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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Research is a foundation of the undergraduate experience at Adelphi. It is promoted by the University’s SPARK Center and Innovation Center, the annual Scholarship and Creative Works Conference (known as Research Day) as well as numerous summer internship programs. To further facilitate research, Adelphi has also developed partnerships with businesses and organizations that offer research opportunities and internships at various facilities, allowing students to advance their skills, discover potential careers and enhance their résumés.

One of Adelphi’s premier partners is . Located on Long Island, Brookhaven’s 5,300-acre campus contains several large facilities devoted to research in nuclear and high-energy physics, environmental and bioscience, and energy science and technology. The lab has racked up numerous achievements over the years, including seven Nobel Prize-winning discoveries and 37 R&D 100 Awards.

As a science partner of the University, Brookhaven has welcomed many Adelphi students as interns over the years. This summer, two Adelphi physics majors—current seniors Michael Ishal and Carolina Guekjian—earned internships to conduct scientific research there. Both explored new frontiers in imaging.

Doing Research in AI and Computational Imaging

Michael Ishal, who is majoring in physics, still remembers what drew him to Adelphi. “There was a day dedicated to students who were considering Adelphi physics, where we could talk with physics professors and learn from them,” he recalled. “Additionally, we were able to sit in on classes as well. The physics professors were full of energy, and they were truly excited to teach. They encouraged curiosity and challenged students to think critically.”

One of those professors was Kevin Liang, PhD, an associate professor in the department, who had been discussing a concept that day known as Rayleigh’s criterion. Little did Ishal know, three years into his Adelphi career, he and Dr. Liang would work together on research related to Rayleigh’s criterion and would prepare a publication based on that very research.

Ishal tackled other research opportunities at Brookhaven National Laboratory when he enrolled last academic year in a (WDSE) mini-semester program. There, he and his fellow students toured the scientific facilities and observed research projects while interacting with world-class scientists and engineers. One of those research projects, conducted by David Park, PhD, attracted Ishal’s interest. “After asking him if he was accepting interns, Dr. Park asked me to check out some of his publications,” he explained, “and then send him an email discussing my research more in depth.” Ishal sent an email that night. The day after, when the mini-semester ended, Ishal received an internship offer .

Ishal’s internship experience was related to research he had done at Adelphi on flaws in lenses or mirrors that distort images, also known as optical aberrations. Working in Brookhaven’s Computing and Data Sciences department, he focused on AI and computational imaging, testing neural network-based methods to detect whether images are degraded by optical aberrations. Dr. Park assisted him in this research, serving as his mentor.

“The experience taught me the importance of both collaboration and independence, expanding your domain of knowledge through literature searches, and how research can lead to valuable, unexpected results,” Ishal said. “Working with talented researchers strengthened my skills in machine learning, data analysis and AI research, which gave me a strong foundation as I continue my education and pursue future career opportunities.”

Doing Research That May Help Transform Medicine

Heading into college, Carolina Guekjian knew that she wanted to major in physics. “I saw all the possibilities of how physics can make incredible impacts on our future,” she said. “I wanted to be one of the ones that contribute to it.” The challenge now was figuring out where to pursue this field of study. “I spoke to previous Adelphi students who praised the professors and how they truly care about their students,” Guekjian said. “As I toured the physics department, I learned about all the interesting things that I would be learning.”

As a physics major, Guekjian has been involved in academic research since her first year. She worked closely with Sean Bentley, PhD, an associate professor in the department, researching a strange physical phenomenon known as quantum entanglement. She later had the opportunity to tour Brookhaven, where she learned about the lab’s research in that area. Intrigued, Guekjian decided to pursue an internship opportunity related to that research. She was accepted.

As an intern, Guekjian was able to observe experiments in quantum entanglement conducted through the , which allows researchers to study materials with nanoscale resolution. She also had the opportunity to see the inside of the detectors used at the , as Brookhaven began dismantling equipment and preparing for the transition to the .

Guekjian also, of course, continued her own research at Brookhaven, investigating quantum entanglement’s ability to produce images at a spectacularly high level of resolution. The technology has the potential to transform medical imaging, enabling it to discover diseases at their earliest stages.

Her research has been going well—so well, in fact, that she was offered the opportunity to extend her internship into the school year and continue her work at Brookhaven.

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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 Adelphi 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 Adelphi, 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 Adelphi, 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 Adelphi students, please send an email to John Marimuthu at jmarimuthu@adelphi.edu to set up a conversation.

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Adelphi’s innovative MS in Artificial Intelligence and Machine Learning program is coming to the new, state-of-the-art Manhattan Center in Fall 2026, expanding opportunities for students to advance their careers in tech, engineering, and other in-demand fields impacted by AI.

