Faculty members Professor Robert Siegfried, PhD; Professor Lee Stemkoski, PhD; Assistant Teaching Professor Kristin Pepper; and Kees Leune, PhD, associate professor and chair of mathematics and computer science, helped Erica build both technical confidence and a collaborative approach to learning.

Erica graduated with departmental honors as a computer science major. While working on their degree, they held student worker positions at Swirbul Library, the Office of Information Technology and in the Mathematics and Computer Science department. They also interned with the Village of Garden City.

Soon after graduation, Erica was selected for the Microsoft Research Data Science Summer School, a program serving students from diverse, nontraditional and underrepresented backgrounds in STEM. Their team studied customer loyalty using public data and presented its findings at Microsoft Research New York and national diversity-in-computing conferences. Erica then returned to 91¹ú²ú to support the University’s analytics and data-visualization work before earning an MS in computer science from the University of Alabama in Huntsville.

Erica joined The Walt Disney Company first through internships in data science, management science and data engineering and has been with the company full time since early 2020. As a senior data engineer, they partner across product and decision-science teams to define data needs, build pipelines and support the infrastructure that informs decisions throughout the company.

Erica also creates opportunities for others in technology. They were a technologist representative of Disney at the Grace Hopper Celebration in 2019 and, since 2024, have helped lead the Disney Data & Analytics Women Award experience, which brings four women in analytics to the company’s annual conference to present research and build professional relationships.

Adelphi recognizes Erica for technical leadership, career achievement, and sustained work to widen access and belonging in computing and analytics.

Member of 91¹ú²ú’s

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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 91¹ú²ú 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€� 91¹ú²ú 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 ´¡»å±ð±ô±è³ó¾±â€™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. ´¡»å±ð±ô±è³ó¾±â€™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 91¹ú²ú’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 91¹ú²ú 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 ´¡»å±ð±ô±è³ó¾±â€™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 91¹ú²ú 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 91¹ú²ú 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 91¹ú²ú 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 91¹ú²ú 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 91¹ú²ú 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 91¹ú²ú degree in nursing, echoed President-Elect Balboni’s message of life’s unpredictability and of opportunities taken advantage of.

After graduating from 91¹ú²ú, 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,â€� 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 Adelphi.

They range in age from 20 to 71 years old, came to 91¹ú²ú for graduate study from 20 states and 34 countries beyond our borders, and earned ³¾²¹²õ³Ù±ð°ù’s and doctoral degrees in 63 different programs. They are the 941 members of ´¡»å±ð±ô±è³ó¾±â€™s graduate Class of 2026.

With 90 different graduate degree and certificate programs, 91¹ú²ú is committed to growing its number of offerings to meet the demands of today’s rapidly changing economy. This summer, the University is opening the doors of its new in New York City with a range of flexible programs for working adults.

The Four Most Popular Graduate Programs

The Master of Social Work program offered by ´¡»å±ð±ô±è³ó¾±â€™s School of Social Work often graduates the largest group of ³¾²¹²õ³Ù±ð°ù’s degree recipients. This year was no different, as 183 students received their diplomas at the graduate Commencement ceremony on May 21.

The 67 graduates of the 4+1 Scholar Teacher Education Program (STEP), a five-year combined bachelor’s and master’s degree program that saves students a year of time and tuition, made up the second-largest group. The program, from the Ruth S. Ammon School of Education and Health Sciences, offers tracks in childhood, adolescent, and TESOL education.

The Robert B. Willumstad School of Business graduated the third- and fourth-largest groups of graduates. Sixty-two students earned their MBA this year, while 50 received their MS in Business Analytics.

´¡»å±ð±ô±è³ó¾±â€™s Gordon F. Derner School of Psychology—the first university-based professional school of psychology—graduated the largest group of doctoral students, 23 in all. Sixteen students received their PhD in clinical psychology, and seven earned their PsyDs in school psychology.

