Ez-Zouhra Elmaaiden, PhD, is a visiting assistant professor of chemistry. A research and development scientist with multidisciplinary expertise in bioanalysis, preclinical research and formulation development, her work focuses on bioactive compound extraction, molecular biology workflows and cosmeceutical innovation. She holds multiple patents in extraction technologies and natural product development, bringing extensive experience in interdisciplinary project management, commercialization and graduate student mentorship.

Wan Ling Fahrer is a visiting assistant professor of , bringing more than two decades of experience across higher education, K–12 schools, museums and community-based arts learning. Her work centers on art education, museum and object-based learning, and inclusive approaches to contemporary art and pedagogy. She has held appointments at Hunter College, Queens College and the School of Visual Arts, plus museum education roles at institutions including MoMA, the Pollock-Krasner House and Study Center, the Guggenheim and the New Museum. Fahrer has received the Keith Haring Scholarship Award and multiple outstanding art teacher awards from the NYC Department of Education, and previously served as president of the University Council for Art Education. She holds an MA in Art History from Hunter College and a BFA from the School of Visual Arts.

Marissa Galler, PhD ’26, is a clinical assistant professor in the College of Nursing and Public Health. With a clinical background spanning critical care, oncology and palliative care, her research focuses on nurse practitioner communication surrounding end-of-life conversations. An alumna of 91ąú˛ú, where she earned her PhD, she also holds degrees and advanced certifications from Hofstra University, the University of Medicine and Dentistry of New Jersey (UMDNJ), Thomas Jefferson University and St. Luke’s Hospital School of Nursing.

Charleen Jacobs-Mcfarlane ’06, PhD ’23, is an assistant professor in the College of Nursing and Public Health. A nurse scientist, adult nurse practitioner and double alumna of 91ąú˛ú, her clinical practice and research focus on health equity and rare disease care, particularly sickle cell disease. She previously served as a clinician-scientist and nurse practitioner at the Mount Sinai Center for Sickle Cell Disease, a postdoctoral fellow at the Icahn School of Medicine at Mount Sinai, and a faculty member at Yale University and Columbia University. She earned both her BSN and PhD in nursing from 91ąú˛ú.

Susan Kang ’14, MS ’15, DPT, is a clinical assistant professor of health and sport sciences. An 91ąú˛ú alumna and former graduate assistant in the Human Performance Lab, Dr. Kang is excited to return to 91ąú˛ú and join her colleagues in the exercise science program. Her professional experience spans clinical testing and a variety of rehabilitation settings, including acute care, sports, neuromuscular and cardiac rehabilitation. Through her private practice, Blueprint Performance Physical Therapy, she helps active adults return to the activities and goals that matter most to them. Dr. Kang holds bachelor’s and master’s degrees in exercise physiology and earned her Doctor of Physical Therapy degree.

Kyungmin Lee, PhD, is an assistant professor in the Department of Environmental Studies and Sciences and sustainability director. Her research spans energy policy, climate policy, urban sustainability and community development, using both qualitative and quantitative methods. Her recent work focuses on applying AI techniques to analyze public responses to environmental issues through large-scale image analysis. Dr. Lee holds a doctoral degree in energy and environmental policy, a master’s degree in environmental studies, and a bachelor’s degree in economics.

Louise Lee, EdD, is associate professor and founding program director of 91ąú˛ú’s new Physician Assistant (PA) Program, to be housed within the College of Nursing and Public Health. Dr. Lee has worked as a PA educator for more than 26 years and as a clinically practicing PA in internal medicine and emergency medicine for nearly 40 years, holding leadership roles including department chair, program director, and director of didactic, clinical and research programs at universities across New England and New York. She has taught clinical medicine, patient assessment, and healthcare law and ethics, among other subjects. Dr. Lee holds a doctorate in education with a focus on higher education leadership, a master’s degree in healthcare administration and a bachelor’s degree in PA practice.

Yongjin Lee, PhD, is an assistant professor of health and sport sciences. Building on a decade as a K–12 physical education teacher and teacher community leader, Dr. Lee’s research examines how teacher and student reflection strengthens social and emotional development and informs curriculum design and instructional strategy. His recent work highlights physical education as a vehicle for building social awareness and responsible decision-making, and he is currently studying how artificial intelligence can support reflection among teachers and students to promote character and ethical growth.

