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 Adelphi 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 Adelphi, 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 Adelphi 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 Adelphi 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 Adelphi. 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 Adelphi because of its Early Assurance 4+4 program, which gives me a direct path to the LECOM School of Dental Medicine. Adelphi 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 Adelphi. I chose Adelphi 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 Adelphi 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. ���������’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 Adelphi. I chose Adelphi 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 Adelphi 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 Adelphi 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 Adelphi 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 Adelphi 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 Adelphi for its small and beautiful campus, and I began my Adelphi 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.”

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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 ������Ƶ 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 Adelphi 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’, Adelphi 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, Adelphi 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.”

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

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

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

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

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

An Emmy for Getting Autism Right

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

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

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

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

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

An Emmy to Call His Own

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

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

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

A Warmhearted World for Kids—and Adults

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

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

From “Institutionalization” to Institutions of Honor

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

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

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

Bringing Carl Into the Classroom—and Beyond

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

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

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

The post Rewriting the Script: How Professor Stephen Shore, EdD, Turned Lived Experience With Autism Into an Emmy Award appeared first on ������Ƶ.

They range in age from 20 to 71 years old, came to Adelphi for graduate study from 20 states and 34 countries beyond our borders, and earned master’s and doctoral degrees in 63 different programs. They are the 941 members of ���������’s graduate Class of 2026.

With 90 different graduate degree and certificate programs, Adelphi 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 ���������’s School of Social Work often graduates the largest group of master’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.

���������’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 Adelphi 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 Adelphi graduate programs were among the main draws for this year’s graduates. Adelphi programs are annually ranked by . Seven Adelphi programs are included in this year’s list:

• Best Nursing School: �Ѳ����ٱ��’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,” said Susan Dinan, PhD, ���������’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.”

Adelphi Grad Programs Arrive in Manhattan

As early as next year, Adelphi 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 master’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 Adelphi’s strategic commitment to graduate education and to the University’s growing strength in advanced studies.

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How does this specific trip to Italy align with the College’s mission to prepare future leaders and professionals for a globalized world?

aligns closely with the College’s mission by preparing students to become future leaders and professionals who can work effectively in a globalized world. The program is intentionally designed to move learning beyond the classroom by placing students in environments where history, culture, education, community and daily routines are experienced as interconnected realities rather than separate systems. Through visits to schools, historically significant sites and engagement with daily life, students encounter firsthand how social values, historical development and local resources shape approaches to education and everyday practices. These experiences allow students to see that professional practice is always embedded within cultural and social contexts, often shaped by constraints and priorities that differ from those in the United States.

Working in unfamiliar linguistic and cultural settings requires students to adapt, communicate across differences and reconsider assumptions they may have previously taken for granted. Rather than observing passively, students engage in structured reflection and faculty-guided discussion that connect daily experiences to their emerging professional roles. They examine how professional practices are influenced by history, policy and community expectations, and consider how these insights inform their own future work with diverse populations.

As a result, students develop not only cultural awareness but also practical judgment, flexibility and ethical sensitivity, capacities that are essential for professionals who will serve increasingly diverse communities. More importantly, the experience helps students recognize that effective professional practice requires the ability to understand context, listen across difference and respond thoughtfully rather than relying on a single model or assumption. In this way, the program advances the College’s commitment to educating professionals and leaders who are prepared to navigate complexity, engage responsibly with diverse communities and contribute meaningfully to an interconnected world.

Why was Italy chosen as the flagship destination for this faculty-led initiative?

Italy was chosen as our destination because it offers a uniquely layered learning environment that allows students to examine how culture and community are shaped over time and across civilizations. As a crossroads of Mediterranean, European and global exchange, Italy has played a significant role in the development of many ideas, institutions and artistic traditions that have influenced Western societies, while itself being shaped by interactions with other civilizations through trade, migration, religion and conquest. This historical layering provides an ideal context for helping students understand that contemporary professional practices do not emerge in isolation, but are the result of ongoing cultural dialogue and adaptation.

Italy’s cities and regions offer living classrooms where ancient traditions coexist with modern systems. Walkable urban spaces, strong regional identities, and a cultural emphasis on family, community and everyday well-being allow students to observe learning, care and social relationships as lived practices rather than abstract institutional models. Within a relatively compact geography, students can engage with schools, cultural institutions and community settings, making Italy especially well suited for a short-term program that seeks depth rather than superficial exposure.

