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 91šú˛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 91šú˛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 91šú˛ú.

Susan Kang ’14, MS ’15, DPT, is a clinical assistant professor of health and sport sciences. An 91šú˛ú alumna and former graduate assistant in the Human Performance Lab, Dr. Kang is excited to return to 91šú˛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 91šú˛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 91šú˛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 91šú˛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 91šú˛ú since 2018; after discovering how much she loved teaching, Vahldieck returned to graduate school to pursue her Doctor of Nursing Practice degree at 91šú˛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 91šú˛ú’s faculty, visit our Faculty Profiles.

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

Adelphi’s nursing program is ranked in the top 10 percent of Niche’s 2027 list and jumped 32 points in the 2026 ranking of Best Colleges for Nursing in America.

The College encourages any student with a bachelor’s degree to attend an upcoming information session on how they can launch a nursing career through 91šú˛ú’s accelerated nursing program.

The post Traditions and Tributes: Accelerated Nursing Students Take the Stage for Their Pinning Ceremony appeared first on Adelphi.

This focuses on colleges that deliver strong academic and career outcomes—driven by dedicated faculty, robust career services and hands-on learning—for students from all economic backgrounds. At No. 290 nationally, 91šú˛ú outranked other regional institutions included in this year’s list, including Hofstra University, New York Institute of Technology, SUNY Farmingdale and SUNY Old Westbury.

“Forbes’ recognition of 91šú˛ú as a top American college reflects what students and graduates have come to expect: a student-focused and individualized education that enriches lives,” said Adelphi President Michael Balboni ’81, JD.

Highlights from 91šú˛ú’s Placement

Superior Earning Potential. The average starting salary for 91šú˛ú’s undergraduates, at $82,002, is 37 percent above the national average, according to the U.S. Department of Education College Scorecard.

Transformative Career Preparation. 91šú˛ú pairs its rigorous academics with hands-on experiential learning including research and study abroad opportunities, internships and a deeply connected alumni network. This holistic approach to career readiness ensures students transition seamlessly from the classroom to high-impact careers.

Focus on Student Success. 91šú˛ú provides students with academic resources, faculty mentorship and a wide range of educational opportunities, which has helped boost 91šú˛ú’s graduation rate to 72 percent, well above the 59 percent national average for four-year colleges.

The 2027 Forbes ranking contributes to a growing wave of national recognition for the University both academically and institutionally. 91šú˛ú recently landed on the Forbes list of for the sixth consecutive year, showcasing an environment where both students and professionals thrive.

Rigorous Evaluation and Methodology

To compile the 2027 rankings, evaluated a total pool of approximately 2,600 four-year colleges and universities in the United States. Using data from the federal Integrated Postsecondary Education Data System (IPEDS), the list was narrowed to approximately 1,600 public and nonprofit institutions.

Selected institutions were evaluated using comprehensive data from IPEDS, the U.S. Department of Education’s College Scorecard and postgraduation salary statistics provided by People Data Labs. Additional metrics were sourced from Third Way, the National Center for Science and Engineering Statistics, and original Forbes research assessing leadership, major awards, academic achievement and postgraduate outcomes.

Learn more about Adelphi’s rankings, awards and accolades.

The post Adelphi is the Top Private University on Long Island in Forbes’ 2027 America’s Top Colleges Ranking appeared first on Adelphi.

A school psychologist supports students’ academic, social and emotional development by assessing learning needs, providing counseling, and consulting with teachers and families. Amid a nationwide shortage—many districts now average one school psychologist per 1,000 or more students, roughly double the recommended ratio—the 91šú˛ú is training the next generation of school psychologists through its MA and PsyD programs.

Most people haven’t encountered a school psychologist since their own student days, but these mental health professionals make an impact that lasts long after the students they serve graduate.

Why Is There a School Psychologist Shortage?

The need for qualified school psychologists is higher than ever. Since the pandemic, rates of anxiety, depression and behavioral concerns among students have continued to climb steadily, says Gaston Weisz, PsyD, field placement director of Adelphi’s PsyD in School Psychology program.

By the numbers: The National Association of School Psychologists (NASP) recommends one school psychologist per 500 students. Many U.S. districts currently operate with one per 1,000 students or more—double the recommended caseload.

At 91šú˛ú, faculty in the Gordon F. Derner School of Psychology are preparing the next generation of psychologists to help fill these gaps.

What Does a School Psychologist Do?