Kathleen O’Connor is an assistant professor in the College of Nursing and Public Health. She is a PhD candidate at 91ąú˛ú and a nurse practitioner and clinical researcher whose background spans pulmonary medicine, post-operative surgical care and nursing education. She previously served as an adjunct instructor at 91ąú˛ú, a nurse practitioner and research coordinator at Northwell Health, and a clinical nurse at the Hospital for Special Surgery. O’Connor’s dissertation is focused on Rosemarie Rizzo Parse, PhD’s humanbecoming paradigm. She currently teaches pharmacology, fundamentals of nursing lab and health assessment lab at the undergraduate level, and her scholarly interests include nursing theory, competency-based nursing education and the human experience of isolation. She earned an MS from Pace University and bachelor’s degrees in nursing and kinesiology from the University of Massachusetts Amherst.

Carlos Encina Oleart, PhD, is a visiting associate professor of sociology. A sociologist, journalist and organizational researcher, his work spans policy research, societal analytics, strategic communications and qualitative methodology. As a former investigative journalist and international correspondent for Chile’s La Tercera, he covered major national and global events, including human rights abuses during the Pinochet regime, the 2008 Wall Street financial crisis and international politics. He has advised multinational technology companies on strategic content and taught courses in criminology, gender studies, Latin American politics, the sociology of race and qualitative research methods.

Esi Quaidoo, PhD, is an assistant professor of nutrition and dietetics. A registered dietitian nutritionist and public health researcher, her work spans clinical nutrition consulting, community health and dietetic practice. She previously served as a nutrition consultant at Mission Clinic Accra and worked as a researcher and educator at the University of Massachusetts Amherst. She holds a PhD in Public Health from UMass Amherst, an MPhil in Human Nutrition from the University of Ghana and a BSc in Biochemistry from Kwame Nkrumah University of Science & Technology.

K. Lynn Robinson, PhD, is assistant professor of . She holds a PhD in Arts Administration, Education and Policy (concentration in art education) from The Ohio State University, began her studies at The University of North Carolina at Chapel Hill and earned a Master of Heritage Preservation from Georgia State University. She brings extensive experience in exhibit design and activation for arts institutions as a curatorial and archival assistant, and as a facilitator of community-based art and teacher development in arts integration. Her research expands the definition of educators to include caregivers exploring the arts and community-based interventions to support a “village” model for young Black learners and their caregivers, within and beyond formal schooling. She serves on the editorial review boards of Art Education, Visual Arts Research and the Journal of Social Theory in Art Education, and as an editorial assistant for the Journal of Cultural Research in Art Education.

Jason Spencer, PhD, is assistant professor of communications, teaching and researching AI, emerging media, podcasting, virtual production and immersive storytelling, with a focus on how AI, XR and adaptive learning can support creative practice, personalized education and public communication. He earned his PhD from Texas A&M University, where his work in virtual production and AI-assisted education produced six intellectual property disclosures. His 20-plus years in film, TV and emerging tech include work with PBS, MTV Networks, Bravo, and documentaries by Blackside and Florentine Films, as well as teaching 1,800-plus students at Texas A&M, Prairie View A&M University, The Art Institutes and CUNY. Dr. Spencer’s current work explores how emerging tech can expand human creativity and learning while preserving human judgment, authorship and agency.

Sloan Vahldieck is an assistant teaching professor in the College of Nursing and Public Health. She is a nurse educator and adult nurse practitioner whose career reflects a deep commitment to clinical excellence, student development and community service. She has taught at 91ąú˛ú since 2018; after discovering how much she loved teaching, Vahldieck returned to graduate school to pursue her Doctor of Nursing Practice degree at 91ąú˛ú. As an adult nurse practitioner at St. Francis Hospital, she provides comprehensive occupational health services, diagnostic interpretation and employee wellness support. Her earlier roles in the emergency department shaped her expertise in triage, quality assurance, interdisciplinary teamwork and high‑acuity patient care and developed her focus on initiatives that improve safety, strengthen clinical practice and enhance patient outcomes.

Eric Dean Wilson, PhD, is an assistant professor of English and faculty member in the Low-Residency MFA in Creative Writing program. He is the author of After Cooling: On Freon, Global Warming, and the Terrible Cost of Comfort (Simon & Schuster, 2021), a work of literary nonfiction weaving the science and history of Freon with reflections on living meaningfully in a warming world. His essays have appeared in The Baffler, Orion, Esquire, Time, and Evergreen Review, among other publications. He holds an MFA in nonfiction writing from The New School and a PhD in English from the CUNY Graduate Center, and previously taught at Wagner College. He is currently writing a book-length work of literary nonfiction for Timber Press.

