Â鶹´«Ã½Ó³»­’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 Â鶹´«Ã½Ó³»­’s accelerated nursing program.

The post Traditions and Tributes: Accelerated Nursing Students Take the Stage for Their Pinning Ceremony appeared first on Â鶹´«Ã½Ó³»­.

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 Â鶹´«Ã½Ó³»­ 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 Â鶹´«Ã½Ó³»­â€™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 Â鶹´«Ã½Ó³»­, 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. Â鶹´«Ã½Ó³»­â€™s master’s and PsyD programs give graduates the training needed to make the most of that impact.

How Â鶹´«Ã½Ó³»­ Trains the Next Generation of School Psychologists

At Â鶹´«Ã½Ó³»­, 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,â€� says Ionas Sapountzis, PhD, professor and director of Â鶹´«Ã½Ó³»­â€™s MA and PsyD in School Psychology programs.

Students in Â鶹´«Ã½Ó³»­â€™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 Â鶹´«Ã½Ó³»­ unique in how integrative we strive to be in our approach,â€� 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,â€� Dr. Sapountzis says.

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

Students interested in becoming a school psychologist can choose between two Â鶹´«Ã½Ó³»­ 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: Â鶹´«Ã½Ó³»­ Is Training Students to Meet the Need appeared first on Â鶹´«Ã½Ó³»­.

Tell that to , the two-time All-American and National Champion midfielder, who was , picked by the Philadelphia Waterdogs.

Or ask , the hard-throwing right-hander who led all Division II pitchers in strikeouts per nine innings and received All-America honors before signing this summer with the Houston Astros. He is now living his childhood dream of playing pro ball, pitching for the Fayetteville Woodpeckers of the Carolina League.

Lewis and Carver aren’t just occupying roster spots. They’re thriving.

Lewis delivered exactly the kind of professional debut scouts dream about: a behind-the-back shot against the Boston Cannons, part of a two-goal night that set the tone for a rookie season spent chasing a title with the league’s best regular-season team.

Carver has “carved� out a bullpen role for the Woodpeckers, the Astros’ Single-A affiliate, continuing to rack up strikeouts, fanning seven batters over his first 4.2 innings in the minors.

While both Panthers are on their way, the path they took to get there was not a straight line. Both credit Â鶹´«Ã½Ó³»­â€”and the outstanding guidance and support they received from their coaches—for providing the map to success.

Speed, Setback and a Second Chance

For Lewis, the breakthrough didn’t come easily.

A hamstring injury derailed the start of his senior season, and for a while, he wasn’t sure his draft stock would recover. “There goes your speed,� he said, describing how the injury took away the very tool that defined his game.

Head Coach leaned on a familiar analogy to keep him grounded, comparing Lewis’s recovery to Samson regaining his strength as his hair grew back. It stuck.

While he didn’t really feel like he was playing like himself again until the National Championship game in May, Lewis got a call on draft night in April that he’d been selected 29th overall by the Waterdogs, the team he grew up rooting for.

Coach Purdie says that resilience was always part of Lewis’s appeal. He points to Lewis’s incredible work ethic—a level of dedication that drove him to watch game film on bus rides home and organize players-only sessions just to keep the offense sharp—as the thing that separates him from other players.

“He wanted every practice to be perfect so we could be perfect on game day,â€� Coach Purdie said, crediting Lewis as the heartbeat of Â鶹´«Ã½Ó³»­â€™s back-to-back national championship runs in 2024 and 2025.

Taming His Fastball, Transforming His Career

Carver’s transformation was less about overcoming injury and more about rebuilding from scratch.

When first-year head coach arrived at Â鶹´«Ã½Ó³»­ in the summer of 2025, he inherited a pitcher who threw in the mid-90s but couldn’t consistently find the strike zone. Coach Gaffney’s fix was simple: Commit to locating a glove-side fastball and trust it, even after shaky outings.

Carver bought in completely. “He was as coachable a player as I’ve ever had,� Coach Gaffney said, recalling how the same fastball command that once eluded Carver became the foundation for his standout 2026 season.

