. “Long term, I see myself joining the military,� he says, which he sees as a way to serve his community and country. “Through it all, my goal is to get involved in ways that benefit the community.�

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When arts patron and friend of the University Lee Steinberg made her generous bequest to Adelphi, it not only strengthened the future of the Â鶹´«Ã½Ó³»­ Performing Arts Center—it shone a spotlight on the vibrancy of the arts at Adelphi.

“Lee Steinberg’s legacy gift reflects a deep belief in the transformative power of the arts,� said Thomas Kline, EdD, vice president of University advancement and external relations. “Her generosity strengthens not only our facilities, but the student experiences and creative opportunities that define Adelphi’s performing arts community.�

The $1.77 million gift supports immediate physical improvements at the Center as well as permanent, flexible funding for its ongoing capital, programming and operational needs. In recognition of her extraordinary generosity, the University has named the center’s Recital Hall in her honor—the Lee Steinberg Recital Hall.

The hall is one of the five state-of-the-art venues at the Center, along with the 500-seat Westermann Stage at the Concert Hall, the Olmsted Theatre, the Dance Theatre and the Black Box Theatre.

Adelphi’s Rich History in Theatre

Adelphi’s theatre, dance and music programs have produced generations of artists, none more illustrious than Jonathan Larson ’82, the late Pulitzer Prize-winning writer and composer of the iconic Broadway musical Rent. Larson majored in acting at Â鶹´«Ã½Ó³»­and began composing music for small student productions and cabarets, often writing about topics like AIDS, addiction and homophobia, which would later inform his renowned works.

“He came in like a spark plug,â€� said Nicholas Petron, MA ’70, retired professor and chair of the Department of Theatre. “My first impression was: ’Who is this guy?’ He was a firecracker.â€�

Larson’s legacy lives on at Â鶹´«Ã½Ó³»­through the $2 million Jonathan Larson Scholarship endowment, established by a bequest from the Larson Family Trust and a matching grant from the University. The endowment supports four annual scholarships for theatre students.

In 2015, Â鶹´«Ã½Ó³»­also launched the annual Larson Legacy Concert Series at Center to celebrate the next generation of musical theatre creators. It has featured performances by recipients of Jonathan Larson Grants from the American Theatre Wing and artists who’ve gone on to Broadway stardom, like Michael R. Jackson, who won a Pulitzer Prize and Tony Award in 2021 for A Strange Loop.

Â鶹´«Ã½Ó³»­also hosts The Poole Family Broadway Series, generously sponsored by Mary Jane ’62 and Thomas Poole, which brings Broadway legends, cabaret stars and musical theater revues to the center.

Empowering the Next Generation of Excellence in Music and Dance

Theater isn’t alone at Â鶹´«Ã½Ó³»­as a pacesetter for university arts departments. The University’s dance department became one of the first established at a college in the United States when it was founded in 1938 by one of the leading lights of modern dance, Ruth St. Denis. Since then, it has been home to many prominent faculty members, including , Paul Taylor, Norman Walker, Carmen de Lavallade, Jack Cole and Hanya Holm.

In the music department, Pulitzer Prize-winning and Grammy-nominated composer , has been a professor since the early 2000s, nurturing new generations of musical talent while continuing to produce critically acclaimed oratorios. He was honored as one of only five University Professors at Â鶹´«Ã½Ó³»­in 2004.

“One of the great things about Â鶹´«Ã½Ó³»­is that it supports its faculty in its research—in my case, its creativity,â€� Dr. Moravec said. “I’m eternally indebted to Â鶹´«Ã½Ó³»­for facilitating all of the work that I’ve done in the 25 years that I’ve been here at Adelphi.â€�

A Donor’s Lifelong Commitment to the Arts in New York

Lee Steinberg’s gift, which was received from her estate in July 2025, reflected her wish to support arts programming and performance centers on Long Island as well as her lifetime commitment to cultural institutions throughout the greater New York region. Steinberg, who briefly served on Adelphi’s Performing Arts Council, died in 2021 at the age of 106 and was posthumously added as a member of Adelphi’s Million Dollar Roundtable, which recognizes our most generous donors, whose cumulative giving exceeds $1 million.

