The University also received high national rankings in 2027 lists. Â鶹´«Ă˝Ół»­ was once again the top-ranked private university on Long Island in ąó´Ç°ů˛ú±đ˛ő’ 2027 America’s Top Colleges while also debuting at No. 97 in the new U.S. News & World Report ranking of Top Private National Universities. Â鶹´«Ă˝Ół»­ is a U.S. News Best College for the ninth-straight year, moving up seven spots in 2027.

Â鶹´«Ă˝Ół»­â€™s upward trajectory is driven by a rapidly expanding research enterprise. Over the past few years, the University has secured significant federal and institutional research funding, fueling high-impact innovation across its core disciplines. This targeted investment directly supports faculty-led research, experiential student learning and cutting-edge pedagogical advancements.

“Our continued ascent in these prestigious national and international rankings reflects a university in motion,” said Â鶹´«Ă˝Ół»­ President Michael Balboni ’81, JD. “We are attracting significant grant funding, securing new partnerships and adding to the value of an Â鶹´«Ă˝Ół»­ degree. The exceptional work being done within all of our schools and colleges is a perfect representation of our commitment to academic excellence, real-world impact and outstanding outcomes for our students.”

The impact of this academic rigor is particularly evident in Â鶹´«Ă˝Ół»­â€™s specialized disciplines. The Gordon F. Derner School of Psychology and the Ruth S. Ammon College of Education and Health Sciences continue to build upon their legacy of clinical excellence and educational leadership. Both schools earned top marks internationally in the new THE evaluations, with education studies ranking 501-plus and psychology ranking 601-plus globally.

The Times Higher Education World University Rankings are among the most respected global ranking systems, alongside the QS World University Rankings. In the latest Times Higher Education evaluations, Â鶹´«Ă˝Ół»­ made notable strides in specific research metrics, seeing gains in Research Environment (up 4.8 points), Research Quality (up 3.7 points) and Industry (up 0.4 points). To determine these placements, THE measures research-intensive universities worldwide across 18 rigorous performance indicators covering teaching, research, international outlook and industry engagement. .

For more information about Â鶹´«Ă˝Ół»­â€™s recent awards, national rankings and research initiatives, visit .

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Their mission? To dive headfirst into a whirlwind of floating markets, artisanal coffee workshops, overnight cruises, an elephant sanctuary and a UNESCO World Heritage Site, experiencing firsthand how ancient traditions pulse alongside modern economic booms.

“International experiences broaden students’ perspectives, allowing them to view themselves as global citizens,“ explained Vice President Sentwali Bakari, PhD, vice president for student affairs and diversity, equity, inclusion and belonging who accompanied the group. “They foster confidence, self-awareness and a deeper appreciation for friends worldwide.”

The proof? “Currently, these students are using WhatsApp to talk about how they want to visit Vietnam and Thailand again,“ Dr. Bakari added.

According to Dr. Bakari, by directly engaging with other cultures, which is something no formal classroom or campus activity can provide, students gain a broader sense of what’s possible in the world.

For incoming first-year students Jackson Clark, a business major, Sebastian Porter, a political science major, and Alyssa Kirkpatrick, a dance major, the trip also provided a special welcome to Â鶹´«Ă˝Ół»­.

“I built instant bonds not just with fellow freshmen, but with upperclassmen who gave me the inside track on Â鶹´«Ă˝Ół»­ life,“ Kirkpatrick shared. Clark echoed the sentiment: “I walked onto campus already feeling like a true part of the community.”

First year business major Jackson Clark at the Grand Palace in Bangkok, Thailand.

First Stop: Electric Vietnam

Touching down in Hanoi on August 7, the group hit the ground running with an action-packed itinerary that blended stunning scenery with deep cultural immersion.

“What blew me away was how much we packed in,“ recalled Kirkpatrick. “From local cooking classes to overnight cruises, every single day was an adventure.”

Clark, too, was captivated by the natural beauty of Ha Long Bay. “I enjoyed Vietnam the most due to its gorgeous scenery, walkable cities, and very safe and friendly vibe,” he said. “I’m a business major and this trip has shown me the business and legal opportunities available in Vietnam.”