So, what does a school psychologist actually do? Dr. Weisz, who worked as a school psychologist for 30 years, says the role can vary depending on the district, school and culture. Responsibilities often include:

• Assessing students’ academic and emotional needs
• Consulting with teachers and school staff
• Supporting parents and families
• Providing direct interventions, including counseling
• Helping implement positive behavior supports and social-emotional programs
• Offering professional development for teachers

“I also worked at the systems level—helping implement positive behavior supports, supporting evidence-based practices in schools, social-emotional programs and providing professional development for teachers,” Dr. Weisz says about his experience as a school psychologist.

In short, school psychologists have the ability to influence schools at every level—from individual students to whole families, classrooms and entire communities. 91šú˛ú’s master’s and PsyD programs give graduates the training needed to make the most of that impact.

How 91šú˛ú Trains the Next Generation of School Psychologists

At 91šú˛ú, future school psychologists are taught to pay attention to a child’s subjective experience in the classroom—not just the skills they need to work on.

For kids who don’t do well in class or struggle to make friends, school can be a shaming ordeal. These students are typically approached with a narrow focus on skills and academic performance. “But if you have a broader perspective, you understand there is also something that needs to be done at the individual level—to speak to the student and how lost or afraid they feel—and at a systemic level, in the classroom,” says Ionas Sapountzis, PhD, professor and director of 91šú˛ú’s MA and PsyD in School Psychology programs.

Students in 91šú˛ú’s programs train in a wide range of therapeutic methods, from cognitive behavioral therapy (CBT) to psychodynamic techniques, taught by faculty who know the job firsthand. “We have faculty from varied theoretical orientations in psychology, exposing our students to a range of perspectives in the field, making 91šú˛ú unique in how integrative we strive to be in our approach,” Dr. Weisz says.

Students then put theory into practice through in-the-field training. Both master’s and doctoral students complete practicum and internships in schools, and PsyD students also spend their third year in a community health setting. “That’s quite a unique feature of our program, because it prepares our students to work more clinically and to have a broader perspective as to what services are available outside of schools,” Dr. Sapountzis says.

MA vs. PsyD in School Psychology: What’s the Difference?

Students interested in becoming a school psychologist can choose between two 91šú˛ú degree programs: the Master of Arts in School Psychology (MA) or the PsyD in School Psychology.

“With the master’s, you’re well trained to carry out the main functions of school psychology, and it’s very employable,” Dr. Sapountzis says. “But once one graduates, the person is limited to practicing as a school psychologist in schools. Going for a PsyD allows one to get licensed in psychology and have a private practice.”

Some students complete both programs—starting with an MA, working in the field for a few years and returning later for the PsyD. “As some of our students have said to me, ‘I’d rather finish, get a job and then I’ll see what I can do’—and that makes total sense to me,” Dr. Sapountzis says. “It depends on the experience and life circumstances of the student.”

No matter which pathway students choose, they graduate prepared for a challenging yet rewarding career that allows them to make a real difference in schools.

“I loved my job because there were constantly evolving ways in which I could be involved in ways to support the students, and it was always appreciated by the community where I worked,” Dr. Weisz says. “Now, as a university trainer, I strive to give back by preparing our graduate students to have that rewarding experience themselves.”

The post 1,000 Students, One Psychologist: 91šú˛ú Is Training Students to Meet the Need appeared first on Adelphi.

If you’ve answered yes to any, you might be in a parasocial relationship, according to Julianna Nails, a PhD student in clinical psychology at the 91šú˛ú Gordon F. Derner School of Psychology.

For the past several years, Nails has been studying the rise of parasocial relationships—or one-sided emotional connections between fans and public figures—in the age of social media. She wants to know what kinds of people are seeking out parasocial relationships with social media influencers, and what effects, if any, these relationships are having on their mental health.

At first glance, a parasocial relationship with an influencer might seem like a silver bullet for isolated young adults—a population wracked by a so-called global “loneliness epidemic.” Attachments to influencers allow feelings of intimacy to be accessed anytime, anywhere, with no risk of rejection. Nails was curious to learn more about the psychological consequences of these relationships. Can they really relieve loneliness? Or do they ultimately replace in-person connections and push people to isolate?

A Student-Faculty Collaboration That’s Breaking New Ground

As an undergraduate, Nails researched the decline of college students’ mental health since the 1980s. “Today, college students are significantly more anxious and depressed than they were a generation ago,” she said, “and I suspected social media had something to do with that.” That hunch became a full-fledged research project once she entered 91šú˛ú’s PhD program and found a faculty mentor in Katherine L. Fiori, PhD, professor and associate dean at the Derner School.