Italy was also selected with equity and access in mind. Many of our students come from Italian or broader European heritage backgrounds, yet would not otherwise have the opportunity to engage meaningfully with this heritage through an academically structured, faculty-guided experience. At the same time, for students without personal or familial ties to Italy, the program offers an accessible entry point into global learning, one that combines cultural richness, linguistic diversity and strong infrastructure in a way that supports first-time international travelers. Without a college-organized program, financial, logistical and experiential barriers would prevent many students from participating in study abroad at all.

Taken together, Italy provides a powerful setting for a flagship program because it allows students to explore how historical depth, cultural exchange and contemporary professional practice intersect. The destination supports the College’s commitment to preparing future leaders and professionals who can understand complexity, appreciate multiple perspectives and apply culturally responsive thinking in an interconnected global context.

Does the program provide opportunities for education students to observe classroom instruction and student learning in local schools?

Yes. The program provides education students with opportunities to observe both elementary and secondary school settings in Italy. During these visits, students are able to observe classroom instruction, student engagement and teaching approaches within a different cultural and educational context. These observations allow participants to compare instructional practices, classroom organization and student-teacher interactions with those commonly found in the United States.

In addition to observation, students have opportunities, when appropriate, to interact with Italian students and educators. These interactions allow for informal exchanges about school life, learning expectations and cultural perspectives on education. Faculty-guided reflection following the visits helps students connect what they observe to their own developing teaching philosophy, encouraging them to consider how cultural, social and policy contexts influence educational practice. As a result, the experience supports the development of culturally responsive perspectives and broadens students’ understanding of teaching and learning in diverse settings.

For health science students, does this trip help them compare the Italian healthcare system or wellness culture with the U.S. model?

While students do not formally observe the Italian healthcare system or clinical settings—as we are not allowed to have access to healthcare facilities—the trip provides meaningful opportunities for students to examine broader concepts of wellness and well-being within the Italian cultural context. Students observe how health is embedded in everyday life through dietary practices, food preparation and social routines centered around meals and community interaction. Activities such as cooking classes and discussions of regional food traditions allow students to explore the relationship between nutrition, lifestyle and preventive approaches to health.

In addition, students observe patterns related to walkable cities, daily physical activity, social connectedness and the pace of daily life, all of which contribute to broader understandings of wellness beyond clinical care. Faculty-guided discussions encourage students to reflect on how cultural values, environment and lifestyle influence health outcomes, and to compare these observations with prevailing models in the United States that often emphasize treatment rather than prevention.

Through these experiences, students gain a more holistic perspective on health and well-being, recognizing that healthcare systems operate within cultural and social frameworks. This comparative perspective helps students consider how lifestyle, community practices and cultural attitudes toward health may inform future professional practice in diverse populations.

In what ways does navigating a foreign country help our students become more empathetic educators or healthcare providers when they return to diverse New York communities?

Navigating Italy places students in the position of linguistic and cultural outsiders. They must ask for help, interpret unfamiliar cues and manage moments of uncertainty. These experiences foster humility, patience and perspective-taking. When students return to New York, they carry a deeper understanding of what it feels like to navigate systems that were not designed with them in mind. This lived empathy translates into more responsive teaching, more compassionate care and greater sensitivity to the experiences of multilingual, immigrant and culturally diverse populations.

What is one “off-the-syllabus” experience you hope every student has while in Italy?

I hope every student has a moment of genuine connection in an ordinary setting, a conversation with a local shopkeeper, a shared meal, a moment of misunderstanding that turns into insight. These unscripted encounters often become the most meaningful learning moments. When students pause, reflect and talk through these experiences together, they begin to see how learning happens not only in classrooms, but in everyday human interaction.

How can students best translate this short-term Intersession experience onto a résumé or into a talking point during a job interview?

Students can frame this experience as evidence of global competence, adaptability and reflective practice. Rather than presenting the experience simply as travel, they are encouraged to articulate the specific skills developed through the program, including cross-cultural communication, careful observation, ethical awareness and teamwork in unfamiliar environments. In interviews and professional settings, students can draw on concrete examples of how navigating new cultural and social contexts in Italy challenged their assumptions, required flexibility in communication and problem-solving, and strengthened their ability to work thoughtfully and respectfully with diverse populations.