A Global Group of Graduates

Students from 34 countries outside the United States came to 91¹ú²ú for their graduate education. The largest group, by far, is from India, with 117 graduates. The 11 students from Vietnam were the second largest group, followed by the 10 graduates from China. The 191 international students in the Class of 2026 also included scholars from as far away as Guyana, Cameroon, Egypt, Turkey, Georgia, Nepal, the Philippines, and Taiwan.

Stateside, the bulk of graduates are from New York and nearby New Jersey, Pennsylvania, and Connecticut. Overall, the class included students from 20 states.

Strong U.S. News & World Report Rankings for Graduate Programs

The quality and reputation of 91¹ú²ú graduate programs were among the main draws for this year’s graduates. 91¹ú²ú programs are annually ranked by . Seven 91¹ú²ú programs are included in this year’s list:

• Best Nursing School: ²Ñ²¹²õ³Ù±ð°ù’s
• Best Nursing School: Doctor of Nursing Practice
• Best Public Health School
• Best Psychology School
• Best Clinical Psychology Doctorate Programs
• Best School for Social Work
• Best Speech-Language Pathology Program
• Best Part-Time MBA Program

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

Adelphi Grad Programs Arrive in Manhattan

As early as next year, 91¹ú²ú will begin graduating students who earn their graduate degrees in New York City at the University’s new . A state-of-the-art, three-floor learning space located in the heart of Midtown at the corner of Fifth Avenue and 44th Street, the center will offer an initial group of eight graduate programs in in-demand career areas. Students will be able to choose from ³¾²¹²õ³Ù±ð°ù’s degree programs in artificial intelligence and machine learning, education, general psychology/human resource concentration, business administration (Flex MBA), social work, and creative writing, as well as doctoral programs in learning sciences and global higher education leadership. Students can also earn graduate certificates in business analytics and human resource management at the Manhattan Center; the academic credits earned are transferable to our master’s degree programs.

All programs will feature flexible schedules and evening classes to accommodate working adults. The University also introduced a special $10,000 Manhattan Advantage Award to provide financial support for students in the inaugural cohort to ensure they have the resources to pursue graduate studies that will help them become leaders of the modern workforce.

The expansion to Manhattan, the launch of new master’s degree and doctoral programs, and the accomplishments and vitality of the graduate Class of 2026 together reflect 91¹ú²ú’s strategic commitment to graduate education and to the University’s growing strength in advanced studies.

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´¡»å±ð±ô±è³ó¾±â€™s innovative MS in Artificial Intelligence and Machine Learning program is coming to the new, state-of-the-art Manhattan Center in Fall 2026, expanding opportunities for students to advance their careers in tech, engineering, and other in-demand fields impacted by AI.

“A lot of people are looking to upskill and understand how their professionalization can remain relevant in an AI agent workforce,” said Anil Venkatesh, PhD, director of the program and associate professor of mathematics and computer science. “We wanted to offer this program at a place that would be convenient for working professionals, and the Manhattan Center made a lot of sense.”

By expanding this program to the new state-of-the-art facility, located just steps from Grand Central Station at Fifth Avenue and 44th Street, 91¹ú²ú is making it even easier for students to develop these career-defining skills, network with other forward thinkers, and explore job opportunities.

“We are expecting to see a lot of professionals from diverse job backgrounds who will bring some really interesting perspectives,” Dr. Venkatesh said. “That will only increase the overall engagement of courses.â€�

The MS in AI and Machine Learning is just one of the programs in the first wave of 13 graduate and professional offerings coming to the Manhattan Center. Students can choose from degree and certificate programs in business, education, healthcare, psychology, and social work.

A world of career options

The AI program, which launched this year on 91¹ú²ú’s Garden City campus, is designed to prepare the first generation of AI professionals for advanced careers in technology, government, healthcare, financial services, logistics, e-commerce, and virtually any other field. Current job titles include AI engineer, machine learning engineer, data scientist, data analyst, and business analyst.

Courses in the master’s degree program combine practical, real-world learning experiences with deep theoretical knowledge that can be applied to AI models—not just now, but as technology evolves.