For Dr. Fiori, a developmental psychologist who studies interpersonal relationships and attachments, parasocial relationships were a promising line of scholarly inquiry. When she was introduced to Nails through Derner’s research mentor matching process, she had already been thinking about today’s “phone-based childhoods,” which have supplanted the “play-based childhoods” of yesteryear. If children now grow up with ubiquitous access to social media platforms, she wondered, are they more likely to form unhealthy attachments with the people on platforms? Parasociality offered a compelling entry into further exploration.

While looking into the literature, Nails and Dr. Fiori discovered a gap: parasocial relationships specifically with social media influencers. “It’s such a big part of young people’s online experience today,” Nails said, “but it’s something that hadn’t been studied in depth before.”

Their work has been more collaborative than the student-faculty dynamic might connote. “I’ve really enjoyed working together,” Nails said. “This is a newer interest for Dr. Fiori, so while she’s able to give me a lot of guidance, we’re still brainstorming together. I’m not necessarily being directed by an authority.” Dr. Fiori agrees, saying she often feels like she’s “speaking with a colleague.”

Surveying Where, Why and How Parasocial Relationships Are Formed

Since beginning her doctoral training in 2024, Nails has developed several different research projects to answer her research questions. Most recently, she presented her findings at Adelphi’s Scholarship and Creative Works Conference and the International Association for Relationship Research’s annual conference in Scotland.

For her master’s thesis, Nails created a research survey for people between the ages of 18 and 29 who follow influencers on any platform. Survey participants were asked about their connection with their favorite influencer—in particular, whether their opinions and values align with the influencer’s—as well as their other social relationships, social media usage and emotional well-being.

Nails and Dr. Fiori are still sifting through data from the survey, but they’ve already identified several trends. “There are a lot of ways in which people are ‘using’ influencers,” Dr. Fiori noted. For some, “fun” or “entertainment” was the draw. Others admitted they were finding real social support from their favorite influencer.

Though influencers create content about everything from politics to tech gadgets, travel and fitness, the most popular content niche among survey respondents was “day in my life.” In these videos, an influencer takes the audience through a regular day, often beginning with a morning routine and their OOTD (outfit of the day), then interpolating clips of meals, exercise, work, errands and socializing over a voiceover narration. The content is frothy, but the audience appeal is, inexplicably, enormous. “We’re working on figuring that one out,” Nails said. “Are ‘day in my life’ videos providing pure entertainment value? Are they aspirational? Or are people feeling an emotional connection there?”

The Parasocial Paradox

At first, Nails hypothesized that parasocial relationships would reduce feelings of loneliness. As more survey data came in, however, she saw evidence of the opposite: Young people who form parasocial relationships are actually lonelier than those who don’t. Still, like many hypotheses in psychology research, this one is still correlational, not causal. In other words, Nails and Dr. Fiori don’t yet know if parasociality is making people lonely, or if lonely people are simply more likely to pursue parasocial relationships.

“We know what the intention is,” Dr. Fiori said. “People seek out relationships because they want to feel less lonely. But the brain isn’t equipped to think about parasocial relationships as different from in-person relationships, even though they are.” She’s hesitant to believe that parasocial relationships can have the same benefits, although the reality is, she says, a little more complicated. “Some young people with supportive friends and family will use influencers for extra support. Some don’t, and these relationships are all they have. That drives very different outcomes.”

Only further research will tell if parasocial relationships really do cause loneliness. As Nails embarks on work for her doctoral dissertation, she’s hoping to discover evidence of causality between parasociality and negative mental health outcomes, such as anxiety and depression, among young people.

“Everything in Moderation”

For now, Nails doesn’t necessarily recommend doing a digital detox if you think you’ve formed a parasocial relationship with an influencer. Instead, she says, focus on the reciprocal relationships in your life—your networks through work, school or hobbies, the friends and family you talk to every day—and you might see that obsessive, one-directional attachment fade to casual interest. “So far, our greatest takeaway has been ‘everything in moderation.’”

The post Are You in a One-Sided Relationship With Your Favorite Influencer? Psychology Says It Might Be Making You Lonelier 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 91šú˛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 91šú˛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 91šú˛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 91šú˛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 91šú˛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 91šú˛ú because of its Early Assurance 4+4 program, which gives me a direct path to the LECOM School of Dental Medicine. 91šú˛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 91šú˛ú. I chose 91šú˛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 91šú˛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. 91šú˛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 91šú˛ú. I chose 91šú˛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 91šú˛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 91šú˛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 91šú˛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 91šú˛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 91šú˛ú for its small and beautiful campus, and I began my 91šú˛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.