The turning point, in Coach Gaffney’s memory, came against a scout-heavy crowd for a Franklin Pierce matchup, when Carver outdueled a Power 4 transfer from Kansas State and served notice that his stuff played against anyone.

Weeks later, after going undrafted, .

Carver thinks it couldn’t have happened without the mentoring he got from Coach Gaffney. “He’s always looked out for me,� he said in a . “He’s always wanted the best for me. He’s always had such a huge belief in me.�

It was a life-changing experience for Carver. “I really don’t see a life that I’m living where I’m not talking to Coach Gaffney,� he said.

The Journey Continues

Both are adjusting to life as professionals while still leaning on the lessons that got them there.

Lewis is chasing a PLL title in Philadelphia while starting a master’s degree in health education back at Â鶹´«Ã½Ó³»­, supported by a highly competitive (only up to 126 students are awarded each year). He is also helping coach the men’s lacrosse team.

Carver is learning the rhythms of daily professional life in Fayetteville, applying the same routines and resilience that Coach Gaffney and his staff drilled into him during a season that transformed his career.

Different sports, different journeys, but the same story: Â鶹´«Ã½Ó³»­ didn’t just prepare Lewis and Carver to compete. It taught them how to believe they belonged. It’s a lesson that’s taken them far, and has a good chance of taking them even further.

The post Panthers in the Pros: Kyle Lewis ’26 and John Carver ’26 appeared first on Â鶹´«Ã½Ó³»­.

Research is a foundation of the undergraduate experience at Â鶹´«Ã½Ó³»­. 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, Â鶹´«Ã½Ó³»­ 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 Â鶹´«Ã½Ó³»­’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 Â鶹´«Ã½Ó³»­ students as interns over the years. This summer, two Â鶹´«Ã½Ó³»­ 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 Â鶹´«Ã½Ó³»­. “There was a day dedicated to students who were considering Â鶹´«Ã½Ó³»­ physics, where we could talk with physics professors and learn from them,â€� 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.â€�

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 Â鶹´«Ã½Ó³»­ 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 Â鶹´«Ã½Ó³»­ 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,â€� she said. “I wanted to be one of the ones that contribute to it.â€� The challenge now was figuring out where to pursue this field of study. “I spoke to previous Â鶹´«Ã½Ó³»­ students who praised the professors and how they truly care about their students,â€� Guekjian said. “As I toured the physics department, I learned about all the interesting things that I would be learning.â€�

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.

The post Internships on the Cutting Edge of Science at the Brookhaven National Laboratory appeared first on Â鶹´«Ã½Ó³»­.

Key Takeaways

• Â鶹´«Ã½Ó³»­’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,â€� 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.â€� In his position, Marimuthu serves as a matchmaker between employers and students, curating a database of companies with a positive track record of employing Â鶹´«Ã½Ó³»­ 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 Â鶹´«Ã½Ó³»­, 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 Â鶹´«Ã½Ó³»­â€™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.’â€�

Through this variety of approaches, the internship office has developed a solid track record of placing students with companies during their time at Â鶹´«Ã½Ó³»­, 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 Â鶹´«Ã½Ó³»­ 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 Â鶹´«Ã½Ó³»­.

The Knicks’ championship run was magical. What was it like for you?

As clichéd as it sounds, it was emotional and incredible for many reasons. After the final buzzer went off, I couldn’t help but think back to when I was a freshman in high school, when I knew I wanted to become an athletic trainer, and to my journey from Â鶹´«Ã½Ó³»­ as an exercise science major all the way to the ultimate mountaintop—an NBA championship. It also made me look back at the support my friends and family have given me. They know firsthand how many birthdays, weddings and major life moments that I have missed since I started working in the NBA in 2016, and they have been so gracious throughout the years. Reflecting on all of that made me immensely grateful.

Were you part of the ticker-tape parade?