“Ultimately, the theory of AI is not something that was just invented,” Dr. Venkatesh said. “It has existed for quite some time. And understanding that theory is going to make it so that you can plug and play with whatever new model or paradigm comes along.â€�

The program is also built to adapt to new AI careers and applications as they continue to emerge. The program’s seminar, for example, is updated every year with new tools and input from speakers currently working in the industry. And Dr. Venkatesh’s course on artificial intelligence and machine learning algorithms is consistently refreshed with the latest cutting-edge algorithms and best engineering practices.

As Dr. Venkatesh said, “We’re both staying up-to-date with contemporary discoveries and innovations and incorporating foundational math and statistics that will be useful no matter where the industry goes.â€�

Customizing AI education for different professions

AI isn’t only impacting technology companies and engineering careers. It’s being applied across sectors, including government, healthcare, and financial services.

“We’ve had students who’ve worked in programming-heavy disciplines,” Dr. Venkatesh said. “But we also expect to see folks with backgrounds in statistics as it relates to life sciences and healthcare because AI tools are tremendously valuable in those disciplines.”

To that end, Dr. Venkatesh makes a pointed effort to customize his Artificial Intelligence and Machine Learning Algorithms course for students’ professional goals.

“When I assign projects, I explicitly invite students to counter-propose a different topic if there’s something specifically suited to their particular professionalization,” he said. “As long as it’s comparably challenging and relevant to the course, I accept the proposal.â€�

Students responded enthusiastically to the invitation, proposing and carrying out research projects in healthcare, bioinformatics, sports analytics, financial services, and business analytics.

Thinking ahead to the fall, Dr. Venkatesh looks forward to welcoming the program’s first cohort to the Manhattan Center and continuing to teach as this exciting field evolves.

“The other professors and I who put this program together really love teaching it,â€� he said. “We’re excited by the format of the course and the type of student that we’re orienting toward. This is some of the most fun teaching we’ve had in a long time.â€�

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Using AI in the Classroom—With Caution

Anil Venkatesh, PhD, associate professor in the Department of Mathematics and Computer Science, notes, “I don’t use GenAI in my classroom because I don’t see how it can be used to improve the educational experience. However, I do view it as a useful tool for producing snippets of computer code that can be modified and tailored to a user’s needs. It’s also reasonably good at summarizing online technical resources. It’s possible that AI will help us make advances like automatically determining whether a mathematical proof is logically sound.�

• Misconceptions: GenAI can’t be relied upon to do more complex data science tasks, as these usually don’t have a single right answer in the first place.
• Recommendations: Have fun with the tools, but if you find yourself using GenAI for tasks that you aren’t confident in performing yourself, that’s a sign that you should seek to improve your own skills in those areas as well.

Helping Students Understand the Limits of AI

Michael LaCombe, PhD, associate professor in the Department of History, and Academic Integrity Officer, explains, “In an upper-level course where it can complement students’ work and they can appreciate the limitations of its output and the advantages of its speed and scope, I think it’s essential to show them how to use AI to accomplish course goals. Assignments that call for gathering and classifying information, generating ideas to pursue in one’s own research: These are areas in which it’s hard to imagine how we as faculty can continue to prohibit their use.�

• Misconceptions: Critical and creative thinking—our most important Gen Ed learning goals at 91¹ú²ú—require original thought, discussion and writing to develop and demonstrate. Students imagine GenAI helping when it’s really replacing the difficult work of thinking with a shortcut.
• Recommendations: The best course is transparency, as in the answers to these questions were generated with human intelligence only, unaided by AI. We should expect and require similar disclosures elsewhere in our lives.

Brian J. Stockman, PhD, professor in the Department of Chemistry, is optimistic, but raises a concern. “AI is making a huge impact in the structural biology field, and will continue to do so, especially in areas related to human health. I’m also using it in my classroom to teach students how to write tailored prompts and then to critically evaluate the AI-generated content. I think that it improves student learning when they have to do critical analysis of the output.�

• Misconceptions: In our research, the most common misconception is that the AI-generated results are always correct. We’re designing ways to analyze the AI output to suggest which are the most likely to be correct, but we’re then testing the AI predictions in the laboratory in order to validate them.
• Recommendations: Embrace it, but take the time to critically analyze the output.