Political science major Porter reported that he especially enjoyed “the welcoming communal culture of Hanoi,“ and the “stunning scenery of Ha Long Bay,” where an overnight cruise explored the UNESCO World Heritage Site that features more than 2,000 limestone caves and picturesque floating villages.

The journey wasn’t just about sightseeing;—it was about connection. The group led a sunrise tai chi session in Ho Chi Minh City and teamed up with Food Bank Vietnam to prepare meals and engage with visually impaired students.

“That service project was a core memory for me,“ Clark noted.

Key memories for Dr. Bakari included student participation in a case study at Earth Venture Capital in Ho Chi Minh City and their interaction with university students and administrators at the Ho Chi Minh City University of Economics and Finance.

“However, the visits to the War Remnants Museum in Ho Chi Minh City, Hoa Lo Prison in Hanoi, where Senator John McCain and others were imprisoned during the Vietnam War, and Ha Long Bay were especially powerful,” he recalled.

Next Up: Majestic Thailand

Jetting into Bangkok, Thailand, the squad immersed themselves in a sensory feast: exploring the golden spires of The Grand Palace, the ancient reclining Buddha at Wat Pho, the vibrant Pak Khlong Talat flower market, and the bustling water lanes of the Damnoen Saduak Floating Market.

They mastered authentic Thai flavors at the Silom Thai Cooking School, connected with local university peers, and capped off the city experience with a magical dinner cruise along the Chao Phraya, known as the River of Kings.

The crown jewel of the Thai leg? A day spent at an ethical elephant sanctuary.

“My absolute favorite moment was being with the elephants,“ noted Kirkpatrick.

A Journey That Changes Everything

Reflecting on the service-learning core of the trip, Kirkpatrick drew inspiration from her own family roots. “My grandparents immigrated from the Philippines with almost nothing. Realizing the privileges I have makes me want to give back every chance I get. This wasn’t just a trip—it was a life-defining experience.”

Dr. Bakari believes this is just the beginning for these global Panthers: “This experience sparks a lifelong curiosity about the world.”

Where Will You Go Next?

Stay tuned to the Center for Student and Community Engagement. The destination for next summer’s alternative break will be revealed midsemester—alongside details for an upcoming winter break excursion to Spain.

The post Beyond the Beach: How Eight Â鶹´«Ă˝Ół»­ Students Traded Long Island for the Ultimate Southeast Asian Odyssey appeared first on Â鶹´«Ă˝Ół»­.

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 Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­, 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 Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­. 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 Â鶹´«Ă˝Ół»­ because of its Early Assurance 4+4 program, which gives me a direct path to the LECOM School of Dental Medicine. Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­. I chose Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­ 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. Â鶹´«Ă˝Ół»­â€™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 Â鶹´«Ă˝Ół»­. I chose Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­ 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 Â鶹´«Ă˝Ół»­ for its small and beautiful campus, and I began my Â鶹´«Ă˝Ół»­ experience by joining the First-Year Community Action Program (FCAP). It gave me the opportunity to do some volunteer work before the start of classes while meeting new people and helping the community.”

The post Meet the Class of 2030! appeared first on Â鶹´«Ă˝Ół»­.

According to Anagnostis P. Agelarakis, PhD, a professor in the Â鶹´«Ă˝Ół»­ Department of History, “These are not ancient questions. They are human questions.”

When director Christopher Nolan set his lens on Homer’s The Odyssey, he both created a spectacle around a story about the human condition and reignited a conversation about epic storytelling.

“What Nolan accomplishes is extraordinary,” says Dr. Agelarakis, who teaches in Â鶹´«Ă˝Ół»­â€™s College of Arts and Sciences. “He returned Homer’s voice to the center of the public conversation. Millions of people who may have never opened The Odyssey are suddenly engaging with questions that have endured for nearly 3,000 years. In my opinion, that is the greatest success of the film.”

Professor Agelarakis and his team’s facial reconstruction of the High Priestess of Dorian Eleutherna. The Dorian Greeks settled Crete following the destruction of the Minoan-Mycenaean palaces by the Sea Peoples, an upheaval referenced by Odysseus in the film.