If you were a student again today, what part of this trip’s itinerary would you be most excited about?

I would be most excited about the moments that blend learning with lived experience, walking through historic cities, observing daily life, visiting schools and engaging in conversations that connect past and present. These are the moments when assumptions become visible and open to reflection, and learning feels alive. They are also the moments that stay with you long after the trip ends.

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

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

A Pipeline That Benefits Everyone

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

Built to Serve Each District’s Needs

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

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

Sparking “Remarkable Growth” in High School Students

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

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

For Communities, by Communities

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

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

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

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Resolving child malnutrition requires identifying the most significant contributing factors, which can then be used to develop effective, targeted programs. To take on that challenge, Dr. Antony and his research team created a novel scoring framework, which was published in the article “” in Frontiers in Public Health (October 15, 2025).¹

Bridging the Gap Between Data and Reality

RISE (Relevance-based Integration of Statistics and Expertise) is a scoring system that prioritizes the most important factors driving malnutrition in children ages 0 to 23 months. While earlier frameworks relied solely on machine learning to identify these determinants, RISE integrates real-world data from the Nutrition Rehabilitation Centre at KR District Hospital in Mysore, India.

Machine learning models play a valuable role, but they often prioritize variables that improve prediction performance yet overlook social realities. “You’re not only relying on numbers—you’re also giving importance to real-world clinical experiences and established scientific evidence to interpret the findings,” Dr. Antony said.

RISE combines three layers of analysis to create its scoring system. First, researchers took hospital records from 206 children admitted to the Nutrition Rehabilitation Centre between March 2024 and January 2025 who had been identified with moderate or severe acute malnutrition. Those records included data on 22 variables across three categories: child information, maternal information, and socio-demographic information. Then, researchers ran those variables through four statistical filter methods and a machine learning model.

“Instead of trusting one single method or one computer model, it combines three different ways of checking and identifying to find a balanced answer to the question of what leads to malnutrition,” Dr. Antony said.

What the Framework Found

With the scoring system in place, a clearer picture of what drives child malnutrition began to emerge.

The framework identified child anthropometry—weight, height, and mid-upper arm circumference—as the most influential determinant of child malnutrition. But the second-ranked factor was less expected and had been overlooked by traditional scoring models: the mother’s physical health and social status, including breastfeeding practices, employment, weight, height and even caste. The child’s birth order was the third most influential factor, with more than 56 percent of malnourished children being second-born or later, suggesting that resources become increasingly stretched as the family grows.

This hierarchy of factors highlights a dual burden: the child’s current physical growth status and the mother’s nutritional condition together strongly shape malnutrition outcomes.

From Research to Real-World Impact

The framework highlights that child malnutrition is not caused by a single factor—and that there is no single solution. Moreover, the determinants of child malnutrition depend highly on region: According to Dr. Antony, “in countries like India, there are rural-urban differences—local food practices, sanitation, family structure—these all affect contributing factors.”

By identifying region-specific factors that contribute to child malnutrition, RISE offers decision-makers in government and nongovernmental organizations clear, data-informed direction on where to direct limited resources.

It is also important to consider how those interventions are delivered. “I was in India for another study, and while people in some remote communities didn’t have access to some basic needs such as proper housing or toilets, they had televisions and cellphones,” Dr. Antony said. “So can we use cellphones as a tool and send small messages or small clips to educate people in the community?”

Next Steps to Resolving Child Malnutrition

Now that Dr. Antony and his research team have identified key factors driving childhood malnutrition, they are collaborating with clinicians in Mysore, India, to align the RISE framework with public health programs.

The RISE framework can also be replicated in other parts of the world—provided it’s culturally responsive. “What works in India might not work in another region,” Dr. Antony said. “But can the framework be modified? Absolutely yes.”

Regardless of what form the framework takes, the global issue of child malnutrition demands a solution. While governments and international organizations continue to implement policies and programs, tens of millions of children worldwide continue to suffer from wasting and stunted growth.