In accordance with Steinberg’s intent, the University has established two funds to support the Â鶹´«Ã½Ó³»­ Performing Arts Center—the Lee Steinberg Performing Arts Center Capital Fund, for immediate physical improvements, and the Lee Steinberg Performing Arts Center Excellence Endowed Fund, to provide permanent, flexible support for the center’s ongoing capital, programming and operational needs. This generous gift reinforces Adelphi’s reputation as a preeminent leader in arts education and performance in our region.

Enhancements to Center will elevate the experience of student performers, faculty directors, guest artists and audience members. Several capital improvements have already been funded through an initial $500,000 allocation, including:

• A comprehensive refresh of the Olmsted Theatre, featuring new lighting, audience seating, carpeting, acoustic panels and painting, as well as the installation of a new digital sound mixing console
• Brighter lighting in the Center’s second-floor dance studios
• New house lights and work lights in the Concert Hall

Beginning in 2027, annual distributions from the endowment will ensure that the spotlight never fades—empowering generations of future artists to push creative boundaries and inspire the world from Adelphi’s stages.

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Pictured with Lincoln life mask in the collection of the Massachusetts Historical Society

Vincent Calvagno

BA in History, Minor in Italian (Honors College)
PhD Candidate in History, Yale University

“My professors at Â鶹´«Ã½Ó³»­instilled in me an interest in historical research and the confidence to pursue it. They also provided role models for me—Professor LaCombe for his mentoring, Professor Reno for his teaching style and Professor Haas for his lecturing abilities. I aim to focus my studies in graduate school on the environmental history of colonial New England.â€�

Joacim Carhed

MS in Business Analytics
Data Analytics Associate, Flynn Zito Capital Management, Garden City, New York

“My experiences as a student, student-athlete and graduate assistant helped me grow as a leader and prepared me to take this next step in finance and analytics. In my new role, I support the firm through data-driven analysis, reporting and process improvement.�

Julia Carpio

MA in Childhood Education and Advanced Certificate in TESOL
Fulbright English Teaching Assistant Program, Athens, Greece

“I was in the five-year STEP program and with Professor Mary Jean McCarthy deepened my passion for learning about how education and pedagogy are approached in different countries. My Fulbright will take me to Athens College, where I will support English instruction at the elementary school level, mentor students and serve as a counselor at the college’s English language summer camp.�

Mariane Diby

BS in Physics (Honors College)
PhD Candidate in Aerospace Engineering, University of Illinois Urbana-Champaign

“As a physics major, I pursued research exploring astrophysical shock phenomena and devoted my senior thesis to it. This summer, before entering my PhD program, I will be interning at the Simons Foundation to work on computational astrophysics research. I have always been passionate about studying the universe and building the technologies that carry us into space. My goal is to contribute to a new generation of spacecraft and aerospace innovation through research and engineering.”

Jeremiah Ford

BS in Computer Science/Cybersecurity
Systems Analyst, Brown Brothers Harriman, Jersey City, New Jersey

“In my new role at Brown Brothers Harriman, I will be in a two-year program for recent graduates. It bridges the gap between finance and technology by allowing me to rotate through four different IT or systems teams. I will be able to gain real-world expertise in software development, data solutions and business systems analysis. Once completed, I will be placed in a permanent, full-time position within the firm’s systems department.�

Kylie Goldade

BS in Physics
MA Candidate in Museum Studies, The Cooperstown Graduate Program, SUNY Oneonta

“I did lots of interdisciplinary work in the sciences, education and museum studies at Adelphi, and I had an internship at the Cradle of Aviation Museum. That led me to Cooperstown, which has the country’s only science-based museum education program. My ultimate goal is a PhD in preservation studies at the University of Delaware, with a focus on preservation technology.�

Jose Gonzalez

MBA, Accounting
Audit Associate, PwC

“I was in the 4+1 Accounting and MBA program, and my graduate accounting research class truly solidified my decision to pursue accounting. It helped me understand that although technology will continue to change many professions, we should embrace those changes and use them to become the kind of professionals the future needs.�

Rachel Halpert

BS in Biology (Honors College)
DMD Candidate, University of Pennsylvania School of Dental Medicine

“My experience as a tutor at the Center for Academic Support and Enrichment allowed me to see firsthand how personalized guidance can empower others, a passion I am excited to carry forward into my dental career. I want to thank my parents and my brother for their endless support, as well as Professor Hobbie and David Oroza of the Office of Pre-Professional Advising for mentoring me every step of the way.�

Joanna Rita Karpiel

BA in Art History, Minor in French (Honors College)
MA Candidate in the History of Art, Courtauld Institute of Art, London, England

“I wrote my senior thesis on Young Poland, a Modern movement between 1890–1918, and the symbols artists used to express their Polish identity. In grad school, I will focus on the art of China, Eastern Europe and the former Soviet Union. The incredible careers of my professors, and the Women in the Arts class I took, solidified the idea of pursuing a ³¾²¹²õ³Ù±ð°ù’s degree. Both allowed me to visualize the stories I will be able to tell as an art historian and museum professional.â€�

Allison Kohl

Elementary School Art Teacher, Hamburg (New York) Central School District

“My time at Â鶹´«Ã½Ó³»­helped me grow not only as an artist, but as an educator. Through student teaching, mentorship and hands-on classroom experiences, I gained the confidence and creativity to begin my journey as an art teacher and inspire students to express themselves through art.â€�

Ashley Kreth

BS in Chemistry (Earned in Three Years)
NSF Graduate Research Fellow/PhD Candidate in Chemistry, University of Georgia

“I am excited to pursue a PhD in synthetic organic chemistry at the University of Georgia and plan to apply the skills and expertise I’ll have developed there to a career in industry. Two pieces of advice I would share with someone just beginning their undergraduate career are to take full advantage of every resource and opportunity available to you and to be open-minded regarding your future career path. You never know what you may end up doing!�

Valeria Lopez

BS in Biology (Honors College)
DVM Candidate, Long Island University Lewyt College of Veterinary Medicine

“I’m very grateful to the Honors College for funding my fellowship in Rome in the summer of 2024, where I worked with two large-animal sanctuaries to understand the unique challenges these animals face. This experience, coupled with being the owner of a crested gecko, helped me see the need for veterinarians that don’t just work with cats and dogs, motivating me to become an exotics vet.â€�

Shota Mikautadze

BA in Economics and Political Science (Levermore Global Scholar)
Paid Finance Internship Leading to Financial Analyst Position, J.C. Steel Erectors, Islip, New York

“Through Adelphi’s Leadership Fellows Program, I attended a New York Islanders game hosted by Chris Amplo ’00. We had a genuine conversation that evening, and he asked me to send my résumé. I did, and he scheduled me for an interview the following week. It went well, and he offered me a position on the spot. So the University that shaped me connected me to the opportunity that’s launching my career.â€�

Pazia Miller

PhD in Clinical Psychology
Advanced Fellowship, National Center for PTSD and the Yale School of Medicine

“The research I did for my dissertation was on decision-making in individuals with cocaine-use disorder. My postdoc is an advanced fellowship in mental illness and research treatment, where I will be doing research on decision-making and ambiguity in PTSD treatment, training in psychedelic-assisted trauma therapy, and gaining advanced clinical training on the treatment of trauma. I hope this is an important step to building a meaningful career as a scientist-practitioner in the research and treatment of trauma.�

Juliana Morsello

BS in Cognitive Neuroscience
PhD Candidate in Cognitive and Brain Sciences, Binghamton University

“Through Adelphi’s neuroscience coursework, along with opportunities like the Emerging Scholars Program and my role as a peer educator, I discovered not only my passion for becoming a neuroscientist, but also my love for engaging with and educating the broader community.â€�

Hussein Ali Rifath

BA in Political Science and Spanish
Fulbright English Teaching Assistant Program, Madrid, Spain

“My Fulbright is an incredible opportunity for me, and I’m deeply honored to have been selected. What excites me most about it is the chance it gives me to faithfully represent my country as a citizen diplomat. I hope to create a transformative classroom for the students I work with, one that can help them come to see America not as a distant foreign country but as a vibrant and welcoming society that not only honors them, but cherishes the bonds that unite us all.�

Rebecca Rosa

Master of Social Work
Social Worker, Dementia Unit, Autumn Lake Healthcare, New Britain, Connecticut

“Social work chose me long before I chose it, and Â鶹´«Ã½Ó³»­ confirmed that calling. The Gerontological Social Work Fellowship Program, along with the transformative courses I took with Professors Zodikoff and Kaplan on dementia and healthcare, deepened my understanding of older adults and solidified my purpose. This population is too often overlooked, and I intend to change that. My vision is to pursue a PhD and drive meaningful research in Alzheimer’s disease because older adults don’t just deserve care; they deserve dedicated social workers by their side.â€�

Christopher Sciortino

MS in Computer Science
Software Developer, Northville Industries, Melville, New York

“In my new role, I will be contributing to the development of enterprise desktop and web-based applications, from implementation to deployment and support. My goal has always been to create technology that solves problems and has a positive impact. Â鶹´«Ã½Ó³»­has helped me grow towards a parallel goal: to become a leader who inspires innovation, supports others and helps shape the future of technology.”