A More Human Perspective on The Odyssey

As a bioarchaeologist and physical anthropologist who has led field research across the Mediterranean for more than three decades, Dr. Agelarakis has a distinct point of view when it comes to the film. Where others might focus on the mythic heroism, he’s zoned in on the reality of the ancient time period.

“For decades I have studied the skeletal remains of ancient men and women, soldiers and civilians, priests and children. I have examined the evidence left by warfare, disease, healing, ritual and everyday life in the ancient Mediterranean.

“When I watch Odysseus returning from Troy, I do not simply see a legendary hero. I see a man burdened by war. I see someone struggling with loss, responsibility, memory, leadership and the consequences of victory.”

In his research examining human skeletal remains from the Bronze and Iron Ages, Dr. Agelarakis analyzes evidence of traumatic injury, field surgery and physical stress. He notes that Nolan’s depiction captures the raw impact of war on both body and psyche.

“The film grounds Odysseus as a thinking human being dealing with the trauma, guilt and real consequences of war.”

Lessons of War in The Odyssey

He also notes about the film, “I was reminded that the ancient Greeks understood victory in a remarkably sophisticated way. The fall of Troy represents military success. Yet it also unleashes suffering. Odysseus spends years wandering before finally reaching home. The victorious warrior discovers that winning a war does not necessarily restore peace.”

“That insight is profoundly modern,” he explains.

“One of the film’s most important messages is its implicit warning about war itself. Odysseus comes to recognize that violence rarely ends where it begins. The destruction of Troy does not conclude the story. It begins another one. Every generation should remember that lesson.”

An Epic Story, Told Through Cinema

Beyond the history, Dr. Agelarakis highlights the unique power of film as a visual and immersive medium. Nolan’s narrative choices—such as explicitly showing the claustrophobia inside the Trojan Horse or jumping across time periods—help bring to life the epic storytelling for modern viewers.

“Cinematography provides a kinesiology—a sense of motion and physical reality—that isn’t always fully captured when simply reading the text,” says Dr. Agelarakis. “It provides a visual hook that invites viewers to ask deeper historical questions: How did these people actually live? How did they move, fight and survive?”

Professor Agelarakis (left) and colleague Dr. Nicholas Stampolidis, Director of the Acropolis Museum, examining artifacts from the Homeric era at the Museum of Ancient Eleutherna, Greece.

The Film’s Role in Classroom Discussions

At Â鶹´«Ă˝Ół»­, Dr. Agelarakis plans on using the film’s momentum as an educational tool. In his course Theogony, Myth and Ritual, which he will teach this upcoming fall in an Honors College seminar, the movie will act as a springboard for students to critically think by debating primary source texts and cross-examining interpretations.

Rather than viewing cinematic adaptation as a replacement for reading, Dr. Agelarakis sees film as an entry point that prompts students to seek out original sources. The broader impact is clear; sales of Homer’s Odyssey surged by 76 percent in the United States, year over year.

Ultimately, the discourse surrounding Nolan’s adaptation of The Odyssey proves that classical studies remain valuable in understanding modern life. By confronting timeless questions of power, responsibility, ethics and human mortality, students can use the film to learn how to evaluate media critically.

“When you have multiple voices from students discussing this, we gain deeper understanding,” says Dr. Agelarakis. “It encourages students to open the book, read the primary source and use their own minds as independent thinkers.”

“Many students today encounter Greek civilization only through fragments. They know isolated myths or famous quotations, but rarely experience the epic narratives that shaped Western civilization. Nolan’s film may encourage many of them to discover Homer for themselves.”

“This is an incredible advertisement for classical education, and also for the real protagonist of this film—Homer.”

The post Â鶹´«Ă˝Ół»­ Professor Weighs in—From Greece—on This Summer’s Blockbuster, “The Odyssey” appeared first on Â鶹´«Ă˝Ół»­.

Students spotted a rare cassowary—the world’s most dangerous bird—in the Daintree Rainforest. The cassowary, although normally shy, can stand up to six feet tall and attack with dagger-like claws.

Led by biology and environmental studies and sciences faculty Aaren Freeman, PhD, Matthias Foellmer, PhD, and Elizabeth Buccheri, PhD, the group embarked on a two-week, hands-on expedition across Australia’s wild ecosystems—earning 2 course credits while having the trip of a lifetime.