“Child malnutrition is something that is preventable—it can be addressed in communities,” Dr. Antony said. “You’re talking about a new generation. This is something happening to children that can be controlled, but we are not doing enough.”

¹ Research team: Arumbuliyur Natarajan Uma, Shruthi Srikantamurthy, Shalini Sankalapura Rangaswamy, Priya Govindarajan and Lalith Rangarajan

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This March, Dr. Shore is set to deliver the opening keynote address at the in Berlin, Germany. The global forum brings together leaders in autism research, clinical practice and education to share cutting-edge insights, build meaningful connections and advance their collective knowledge.

“I deliver this keynote several times around the world each year, and it’s the most popular of my presentations because it’s autobiographically based,” said Dr. Shore, who was himself diagnosed on the spectrum at an early age. “People are often interested in learning about the lives of autistic people from autistic people.”

While Dr. Shore was nonspeaking until age four, he went on to build a renowned career as a full-time faculty member at Adelphi, adjunct professor at NYU, author and editor of books, including , and board member for and other organizations. Just last year, Dr. Shore also advised on Carl the Collector, the first PBS Kids show headlined by a character with autism.

Understanding and appreciating neurodivergent individuals

Dr. Shore will join more than 50 international speakers in presenting at the 2026 Euro-Global Summit. As a keynote speaker, he’ll deliver a customized version of his talk, “The 4 A’s of Autism for Promoting Fulfilling and Productive Lives.” Those 4 A’s—awareness, acceptance, appreciation and action—are all necessary in order to fully support individuals with autism and others with neurodivergent conditions.

“We’ve gone from the perception of autism as being a very rare psychiatric condition caused by poor parenting to it being much better known, where the Centers for Disease Control and Prevention recently announced a prevalence rate of one in 31,” Dr. Shore explained of the “awareness” component. “Now, society is much better at recognizing autism when it occurs at home, in jobs, in school or in the community.”

Meanwhile, acceptance and appreciation are essential to helping these individuals to understand and harness their differences as strengths as opposed to “curing” or “fixing” them. This is an evolution from the medical approach, which sought to treat or eliminate their differences.

“If you have a heart attack or a broken bone, you want the doctor to identify and fix the problem,” Dr. Shore said. “However, people with autism aren’t broken. It’s about working with these characteristics instead of against them.”

Connecting Adelphi to the global conversation on neurodivergence

Dr. Shore’s international advocacy runs parallel to his work teaching and consulting at Adelphi.

“The work that I do preparing for my courses to teach my students definitely has an influence on my presentations and, similarly, the work I do to present and consult around the world informs my teachings,” he said. “It’s a great symbiotic relationship.”

For example, Dr. Shore has been a longtime special adviser to the Bridges to Adelphi program, which provides personalized academic, social and career support for neurodivergent students. Bridges to Adelphi was one of the nation’s first college programs for neurodivergent students and recently expanded its support for students and alumni by that focuses on career success.

“I often meet with the director of the program and give workshops, both for the students who are involved with the Bridges program and for faculty and staff at Adelphi,” Dr. Shore said.

He also stresses the ripple effects of understanding and accommodating the needs of neurodivergent students on campus.

“When we talk about helping students better receive and process information in order to demonstrate their mastery of material, perhaps by providing a copy of the instructor’s notes or visual supports, these accommodations tend to help everybody else as well,” ” he said. “As we learn more about supporting neurodivergent students, we become better educators overall.”

Working alongside Temple Grandin, PhD

Dr. Shore already has a full schedule for 2026. He’s running a workshop for neurodivergent parents and parents of neurodivergent children at the the New York City Perinatal and Early Childhood Mental Health Training and Technical Assistance Center, part of the . He’ll also be introduced by Temple Grandin, PhD—one of the most renowned autism advocates—at the Gillen Brewer School in Manhattan and give his own presentation on sensory differences in autistic people. And before he heads to Germany, he’ll first present to a collaborative of English-speaking international schools in Bangkok, Thailand.

So the question remains: After visiting more than 50 countries, where will Dr. Shore’s advocacy work bring him next?

According to Dr. Shore, not even the sky’s the limit.

“Where does it go next? That’s unpredictable,” he said. “Maybe there will eventually be an autism conference on the moon, for example. I could go there.”

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