James Zahardis, PhD, is a visiting assistant professor of chemistry. He earned his doctorate at the University of Vermont and completed postdoctoral fellowships at both The University of Iowa and the University of Vermont. His research expertise centers on physical chemistry, with specializations in aerosols, mass spectrometry and Raman spectroscopy.

To learn more about the members of 91ąú˛ú’s faculty, visit our Faculty Profiles.

The post Adelphi Welcomes New Faculty for 2026–2027 appeared first on Adelphi.

Oslo, Norway
Major: Finance

“I’m looking forward to developing my interests within finance and exploring where that may take me professionally, while continuing to develop as a tennis player. I’m proud of the results I’ve achieved in tennis over the years, including winning the Norwegian U19 National Championship in mixed doubles, but especially of the consistency and hard work behind them. I chose 91ąú˛ú because it was important to me to find a university where I could get a great education while also being a part of a strong tennis team. I also really liked the welcoming atmosphere at 91ąú˛ú, and it felt like the right fit for me both academically and athletically.”

Jackson Clark

Matthews, North Carolina
Major: Business, Three-Year Track
Honors College

“I hope to become a lawyer, but I chose my major because of my interest in business and the opportunity to earn that degree in the accelerated three-year track. I came to 91ąú˛ú because of its amazing location, strong faculty and opportunities like the Alternative Summer Break, which I was able to attend in August. I wanted to go to a school in or near a big city like New York, and the three-year program and other grants made that financially possible for me.”

Rebecca Golin

Brooklyn, New York
Major: Biochemistry with a minor in mathematics

“I am planning on a medical career, so I chose 91ąú˛ú for its supportive community, strong scientific opportunities and Early Assurance pathway to medical school that will allow me to grow as both a researcher and future physician. I have already conducted cancer research, where I discovered how mathematics and genomic data can help answer complex questions about disease and ultimately improve patient care.”

Zion Hines

Perth Amboy, New Jersey
Major: Dance

“I want to be able to dance professionally, and my ultimate goal is to own a dance studio so that I can teach choreography, inspiring dancers of all ages. I am grateful to have accomplished as much as I have so far in my dance career. I received a 2025 New Jersey Governor’s Award for Arts Education, an honor given to high school students, and I have had the opportunity to choreograph and perform a solo titled Inner Thoughts along with five other talented recipients. I am excited to be at 91ąú˛ú. When I auditioned for the dance program last winter, it felt like such a genuine and supportive community. I like the small classes, too, which will allow me to get to know my professors and be able to get any help or advice whenever I need it.”

Ashlyn Ho

La Crescenta, California
Major: Biology

“I want to become a dentist, and I chose 91ąú˛ú because of its Early Assurance 4+4 program, which gives me a direct path to the LECOM School of Dental Medicine. 91ąú˛ú also gives me the chance to work closely with my professors. I really enjoy playing the piano, too, and performed at Carnegie Hall as a first-prize winner in the Elite International Music Competition.”

Arina Kamenetska

Kharkiv, Ukraine
Major: Theatre
Honors College/Levermore Global Scholars Program

“My goal is to build a career as an actress in both theater and film. I also hope to create international theater projects that bring together actors and artists from different countries and cultures. I am especially proud to have received a Jonathan Larson Scholarship from 91ąú˛ú. I chose 91ąú˛ú because of the people. During my audition with Professor Margaret Lally and Professor Thomas Schrider, I immediately felt that I had found my community and my people. They made me feel that 91ąú˛ú was a place where I would truly belong, and I could see how much the professors genuinely care about their students and want to help them grow.”

Karina Kumar

South Richmond Hills, Queens, New York
Major: English, Scholar Teacher Education Program (STEP) – Adolescent Education
Levermore Global Scholars Program

“My goal is to become a teacher who can truly make an impact in students’ lives. I will strive to shape young minds in the lens of today’s society and always fight against injustices in education, making my classroom truly accessible to all students. I am particularly interested in finding ways to reach students beyond the textbooks. 91ąú˛ú’s commitment to diversity, equity and global learning reflects the educator I aspire to become.”