Marine Ecology, Biology Research and Snorkeling

The adventure started long before takeoff. During the spring semester, students prepped by learning about marine ecology, practicing their snorkeling skills (with two students even getting SCUBA certified), and drafting their own research plans.

Then came the real world.

“Some had cogent plans, but when they arrived and put their faces in the water, what we thought would be there just wasn’t there,” Dr. Freeman recalled. “Adapting to the differences between planning a research project and the reality of conducting that research was an important field experience take-home academic lesson.”

(From left) Â鶹´«Ă˝Ół»­ students Chelsea Javier, Ryan Will and Audrey Cozine after a day of scuba diving the Great Barrier Reef. Students spent up to two hours a day in the water, observing coral atolls and marine wildlife.

Sharks, Giant Spiders and “Indiana Jones” Moments

Base camp for the marine portion of the trip was the Heron Island Research Station, right in the heart of the Great Barrier Reef Marine Park. Students spent up to two hours a day in the water, swimming alongside sharks, stingrays and skates.

Â鶹´«Ă˝Ół»­ student John DelCarpine enjoys a gondola high above a eucalyptus forest.

They also witnessed firsthand the harsh impact of climate change and coral bleaching on the 1,400-mile-long Great Barrier Reef—a sobering reminder of the planet’s fragility.

On this visit, Dr. Freeman, was pleasantly surprised at the corals’ resilience. “I remain hopeful,” he said. “But I’m not Pollyanna, the reefs aren’t really doing fine.”

When the group explored the ancient Daintree Rainforest, things were even wilder:

• The Cassowary: Students spotted the notoriously elusive—and notoriously powerful—cassowary, officially ranked by the Library of Congress as the world’s most dangerous bird.
• The Spiders: Guided by Dr. Foellmer (a terrestrial biologist and insect expert), the team navigated terrain packed with massive arachnids. “I had many interactions with big hairy spiders about the size of my hand,” Dr. Freeman recalled. “One web ended up on my back —with a four-inch spider on it—and made me feel like Indiana Jones. Yet, these spiders were harmless.”
• Canopy Views: The crew even hit the hinterlands, riding a gondola high above the canopy of a eucalyptus forest.

Beyond the Lab: Deep Diving Into Culture

It wasn’t all data collection and dodging wildlife. The group spent half a day in Mossman Gorge led by an Aboriginal guide, learning about sacred forests, traditional medicines and ancient toolmaking. Stops in Cairns and Brisbane introduced students to Australia’s vibrant city life and its incredible, Asia-influenced food scene.

For Dr. Buccheri, this kind of trip is full circle. She actually went on Â鶹´«Ă˝Ół»­â€™s 2017 Australia trip as an undergrad, which inspired her to move to Australia, earn her master’s and PhD in reef ecology, and eventually return to Â鶹´«Ă˝Ół»­ to teach.

Dining alfresco in the Daintree Rainforest, the world’s oldest continually surviving tropical rainforest.

Expert Faculty as Australia Guides

Students benefitted not only from their professors’ individual scientific expertise, but also from their experience and knowledge of Australia and the climate change challenges facing its ecologically diverse reefs and rainforests, reflecting Â鶹´«Ă˝Ół»­â€™s commitment to sustainability.

“Each of us has our own area of expertise,” explained Dr. Freeman, a marine ecologist and chair of the Department of Environmental Studies and Sciences. In 2010, he and Dr. Foellmer, a terrestrial biologist and chair of the Department of Biology, took the first group of Â鶹´«Ă˝Ół»­ students to Australia. This year’s was their sixth such trip.

According to Dr. Freeman, Dr. Buccheri’s experience as a student on Â鶹´«Ă˝Ół»­â€™s 2017 Australian alternative break trip was life-changing, as it inspired her to gain expertise in reef ecology and reproductive biology by earning master’s and doctoral degrees in Australia. She is now an adjunct professor in environmental studies and sciences . “She’s a great success story,” he said.

Front left: Professor Matthais Foellmer, PhD, one of three professors serving as a guide, photographs wildlife along the Daintree River.

Next Australian Trek: 2028

For these 13 biology students, the trip was a massive eye-opener. As one student put it: “It will leave such an amazing impact on your life. You’ll want to go back as soon as you get home.”

