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Accomplished higher education leader brings decades of experience in academic innovation, health sciences, and student-centered leadership

After an extensive nationwide search that included candidates from across the country, ���ҹ����� today announced the appointment of Brian Goldstein, Ph.D., as Dean of the College of Health Professions (CHP).

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In appointing Goldstein to lead the College of Health Professions, ���ҹ����� President Marvin Krislov praised his deep background in health sciences education, long-standing commitment to student success, and track record of institutional innovation.

"Dr. Goldstein is a nationally respected academic leader whose focus on excellence, data-driven decision-making, and inclusive learning environments makes him the ideal choice to guide the College of Health Professions into its next chapter," said President Krislov. "We are thrilled to welcome him to the ���ҹ����� community."

Before joining ���ҹ�����, Dean Goldstein served as President and Chief Academic Officer at the , where he led academic and operational strategies across five campuses serving more than 4,000 graduate students. His leadership resulted in significant enrollment growth, the launch of hybrid and online programs, expanded clinical partnerships, and measurable gains in student satisfaction and faculty retention.

Previously, he held senior academic positions at , including Provost and Vice President for Academic Affairs and Dean of the School of Nursing and Health Sciences, where he oversaw strategic planning, curriculum innovation, and program development. His early academic leadership experience includes serving as Associate Dean at .

“Joining ���ҹ����� at this exciting time is an incredible honor,” said Dean Goldstein. “The College of Health Professions is a national leader in preparing highly skilled, compassionate health professionals. I look forward to working alongside the exceptional faculty, staff, and students to continue advancing academic excellence and meaningful health outcomes in our communities.”

The College of Health Professions at ���ҹ����� is widely recognized for academic excellence and strong career outcomes. It , is among the top ; and is listed as the #. In addition, its Nutrition and Dietetics program is The college offers a comprehensive portfolio of undergraduate and graduate programs—including nursing, physician assistant studies, communication sciences and disorders, health science, public health, occupational therapy, and nutrition and dietetics—preparing students for impactful careers in a rapidly evolving healthcare landscape.

Goldstein earned a Ph.D. and M.A. in Speech-Language Pathology from Temple University and a B.A. in Linguistics and Cognitive Science from Brandeis University. He is a Fellow of the American Speech-Language-Hearing Association and editor of several authoritative texts on bilingual language development and speech disorders.

"Dean Goldstein's strategic leadership and student-first philosophy will be instrumental in elevating the College of Health Professions' academic mission and growing national reputation," said Jonathan H. Hill, DPS, interim provost and executive vice president for academic affairs of ���ҹ�����. "His arrival marks an exciting new chapter for the college."

About ���ҹ�����

Since 1906, ���ҹ����� has been transforming the lives of its diverse students—academically, professionally, and socioeconomically. With campuses in New York City and Westchester County, ���ҹ����� offers bachelor, master, and doctoral degree programs to 13,600 students in its College of Health Professions, Dyson College of Arts and Sciences, Elisabeth Haub School of Law, Lubin School of Business, Sands College of Performing Arts, School of Education, and Seidenberg School of Computer Science and Information Systems.

A Bachelor of Science in Health Science connects you to numerous in-demand careers, including physician assistant, nurse, health advocate, and so many others. The healthcare field is growing, providing a variety of opportunities for students to pursue fulfilling career paths that make a difference in people’s lives.

Healthcare remains one of the fastest-growing industries contributing new jobs to the economy. According to the U.S. Bureau of Labor Statistics, is projected to grow much faster than average from 2023 to 2033, with about 1.9 million openings projected each year due to growth and worker replacement needs.

Majoring in health science is a good option for students interested in healthcare but are unsure of the exact path they wish to take after completing their bachelor’s degree. A health science degree can guide your career exploration and even offer the opportunity for first-hand healthcare experience through fieldwork and other applied practice options. After majoring in health science, students can pursue graduate education to prepare for a specific clinical role or jump right into an entry-level position in healthcare.

What is a Health Science Major?

By majoring in health science, you often take courses in the natural sciences and social sciences alongside courses providing foundational knowledge on healthcare systems. Compared to other common pre-health majors, studying health science provides a well-rounded mix of prerequisite courses that prepare students for graduate-level training or for entry-level roles in the healthcare field.