Nina Tchavtchanidze

MS in Biology
Lab Manager/Research Associate, The Feinstein Institutes for Medical Research, Manhasset, New York

“I am especially grateful to Dr. Benjamin S. Weeks, who trained me as a scientist through his mentorship of my thesis research, guidance as a teaching assistant and instruction in laboratory skills. I am also extremely grateful to Thomas Ward and the team at the Center for Career and Professional Development, who helped shape me as a leader and a professional.�

The post On the Fast Track to Success: Next Steps for Our 2026 Grads appeared first on Â鶹´«Ã½Ó³»­.

It was a day of transitions, and a happy one.

Interim President Christopher Storm, PhD, who will be returning to his job as provost on June 1 with new leadership responsibilities as senior executive vice president of academic affairs, expressed sincere thanks for the support he received over the past year.

President-Elect Michael Balboni ’81, JD, enthusiastically greeted the graduating seniors as his “fellow alumniâ€� and offered his success as an indication of how far an Â鶹´«Ã½Ó³»­degree can take them.

And the 1,165 members of the Class of 2026 closed the book on their undergraduate years and entered the next phase of their lives.

Commencement by the Numbers and Degrees

Just as it is every year, there was no “typicalâ€� Â鶹´«Ã½Ó³»­graduate. Six bachelor’s degree recipients are 19 years old. The oldest is 59 and is one of six graduates who are in their 50s. Thirty-five are over 30 years old, many of whom earned degrees in fully online or hybrid programs designed for working adults from Adelphi’s College of Professional and Continuing Studies.

Diplomas were awarded in 51 different degree programs, reflecting the wide variety of academic and career interests of students in the Class of 2026.

The largest group of graduates were the 299 students who were awarded Bachelor of Science degrees in Nursing. Adelphi’s College of Nursing and Public Health is perennially ranked as a U.S. News & World Best College for Undergraduate Nursing Programs. It is also a U.S. News Best Nursing School for ³¾²¹²õ³Ù±ð°ù’s degree and Doctor of Nursing Practice programs as well, and one of only 13 institutions designated as a Center of Excellence in Nursing Education by the National League for Nursing.

Psychology was the next-most-popular degree, with 85 graduates. U.S. News & World Report includes Adelphi’s Gordon F. Derner School of Psychology in its rankings of Best Undergraduate Psychology Programs, Best Psychology Grad Schools and Best Clinical Psychology Doctoral Programs.

Biology, a favorite major for premedical and preprofessional students, had the third-largest group of graduates, with 67 students earning their degrees. Rounding out the top five were two more programs in the healthcare and wellness fields—health sciences, with 52 students earning their Bachelor of Science, and physical education, with 51 graduates.

Top-10 degrees also included accelerated nursing, management, computer science, marketing and finance.

Graduates From Near and Far

While most of this year’s graduates are from New York, members of the Class of 2026 came to Â鶹´«Ã½Ó³»­from 24 other states. Students from New Jersey, Connecticut and Pennsylvania were the largest out-of-state contingents.

The class also included 86 international students from 42 countries, including 10 from India, seven from Pakistan, five from Mongolia and five from Vietnam.

Hussein Ali Rifath, president of Adelphi’s Student Government Association, celebrated the global character of the Class of 2026 in his Commencement address. Rifath, whose family is from Bangladesh, congratulated the international students and the large number of graduates with backgrounds in other lands in a dozen languages. Rifath graduated summa cum laude with a 4.0 average and a degree in political science and will spend next year in Spain on a Fulbright English Teaching Assistant scholarship.

A Valuable Degree

The experience of recent graduates shows that an Â鶹´«Ã½Ó³»­degree is a ticket to a well-paying job. In our most recent alumni survey, graduates of our Class of 2024 reported an average salary of $76,450. Ninety-two percent were employed, continuing their education or participating in an internship within one year of graduation.