Dr. Freeman and the department are already planning their next Australian trek for 2028. The Great Barrier Reef, the Milky Way in a clear night sky and a few friendly sharks are waiting.

Students and their Â鶹´«Ă˝Ół»­ professors gather at sunset after a day of exploring coral atolls around Heron Island Research Station.

The post Forget Europe: Why 13 Â鶹´«Ă˝Ół»­ Students Swapped Paris for Sharks, Spiders and Australia’s Coral Reefs appeared first on Â鶹´«Ă˝Ół»­.

The two award winners embody Â鶹´«Ă˝Ół»­â€™s commitment to scholarship, service and global citizenship. They also reflect the University’s commitment to helping students gain access to experiences that transform lives. Both worked with Â鶹´«Ă˝Ół»­â€™s Office of Prestigious Awards and Fellowships to navigate the application process, secure effective letters of recommendation and prepare for interviews.

“Our office was delighted to work with these Fulbright awardees,” said Nicole Rudolph, PhD, director of the Office of Prestigious Awards and Fellowships and associate dean for student engagement. “Each brought a true passion for international education and global connection to the application process, and we are so pleased that the U.S. Fulbright Committee recognized their potential by granting them English Teaching Assistantships.”

Applying for the fellowship can be just as valuable as receiving one, according to Dean Rudolph. “Applying for a nationally competitive award is a wonderful way for students to think deeply about their objectives, priorities and values,” she said. “Students tell us that the application process itself helped them to clarify their life goals, improve their written and oral communication, and refine their time management skills.”

Julia Carpio’s Leap to Greece

For Julia Carpio ’25, MA ’26, who received her MA in Childhood Education and Advanced Certificate in TESOL (Teaching English to Speakers of Other Languages) in May, winning a prestigious Fulbright English Teaching Assistantship award was the culmination of a lifelong dream.

A self-described “shy, quiet and reserved” child, Carpio first found her path to teaching thanks to a kindergarten teacher who made her feel like she could achieve anything. Combined with the inspiration of her mother, a high school Spanish teacher, education was in Carpio’s blood. “Our (Â鶹´«Ă˝Ół»­) professors tell us all the time that teaching is a calling, it’s not a job—you have to have a true passion for it,” she said.

That calling will soon take her to an elementary school in Athens, Greece, where she’ll spend a year teaching English to students. The Fulbright program’s focus on multilingual education and cultural exchange matched the path she was already on. “I really wanted to dive into teaching and get as much as I could out of multilingual education,” she said.

Carpio can point to specific moments—and people—who nudged her from dream to decision. One was a , led by Mary Jean McCarthy, clinical associate professor in the Ruth S. Ammon College of Education and Health Sciences. “That was where I fell in love with multilingual education and learning from educators from different parts of the world,” she recalled.

McCarthy connected Carpio with Professor Clara Vaz Bauler, PhD, professor in the School of Education who became an anchor for her Fulbright ambitions. Daryl M. Gordon, PhD, who is also a professor in the School of Education, and Priya Wadhera, PhD, professor and interim director of the Office of Prestigious Awards and Fellowships last year, helped with her application. Shannon Harrison, director of Â鶹´«Ă˝Ół»­â€™s Center for International Education, first mentioned Fulbright to Carpio and walked her through options for teaching abroad. “So many people helped me get here,” Carpio said.

She chose Greece deliberately. Many Fulbright placements only put scholars in schools part time, but the Athens program puts Carpio in the classroom five days a week and some Saturdays. “I want to be 100 percent part of the staff,” she explained.

Carpio’s hopes for the year abroad are practical. “I want to walk away as a more effective educator,” she said. She wants to watch how Greek teachers structure lessons, what questions they ask, how they respond to multilingual students—and then carry those insights into whatever classroom she steps into next.

Long term, she sees Fulbright as the first in a series of international chapters in her life. She wants to keep teaching abroad and eventually pursue a PhD in international and comparative education.

Hussein Ali Rifath: Making a Difference in Madrid

By the time Hussein Ali Rifath ’26 learned he’d been selected for a Fulbright, he’d spent four years at Â鶹´«Ă˝Ół»­ growing into the kind of person who sees scholarship as service.