With the sheer volume of information here, how can you know what’s true and what’s hype?

That’s where the experts come in. At 91šú˛ú, our nutrition and exercise science faculty have dedicated years to their respective fields and have plenty of experience in separating evidence from fads. Even better: They’re training the next generation of professionals to do the same. The students in our bachelor’s and master’s degree nutrition and exercise science programs go on to become successful personal trainers, wellness directors, rehabilitation specialists, physicians, public health professionals and more. In these roles, they help others make informed decisions—without turning to TikTok.

So, what is true, and what’s hype? Here, our faculty give their take on the questions they get asked the most about fitness and nutrition.

Protein: How much is too much?

Is cold plunging doing anything for you?

How helpful is wearable technology and AI coaching for meeting fitness goals?

Is intermittent fasting healthy, or just hype?

Do I need to exercise differently on GLP-1s?

Are sports drinks healthy for you?

Learn more about nutrition and exercise science programs offered at 91šú˛ú:

• BS in Exercise Science
• MS in Exercise Science
• MS in Nutrition

The post Trending Now: What Our Nutrition and Exercise Science Faculty Really Think About What You’re Seeing on TikTok appeared first on Adelphi.

Yet there’s plenty of evidence that AI use weakens students’ critical thinking and research skills. Many educators believe that AI also dilutes human connection and the value of in-person learning, which has only just been revived post COVID-19.

So what’s the solution?

A Handbook for “Healthy Skeptics”

According to learning sciences faculty in the Adelphi Ruth S. Ammon College of Education and Health Sciences, there’s no one right answer.

“The most empowering thing we can do for educators right now is help them see that they don’t have to demonize or fetishize AI,” said Elizabeth de Freitas, PhD, professor of learning sciences. But educators should also slow down and reflect. “Rather than simply leaping to a particular use of AI, we have to spend more time understanding the nature of the specific models we are using and how these come to us historically.”

Dr. de Freitas and her 91šú˛ú colleague Matthew Curinga, EdD, associate professor of learning sciences, co-edited (University of Minnesota Press, 2026), a new collection of 27 essays exploring links between machine learning and culture from scholars in media studies, philosophy, computer science, math, linguistics and education. The book serves as an interdisciplinary guide for educators trying to make sense of how human learning, and learning more generally, is being newly reconceived by AI.

“There’s a lot of polarization in the AI conversation. You’re either for or against it,” Dr. Curinga said. “But the book is not ‘do this, don’t do that.’ We’re providing the nuance that educators need to evaluate AI for themselves, to develop their own theories and philosophies, to become healthy skeptics of technology.”

Beyond the Hype and the Headlines

For Dr. de Freitas, current large language models (LLMs) are another mode of language production and can be studied for how they develop fluency. Much like a human journalist might speak to sources and then draft a story, AI collects data from the internet and then generates hypothetical claims. And, much like a human journalist, AI models will exhibit bias and specific perspectives. It’s not a truth teller or sage, she says, nor is it a “black box”—a phenomenon that’s beyond the ken of anyone but computer scientists. “The 27 essays in the book help readers understand the history of these models, as part of the history of computing more generally, and that’s empowering: “Educators can help to demystify AI by understanding this history.”

AI isn’t all-powerful, either. “We can’t just read the headlines that tell us AI will replace a million jobs by 2050 and shrug our shoulders,” Dr. Curinga said. He and Dr. de Freitas reject the concept of technological determinism, in which AI is an inevitable force driving its own future, impervious to human intervention. Instead, their work equips educators with the agency to keep learning firmly human-driven, even when it involves machines.

Research That Resists Easy Answers

Other learning sciences faculty are resisting the good-bad binary in their research and teaching.

Aaron Chia Yuan Hung, EdD, associate professor of education, who’s in the early stages of research on generative AI and learning, said his interest is “less on whether generative AI helps or hurts, but what kind of pedagogy has to be in place for it to help a specific group of learners.”

“So far, research on AI and learning has been inconclusive. Dr. Hung notes that: “There’s compelling evidence that heavy reliance on large language models carries a real cognitive cost.” But other studies have shown positive results: an increase in creativity when brainstorming, an AI-powered tutor that’s engaging students more deeply than active instruction. “Put together, these studies suggest that GenAI used as a substitute for effort has real costs, and that GenAI used as a well-designed instructional or creative tool can offer meaningful support.” What a user is actually asking the tool to do, Dr. Hung says, is likely the most important variable.