The successful outcomes of Â鶹´«Ã½Ó³»­graduates have attracted national attention. Forbes, which bases its America’s Top Colleges rankings on the ability to produce successful, high-earning and influential graduates from all economic backgrounds, ranked Â鶹´«Ã½Ó³»­ as the top private university on Long Island. So did The Wall Street Journal, whose rankings reflect how well colleges prepare their graduates for financial success.

Words to Live By

While this year’s graduates walked away with their degrees and their career plans, they also took along some advice from two Â鶹´«Ã½Ó³»­alumni whose careers prove their point.

President-Elect Balboni, who grew up in Garden City, rode his skateboard to campus on his first day at Â鶹´«Ã½Ó³»­with plans of going to medical school. Instead, he went to law school, became a litigator, a state legislator, a business executive and now a college president. What has that experience taught him?

“You have no idea what the future will bring,� he said. “Life is not always going to be a straight line to where you’re going to wind up.�

But he also gave listeners the key to his success. “My career has always been a series of saying ‘I’ll try that.’�

Joseph W. Westphal ’70, PhD, who received an honorary degree that day while also having the pleasure of seeing his granddaughter receive her Â鶹´«Ã½Ó³»­degree in nursing, echoed President-Elect Balboni’s message of life’s unpredictability and of opportunities taken advantage of.

After graduating from Adelphi, he went to graduate school, became a professor and took academic leadership programs. “But it was government service that took me places I never imagined I would experience,� he said, referring to diplomatic and high-level administrative appointments he received from Presidents Reagan, Clinton and Obama.

“The world belongs to those who are prepared not only to succeed, but to serve,� he said, and he followed that with three challenges for graduates who want to follow that path:

“Take personal responsibility for your actions, your decisions and your impact.�

“Be honest and ethical, especially when it’s inconvenient.â€�

“Be thoughtful about where you can make the greatest difference.�

The post At a Journey’s End, the Undergraduate Class of 2026 Heads Into the Future With Optimism appeared first on Â鶹´«Ã½Ó³»­.

But how realistic is it really?

We asked two faculty members from the Â鶹´«Ã½Ó³»­ College of Nursing and Public Health with experience working in an ED—Associate Dean Jordan Yakoby, EdD, and Clinical Associate Professor Daniel McWeeney, DNP—to assess some key scenes in the show.

While the focus is often on the doctors, nurses are often depicted as critical members of the ED staff, especially tough-as-nails charge nurse Dana Evans. “By and large, a lot of the scenes are pretty realistic,� said Dr. Yakoby. “They are real scenarios you’d see in an emergency department.� If anything, he said, nurses are not depicted as prominently as they should be in an actual ED, where they handle some of the frontline cases doctors handle in the show. “There’s probably some artistic liberty, since many of the main characters are physicians and you need to show them in as many scenes as possible.�

Dr. McWeeney agreed that the show gets the intensity and pace of the ED right—even if it exaggerates a little. “The show truly reflects the chaos and volume of patients seen on a daily basis,� he said. “However, it does seem to depict more of the critical cases, which is not always the case in a given shift.� On the other hand, as an experienced ED nurse practitioner, he’s had shifts as intense as the ones that appear on the show, with multiple patients requiring lifesaving interventions.

Â鶹´«Ã½Ó³»­Theatre Grad Plays a Starring Role

Adelphi’s connection to The Pitt runs deeper than our faculty expertise. Lucas Iverson ’17, a BFA in theatre arts graduate, plays cocky medical student James Ogilvie in the show’s second season. In a recent interview, Iverson highlighted a pivotal scene from episode six where a nurse out-diagnoses a room full of MDs—a moment he feels reflects the vital importance of nurses in emergency rooms. “The nurses always know,” he noted.

Here are five scenes from the show, along with comments from Dr. Yakoby and Dr. McWeeney. (Spoilers ahead!)

Season 1, Episode 1—Nurses Perlah and Princess speak Tagalog

From the first episode, Filipina nurses Perlah and Princess switch into their native language while discussing cases or reacting to doctors’ decisions. Their tone is typically wry, offering a glimpse into the tight bonds among the nursing staff.