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

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

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

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

A world of career options

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

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

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

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

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

Customizing AI education for different professions

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

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

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

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

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

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

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

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“Our partnership with LumiNicole is about meeting students where they are and continuing to evolve the campus experience,” said Maggie Yoon Grafer, Adelphi’s associate vice president of university advancement & external relations. “As the first university to bring LumiNicole’s automated retail technology to campus, we’re doing more than adding convenience; we’re positioning our Garden City campus as a leader in retail innovation, creating meaningful job opportunities for our students and ensuring this partnership gives back to our community.”

—founded by and two entrepreneurs with a track record of building and scaling beauty and wellness platforms by solving access and distribution challenges—aims to transform how beauty and wellness products reach consumers in high-traffic, nontraditional environments. Its expansion to install smart retail machines in higher education institutions to reach college students—starting with Adelphi—is a key part of this initiative.

“The ������Ƶ launch represents an important milestone for LumiNicole and for how campuses can thoughtfully support student well-being,” said LumiNicole Co-Founder Kendra Bracken-Ferguson. “This partnership provides convenient access to beauty and wellness essentials that meet everyday needs, while intentionally creating paid, on-campus opportunities for students. Together with Adelphi, we’re reimagining how retail, education and career exposure can intersect in ways that meaningfully support academic success and long-term career readiness.”

Creating Career Development and Scholarship Opportunities For Adelphi Students

In addition to the automated retail store, LumiNicole will partner with Adelphi to provide job development and other opportunities, including an internship, a brand ambassador program for Adelphi students and a scholarship. The LumiNicole Beauty & Wellness Scholarship was established to support Adelphi students whose studies align with chemistry, science, supply chain, technology, manufacturing, marketing, communications and operational infrastructure that powers modern beauty and wellness businesses.

“From the beginning, LumiNicole was designed to do more than sell products; it was built to create pathways for career advancement and education,” said LumiNicole Co-Founder Leslie Roberson. “The LumiNicole Beauty & Wellness Scholarship reflects our shared commitment with ������Ƶ to experiential learning, industry alignment and career readiness. Through hands-on retail experiences, paid internships and our student ambassador program, we’re helping prepare the next generation of professionals for the evolving beauty and wellness industry.”

The LumiNicole automated retail stores will include from brands such as BeautyStat, founded by Adelphi alumnus Ron Robinson ’87.

“As an Adelphi alum and the founder of a science-backed beauty brand, it’s incredibly meaningful to see innovation and opportunity coming full circle on campus,” said Robinson. “LumiNicole’s presence at Adelphi creates real exposure for students to learn how modern beauty and wellness businesses operate, from formulation and supply chain to merchandising and consumer engagement. I’m proud to be part of a partnership that not only brings great products to campus, but also opens doors for students who aspire to build careers in this industry.”

Adelphi and LumiNicole will host a joint ribbon-cutting ceremony and launch event to unveil the automated retail stores at Adelphi’s Garden City campus on Thursday, March 26. Robinson and other executives from beauty and wellness companies who have products featured in the machines will be in attendance.

Learn more about Adelphi’s partnership with LumiNicole.

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“This class is innovative because it turns a physics lab into a real R&D shop,” said Dr. Wright, whose annual Cosmic Pathways conference treats college and high school students to a day of presentations, panels and workshops on the many exciting career paths for physics majors.

“Students don’t follow recipes,” he continued. “They invent their own projects, debug unpredictable problems, and learn to think like working scientists and engineers.”

Preparing students for physics careers

Student chose projects—building everything from a leaf blower-powered hoverboard and 3D‑printed drones to EKG devices and rockets—then spent the semester designing and debugging them. Students also had to write a proposal and budget for their project and get approval from Dr. Wright. This gives them experience in grant writing and technical writing.

The lab grew out of a multiyear effort led by Sean Bentley, PhD, associate professor of physics, to redesign the physics curriculum based on feedback from an industry advisory board. Employers told Adelphi they needed graduates who could do more than recite formulas; they wanted people who can debug complex systems, use lab instruments confidently, program computers, and solve messy, open‑ended problems.

The result is a three‑year lab sequence: an introductory first‑year lab to learn tools and basics, this open‑ended sophomore lab, and a more advanced senior quantum lab.

A Physics Major Builds Her Own Hoverboard in the Lab

Physics major Carolina Guekjian designed and built a hoverboard powered by a leaf blower.