I was! It was truly the most magical hour and a half of my life. To see hundreds and thousands of people along the route was insane and intense in the best way possible. From the people on the street, to the folks within the buildings releasing shredded paper from floors above, to workers in the rafters of construction sites and people climbing the street signs and lights, it was nothing that I have seen before! It was incredible, something that I will remember for a long, long time.

How did you celebrate the championship?

I celebrated with my co-workers and our significant others and families in the back of the locker room after the game. It was an incredible two-and-a-half-hour display of pure joy and it was amazing to celebrate that moment with your co-workers who went through the grind of the longest season in NBA history with you, and your loved ones who have also experienced all of the ups and downs of the season with you.

The players were obviously under a lot of pressure during the playoffs. Did the pressure grow for you in each round?

Not really, to be honest. During times of pressure, I like to lean on routine. This has remained the same since . Stick to your routine, expect the unexpected, remain calm during times of adversity and figure out a solution when problems arise, and everything will be fine. I focused on what I always do as a trainer—help manage player injuries, create and establish injury prevention plans for the players assigned to me, and assist in the day-to-day operations of the athletic training room.

You had a quick cameo appearance on TV that eagle-eyed viewers might have noticed during Game One of the Finals. Did you hear from people who saw you?

Yes I did [laughing]. All my friends and family from back home in Hawaii and along the East Coast texted me to let me know that they saw me. It put a smile on my face and reminds me of how lucky I am to have a great support system.

Tell us about your journey from Â鶹´«Ã½Ó³»­ to the Knicks. How did your experience as a trainer with the Mavericks in the 2024 NBA Finals help you this year?

My journey from Â鶹´«Ã½Ó³»­ to the Knicks has been a long one. After I graduated with an exercise science degree from Â鶹´«Ã½Ó³»­ [now within the Ruth S. Ammon College of Education and Health Sciences], I went on to earn my master’s degree in athletic training from Division I schools in California.

I started my professional career in college athletics, which set the foundation of my athletic training skills and management. I then moved into professional basketball as the head athletic trainer for the Los Angeles Lakers’ minor league team, the Los Angeles D-Fenders/South Bay Lakers [now the Coachella Valley Lakers].

Three years later, I received my “call up� to the NBA in 2019 and started working for the Dallas Mavericks as the assistant athletic trainer. In my fifth year with the team, we ended up going to the NBA Finals. Sadly, we lost to the Boston Celtics in five games, but it was a very eye-opening experience. Getting so close but falling short of your goal fuels you to get to the Finals even more. And if you are lucky enough to get there, you know what to expect when it comes to the media madness and the heightened feeling in the locker room and arena; everything becomes a little more familiar and not so new to you.

I took that previous Finals experience and applied it this past season. I was able to help my co-workers and other players by letting them know what to expect when it came to the Finals. The schedule is different than in any other series, so having that previous experience truly helped me remain calm and focused.

This is something of an on-court interview kind of question, but what did winning an NBA championship mean to you?

Winning an NBA championship means to me the culmination of all of my hard work and sacrifice that I have put in over the last 13 years. You think back on the times where you weren’t making a lot of money, working 14 hours a day, seven days a week with no days off in sight for months, and you say to yourself, “It was all worth the struggle.� Because the feeling of winning an NBA championship is something that money can’t buy.

How did your degree in exercise science at Â鶹´«Ã½Ó³»­ prepare you for this experience?

It helped me understand the demands of the body during exercise and what it does physiologically, hormonally and scientifically to the individual or athlete. The part of exercise science that I truly enjoyed during my time at Â鶹´«Ã½Ó³»­ was learning about the heart, reading an ECG and being able to understand what is happening physiologically at the Human Performance Lab.

What would you say to other exercise science majors who are reading this article?

I would say to really explore the various career paths open to you while you’re majoring in exercise science and decide whether you will need to pursue a master’s degree or doctorate. From there, make sure you do your research on the programs that you want to apply to, paying attention to the connections or affiliations that professors have access to and may share with you. It is true what they say: “It’s all about who you know and sometimes not what you know� when entering the job market.