Mia Leggio

Seaford, New York
Major: Sport Management
Honors College/

“Sports are really important to me, and I am proud to be following in the footsteps of my sister, Alexandra, who played lacrosse for 91ąú˛ú. I chose 91ąú˛ú because of its strong academics, women’s soccer program and close-knit community. I am also proud to be a certified EMT because that allows me to make a difference by helping others during very tough times.”

Anya Patel

New Hyde Park, New York
Major: Biology
Levermore Global Scholars Program

“My goal is to pursue a career in orthodontics and provide compassionate, culturally aware care to diverse communities. Majoring in biology and participating in the Levermore Global Scholars program will help me reach that goal, allowing me to combine my passion for science with my interest in people, cultures and global perspectives. As someone with both Indian and Kenyan heritage, I believe that understanding and respecting different backgrounds is essential to connecting with others and providing compassionate healthcare. I chose 91ąú˛ú because of its close-knit community and the opportunity to pursue my goals in the healthcare field in an environment where I feel supported and encouraged to grow.”

Michael Secko

Centerport, New York
Majors: Environmental Science and History with Certificate in Museum Studies
Honors College

“By majoring in two fields while earning a certificate in another, I am hoping to build a career that brings all of those worlds together. Whether it is working at a museum, a national park or an environmental agency, my goal is to find ways to connect our natural environment with human history. I have always been fascinated by how the past and the environment shape each other. I want to find innovative ways to preserve both our history and our planet. Choosing 91ąú˛ú was an easy decision for me. From the moment I stepped on campus, it just felt right. It is also extra special because my grandparents earned both their undergraduate and master’s degrees here, so it feels like home in more ways than one.”

Justin Smiley-Carter

Jamaica, Queens, New York
Major: Ethics and Public Policy
Honors College/Levermore Global Scholars Program

“I served as secretary-general at a Model UN conference that created a welcoming outlet for students across South Queens and Long Island to explore diplomacy. I plan to attend law school, with the goal of eventually using my experience to create opportunities for younger students in marginalized communities and inspire them to pursue a career in law. I chose 91ąú˛ú because it’s where I can really challenge myself academically, and because the Honors College and Levermore Global Scholars program allow me to explore my interests beyond the classroom while preparing me to reach my goals.”

Louis Spillane

Auckland, New Zealand
Major: Finance

“My goal is to build a career in finance while continuing to pursue my passion for football. Football has been a huge part of my life. I was honored to represent New Zealand as a member of the U17 National Team that qualified for the U17 World Cup. Wearing the New Zealand fern, singing the national anthem and seeing my family in the stands made it an experience I’ll never forget. It was a moment where years of hard work and sacrifice came together. I look forward to competing at 91ąú˛ú while building a strong foundation for my future in finance. I hope to combine the discipline, leadership and competitive mindset I have developed through football with my passion for finance and create a successful career that allows me to pursue both interests.”

Wyatt Yim

Fresh Meadows, Queens, New York
Major: Nursing

“I want to be working as a traveling nurse to explore the world more, then later on become a certified registered nurse anesthetist. I would like to visit all 50 states and, as a proud Eagle Scout, all the national parks. I chose 91ąú˛ú for its small and beautiful campus, and I began my 91ąú˛ú experience by joining the First-Year Community Action Program (FCAP). It gave me the opportunity to do some volunteer work before the start of classes while meeting new people and helping the community.”

The post Meet the Class of 2030! appeared first on Adelphi.

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) 91ąú˛ú 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.

Adelphi 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,” 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.”
• 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 91ąú˛ú’s 2017 Australia trip as an undergrad, which inspired her to move to Australia, earn her master’s and PhD in reef ecology, and eventually return to 91ąú˛ú 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 91ąú˛ú’s commitment to sustainability.

“Each of us has our own area of expertise,” 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 91ąú˛ú students to Australia. This year’s was their sixth such trip.

According to Dr. Freeman, Dr. Buccheri’s experience as a student on 91ąú˛ú’s 2017 Australian alternative break trip was life-changing, as it inspired her to gain expertise in reef ecology and reproductive biology by earning master’s and doctoral degrees in Australia. She is now an adjunct professor in environmental studies and sciences . “She’s a great success story,” 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 91ąú˛ú professors gather at sunset after a day of exploring coral atolls around Heron Island Research Station.