AI Is Creating a Business Revolution

MaryAnne Hyland, PhD, dean of the Robert B. Willumstad School of Business, sees a major impact in her field. She explains, “AI is revolutionizing the business landscape. Many organizations are investing in AI and educating their employees about its applications. Using it for basic tasks, such as editing an email or drafting a social media post, is common. Some organizations are implementing more advanced applications, such as having AI identify data security risks.�

• Misconceptions: While some jobs have been and will continue to be replaced by AI, the business world is increasingly seeking individuals who understand how to leverage it. Many roles will require the use of AI for enhanced efficiency and productivity. However, faculty often share stories of AI making incorrect calculations and fabricating research references. It’s critical for business students to learn how to use AI in their work, but they must also understand AI’s limitations.
• Recommendations: I encourage everyone to try using AI, as it can be a tremendous time-saver to help with everything from planning a vacation to writing text for a birthday card. But don’t trust everything provided by AI and avoid sharing personal information.

Embracing the Promise of AI

Sukun Li, PhD, assistant professor in the Department of Mathematics and Computer Science, believes that “AI will likely continue to increase efficiency, improve decision-making through predictive analytics and automate routine tasks. The broad adoption of AI tools will force educators to rethink assignment formats, enhance critical thinking skills and address the ethical implications of using AI in education. As an educator and AI researcher, I guide my students in understanding what it means and how to use it correctly or even create it.�

• Misconceptions: Most AI systems require human oversight and input to work effectively. Some of my students believe it can help them complete their homework accurately and achieve good grades. But AI can make mistakes because it learns from data input by humans, particularly when that data is biased or incomplete.
• Recommendations: Don’t be afraid of the emergence of new technologies—they exist to serve us. Let’s embrace these new tools, keep our minds open, and learn more about AI and how to use it properly.

Time-Saving, but Addictive

Damian A. Stanley, PhD, associate professor in the Gordon F. Derner School of Psychology, finds AI critical for data review. “I use AI for things like data analysis; it’s a very efficient coder and can rapidly suggest new data analyses. It can do in a minute what might take me 45 minutes or more. For students who are exploring different ways of interacting with data, it can also be very helpful as a tutor, adapting to their level and preferred learning style. I’ve also used it to help clinical psychology graduate students prepare for internship interviews by generating a reasonable set of questions targeted toward them for mock interviewing.�

• Misconceptions: I worry about the addictive nature of AI chatbots due to their agreeable responses: They are almost always pleasant and supportive, unlike humans who may disagree or challenge us, which could hinder real-world social skills.
• Recommendations: I believe we should all get to know what it is, because it’s here to stay. From a psychological perspective, I would just urge caution against letting it replace social interaction.

This story was featured in the 2025 Issue of the Adelphi Magazine.

The post Adelphi Faculty Consider the Pros and Cons of Artificial Intelligence appeared first on Adelphi.

Samuel Abrams: A Ninja With a BFA

Abrams always knew he wanted to work in the arts. But a trip to when he was 15 years old gave him a clear goal.

“I knew I wanted to work there as soon as I saw it,� he said. “My mom joked, ‘I am going to lose you to this place. You’ll be working here.’�

His mom was right. Abrams is now in the craft department at Universal repairing the elaborate, hand-sculpted fixtures around the theme park. He works nights at various areas in the park, making sure everything is perfect for the next day’s guests.

“We’re like ninjas,� he said. “You can’t work on the cool sculpture stuff in the day when the people are there.�

Abrams works on fixtures in Universal Orlando’s newest theme park, Universal Epic Adventure, which opened last year. He’s worked on sculptures for rides like The Wizarding World of Harry Potter: Ministry of Magic, How To Train Your Dragon: Isle of Berk, Dark Universe, and Super Nintendo World, just to name a few. “I work all over,� he said. “Craft workers cover the entire park.�

Abrams earned a BFA in Studio Art at 91¹ú²ú. He credits the University for putting him on the path to the Universal job.