Most important, be true to yourself, and always do the right thing. I have learned that in life and in my career. If I make sure that I do the right thing, it usually results in fewer issues and better results.

The post For New York Knicks Athletic Trainer Heather Mau ’11, the NBA Championship Was a Thrilling Reward for Years of Hard Work appeared first on Â鶹´«Ã½Ó³»­.

How do you go from the classrooms of Hagedorn Hall straight to the high-octane energy of a World Cup stadium? Just ask Chris Leonard ’26.

A marketing major in the Robert B. Willumstad School of Business, Leonard never imagined he’d land on soccer’s biggest global stage with FIFA. But looking back at his relentless drive on and off campus, every single piece fits.

Leonard receives the 2026 Panther Leadership Award.

On campus, he served as a marketing intern for Â鶹´«Ã½Ó³»­ Dining Services and had a seat on the Dining Advisory Board. A dedicated student-athlete, he served as captain of Â鶹´«Ã½Ó³»­â€™s and teams, held an executive board position on the , and earned both and distinctions. In May 2026, his campus contributions were recognized with the prestigious Panther Leadership Award in athletics.

Leonard’s global credentials took off when he secured an internship in Croatia through Â鶹´«Ã½Ó³»­â€™s business school, managing social media for a regional coffee brand.

That résumé—academic excellence, athletic experience, strong internships and global experience—helped him land his current role as an event ambassador for , where he stepped into a job as a ticket resolution assistant for the FIFA World Cup.

Working behind the scenes, Leonard managed complex ticketing software issues and resolved fan discrepancies to help Gillette Stadium—which hosted seven matches during the 2026 World Cup—rank number one in fan experience across the United States during the tournament.

Leonard reflected on his time at Â鶹´«Ã½Ó³»­, his World Cup experience and his key advice for current students looking to break into competitive industries.

Leonard competing in a cross country run for the Â鶹´«Ã½Ó³»­ Panthers.

Q: What did the typical match look like for you at the stadium during the World Cup?

The call time was about five hours before the match started, so the rest of the ticketing staff and I would all meet for rundown of what to expect: who’s playing, the kind of reputation of the fans, any issues with the software that we were operating on, and then I went to the ticketing offices I was stationed at, right around the entrance gates to the stadium. We opened about four hours before the match started, and we had an influx of fans from there. It was my job to sort any issues out, de-escalate any tense situations with fans and get them into the game as soon as possible. Our operation closed down around halftime, so at that point, I was able to go into the stadium and watch the rest of the game, which was super cool.

Leonard, eighth from left, with stadium staff after the final World Cup game. (The sign, No Ticket Sales, answered the question he was posed most frequently; no tickets were left, but hundred of ticket and seating questions needed to be resolved. )

Q: The stadium ranked number one in fan experience in the United States. What specific initiatives contributed to that?

Seeing those rankings every week was a big motivator for the team, to push boundaries and elevate that fan experience. What we really tried to focus on was that these fans are coming from all over the world—so how can we centralize things and try to bring everyone that same positive experience?

Q: Looking back at when you were an Â鶹´«Ã½Ó³»­ student, were there any key courses, professors or general experiences that you feel best prepared you for the demands of your industry?

My courses taught me so much about business professionalism and presentation skills, which all play a factor, but I think International Business with Associate Professor Sviatoslav Moskalev, PhD, was crucial for this role. Learning the different cultures in a classroom applied almost directly to this job because I’m speaking with people from Norway, Ghana, every continent, so learning about those different cultures in the classroom beforehand really set me up well to communicate effectively with fans from all over the globe.

And I think without that, I would kind of be focused on our country and what’s happening here, but to travel overseas and work with these global operations really taught me a lot about global business.

Q: What college networking helped open doors for you to secure the role that you have now?

Primarily for this role, I was able to utilize my own network, but it was actually Â鶹´«Ã½Ó³»­ that helped me close the deal. The business school demanded boardroom-level professionalism and presentation skills from day one, pretty much. By the time I sat down for the interview, I already had that corporate polish they required to prove that I could handle such a massive, high-stakes operational role. The professors at Â鶹´«Ã½Ó³»­ place a really big emphasis on that.