The post Forget Europe: Why 13 91ąú˛ú Students Swapped Paris for Sharks, Spiders and Australia’s Coral Reefs appeared first on Adelphi.

The birds arrived earlier this spring and quickly drew attention, not just for their size but for the unique sounds echoing from the nest. Many assumed they were crows, but faculty in 91ąú˛ú’s biology department quickly clarified: These are ravens, and their presence offers more than just a passing curiosity.

“They’re not just larger birds,” said Shana Caro, DPhil, assistant professor of biology in the College of Arts and Sciences. “Their intelligence is pretty astounding. A lot of recent studies show that they approximate about a 7-year-old child in how well they can solve puzzles and deal with complex new situations.”

Their vocalizations—sometimes abrupt—aren’t random noise but part of an active exchange. According to Dr. Caro, ravens are capable of vocal and gestural communication. They’ve even been observed using their beaks to point—an ability that mirrors certain behaviors in primates and young children.

A Nest That Speaks to Sustainability

The decision to leave the nest undisturbed highlights 91ąú˛ú’s broader commitment to sustainability, particularly Goal 3 of the University’s Momentum 2 strategic plan, which emphasizes a greener, more ecologically integrated campus. In this case, the ravens found an unoccupied architectural nook and made it home, without disrupting human activity.

According to the , millions of acres of bird habitat are lost or degraded every year because of development practices. In this context, allowing the birds to remain on campus is not only harmless but meaningful, offering a moment of connection to the natural world in an otherwise structured space.

In addition, Dr. Caro said that 91ąú˛ú has a thriving bird ecosystem, with more than 100 bird species confirmed on campus—evidence that the University’s efforts to foster wildlife-friendly environments are having a tangible impact.

Campus as a Living Classroom

The ravens nesting above Levermore’s entrance have become a point of interest and conversation among students.

Jocelyn Herrera, a senior psychology major, first noticed the birds during her early morning lectures and was struck by the activity just above her head. “They’re hard to miss, and it’s been interesting to learn how much is going on right on campus,” she said. “You talk about sustainability in theory, but this feels like a real example of how our space and nature can overlap in such a cool way.”

Dr. Caro encourages this kind of attention. She often tells students that if they spend even half an hour walking around campus slowly, they’ll begin to notice patterns in the landscape, including the wildlife that blend into the background.

A Small Moment With a Larger Meaning

Though the ravens will eventually move on, their presence has offered something lasting: a quiet demonstration of how even unexpected wildlife can coexist with human activity. It’s a reminder that sustainability is not always about large-scale infrastructure—it can also come from allowing space for nature to persist.

Adelphi’s decision to allow the nest to remain in place speaks to the University’s values: supporting biodiversity, respecting natural behaviors, and embracing the organic character of its green campus.

So next time you walk by Levermore Hall, take a moment to look up and admire 91ąú˛ú’s ravens. Research proves they are intelligent enough to recognize human faces—and they just might remember yours.

The post Staying Green: Why 91ąú˛ú Allows Ravens to Nest on Levermore Hall appeared first on Adelphi.

To drive this mission forward, 91ąú˛ú offers several degrees in environmentalism, from a BA in Environmental Studies and a BS in Environmental Science to an MS in Environmental Studies. Through these programs, students are exposed to various environmental topics and fields, learn from experienced faculty, and gain the tools they need not only to achieve success, but also to have a positive impact on the planet. For some students, a degree from 91ąú˛ú combined with a higher degree achieves a goal of landing in the field of research and academia. Others work for companies that focus on environmentalism, sustainability, or environmental health and safety.

Here are some of the career paths our 91ąú˛ú alumni have taken with these degrees.

Pursuing Research and Academia

Elizabeth Buccheri ’18

After graduating from high school, knew she was interested in environmental sciences and conservation but wasn’t sure which area she wanted to focus on. Her answer: 91ąú˛ú’s BA in Environmental Studies. “91ąú˛ú provided me with a broad understanding of the field of environmental science and gave me opportunities to test out all different disciplines at once, so I could better understand what I wanted to do,” she said.

Buccheri obtained hands-on experience working in laboratories and fieldwork procedures. She credits the faculty, particularly Aaren Freeman, PhD, Matthias Foellmer, PhD, and Beth Christensen, PhD, for giving her the support, skills and knowledge she needed to take her career in any direction.