“My professors gave me the space to grow as an artist,� he said. “They let me work in whatever medium I wanted, even unconventional media.�

He said his professors initially encouraged him to be a fine artist. “I explained that I like the idea of gallery art, but I really wanted to make stuff for film and TV,� he said. “I wanted people to be able to touch my work and enjoy it.� His professors supported his goal and helped him do more applied work, he said. “Once they understood what I wanted, they helped me develop the skills I needed to get there.�

With his professors’ support, his senior thesis was a collection of sculptures of imaginary creatures that won the University’s Thomas McNulty Award for Excellence in Sculpture. After graduation, Abrams did gig work for two years, making store displays and props for TV shows and movies around New York. He landed a staff position at Universal last fall, and he loves his work.

“This is my dream job,â€� he said. “If 91¹ú²ú didn’t let me have the freedom to do what I wanted, I wouldn’t have gotten the position I have now,â€� Abrams said.

His mom doesn’t mind that, as she predicted, her son went to Florida to work at Universal. “I get her free tickets to the park whenever she comes down to visit, so she forgives me,� Abrams explained.

Daniel Hickey: “Learning to be independent and teach myself�

Hickey is a technical designer for , where he works on the Zombies and Warzone modes of the popular video game Call of Duty. His mission there includes general programming and design work on quests in the game’s Zombies mode and on the seasonal updates of the Warzone mode.

“This is the job I always wanted,� he said. “I always wanted to be in the game industry, and I always wanted to be at the center of it all.�

High Moon Studios wasn’t the first step in his career, though. Graduating from 91¹ú²ú at the height of the pandemic, he got together with two friends to work on games and build their résumés. It paid off, helping him land a contract to work as a programmer and designer on Postal 4: No Regrets, the first-shooter game from Running With Scissors.

“That was a fun time, because I’m very, very locked in and focused on the action of video games,” Hickey said. “Anything to do with player combat is where I want to be in the driver’s seat of design and programming-wise.â€� Then he spent 10 months working for Mob Games on its Poppy Playtime game. All the indie work gave him a résumé that helped him land the job at High Moon, he said.

That same energy and drive had pushed Hickey to transfer to 91¹ú²ú from the New York City College of Technology to take advantage of the University’s new minor in video game design. Hickey majored in information systems, and said the program was solid preparation for being a game developer. “It’s a blend of business operation and computer science,â€� he said.

The skills he learned in the program have made him better able to work in the highly collaborative atmosphere of game development, where programmers, artists, sound designers and other teams work together to create the final product. “I learned to communicate with everybody, which helps us work smoothly,� he said.

Hickey said he was able to get the personal attention at 91¹ú²ú that he needed to succeed. “The school let me get close to all of my professors,â€� he said. “Honestly, I wasn’t the best student. I only saw school as a formality; I just wanted to make games.â€� His professors helped him channel his desire for hands-on experience and encouraged his entrepreneurial streak by pointing him toward clubs and independent studies.

Taking his professor’s advice, he dove into extracurricular activities. He got an internship with the , which runs esports tournaments, and founded ´¡»å±ð±ô±è³ó¾±â€™s Esports club. He did so well in the internship that his boss recommended him for a position as a student ambassador for Unity Technologies, which connected him with game creators around the world. He became president of the campus chapter of the , turning the club into a group where students could work together on projects in the game development lab on campus. And he was a teaching assistant for Professor Lee Stemkoski, PhD’s video game course in ´¡»å±ð±ô±è³ó¾±â€™s Pre-College Program.

One of the most important lessons he learned at 91¹ú²ú? “Dr. Stemkoski encouraged me to be independent and teach myself,â€� he said. “That’s a skill that keeps you learning for your entire life, even when you are out of school.â€�

The post How Two 91¹ú²ú Grads Landed Creative Dream Jobs After College appeared first on Adelphi.

While ´¡»å±ð±ô±è³ó¾±â€™s Department of Mathematics and Computer Science has run classes in AI and machine learning for more than a decade, these new, dedicated programs are designed to help students build forward-thinking careers in today’s fastest-growing fields.