“I wanted to do something cool, unusual and futuristic, something you cannot go out and buy,” she said. She used airflow and pressure calculations to figure out how much air she would need to lift to the board, how wide to make the board, how big to make the vents to lift the board.

“You can use these equations to come up with a theoretical idea of how your project will work,” Guekjian explained, “but the theory isn’t always exact due to real world conditions, so I had to alter it to make sure it works perfectly.”

There were problems, of course. Initially she thought she would use magnets in her project. “I ended up ruling them out because it was just going to be a fire hazard,” she says. “So I landed on using a leaf blower instead.” A battery connector failed near the end of her project, she said, which she still needs to fix. But her hoverboard hovers and can be steered left and right, so she counts her project as a success.

Guekjian said she spent 10 hours a week on her project, including lab sessions and time at the machine shop. Her efforts worked and she had a working hoverboard by the end of the class. “I learned that being in a lab and making a project is about failing and overcoming the failure until you get it right,” she said. She believes the skills she learned in the lab will help her pursue her dream of going into physics research in quantum optics.

“The ideas tend to be pretty simple, but the hard part is debugging and fixing and trying to figure out what all the little problems are and overcoming them,” said Dr. Wright, who . That unpredictability turns each class meeting into improvisation, with the instructor moving from bench to bench to help students.

“It’s like being the orchestra conductor,” he said. “I never know what they’ll need help with, and that makes it fun and challenging for all of us.”

First test run of the hoverboard. We fried one of the propellers so we might be done.

Physics for Sustainability: Creating Energy From Foot Traffic

Physics major Braden Patterson used the sophomore project lab to design a floor tile that generates electricity when someone steps on it. His invention, which Dr. Wright , used a magnet spinning inside a coil to generate an electrical current that can power small devices like an LED light. The broader idea is to harvest energy from everyday foot traffic, he says.

“The lab and my project gave me a way to connect my coursework to the real world,” Patterson said. “In Physics I and II we learned the equations on paper, but this project let me build something from scratch and actually see those calculations come to life.”

Patterson said the skills he learned in the lab will help him reach his career goal. He’d like to work on electric motors for car companies and is also interested in nuclear energy production.

Beautiful teaching moment

Lab Course as a Career Testing Ground

“Dr. Wright is really fun and incredibly supportive,” Patterson said. “He explains things in a way that makes sense, and he’s always available for questions. With him, I never feel stressed about asking for help. He just genuinely cares about his students.”

Guekjian agrees. “Dr. Wright is patient and he’s helpful,” she said. “He really likes it when students learn, and he wants to do everything he can to help you learn the material.”

The lab is designed to push every student out of their comfort zone. Each of the 15 students must confront and overcome obstacles in their projects. “Every student in the class had to overcome major issues with their project, and that really leads to learning, and it leads to professional growth,” Dr. Wright said.

Dr. Wright also explained that the course could not have been created without the support of Professor Christoper Saucedo and Chris Stahley ’16, head studio technician, of Adelphi’s art department. “Professor Saucedo has built a really nice machine and wood shop and has made it available to the physics students,” Dr. Wright said. “When our students needed to prototype something, they’d go there and Chris Stahley would help them put it together.”

For many students, the class doubles as a career testing ground. About a third of Adelphi physics majors go into engineering, another third into traditional physics paths, and the rest into fields like teaching or technology. By choosing their own projects, students explore what they might want to do after graduation.

They also discover how powerful applied physics can be. “Physics is a platform for doing just about anything,” Dr. Wright said.

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At the start of the Fall 2025 semester, Adelphi transitioned the University’s emergency mass notification system from Rave to Regroup Mass Notification. All active students and employees were auto-enrolled in Regroup using existing email, phone and SMS contact information on file.

Recently, Regroup was used to alert our community members about the campus power outage that occurred on the night of Sunday, November 15, into the morning of Monday, November 16. If you did not receive this alert, your preferences may be incomplete or need updating. We encourage you to review your contact information and preferences.

To ensure you receive emergency and campus closure messages without delay—especially as winter weather approaches—please take a few moments to confirm your contact information in Regroup.

• Open the Adelphi Mass Notification platform. You’ll find it under services in . Choose “Adelphi Login.”

• Review and update your Regroup Contact Profile information. Click “Edit” to change or update your email address(es) and phone number(s) for calls and SMS texts.

• Make sure you don’t miss an Adelphi Alert—save 516-234-5783 in your contacts so it won’t be marked as spam.

Learn how to access and update your Regroup preferences.

Learn more about emergency mass notifications at Adelphi.

If you have difficulty accessing your profile or need assistance, contact askpublicsafety@adelphi.edu.

Thank you for your attention and cooperation.

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