It was Buccheri’s study abroad experience in Australia, though, that ultimately decided her career path in marine science. “It was my first time studying tropical ecosystems like rainforests and coral reefs, and the diversity blew my mind,” she said. “It was the best introduction to marine science fieldwork that I could have ever imagined.”

After graduating from 91ąú˛ú, Buccheri pursued a Master of Science in conservation science from the in Brisbane, Australia. From there, she pursued a PhD in coral reef ecology. She conducted research on the Great Barrier Reef while working as a tutor and leading field courses to the reef. She recently submitted her PhD thesis and hopes to have her doctorate confirmed within the next few months.

Buccheri is now back in New York, where she is making her first foray into an academic career as an adjunct professor at 91ąú˛ú. She plans to continue pursuing research and teaching at the university level, preferably in marine science and conservation. “My dream would be to put all of the things that I’m passionate about into one career where I could teach, do my own research, and lead international field courses to share these wonderful experiences with the next generation of scientists.”

From Environmental Studies to Environmental Health and Safety

Jonathan Ciappetta ’08, MS ’10

Jonathan Ciappetta ’08, MS ’10, began his journey at 91ąú˛ú as a biology major with plans to enter the medical field. After taking a few courses in the Department of Environmental Studies and Sciences and enjoying them so much, he added a minor. By sophomore year he had the same number of credits in environmental studies as in biology. He had a decision to make.

Ciappetta realized that his true interests and passions were in studying environmental policies and how they impact the world around us—and switched his major to environmental studies. Then, in his senior year of undergraduate studies, he was working closely with a professor on an independent study project that expanded upon his work with the , studying losses in salt marsh habitat on the South Shore of Long Island. The decision to pursue his MS in Environmental Studies, and the idea for a large portion of his graduate thesis, was born when he realized the need to conduct core sampling to validate habitat losses he had been studying through historical aerial photographs.

Continuing his efforts with the Town of Hempstead for his graduate program, Ciappetta worked with endangered species, monitored water quality in the South Shore Estuary and worked on sustainability initiatives. “It was fascinating to see environmental regulations put into practice so close to 91ąú˛ú.”

Ciappetta’s first full-time job was as an environmental specialist with a consulting firm that focuses on hazardous material compliance programs in sectors such as higher education, healthcare, biotechnology, government and pharmaceuticals. This position gave him real-world, in-depth experience in the environmental regulations he learned about in college and a view into how businesses comply with those regulations.

In time, Ciappetta became specialized in working with healthcare accounts, playing an integral role in designing compliance programs for healthcare institutions. In 2019, he made the move to as director of compliance for its real estate department, working to tackle environmental, health and safety issues. Ciappetta’s role focuses on maintaining various aspects of regulatory compliance for agencies such the Environmental Protection Agency, the Department of Environmental Conservation, the New York City Fire Department and the Department of Health at nearly 300 clinics, administrative offices and residential locations managed by the Mount Sinai Health System.

Ciappetta says his courses at 91ąú˛ú taught him skills that have proved essential in his career. “I learned to research the social, economic and technical aspects of policy and developed an understanding of the numerous perspectives to environmental issues and their implications, which often go deeper than the surface,” he said.

The Future of Environmentalism

With the recent transition to a new presidential administration, the future of environmental health and issues remains unclear. An early sign of a change in direction is the executive order issued to withdraw the United States from the Paris Agreement, an international treaty signed by multiple countries that takes on climate change, which has critics are concerned that the administration will continue to disregard environmental health and policy.

Elizabeth Buccheri, however, remains optimistic. “The people that decide to work in this space are incredibly passionate and hardworking and make it possible for this field to continue.” While she acknowledges that the upcoming administration will make major changes, she believes that it’s important for people, now more than ever, to support their local and state-led environmental initiatives and continue to fight for the planet.

The post What Can You Do With a Degree in Environmental Studies and Sciences? These Alumni Showcase the Possibilities appeared first on Adelphi.

Matthew Wright, PhD, associate professor and Department of Physics chair, recalled that “Marty gravitated to teaching astronomy and environmental courses at 91ąú˛ú. He was always excited to teach his First-Year Seminar on the history of environmentalism. He loved to take his students outside with binoculars to show them the night sky.”

A Passion for the Environment

Brian Wygal, PhD, professor of anthropology and director of environmental studies and environmental science, remembered Dr. Garrell as a committed environmentalist who, at the time of his death on October 2, was serving as the recording secretary of the which is dedicated to restoring and protecting Long Island Sound.