Tracy Hogan, PhD, professor of learning sciences, is intrigued by the gendered dimensions of AI technology. Her research investigates the relationship between a user’s background and how they interact with chatbots—specifically, if users with computer science experience are representing chatbots through a neutral gender lens, while less well-informed users are representing their bots through a specific gender identity. She’s brought these ideas into her Critical Literacy in Mathematics and Science Education class, where she works with students to explore inherent biases in AI input and output.

Training Tomorrow’s Educators for the AI Classroom

Whether producing their own research or referring to others’, 91šú˛ú faculty are applying evidence-based teaching methods in their classes, preparing a generation of educators to adapt to an ever-evolving AI landscape.

In the University’s Manhattan Center, students in the PhD in Learning Sciences program engage in complex machine learning scenarios in both the classroom and the center’s STEAM Innovation Lab. Though the STEAM lab is largely analog, Dr. Hogan encourages her students to play around with AI tools when designing and coding projects. Most of what these tools generate is incorrect or incomplete, so students are forced to draw on their own knowledge to critically examine AI’s output—a process that, in the end, reflects the STEAM program’s commitment to learning by experience and experimentation.

In Dr. Hung’s classroom, students are invited to cast light on the “black box” of AI. Many of his students don’t actually know how it works, even though they use it regularly. For Dr. Hung, explaining the basics to students—“why GenAI responses aren’t like a search engine’s, why it’s prone to hallucination, why it’s suited to some tasks and not others, why it almost never says it doesn’t have an answer”—is easy enough. The real challenge, for him and other educators, is keeping up with the pace of innovation. “More than once in my first semester teaching this class, a model we’d just discussed got a significant update midsemester that changed the conversation,” he said.

Although AI tools are imperfect, 91šú˛ú learning sciences faculty aren’t opting out altogether. There’s much good that can be done with these tools, they believe, if applied rigorously and ethically. Most importantly, today’s students must be ready to lead the classrooms of tomorrow.

As Dr. Hung puts it, “Our students’ future students won’t opt out of AI, and more workplaces will expect graduates to arrive with some baseline AI literacy. The risks are real enough to design around carefully, but the technology isn’t going anywhere, so pretending otherwise doesn’t serve our students.”

The post AI in the Classroom: Tool or Threat? Or Both? appeared first on Adelphi.

These recognitions highlight 91šú˛ú’s ongoing dedication to student success, transformative academic programs and exceptional institutional value.

Adelphi joins just 392 higher education institutions among nearly 6,000 in the United States recognized nationwide in recently published annual guide. The Princeton Review evaluates colleges based on academic offerings, campus life, student experiences and overall educational outcomes.

In addition to this ranking, Adelphi’s Robert B. Willumstad School of Business was featured on The Princeton Review’s 2026 list of Best Business Schools, and the University has been consistently included in its regional rankings.

Adelphi also earned a spot on of 500 top colleges and universities across the nation. Created in collaboration with global data firm , the ranking measures higher education institutions based on key metrics surrounding student achievement, postgraduation trajectory and institutional distinction.

“These rankings affirm what’s at the heart of 91šú˛ú: a faculty deeply committed to student success and academic programs designed to prepare students for meaningful careers and lives,” said Christopher Storm, PhD, provost and senior executive vice president of academic affairs. “Our recognition by both The Princeton Review and Time reflects the strength of an 91šú˛ú education—grounded in real outcomes. We remain focused on ensuring every student receives an exceptional education and the support they need to succeed, both in the classroom and beyond.”

Learn more about 91šú˛ú’s prestigious academic programs and global, national and programmatic rankings and recognitions.

The post Time Magazine and The Princeton Review Rank 91šú˛ú Among America’s Best Colleges appeared first on Adelphi.

Key Takeaways

• Adelphi’s Willumstad School of Business placed 120 students in internships in the 2025-2026 academic year.
• About 85% of internship positions are paid—ranging from minimum wage up to $30/hour for accounting students.
• Willumstad students have interned at major employers including KPMG, PwC, Morgan Stanley, NBC, and Universal.
• Beyond technical skills, internships build critical thinking and interpersonal skills—and teach students how to use AI responsibly in professional settings.

Why Internships Matter More Than Ever

“Gaining that hands-on experience separates a student from everyone else, and really sets them up for success,” said John Marimuthu, internship director for the Robert B. Willumstad School of Business. “You become more marketable when you have the ability to showcase what you’ve done somewhere else.” In his position, Marimuthu serves as a matchmaker between employers and students, curating a database of companies with a positive track record of employing 91šú˛ú students, and coaching students through every step of the application process.