“It’s been a journey of growth for me,” said Rifath, who served as president of the Class of 2026 and president of Â鶹´«Ă˝Ół»­â€™s Student Government Association. This fall, he will travel to Spain to help public school students sharpen their English, engage with global issues and see America in a new light.

“We’re being citizen diplomats,” he says of himself and his fellow Fulbright recipients. “We’re not just working as educators; we’re advancing our foreign relations abroad.”

For Rifath, his Fulbright sits at the intersection of everything that’s been on his mind as he graduates: America’s role in the world, the power of education and a personal desire to serve.

“I feel like now, more than ever, it’s important for Americans to get involved,” he said.

He’s especially aware that many students abroad only know the United States through politics and headlines. His goal is “to give a nuanced view, to show that we have two sides to our political spectrum, like every country. I want to give people a more comprehensive message about what America is, what we stand for. I want them to see us as a vibrant, welcoming society that not only cherishes them but also cherishes the human bonds which unite us across the world.”

In Madrid, Rifath will work with two programs that bring global awareness into local schools. “I’ll help students articulate themselves in English and speak about pressing issues across the world—like climate change and international relations,” he explained.

Rifath credits two Â鶹´«Ă˝Ół»­ faculty members with helping him win a Fulbright: Ignacio Arellano-Torres, PhD, assistant professor in the Department of Languages, Literatures and Cultures, and Dr. Vaz Bauler, the education professor who also inspired Julia Carpio. “They helped me discover my passion for learning language,” he said.

Fulbright is just one chapter in Rifath’s plan for a life centered on service. “Long term, I see myself joining the military,” he says, which he sees as a way to serve his community and country. “Through it all, my goal is to get involved in ways that benefit the community.”

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On Thursday, June 11, the Â鶹´«Ă˝Ół»­ Board of Trustees hosted the official ribbon cutting and celebrated the grand opening of the University’s state-of-the-art Manhattan Center. Located in the heart of New York City at the corner of Fifth Avenue and 44th Street, the highly anticipated facility is poised to serve as a critical talent pipeline for the city’s most high-demand industries.

The grand opening event welcomed University leadership, distinguished guests, community partners and Helen Arteaga Landaverde, PhD, New York City’s deputy mayor for health and human services, for an exclusive look inside the modern academic hub, which comprises three floors and more than 51,000 square feet. During the ribbon-cutting festivities, attendees participated in guided tours of high-tech classrooms; STEAM, nursing simulation and computer labs; and student lounges, study spaces and collaborative learning areas.

“Tonight, the future has a new address: 529 Fifth Avenue,” said Â鶹´«Ă˝Ół»­ President Michael Balboni ’81, JD. “The new center will prove the value of higher education … . Â鶹´«Ă˝Ół»­ is connecting higher education with opportunities.”

Construction on the facility began with a groundbreaking in April 2025. Designed to meet the evolving needs of today’s workforce, the Manhattan Center’s “programs in healthcare, technology, business, human service and education will bring the best of Â鶹´«Ă˝Ół»­ to Manhattan,” said Jennifer Lancaster, PhD, executive director of the Manhattan Center and dean of the College of Professional and Continuing Studies. The center has already begun transforming career pathways for its students: The inaugural student cohort began in May 2026 with Â鶹´«Ă˝Ół»­â€™s accelerated nursing program, designed to address the region’s nursing shortage. STEAM education programs are also underway. The remaining Manhattan Center graduate and professional programs are scheduled to begin in Fall 2026.

To learn more about the new Manhattan Center, explore academic program offerings or view upcoming admissions events, visit adelphi.edu/manhattan.

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The residency of Dr. Banerjee, a distinguished management scholar and experienced academic leader, was sponsored by and affiliated with the prestigious Levermore Global Scholars program—a program for students interested in global study and leadership.

A Historic First for Â鶹´«Ă˝Ół»­

The opportunity to become a Fulbright Fellow was brought to Dr. Banerjee by Hanna Kim, PhD, professor and chair of the Â鶹´«Ă˝Ół»­ Department of Anthropology and co-director of the Museum Studies Program. While honored, he initially hesitated due to his commitments at Ashoka University, where he was overseeing the commissioning of a new management school. “I wasn’t sure if I could get away for a whole semester,” he explained.