Dr. Yakoby: You probably have a lot more camaraderie between nurses and medical staff than you do in other places in the hospital, just because of the close proximity, so it definitely leads to more informality at times. Of course, there’s gossip that can occur, though I don’t know that people just switch into another language in front of the person they are talking about.

Dr. McWeeney: Multilingual nurses absolutely use language like this during shifts, but in my experience it’s more of a friendly conversation than patient-related. That said, nurses are always communicating, and especially experienced nurses may discuss and question providers’ assessments and orders placed based on a patient’s chief complaint.

Season 1, Episode 9—An aggressive patient assaults Dana

A patient’s frustrations boil over and he eventually assaults nurse Dana. She later returns to the floor, with colleagues noting how common such incidents can be.

Dr. McWeeney: Unfortunately, this is very common. On most of my shifts, security alerts are escalated due to an aggressive or threatening patient. Most of the time, it’s verbal, but I have had two or three colleagues who have been physically assaulted. Our ED has significantly increased security officer presence, and staff are trained for active shooters as well.

Dr. Yakoby: It’s a documented, well-known problem. I’ve been assaulted before—and more than one time. Usually it’s someone with a psychiatric condition or impaired by alcohol or an illicit substance. Larger hospitals and trauma centers have security in the ED at all times, and they can respond quickly, but they can’t be everywhere, and sometimes you just don’t know when someone is going to get aggressive.

Season 2, Episode 6—Perlah reacting to Louie’s death

It’s 12:07. Robby calls it. Louie is gone. (Warrick Page/HBOMAX)

After regular patient Louie dies from alcohol-related complications, nurse Perlah visibly struggles emotionally. Dana and other colleagues make adjustments to compensate for her.

Dr. Yakoby: A lot of times you don’t spend more than a few hours with a person, so you don’t develop a super-close relationship. But there are certain circumstances that are upsetting when a patient passes away. Many “frequent flyers� who come in regularly for substance abuse are difficult to get along with, but there are some who are more pleasant and easy to build a relationship with, and so there can be cases that hit home.

Dr. McWeeney: Grief is something everyone handles differently, and something you have to learn to cope with while working on a shift. In my experience, there have been a few shifts, especially during the pandemic, where I just needed to run to the bathroom and cry or shut the lights off and reset with a few deep breaths. Most hospitals now do have a team of employees that comes to support staff after a traumatic event. Ours is called Team Lavender, and they provide staff with lavender oils, teas and chocolates to help alleviate stress.

Season 2, Episode 6—Donnie teaching suturing to doctors

Â鶹´«Ã½Ó³»­theatre grad Lucas Iverson ’17, second from left, observes as Nurse Donnie steps in to guide physicians through proper subcutaneous (sub-Q) suturing technique during a challenging case. This scene highlights the depth of hands-on skill many nurses develop over time.

Dr. McWeeney: Nurses are always learning and training. While RNs do not suture, they are often precepting a new nurse on the many unique skills needed in the ED, such as placing an intravenous catheter. There is always the pressure to see more patients, and so I might not have the time to go through each step in depth in the moment, but I will always try and recap later in the shift as time allows.

Dr. Yakoby: Having a nurse actually do part of the procedure would not be typical. But if you have a very seasoned nurse and a junior resident, you might have a nurse guide them through a practice or get you the resources to help you do a procedure that you’re not doing in the correct way. Certainly, physicians-in-training would be smart to listen to experienced nurses if they want to be successful.

Season 2, Episode 7—Dana guides a sexual assault exam

As a sexual assault nurse examiner (SANE), Dana takes the lead on guiding a sexual assault survivor through a forensic exam, displaying compassion throughout a highly technical procedure.

Dr. McWeeney: The portrayal of the scene is accurate. Time is of the essence when it comes to a complicated case such as sexual assault. It is extremely sensitive, and there is heightened concern for making a mistake or fear of litigation that requires extra training to become a SANE. Dana provided a sense of trust and comfort and a step-by-step approach which showed the patient what to expect.

Dr. Yakoby: This kind of trauma-informed care is really where nursing shines. There’s a lot of emotional support you may need to give the patient, ensuring their comfort and privacy, and I think this was a good depiction of that. Everyone usually tries to be intentional and thoughtful with these patients, as they are experiencing a very difficult moment in their lives.