Health science is both a specific undergraduate degree—e.g., the Bachelor of Science in Health Science at ���ҹ�����—and a broader academic field. The term also refers to related disciplines such as public health, nutrition and dietetics, health informatics, occupational therapy, communication sciences and disorders, and mental health counseling. This wide scope makes health science an ideal foundation for students considering a variety of graduate programs and career paths in healthcare.

“An undergraduate degree in health science prepares students for successful careers in the healthcare field,” says Denise Tahara, PhD, chair of the Health Science Department at ���ҹ�����. “The foundational courses cover subjects in the natural and social sciences, policy, advocacy, and managing the health of diverse populations. Students have the opportunity to complete applied practice fieldwork in a variety of healthcare systems, conduct research, and train for next steps in clinical education or healthcare management.”

Additionally, health science programs provide connections to internships, extracurriculars, and potential opportunities to conduct research projects, incorporating career exploration and student leadership directly into your undergraduate experience. Majoring in health science can also provide unique access to simulation laboratories that add value to your health science coursework and expand your mindset as a future healthcare professional.

What Can You Do with a Health Science Degree?

A Bachelor of Science in Health Science is a flexible, foundational degree that can lead you in two main directions:

1. A non-clinical role right after graduation, or
2. Continued education to pursue a licensed clinical profession.

Non-clinical careers are available to students who want to enter the healthcare field immediately after earning their bachelor’s degree. These roles focus on healthcare coordination, data analysis, patient advocacy, or administrative support, all critical to the success of any healthcare system.

Clinical careers typically require further education, licensure, or certification. While a BS in Health Science does not qualify students for clinical licensure by itself, many students use this degree to prepare for physician assistant studies, occupational therapy, nutrition and dietetics, public health, health informatics, communication sciences and disorders, nursing, or mental health counseling, to name a few. At ���ҹ�����, students can continue their education through various related master’s degree programs.

Careers Related to Health Science

A health science major offers career-ready coursework that prepares students for the healthcare field. Graduates pursue a wide range of roles, both clinical and non-clinical, depending on their interests and further education.

Roles that require graduate-level education or licensure:

Non-clinical roles accessible with a BS in Health Science:

These roles reflect the growing demand across healthcare sectors and the versatility of a health science degree in meeting those needs.

Organizations Hiring Health Science Graduates

With a Bachelor of Science in Health Science, graduates are prepared for roles in hospitals, research institutions, nonprofit organizations, public health agencies, pharmaceutical companies, and private healthcare companies. In the New York metro area, a national hub for healthcare innovation and delivery, employers are especially diverse.

Types of organizations that hire health science graduates include:

• Major hospital systems and healthcare networks, such as NewYork-Presbyterian, Northwell Health, NYU Langone Health, Memorial Sloan Kettering, and Westchester Medical Center, regularly recruit for roles in care coordination, patient advocacy, and healthcare administration.
• Government agencies and public health organizations, including the NYC Department of Health and Mental Hygiene and the New York State Department of Health, offer opportunities in program management, policy analysis, and community health.
• Insurance and healthcare consulting firms, such as EmblemHealth, Oscar Health, and Deloitte, where graduates work as data analysts, project coordinators, or healthcare consultants.
• Nonprofit organizations and health advocacy groups, such as the American Heart Association and Planned Parenthood of Greater New York, employ graduates in education, outreach, and research roles.
• Technology and informatics companies, including health tech startups and large firms like Flatiron Health and Mount Sinai Innovation Partners, seek graduates for roles in health informatics, clinical trials, and data analytics.

Employers in the region value the interdisciplinary training and hands-on experience built into ���ҹ�����’s BS in Health Science, which prepares students to meet evolving workforce needs.

Majoring in Health Science at ���ҹ�����

At ���ҹ�����, the Bachelor of Science in Health Science supports a flexible academic path aligned with your healthcare goals. Students choose between two tracks:

• Interdisciplinary Health Science, which includes optional concentrations in Global Health and Policy and Advocacy
• Pre-Health Professions, which prepares students for graduate study in clinical fields and may include these concentrations depending on their path

Beginning in Fall 2025, ���ҹ����� will offer accelerated dual-degree programs that allow students to complete both a bachelor’s and a master’s degree in just five years. Options include the Master of Public Health, MS in Health Informatics, MS in Nutrition and Dietetics, and MS in Occupational Therapy.