With strong support from his colleagues, Dr. Banerjee ultimately accepted the opportunity, adding that his motivation was “to try and understand the shifting sands in higher education that the U.S. is living through.” He felt that these insights would inform ideas and strategies to help build world-class global institutions in India.

As the first Fulbright Scholar-in-Residence ever hosted by Â鶹´«Ă˝Ół»­, Dr. Banerjee’s appointment carries special significance. “It is a matter of great honor for me,” he said.

Advancing Â鶹´«Ă˝Ół»­â€™s Global Educational Initiatives

Dr. Banerjee was sponsored by and affiliated with the Levermore Global Scholars program and the College of Arts and Sciences. During his time here, he helped advance Â鶹´«Ă˝Ół»­’s global educational initiatives by collaborating with scholars and engaging with the campus and local community.

Throughout the semester, Dr. Banerjee delivered three different lectures to Â鶹´«Ă˝Ół»­ students and faculty.

• Careers at the Edge of Change: Global Stories and Innovation in Emerging Markets provided insight into real-world business challenges, innovations and strategies.
• From Classrooms to Ecosystems: Time for Higher Education to Evolve in the Global Innovation Economy dove into how university education, particularly American higher education, looks to adapt to the rapidly evolving needs of global realities.
• Innovation Ecosystems Unlock Civilizational Potential: The Case of India explored how campuses, startups and cultural narratives transformed entrepreneurship for young Indians and why building impactful organizations is a powerful expression of ambition, purpose sand leadership in contemporary India.

By residing in an on-campus apartment and judging high school students at Â鶹´«Ă˝Ół»­â€™s annual Scholarship and Creative Works Conference, Dr. Banerjee gain firsthand insight into the American student experience.

Sponsored by Students With a Global Mindset: The Levermore Global Scholars

Â鶹´«Ă˝Ół»­ students call the Levermore Global Scholars “an unconventional honors program.” And that’s really what it is. Levermore Global Scholars is an innovative academic community dedicated to preparing students to become leaders in a changing world and enhancing their global mindsets. It recognizes the importance of social responsibility and justice, civic participation, community engagement, global awareness and global activism.

Current students in this program are studying a core global studies curriculum alongside 37 different majors, including international studies, business, nursing, political science and biology. In addition to classroom studies, students participate in a variety of cocurricular and experiential learning activities, including cultural excursions to New York City, service projects and activities at the United Nations.

Most Levermore Scholars also participate in study abroad, as well as credit-bearing internships.

A Distinguished Academic Leader From India

Born in Kolkata, in the state of West Bengal, India, Dr. Banerjee has led a distinguished academic career. He earned both a PhD in economics and marketing science and a master’s degree in economics from Purdue University, as well as a BS in economics and mathematics and statistics from St. Xavier’s College in Kolkata. From his 18-year tenure at the prestigious Indian Institute of Management in Ahmedabad to his transformative roles as dean at Ahmedabad and Shiv Nadar universities—where he pioneered industry-academia collaborations—Dr. Banerjee has consistently elevated educational standards. He is currently the head of the Havells School of Management and Leadership at Ashoka University.

India and Â鶹´«Ă˝Ół»­: Deep Ties and Collaboration

Although his semester at Â鶹´«Ă˝Ół»­ is over, Dr. Banerjee sees significant potential for further collaboration between Â鶹´«Ă˝Ół»­ and institutions in India. He highlighted India’s growing importance in global higher education, fueled by a burgeoning student population eager to learn. “India has been the largest source of international students for Â鶹´«Ă˝Ół»­,” he observed, indicating that this creates a strong foundation for strategic partnerships. He also noted that Â鶹´«Ă˝Ół»­â€™s prime location in New York, combined with its thoughtfully designed and cost-effective programs, means that Indian student interest will only continue to expand.

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This year’s commencement speakers include distinguished alumni Joseph W. Westphal ’70, PhD; Serena Martin ’05; Christopher Pappas ’81; and Zaven Paul Akian ’64. Dr. Westphal and Martin will receive honorary degrees during the undergraduate ceremony, while Pappas and Akian will be honored at the graduate ceremony.