“The world around us is in need of people who understand artificial intelligence,� said Kees Leune, PhD, associate professor and chair of the department. “In our department, we are almost ideally positioned [to offer these programs] because our core expertise is mathematics, statistics and computer science. Artificial intelligence works on the intersection of exactly those three fields.�

Learn more about what ´¡»å±ð±ô±è³ó¾±â€™s new AI programs entail and how they will equip students with the knowledge and skills to build cutting-edge careers.

Building foundational knowledge of AI

Kees Leune, PhD, associate professor and chair of the Department of Mathematics and Computer Science

In the undergraduate program, students will focus on building AI algorithms and software to solve problems using mathematics. The students aren’t just learning how to use popular tools like ChatGPT—they’re developing a foundational knowledge of how AI algorithms work through hands-on experience.

“If I teach you all about how to use a particular tool now, and you graduate three years from now, there’s a good chance that tool is already outdated,â€� Dr. Leune said. “What we try to give you is the concept that you can learn to understand the next version of that tool directly.”

The new ³¾²¹²õ³Ù±ð°ù’s degree program takes these concepts even further by exploring real-world applications of AI and machine learning in areas like software engineering, data analytics and mathematical modeling.

“Over the past few years, we’ve seen more and more of our undergraduates going on to pursue ³¾²¹²õ³Ù±ð°ù’s in computer science, machine learning and related disciplines,â€� said Associate Professor Anil Venkatesh, PhD. “We launched this ³¾²¹²õ³Ù±ð°ù’s program to retain some of our best undergraduates while also offering an attractive program to students coming from elsewhere.â€�

Preparing students for groundbreaking careers

Anil Venkatesh, PhD, associate professor, Department of Mathematics and Computer Science

So, what careers can AI majors expect to pursue? The answer spans a range of job functions across the tech world—including roles like software engineer, AI systems architect and data scientist.

“Specifically, [undergraduates] will be prepared for a career as an AI engineer: someone who designs and builds AI algorithms or someone who designs and builds software using AI algorithms,� Dr. Leune said. “You will be graduating as a very capable computer scientist who has added knowledge in mathematics and statistics.�

The ³¾²¹²õ³Ù±ð°ù’s degree program also places a great deal of emphasis on real-world engineering applications to prepare graduates for their careers. In his statistical consulting course, for example, Dr. Venkatesh and his students analyze data sets from real businesses, including a major e-commerce company, a video game studio and a tech start-up.

“I designed the courses this way because I know that companies are increasingly interested in hiring candidates who not only understand the theory behind machine learning but can also deploy that theory at scale to solve pressing business problems,� Dr. Venkatesh said.

Adelphi will also offer a 4+1 curriculum—combining both the bachelor’s and ³¾²¹²õ³Ù±ð°ù’s degree programs—to help students fast-track their careers while saving a year of tuition.

“We put a lot of emphasis on cultivating professional relationships with our students and helping them get the most out of their experience at 91¹ú²ú,â€� Dr. Venkatesh said. “With many competitive career paths now expecting a ³¾²¹²õ³Ù±ð°ù’s credential, our 4+1 curriculum will help our students get the preparation they need and enter the workforce as efficiently as possible.â€�

Programs designed to evolve as AI matures

AI tools don’t look like they did a year ago—or even a few months ago. That’s why, along with providing foundational tools in AI and machine learning, ´¡»å±ð±ô±è³ó¾±â€™s programs also include courses that are specifically designed to evolve over time.

“It seems like every month brings a new use case for AI in industry,â€� Dr. Venkatesh said. “We designed the ³¾²¹²õ³Ù±ð°ù’s program to be responsive to this trend, so there is a lot of customization possible for each student to get the training they need from us.â€�

In the AI seminar, for example, students begin by reviewing the latest technologies—which may very well be unique for each class—and discussing how to apply them at a high level.

Continuing to adapt each program to new AI developments is no small task, but it’s one Dr. Venkatesh looks forward to taking on.