This structured yet flexible curriculum supports students who want to fast-track their education and move confidently into graduate-level study.

Health Science Career Preparation

At ���ҹ�����, pursuing a health science major connects you to exciting opportunities on campus and throughout the New York metropolitan area. All Health Science students complete applied practice fieldwork experience in their senior year that links them to their future career interests.

On ���ҹ�����’s Pleasantville Campus, students majoring in Health Science benefit from the health science hub, which includes a state-of-the-art simulation lab and renovated academic spaces designed for immersive learning and professional skill development.

���ҹ�����’s location in the New York metro area also offers exceptional access to healthcare organizations and facilities, providing students with valuable applied practice fieldwork experiences that can lead to graduate school acceptance or full-time roles after graduation.

Frequently Asked Questions

Is health science a good degree?
Yes. A health science degree offers strong job prospects and flexibility, especially in a growing healthcare industry that values both clinical and administrative skill sets.

Is a BS in health science worth it?
For students interested in healthcare but not yet set on a specific role, a BS in Health Science provides valuable exposure, practical experience, and the prerequisites needed for many graduate programs. ���ҹ����� offers pre-health advising.

What is the highest paying job in health science?
Many of the highest paying roles—such as physician assistant or healthcare administrator—require graduate education. In the NY metro area, physician assistants earn a median salary of around $144,000.

Can health science lead to becoming a doctor?
Yes. A BS in Health Science can be part of the academic path toward medical school, though additional coursework may be needed to meet all prerequisites.

Is health science in high demand?
Very much so. The projects about 1.9 million healthcare job openings each year from 2023 to 2033, reflecting strong demand across the industry.

Learn More About What You Can Do With a Health Science Degree

today or visit our Pre-Health Advising website to learn more!

For decades, artificial intelligence (AI) has been a cornerstone of industries such as computer science, data analytics, game design, and more. For those outside of these fields, AI has been (until recently) a science-fiction buzzword, a concept tied to the far-off future.

With the introduction of accessible generative artificial intelligence, such as ChatGPT and Claude, AI is no longer reserved for just the highly technical. Now, students and researchers can harness the power of AI tools in their studies; marketers and content creators can cultivate content at incredible speeds; designers can expand their horizons by crowdsourcing inspiration.

AI is no longer a thing of science-fiction. It’s a present-day reality, reshaping industries and revolutionizing the way we learn and teach. In a world where someone can create code without ever learning programming languages, or craft an essay with a few quick prompts, what importance does education hold? What value is there to learning in an AI world?

Standing on the precipice of perhaps the single-most important innovation of the modern era, those in higher education are bracing for impact.

I believe AI will be incredibly transformative, creating as many opportunities (for those that are willing to adapt) as there will be for jobs that may be replaced by AI. —Feyl

James Brusseau, PhD, is a professor of ethics in ���ҹ�����’s Dyson College of Arts and Sciences, so he’s accustomed to big questions that don’t have answers. “What does it mean to think? What does it mean to be a person? If a machine acts just like a person, does it count as a person?” he asks. “AI allows me to talk about these philosophical questions scientifically.”

Many of the philosophical questions that have arisen with the popularity of generative AI have to do with not only how this will impact careers, but how it impacts career preparation. Are there students getting degrees in fields that will be ‘taken over by AI’? How can educators ensure students are doing their own work and learning the skills they need? What skills ������’t AI replace?

���ҹ����� has been committed to the study of AI for decades, primarily from a computer science perspective. There are faculty exploring the applications and theory of AI across the fields of healthcare, forensics, UX, fashion, game design, and more. ���ҹ�����’s Seidenberg School of Computer Science and Information Systems is in the process of getting approval for two graduate degree programs and one undergraduate degree program in AI. Recent initiatives include the Seidenberg AI Internship Experience, and the ongoing Seidenberg Undergraduate Research, where students collaborated with faculty on AI-related projects (with presentations slated for the fall).