“We are grateful to Joseph Westphal, Serena Martin, Christopher Pappas and Zaven Paul Akian for agreeing to be such an important part of our 130th Commencement, inspiring Â鶹´«Ă˝Ół»­â€™s Class of 2026 and their guests with their wisdom, success and positive impact on society,” said Susan Dinan, PhD, Â鶹´«Ă˝Ół»­â€™s interim provost. “All of us at Â鶹´«Ă˝Ół»­ look forward to sharing this special day with these extraordinary individuals.”

Joseph W. Westphal ’70, PhD

Ambassador Joseph W. Westphal ’70, PhD, a distinguished scholar, diplomat and public servant whose career spans decades of consequential service across government and academia, will receive an honorary degree and deliver the Commencement address at Â鶹´«Ă˝Ół»­â€™s undergraduate ceremony. Educated at Â鶹´«Ă˝Ół»­ and the University of Missouri-Columbia, he served as U.S. ambassador to the Kingdom of Saudi Arabia from 2014 to 2017, and as under secretary of the Army and chief management officer from 2009 to 2014, among other senior roles in five presidential administrations spanning Carter through Obama. A professor of political science by training, Ambassador Westphal has led institutions including the University of Maine System as chancellor and held faculty and administrative posts at Georgetown, The New School, and Oklahoma State University. He currently serves as senior global fellow at the Joseph H. Lauder Institute at The Wharton School of the University of Pennsylvania as well as senior fellow at Wharton’s Center for Leadership and Change Management. He also holds fellowships with the National Academy of Public Administration, the Foreign Policy Research Institute and The American Academy of Diplomacy, among others.

Serena Martin ’05

Serena Martin ’05, founder and executive director of New Hour for Women and Children LI, which provides programs and reentry support for justice-impacted women across Long Island and Rikers Island jails and within New York state prisons. She also leads statewide policy reform efforts for criminal justice-impacted women and will also receive an honorary degree at the undergraduate ceremony. A tireless advocate for carceral reform across New York state, Martin has championed landmark legislation including anti-shackling laws prohibiting the shackling of incarcerated mothers during labor. She serves on Governor Hochul’s NYS Domestic Violence Task Force and has contributed to multiple statewide reform initiatives. A survivor of isolated confinement, she earned her bachelor’s degree from Â鶹´«Ă˝Ół»­ and is the recipient of numerous honors, including the 2024 St. Elizabeth Ann Seton Medal.

Christopher Pappas ’81

Christopher Pappas ’81, founder, chairman, president and chief executive officer of The Chefs’ Warehouse, will serve as speaker at the graduate ceremony and will receive an honorary degree. After graduating with a degree in business administration and competing as a varsity basketball player at Â鶹´«Ă˝Ół»­, he played professionally in Europe—an experience that helped inspire his entrepreneurial path. In 1985, he co-founded what would become The Chefs’ Warehouse, a premier specialty food distributor now serving top chefs, restaurants and hospitality professionals across North America and the Middle East. Under his guidance, the company has grown into a respected publicly traded enterprise, navigating defining challenges including 9/11, the 2008 financial crisis and the COVID-19 pandemic. Pappas has served on the boards of the International Foodservice Distributors Association and Hudson National Golf Club.

Zaven Paul Akian ’64

Z. Paul Akian ’64, a technologist, entrepreneur and philanthropist whose career spans aerospace, defense and global manufacturing, will also receive an honorary degree at the graduate ceremony. After earning his Bachelor of Arts in Mathematics at Â鶹´«Ă˝Ół»­, Akian contributed to NASA’s Apollo program and built and led multiple successful enterprises over five decades, including Western Filter Co. and Integra Technologies, serving clients such as the U.S. Armed Forces, NASA, Boeing and Lockheed Martin. Through the Akian Family Foundation, he has made significant investments in educational and cultural institutions, including the American University of Armenia, whose College of Science & Engineering bears his family name. He previously served on the Â鶹´«Ă˝Ół»­ Board of Trustees and has been recognized with significant humanitarian honors from the Armenian Apostolic Church and the president of Armenia.

Learn more about Â鶹´«Ă˝Ół»­â€™s 130th Commencement ceremonies.

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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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