“Marty was integral to the environmental program at 91ąú˛ú since its beginning,” said Dr. Wygal. “He was passionate about the environment and, in particular, its protection. He frequently talked about the and was heavily involved in political activities around green energy, climate change and environmental protection.”

Dr. Garrell shared these passions with his students by regularly teaching environmental courses on green energy management and the physical problems of pollution.

A Valued Mentor and Friend

Zahin Ritee ’23 earned her physics degree at 91ąú˛ú and is now pursuing her second bachelor’s degree in mechanical engineering at Columbia University through the joint degree 3-2 program between that school and 91ąú˛ú. A former student of Dr. Garrell, she said, “He always believed that I would shine in life, and he was so proud of all of his students. I will really miss him.”

Katie Gifford ’22, a second-year PhD student in physics at the University of Illinois Urbana-Champaign, where Dr. Garrell had earned his doctorate, remembered him as her professor, mentor and friend.

After graduating, she worked with Dr. Garrell as 91ąú˛ú’s physics laboratory coordinator. “That year,” she reminisced, “I was lucky to share a wall with him, making my interactions with him more frequent. We chatted often about politics, the environment, physics education and Islanders hockey. His appreciation for knowledge and creativity outside of physics was always evident.”

He was also, according to Gifford, a multidisciplinary scholar who recognized and valued the work of all other scholars, regardless of their fields—and who dedicated himself to helping students develop the critical thinking skills necessary to solve everything from physics problems to environmental issues.

As Gifford made the move to graduate school, she noted that “Marty was so excited that I would be attending his alma mater,” she said. “His familiarity with my program and the area made it feel a little less scary to move from New York to the cornfields of Illinois. He was so thoughtful. He checked in with me a couple of times last year to see how I was adjusting, liking the program and living in the area, which I deeply appreciated.”

“It was clear he respected his students and their ideas, and I was lucky to see and experience that he did the same for his colleagues,” she said. “I’m going to miss Marty.”

The post Remembering Professor Martin (Marty) H. Garrell, PhD: Environmentalist, Mentor and Friend appeared first on Adelphi.

She pitched the idea to the National Park Service in 2020, and received funding from the Schoodic Institute as part of the research fellowship program.

At 91ąú˛ú, Dr. Giakoumis double majored in environmental studies and anthropology and was a member of the Honors College. She also participated in several study abroad programs, including studying marine biology at Australia’s Great Barrier Reef. It was here that she discovered her passion for marine conservation. Now, she is developing an app that anyone can download and use to contribute to her study, part of a growing movement by scientists to embrace what is known as “citizen science.”

In Fall 2023, Dr. Giakoumis returned to her alma mater virtually to present “Conservation of Sea Stars in the North Atlantic Ocean” for Adelphi’s Artivism series.

Here, she shares what interested her about sea stars, why she is creating the app, and advice for women in STEM.

Why sea stars?

Sea stars are keystone species, which means they have a disproportionately large effect on their communities. Their presence or absence on the coast in these intertidal [areas between high and low tide] communities can shape the types of species that can live there.

They’re also under-studied. In a marine context, people think about more charismatic animals, like endangered whales. Yet sea stars are one of the few invertebrate species that people connect with—they get really excited when they go to the beach and find a sea star. So you can get the wider community engaged with your research.

How will your app help with your research?

One of my hypotheses about why sea stars are declining involves Sea StarWasting Syndrome, which is a disease that has high mortality and likely affects sea stars regularly. We have no baseline data for how often sea star wasting outbreaks are happening or how severe they are. If we can crowdsource that information through people who are already out on the beaches in the North Atlantic, we can have a much better idea of where this is happening, what time of year it’s happening, and how severe it is.

How does the app work?

When you see an animal, you take a picture and upload it with a location. Then students can review the images and confirm whether the sea stars are sick [and give us] baseline data for when these outbreaks are happening. I’m sure scientists will be some of the primary users, but I hope we’ll get users who are not scientists as well. More boots on the ground is always better. In a study that I am hoping to publish soon, I have some pretty striking results and have documented that the density of sea stars is declining really rapidly.

What does your work at the Museum of Natural History involve?