Here at ���ҹ�����, we are focused on reskilling and upskilling our students, emphasizing the development of creativity and emotional intelligence to prepare them for the new opportunities that AI will bring. —Krislov

You can't talk about AI at ���ҹ����� without mentioning Christelle Scharff, PhD. Scharff has been studying AI throughout her entire career, diving into research topics related to machine learning and bias in datasets, and most recently she became director of the newly launched AI Lab on the New York City Campus.

As someone who has been in the trenches with AI for years, Scharff understands why it’s suddenly become such a buzzword. “I believe that the big deal is that the tools related to AI are now in the hands of everybody, while earlier advances were confined and used by people in tech,” she explains.

This widespread applicability of AI has sparked growing concerns about its far-reaching impact on the job market. The rapid advancements in AI technology are not just theoretical—they are transforming industries and creating new opportunities, as well as challenges, for today's workforce.

AI will transform the labor market by automating routine tasks but also creating new job categories. —Krislov

Opinions on how the workforce will change vary from the cynical to the optimistic, but there is one constant: AI will have an impact, one way or another. “AI will transform the labor market by automating routine tasks but also creating new job categories,” president of ���ҹ����� Marvin Krislov says.

Scharff agrees that not only will new jobs arise, but AI will become a standard tool for many industries. “We already see prompt engineer as an emerging job,” she says, referring to professionals who know how to craft effective inputs for these AI models. “Everybody will have to be able to use AI and this will be a differentiator. Large Language Models (LLMs) and image generators will permit professionals to be more productive and be used as supportive tools in all possible sectors.”

Brusseau notes some of the more unique applications of AI to industries some might not expect, indicating that how various sectors might grow or change is still hard to predict. He and Scharff collaborated on a study of AI as it relates to African fashion. “We wrote a paper about how AI can be used to help clothing designers produce new kinds of clothes,” he explains. “This is a terrific opportunity for someone from ���ҹ����� to find or create a kind of job for themselves, using AI to make fashion.” More recently, he studied how artists are using AI to infuse audience interactions into musical performances, by monitoring audience biometrics and using that to inform the musical piece. “This new way of making music opens opportunities for careers combining AI, music, and performance arts.” And in a way more ethically sourced than .

AI tools should permit students to extend their knowledge and infuse curiosity, instead of just providing answers to copy and paste. —Scharff

Considering this, the role of higher education firmly lies in ensuring students understand these tools to better incorporate them into the fields they are preparing to enter. “Here at ���ҹ�����, we are focused on reskilling and upskilling our students, emphasizing the development of creativity and emotional intelligence to prepare them for the new opportunities that AI will bring,” Krislov explains.

University Librarian Steven Feyl has been watching the expansion of generative AI with interest, curious to see how it impacts learning. Even so, he too shares this optimistic view. “I believe AI will be incredibly transformative, creating as many opportunities (for those that are willing to adapt) as there will be for jobs that may be replaced by AI.”

‘For those that are willing to adapt’ is a key differentiator.

Early adopters who understand the opportunities and limitations of AI are more likely to reap the long-term benefits. Brusseau believes this is also the case when it comes to education. “The big change that we’re going to see from AI is not so much in how education works—it’s going to be that students more than ever are going to be responsible for their own education,” he says. “Students who want to learn a lot are going to be able to learn more information at a quicker rate, while those who are clever and just want to get through will also be empowered to do that.”

The role of higher education is to teach critical thinking, creativity, and ethical decision-making.

Feyl similarly sees the benefits and challenges of AI, especially in higher education, as a double-edged sword. “I characterize generative AI as both a daunting opportunity and a daunting challenge,” he explains. “The potential that AI presents for ideation, information retrieval, resource discovery, and the correlation of ideas is just incredible. This is juxtaposed with the daunting challenge to keep the human component at the center in the research process, to be constantly critical of AI, and to adapt to the speed at which AI tools are developing.”