Adelphi’s Nursing and Public Health Programs

Whether you want to be in an action-packed ED or provide care in settings from schools to clinics to physician’s offices—or you want to educate the next generation of healthcare workers—the Â鶹´«Ã½Ó³»­ College of Nursing and Public Health has a program for you.

Learn how to serve our aging population with our gerontology programs (Adult Gerontology Primary Care Advanced Certificate, Adult Gerontology Primary Care Nurse Practitioner doctoral or graduate on campus or ); get a broad understanding of healthcare with undergraduate Health Sciences; be on the cutting edge of technology with healthcare informatics studies ( or , both online); pursue a nursing degree (undergraduate, doctoral or —now offered in Garden City and at our ); or study Psychiatric Mental Health (graduate, doctoral or advanced certificate) or Public Health (minor and MPH on campus or ).

The post Examining The Pitt: Â鶹´«Ã½Ó³»­Nursing Faculty Weigh In on the Accuracy of the Hit Show Starring One of Adelphi’s Own appeared first on Â鶹´«Ã½Ó³»­.

“Nursing is an art and a science,� said Deborah Hunt, PhD ’12, dean of the College of Nursing and Public Health. “Steeped in history dating back to ancient times, the Pinning Ceremony is sacred and holds special meaning to the students and the faculty who teach and mentor them.�

Surrounded by faculty, alumni and loved ones, students take this step forward into their careers, carrying with them a degree, a gold pin and the vast knowledge they have gained during their nursing education. As students reach the end of their program, they take the time to come together and honor the strides they have made to get to the precipice of a career in nursing.

For students at Adelphi, stepping across that stage means more than just receiving a pin. It is an acknowledgment of the hard work they have put in, encompassing the hours spent studying and applying their knowledge in labs and clinicals. “I still remember the solemnity of the ceremony and how honored I was to be pinned,� said Dean Hunt. “The pin symbolizes the essence of nursing and is worn with pride.� Students recite the international pledge that guides their professional practice, surrounded by classmates and professors who supported their journey.

One of the ways the ceremony is made special is through the guests who attend it. Students are invited to have family or important members of their life come to the ceremony and watch them receive their pin. Traditionally, a faculty member or registered nurse would give the student their pin, but in recent years, programs have given students the freedom to choose a special person to join them on stage to pin them.

Many students choose parents, siblings or faculty who have had a strong impact on them—someone who supported them or helped them in their academic career. Beyond just recognizing and celebrating the individual accomplishment of completing the nursing program, the ceremony shows students the network of nurses and mentors they have to rely on.

The Origin of Pinning Ceremonies

Pinning ceremonies can be traced back to 1883 when Florence Nightingale was awarded a Royal Red Cross by Queen Victoria for her service during the Crimean War. Since then, it has become a staple in nursing programs across the country, with each school designing its own pin to represent its program. “Every nursing program has a unique pin, and our graduates are recognized as an ‘Â鶹´«Ã½Ó³»­Nurse’ who has been prepared as a leader,â€� said Dean Hunt.

The American Nurses Association (ANA) celebrates nursing week in May as a way to celebrate and call awareness to the effort nurses give every day. The 2026 theme is “The Power of Nurses� and culminates on May 12—the birthday of Florence Nightingale.

As these students receive their pins, they join the ranks of nurses like Dean Hunt who attended Â鶹´«Ã½Ó³»­to earn their degree, and those in the years since pinning ceremonies began who made that same step into the next chapter of their journey.

Nursing at Adelphi

Adelphi’s nursing program is highly ranked, up 32 places from last year and 61 from its 2023 ranking on the U.S. News & World Report’ list of best BS in nursing programs. With undergraduate, ³¾²¹²õ³Ù±ð°ù’s degree, accelerated and PhD nursing programs, Â鶹´«Ã½Ó³»­offers students a broad number of options for finding their place in the world of nursing. And its Clinical Education and Simulation Lab (CESiL) provides students with hands-on experience in patient care and medical procedures.

The program includes the , which tests and prepares students for practicing medicine beyond the classroom. “This is the culmination of the program, focusing on the synthesis of knowledge, clinical judgement, critical thinking and final clinical immersion experience to prepare for the role of a professional nurse,� said Dean Hunt. Adelphi’s CESiL and network of partnerships provide ways to build confidence and assurance with the skills students have learned by placing them in healthcare facilities for hands-on learning.

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