Something I learned at Â鶹´«Ã½Ó³»­ is that taking those extra 90 seconds to just send that email and say, “Hi, I graduated from Â鶹´«Ã½Ó³»­, and this is who I am and what I’m interested in…”—you’re going to get picked out of the crowd. You’d be surprised about how far that will take you.

Q: Were there any strategies you used in creating your résumé or interviewing that helped you stand out?

In the sports industry, your résumé is almost secondary to your relationship-building skills. I think you can have the most qualified candidate on paper, but a company’s front office might feel more connected with someone with almost less experience, but more upside and opportunity. I think that’s where networking really shines over a résumé because I had my marketing internship with Â鶹´«Ã½Ó³»­ and my experiences abroad, and I’m able to beat out a lot of these very qualified candidates.

Q: Is there a key piece of advice for searching for those opportunities?

I think a big thing that students tend to do is just hit the “applyâ€� button on LinkedIn, which I think is a big trap for students nowadays because it’s very quick and easy. I think you can really maximize your network by reaching out to those Â鶹´«Ã½Ó³»­ alumni who are very well-connected, asking for those 15-minute informational calls, building those genuine relationships before even looking at those kind of jobs because it makes it so much easier to look into a career when you know people, rather than going in fresh.

The post From Â鶹´«Ã½Ó³»­ to the World Cup: How Chris Leonard ’26 Went From the Graduation Stage to a FIFA Stadium appeared first on Â鶹´«Ã½Ó³»­.

Pictured with Lincoln life mask in the collection of the Massachusetts Historical Society

Vincent Calvagno

BA in History, Minor in Italian (Honors College)
PhD Candidate in History, Yale University

“My professors at Â鶹´«Ã½Ó³»­ instilled in me an interest in historical research and the confidence to pursue it. They also provided role models for me—Professor LaCombe for his mentoring, Professor Reno for his teaching style and Professor Haas for his lecturing abilities. I aim to focus my studies in graduate school on the environmental history of colonial New England.â€�

Joacim Carhed

MS in Business Analytics
Data Analytics Associate, Flynn Zito Capital Management, Garden City, New York

“My experiences as a student, student-athlete and graduate assistant helped me grow as a leader and prepared me to take this next step in finance and analytics. In my new role, I support the firm through data-driven analysis, reporting and process improvement.�

Julia Carpio

MA in Childhood Education and Advanced Certificate in TESOL
Fulbright English Teaching Assistant Program, Athens, Greece

“I was in the five-year STEP program and with Professor Mary Jean McCarthy deepened my passion for learning about how education and pedagogy are approached in different countries. My Fulbright will take me to Athens College, where I will support English instruction at the elementary school level, mentor students and serve as a counselor at the college’s English language summer camp.�

Mariane Diby

BS in Physics (Honors College)
PhD Candidate in Aerospace Engineering, University of Illinois Urbana-Champaign

“As a physics major, I pursued research exploring astrophysical shock phenomena and devoted my senior thesis to it. This summer, before entering my PhD program, I will be interning at the Simons Foundation to work on computational astrophysics research. I have always been passionate about studying the universe and building the technologies that carry us into space. My goal is to contribute to a new generation of spacecraft and aerospace innovation through research and engineering.”

Jeremiah Ford

BS in Computer Science/Cybersecurity
Systems Analyst, Brown Brothers Harriman, Jersey City, New Jersey

“In my new role at Brown Brothers Harriman, I will be in a two-year program for recent graduates. It bridges the gap between finance and technology by allowing me to rotate through four different IT or systems teams. I will be able to gain real-world expertise in software development, data solutions and business systems analysis. Once completed, I will be placed in a permanent, full-time position within the firm’s systems department.�

Kylie Goldade

BS in Physics
MA Candidate in Museum Studies, The Cooperstown Graduate Program, SUNY Oneonta