By the Numbers: Internship Outcomes at Willumstad

Marimuthu helped to place 120 students in internships in just the most recent academic year. Accounting students have worked for the likes of KPMG and PwC; finance students have interned at Morgan Stanley; and management majors have worked at Leviton and JP Morgan Chase—to name just a few of the dozens of companies employing Willumstad undergrads. In a unique partnership, some students have even gone to Croatia to work with marketing firm Atlantic Grupa, conducting market research for major hotel and restaurant brands across Europe. Closer to home, interns have worked with Long Island hair salon chain Willows Cove, helping design and execute a social media strategy.

Some 85 percent of the positions are paid, Marimuthu says, many for minimum wage, but some for significantly higher—starting at $17/hour for management students and up to $30/hour for accounting students. In their positions, students are often getting their hands dirty, working on projects directly related to company priorities. “Working on projects in the classroom is totally different than applying those skills in the real world,” says Raghida Abdallah Yassine, PhD, assistant professor of management at Willumstad. “We give them basics, but it’s not customized specifically to a company’s needs.” In addition to practical techniques, they are also learning critical thinking and how to interact personally with colleagues, Dr. Yassine said. “When you do an internship, it’s not just technical skills, but also softer skills that get enhanced.”

Importantly, she said, they also learn how to use—and not use—AI in the workplace. “We keep telling them, don’t over-rely on AI, you still have to use your thinking skills,” said Dr. Yassine. “In an internship, you realize the effect of that, when you are in a meeting and you can’t say, ‘Wait a minute, let me see what AI can tell me.’ You have to interact and come up with a solution in real time.”

Real Student Success Stories

Those interpersonal dynamics have been the biggest takeaway for senior finance major Matias Hoyos, who interned at an infrastructure company in Colombia after his first year and at Quantum Strategy Partners, a small private credit firm on Wall Street, for the last two summers. “Working directly with clients has taught me how to communicate clearly, ask the right questions and adjust my approach depending on a person or situation,” said Hoyos, who has already secured an internship this fall with Flynn Zito Capital Management.

Recent graduate Kyle Stephenson ’26 worked last spring as a marketing intern for The Garden City Hotel in Garden City, New York, helping create and schedule social media content for hotel and on-site restaurants. “The value of an internship cannot be overstated,” he said. “It provides real-world experience that prepares students for the workplace in the way the classroom cannot.” He should know—after graduation, the hotel offered him a full-time job.

Expert Tips for Landing an Internship

For students interested in internships during their time at 91šú˛ú, Marimuthu offers the following advice:

Start Early

The time to prepare your résumé and cover letter is well in advance of applying for your first internship. Marimuthu’s office introduces students to the Willumstad Winning Edge program as early as their first year to create a standardized résumé and cover letter that can be adapted to different positions.

Take Assistance From AI

Marimuthu encourages students to run their résumés and cover letter through ChatGPT or Gemini to help polish them. He also helps them tailor their approaches to positions based on what AI applicant screening software is looking for. “If the job description has the word ‘professionalism’ three times, then the résumé needs to say that as well,” he said. “Through little tips and tricks like this, we’ve been able to show students how to leverage AI to their advantage.”

Interview Prep Is Key

Oftentimes, said Marimuthu, it’s the intangible qualities that come out in an interview that tip the balance in an applicant’s favor. The internship office offers students mock interviews to practice how to present themselves both professionally and personably. “So many times I’ve heard from hiring managers that the reason they went with someone is because of their personality,” Marimuthu said. “They want to know that the student is going to fit in.”

In addition to that practical advice, Marimuthu and his colleagues—alongside Adelphi’s Center for Career and Professional Development—offer students career guidance and coaching, helping them discover the kind of jobs they can get with their degree. “Those are some of the best conversations we have, because it goes beyond just ‘I need to get my résumé done,’ to looking at ‘This is what I’m interested in, share with me what I’m not seeing yet.’”

Through this variety of approaches, the internship office has developed a solid track record of placing students with companies during their time at 91šú˛ú, which in turn has helped them after graduation get one step closer to their dream job.

If you are interested in offering an internship to 91šú˛ú students, please send an email to John Marimuthu at jmarimuthu@adelphi.edu to set up a conversation.

The post How Internships Help College Students Land Jobs After Graduation appeared first on Adelphi.