Along with my own research, I run the Institute for Comparative Genomics Data, working under the director of the Institute for Comparative Genomics. As associate director, I manage the staff and make strategic long-term decisions about the future of the program. I also work and manage several different genomics labs … [including one] lab that we call the Ancient Biomolecules Lab, which is equipped to extract DNA from very old specimens from museum collections. We’re one of only a couple of institutions equipped with a lab of that caliber.

What advice do you have for women entering STEM fields?

Find a community of support. I’ve been a part of the for over a decade, and it’s been invaluable to me to have a community that wants to support women in science. We reach out to each other about specific problems, find ways to address them and push for institutional change, because there’s power in numbers. And if there isn’t a community you can join, then build one.

How have you adjusted from being a woman scientist to being one who is also a mom?

It’s fun and it’s amazing, but it’s a whole new world with a whole new set of challenges. But I have a lot to look forward to—hopefully, one day my daughter will look to me for some of the same advice I’ve shared today!

The post She Seeks Sea Stars—and How to Save Them appeared first on Adelphi.

“Within the last year or two, we’ve seen significant growth in the department,” said Dr. Wallace. “When I came on board, there were only two graduate students. This fall, 15 are enrolled” in the .

To further spur growth, Dr. Wallace, together with colleague Susan Kilgore, PhD, assistant professor, are working to build a pipeline between 91ąú˛ú and Molloy University to prepare, retain and enroll the next generation of coastal geoscientists.

A Comprehensive, Collaborative Project

The professors have received a subaward of a $407,527 —grant in conjunction with Molloy University to do just that.

The three-year award supports the 91ąú˛ú and Molloy researchers’ comprehensive Project RESTORES—Retention of Earth Science Trainees through Opportunities in Restoration and Environmental Sciences. “It’s great to see competing institutions working together on a project like this,” said Dr. Wallace.

According to Dr. Wallace, the grant will enable the universities to develop a collaborative pathway that funds students from underrepresented minority groups from local high schools and community colleges interested in pursuing undergraduate as well as graduate studies in the coastal geosciences.

Equally important, the students will benefit from the kinds of relevant hands-on internship and research opportunities that are likely to resonate with a growing workforce.

A Serendipitous Collaboration

“This is a great award, and one that was not really planned or expected for 91ąú˛ú,” Dr. Wallace said. It is, in fact, an award that came about almost coincidentally.

In talking with a newly enrolled graduate student, Dr. Wallace discovered that he had worked with Elizabeth Suter, PhD, an assistant professor of environmental science at Molloy with whom he’d collaborated in the past.

Dr. Wallace learned when reaching out to Dr. Suter that she was applying for an NSF grant to support students in the geosciences from underrepresented groups. “One of the issues for her, though, was that Molloy has no graduate program in the geosciences, so she wondered if we could support a pipeline for Molloy undergraduates to conduct research at 91ąú˛ú,” he recalled.

He realized that developing a partnership with Molloy to establish a pipeline that immerses Molloy students as interns in his own summer geocoastal research projects—such as his work this past summer on harmful algal blooms in the Long Island Sound and ongoing oyster restoration projects in North Shore waters—would be “a perfect fit” for both institutions.

Additionally, Dr. Wallace brought departmental colleague Dr. Kilgore—who is currently developing a project that will explore how sedimentation affects oyster habitats—on board for her expertise in geology and her research work with sediments. “Students will also have opportunities to work with other 91ąú˛ú faculty on research projects,” he said.

A Working Collaboration

According to Dr. Wallace, Molloy is the leader for recruiting students as well as developing a framework to support and retain them. While preliminary planning is currently underway, Project RESTORES will launch officially next fall, when the first cohort of local students from underrepresented and minority groups being recruited by Molloy will matriculate. Then, in Summer 2025, the first student interns will begin working with 91ąú˛ú faculty.

Dr. Wallace reported that he is currently hoping to reach an articulation agreement with Molloy that would ultimately allow those and other interested students to matriculate into 91ąú˛ú’s environmental studies and sciences graduate program.

He predicted that, “One of the most important things about this is that we’re aiding the building of a larger workforce with students coming out of college with knowledge about our local environmental issues.”

Dr. Kilgore agreed by noting that, “In general, getting experience with restoration projects and research that can lead to oyster restoration and other geoscience projects will be helpful with their careers. There’s a growing need for people with knowledge and experience in this area. And by the time they are out of graduate school, more jobs will be available for these projects.”

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