“I did lots of interdisciplinary work in the sciences, education and museum studies at Â鶹´«Ã½Ó³»­, and I had an internship at the Cradle of Aviation Museum. That led me to Cooperstown, which has the country’s only science-based museum education program. My ultimate goal is a PhD in preservation studies at the University of Delaware, with a focus on preservation technology.â€�

Jose Gonzalez

MBA, Accounting
Audit Associate, PwC

“I was in the 4+1 Accounting and MBA program, and my graduate accounting research class truly solidified my decision to pursue accounting. It helped me understand that although technology will continue to change many professions, we should embrace those changes and use them to become the kind of professionals the future needs.�

Rachel Halpert

BS in Biology (Honors College)
DMD Candidate, University of Pennsylvania School of Dental Medicine

“My experience as a tutor at the Center for Academic Support and Enrichment allowed me to see firsthand how personalized guidance can empower others, a passion I am excited to carry forward into my dental career. I want to thank my parents and my brother for their endless support, as well as Professor Hobbie and David Oroza of the Office of Pre-Professional Advising for mentoring me every step of the way.�

Joanna Rita Karpiel

BA in Art History, Minor in French (Honors College)
MA Candidate in the History of Art, Courtauld Institute of Art, London, England

“I wrote my senior thesis on Young Poland, a Modern movement between 1890–1918, and the symbols artists used to express their Polish identity. In grad school, I will focus on the art of China, Eastern Europe and the former Soviet Union. The incredible careers of my professors, and the Women in the Arts class I took, solidified the idea of pursuing a master’s degree. Both allowed me to visualize the stories I will be able to tell as an art historian and museum professional.�

Allison Kohl

Elementary School Art Teacher, Hamburg (New York) Central School District

“My time at Â鶹´«Ã½Ó³»­ helped me grow not only as an artist, but as an educator. Through student teaching, mentorship and hands-on classroom experiences, I gained the confidence and creativity to begin my journey as an art teacher and inspire students to express themselves through art.â€�

Ashley Kreth

BS in Chemistry (Earned in Three Years)
NSF Graduate Research Fellow/PhD Candidate in Chemistry, University of Georgia

“I am excited to pursue a PhD in synthetic organic chemistry at the University of Georgia and plan to apply the skills and expertise I’ll have developed there to a career in industry. Two pieces of advice I would share with someone just beginning their undergraduate career are to take full advantage of every resource and opportunity available to you and to be open-minded regarding your future career path. You never know what you may end up doing!�

Valeria Lopez

BS in Biology (Honors College)
DVM Candidate, Long Island University Lewyt College of Veterinary Medicine

“I’m very grateful to the Honors College for funding my fellowship in Rome in the summer of 2024, where I worked with two large-animal sanctuaries to understand the unique challenges these animals face. This experience, coupled with being the owner of a crested gecko, helped me see the need for veterinarians that don’t just work with cats and dogs, motivating me to become an exotics vet.â€�

Shota Mikautadze

BA in Economics and Political Science (Levermore Global Scholar)
Paid Finance Internship Leading to Financial Analyst Position, J.C. Steel Erectors, Islip, New York

“Through Â鶹´«Ã½Ó³»­’s Leadership Fellows Program, I attended a New York Islanders game hosted by Chris Amplo ’00. We had a genuine conversation that evening, and he asked me to send my résumé. I did, and he scheduled me for an interview the following week. It went well, and he offered me a position on the spot. So the University that shaped me connected me to the opportunity that’s launching my career.â€�

Pazia Miller

PhD in Clinical Psychology
Advanced Fellowship, National Center for PTSD and the Yale School of Medicine

“The research I did for my dissertation was on decision-making in individuals with cocaine-use disorder. My postdoc is an advanced fellowship in mental illness and research treatment, where I will be doing research on decision-making and ambiguity in PTSD treatment, training in psychedelic-assisted trauma therapy, and gaining advanced clinical training on the treatment of trauma. I hope this is an important step to building a meaningful career as a scientist-practitioner in the research and treatment of trauma.�

Juliana Morsello

BS in Cognitive Neuroscience
PhD Candidate in Cognitive and Brain Sciences, Binghamton University

“Through Â鶹´«Ã½Ó³»­â€™s neuroscience coursework, along with opportunities like the Emerging Scholars Program and my role as a peer educator, I discovered not only my passion for becoming a neuroscientist, but also my love for engaging with and educating the broader community.â€�

Hussein Ali Rifath

BA in Political Science and Spanish
Fulbright English Teaching Assistant Program, Madrid, Spain

“My Fulbright is an incredible opportunity for me, and I’m deeply honored to have been selected. What excites me most about it is the chance it gives me to faithfully represent my country as a citizen diplomat. I hope to create a transformative classroom for the students I work with, one that can help them come to see America not as a distant foreign country but as a vibrant and welcoming society that not only honors them, but cherishes the bonds that unite us all.�

Rebecca Rosa

Master of Social Work
Social Worker, Dementia Unit, Autumn Lake Healthcare, New Britain, Connecticut

“Social work chose me long before I chose it, and Â鶹´«Ã½Ó³»­ confirmed that calling. The Gerontological Social Work Fellowship Program, along with the transformative courses I took with Professors Zodikoff and Kaplan on dementia and healthcare, deepened my understanding of older adults and solidified my purpose. This population is too often overlooked, and I intend to change that. My vision is to pursue a PhD and drive meaningful research in Alzheimer’s disease because older adults don’t just deserve care; they deserve dedicated social workers by their side.â€�

Christopher Sciortino

MS in Computer Science
Software Developer, Northville Industries, Melville, New York

“In my new role, I will be contributing to the development of enterprise desktop and web-based applications, from implementation to deployment and support. My goal has always been to create technology that solves problems and has a positive impact. Â鶹´«Ã½Ó³»­ has helped me grow towards a parallel goal: to become a leader who inspires innovation, supports others and helps shape the future of technology.”

Nina Tchavtchanidze

MS in Biology
Lab Manager/Research Associate, The Feinstein Institutes for Medical Research, Manhasset, New York

“I am especially grateful to Dr. Benjamin S. Weeks, who trained me as a scientist through his mentorship of my thesis research, guidance as a teaching assistant and instruction in laboratory skills. I am also extremely grateful to Thomas Ward and the team at the Center for Career and Professional Development, who helped shape me as a leader and a professional.�

The post On the Fast Track to Success: Next Steps for Our 2026 Grads appeared first on Â鶹´«Ã½Ó³»­.

Â鶹´«Ã½Ó³»­â€™s innovative MS in Artificial Intelligence and Machine Learning program is coming to the new, state-of-the-art Manhattan Center in Fall 2026, expanding opportunities for students to advance their careers in tech, engineering, and other in-demand fields impacted by AI.

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

By expanding this program to the new state-of-the-art facility, located just steps from Grand Central Station at Fifth Avenue and 44th Street, Â鶹´«Ã½Ó³»­ is making it even easier for students to develop these career-defining skills, network with other forward thinkers, and explore job opportunities.

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

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

A world of career options

The AI program, which launched this year on Â鶹´«Ã½Ó³»­’s Garden City campus, is designed to prepare the first generation of AI professionals for advanced careers in technology, government, healthcare, financial services, logistics, e-commerce, and virtually any other field. Current job titles include AI engineer, machine learning engineer, data scientist, data analyst, and business analyst.

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

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

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

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

Customizing AI education for different professions

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

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

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

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

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

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

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

The post How Â鶹´«Ã½Ó³»­â€™s MS in AI and Machine Learning Program Is Preparing the Next Wave of Software Engineers appeared first on Â鶹´«Ã½Ó³»­.

“We partner with community groups that directly service community members as a way to provide opportunities for upward mobility for folks to get access and entry into careers that offer a livable wage,â€� says Sandra Castro, PhD, senior associate dean of the College of Professional and Continuing Studies at Â鶹´«Ã½Ó³»­.