“It’s going to be really exciting to work with a bunch of motivated students who are trying to break into this competitive new industry,� he said. “It’s also going to be a fun challenge to stay up-to-date with all the new discoveries and pass that knowledge along to our students.�

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Located inside Swirbul Library, the Center doesn’t feel like your usual classroom—it’s a flexible space designed to meet the needs of all students. The Center supports hands-on projects, research and creative work while offering opportunities to engage with leading-edge technologies in its key focus areas: artificial intelligence, extended reality and digital studies. Some students come to experiment with cutting-edge technology, while others arrive seeking a space to think differently and connect across disciplines.

“The mission of the Innovation Center is to empower the University community via interdisciplinary thinking and leading-edge technology in order to take on the challenges of our ever-changing world,� said Lee Stemkoski, PhD, director of the Innovation Center and professor and associate chair of the Department of Mathematics and Computer Science. “We inspire, support and showcase innovative and interdisciplinary activities within the University and in cooperation with industry and community partners.�

That mission comes to life every day—making the Innovation Center one of the most dynamic spots on campus.

A Place for All Majors to Gather

For Katelyn Schwab ’25, who majored in psychology and minored in social work, the Innovation Center wasn’t an obvious destination. She first walked in while reporting a story for The Delphian, ´¡»å±ð±ô±è³ó¾±â€™s student newspaper. That one assignment led her to a campus job and eventually a deeper connection to the Center.

“As a psychology major, I wasn’t sure if I’d feel like I fit in at a space that seemed focused on tech and innovation. But when I got there, I immediately felt accepted,� Schwab said. It was one of the few places on campus where your major didn’t matter. That sense of inclusion and creative freedom really drew me in.�

Schwab said the Center gave her confidence and leadership skills she plans to carry into her future career in counseling. “It felt alive and personal in a way that traditional classroom learning rarely does,� she said.

A “Third Space� for Big Ideas

Ovundah Okene Jr., an interdisciplinary major in mathematics, art and computer science, describes the Center as a “third space�—somewhere between home and the classroom.

“It’s an ambient space like a coffee shop,� Okene said. “Ultimately the atmosphere is calm and inviting for all regardless of majors.�

One moment in particular that stuck with him was watching high school students tackle wildfire prediction during a hackathon in which they came up with a database model to track vegetation and forecast fire paths. “The determination in their eyes to complete their work in the time crunch, high-pressure event was inspiring,� Okune said.

That same spirit of exploration and persistence pushed Okune to rethink his own path. What began as curiosity soon became transformation. “I was following the will of my parents and was going to be a doctor,� he said. “My time at the Innovation Center made me see that one day I could also make a fine professor or a game developer … I’m glad I stumbled into Professor Stemkoski’s office that day.�

Turning Passion into Action

For Christopher Sciortino ’25, a computer science major now pursuing his ³¾²¹²õ³Ù±ð°ù’s degree at 91¹ú²ú, the Innovation Center became the perfect place to share his passion for video game design.

“I hosted an interactive video game design workshop at the Innovation Center. It went so well, I ended up hosting part two of the workshop,� Sciortino said. “The Innovation Center provided the support and community to help me share my knowledge.

Those workshops not only connected him with other students who share his interest in gaming and artificial intelligence, but also improved his own skills. “The Center has opened my eyes to how many different disciplines utilize the different technologies we showcase at the Center,� Sciortino said.

Preparing for Future Careers

What makes the Innovation Center stand out, students say, is that it prepares them for more than just the next exam. Whether it’s learning how to collaborate or finding the courage to chase a new career path—the lessons go beyond the classroom.

“The Innovation Center is a special place,� Sciortino said. “I see it as the hub for innovation, collaboration and growth for both students and professors.�

Okene put it simply: “It’s my home away from home.�

And for Schwab, it’s proof that innovation isn’t just about technology—it’s about people. “It’s one of the few places on campus that breaks down barriers between majors and encourages everyone to work together. It makes 91¹ú²ú feel more connected, more creative and more human,â€� she said. “If you’re curious, creative or just looking for somewhere to belong, you’ll find your place here.â€�

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