For the students in these programs, earning a certification is the first step toward a healthcare career and the financial stability that comes with it.

Preparing Hempstead Adults for In-Demand Healthcare Roles

Students practicing phlebotomy techniques through Â鶹´«Ã½Ó³»­’s partnership with Hempstead Schools Adult Education.

When Â鶹´«Ã½Ó³»­ launched a partnership with and in late 2025, the response from the community was immediate. To identify and enroll students, the program turned to Hempstead Union Free School District’s Adult and Community Education Program, and demand quickly outpaced expectations. “We started with one cohort, and then about six weeks later, another cohort—and people are still calling to enroll,â€� says , director of adult and community education at Hempstead Union Free School District.

Roughly 36 students received a full scholarship and are expected to complete the certification course by June. “This scholarship is really impactful,� Gottlieb says. “Depending on the school, this program could cost $4,000 or more. For someone making minimum wage, that expense can be difficult to meet.�

Many of the enrolled students came through Hempstead’s adult education program, and the district also hosted the in-person classes. Students pursuing careers in vital healthcare and social service fields were eligible to apply for the fully funded scholarships.

“There is a pressing need for adults to obtain credentials efficiently, in ways that allow for rapid entry into sustainable careers,� Gottlieb notes. Many adult learners in the Hempstead Adult and Community Education Program are navigating day-to-day financial responsibilities while working demanding jobs, which makes participation in extended programs impractical. In response to these realities, courses have been intentionally structured differently from traditional models, allowing students to complete certification within a condensed time frame of approximately three to four months.

“The biggest benefit is that students are learning how to invest in themselves and think about their future, and it gives a sense of dignity and opportunity,� Gottlieb says.

Supporting Formerly Incarcerated Women on the Path to Healthcare Careers

Women re-entering the workforce are learning skills to make them workforce-ready via Â鶹´«Ã½Ó³»­’s partnership with New Hour for Women and Children LI.

This May, the first student cohort will graduate from Empowerment Through Employment: Â鶹´«Ã½Ó³»­ and health careers program. Funded by a grant from , this program benefits formerly incarcerated women through New Hour For Women and Children LI’s network of community programs and support services. “Three out of four are moms, so we recognize that the need for higher education and licensure is really critical to creating a safe stable home and economic stability,â€� says Serena Martin ’05, founder and executive director of New Hour For Women and Children LI.

The program connects women to Â鶹´«Ã½Ó³»­â€™s professional certification courses to prepare New Hour For Women and Children LI members for in-demand healthcare careers such as clinical medical assistants, , , , and more. The grant also provided women with laptops and the software they need to complete their certification. “A lot of funders and higher education folks underestimate the cost for returning students who are living paycheck to paycheck,â€� Martin says.

The courses, which are fully online and asynchronous, were designed to accommodate students’ competing priorities. “Most women are already working, they’re already parenting,� Martin says. “Being able to do the course on their own time, at their own pace—after work or after they put the kids to bed—is really amazing.�

To ensure success after graduation, Â鶹´«Ã½Ó³»­ provides support with résumé-building assistance, career counseling, interview preparation and job search assistance, individual counseling, and externship placement. Students also receive biweekly check-ins, in-person lunches with Â鶹´«Ã½Ó³»­ staff and a dedicated case manager.

Members like Tiara [last name withheld] exemplify the drive and determination of women participating in the program. The clinical medical assistant program certificate she’s earned is just one credential on the path to becoming a certified medical assistant.

Funding currently covers two cohorts over two years. The next will start in June with another group of women. Interest in the program has been strong since the launch—there’s already a waitlist for the next cohort—and New Hour For Women and Children LI and Â鶹´«Ã½Ó³»­ are actively seeking funding for additional cohorts in the future.

“Our women are so thirsty to work,� Martin says. “You will not find a more responsible worker than someone who understands what it’s like to have lost their freedom and is now looking to fight hard and get back on their feet.�

The post Opening Doors to Healthcare Careers on Long Island appeared first on Â鶹´«Ã½Ó³»­.