That is where higher education comes in. Education is not built only on the premise of understand course material. We have Google (and now generative AI) for simple information retrieval. The widespread use of AI is a reminder that the purpose for higher education is in the depths of understanding, the cultivation of the human abilities to learn, think, and reason. “The role of higher education is to teach critical thinking, creativity, and ethical decision-making—I will always preach an emphasis on the humanities,” insists Krislov. “While AI can handle many technical tasks, at ���ҹ�����, we focus on preparing students to use these tools responsibly and understand the broader implications of their use, ensuring they are ready to navigate an AI-driven world.”

Scharff takes the perspective that AI is not something that will replace learning but is a tool that can be used to enhance it. “AI tools should permit students to extend their knowledge and infuse curiosity, instead of just providing answers to copy and paste.” From a faculty standpoint, these tools can also help educators automate tasks that allow them to instead focus on personalized attention. “AI can help faculty generate slides, quizzes, and even grading, providing them with more time to give individual attention to students and creating engaging experiences.”

The potential that AI presents for ideation, information retrieval, resource discovery, and the correlation of ideas is just incredible. —Feyl

Though he generally considers AI overall positive, even Brusseau acknowledges there will be complications. “The risk of artificial intelligence is that students will become careless. They will let AI, in essence, do their work,” he says. “That’s a legitimate downside. On the other side, AI does allow us to learn about things very quickly. I think the big change will be growing inequality in educational outcomes.”

Studies continue to reveal that AI detection tools do not accurately detect AI use and plagiarism, so the responsibility for educators lies less in policing AI use and more in promoting ethical use and AI literacy. “Ensuring that students are genuinely learning and not just relying on AI for their assignments is a top priority,” Krislov explains. “At ���ҹ�����, we emphasize academic integrity, so we’re proactive in addressing issues like plagiarism and the misuse of AI tools to maintain the authenticity of student work.”

�����󲹰��ڴ�’s recent work with AI in African fashion had a deep tie to the truth that these tools have implicit bias that must be accounted for. “The main concerns related to AI and ethics are biased data that do not represent the diversity of our world, even in terms of languages,” she says. “Another concern is about privacy. We want to be sure that our data is used the way we want it to be and be aware of the possible intended uses.”

The main concerns related to AI and ethics are biased data that do not represent the diversity of our world, even in terms of languages. —Scharff

This means that the conversation about AI in higher education cannot just be about plagiarism, but also data privacy, algorithm bias, and the ethical impact of AI on individuals, such as artists whose work was used without their consent to train image generating models. ���ҹ����� has even formed a dedicated committee of faculty and staff, from AI specialists from the Seidenberg School of Computer Science and Information Systems, faculty within the humanities, and staff across many departments. Staff co-chair Beth Gordon, PhD, ���ҹ�����’s Chief Information Officer, is helping steer the AI Committee to build on the groundwork laid by her and her colleagues at ITS, focusing on the ethical integration of AI at the University, from academic integrity to AI literacy across the entire ���ҹ����� Community.

We aim to prepare our students not just to adapt to an AI-driven world but to lead in it, ensuring they are equipped for successful and ethical careers. —Krislov

While the AI Committee is diving into larger, institution-wide questions, there are plenty that staff, faculty, and students can do to equip themselves with AI skillsets and expand their AI literacy. Starting this fall, a six-week module dedicated to AI (designed by AI Committee faculty co-chair and Seidenberg professor David Sachs, EdD) has been incorporated into the CIS 101 curriculum and there are wider plans to expand this content into University-wide training. For faculty concerned about testing student knowledge in this new AI era, Brusseau has a simple, but effective, recommendation. “I think that what universities can do is return to the old tradition of oral exams,” he suggests. “That will help students focus on learning from AI instead of letting AI do the learning for them.”

At the heart of the conversation about artificial intelligence is this concept of learning. AI models learn from data, but their understanding is limited by the data they are given and the fact that they are not human. When a human thinks, information is filtered through their personal perspectives, contexts, and emotions. Further, AI cannot initiate thought. The decision to begin thinking remains uniquely human.

...Students more than ever are going to be responsible for their own education. —Brusseau

As optimistic as Brusseau is about the impact of AI on the world, he still believes there is a value to human thought that AI at present cannot replicate. “AI, more than anything else, is just a tool,” he says. “That is, I do not think it is capable of producing thought as you and I do.”

So long as the cultivation of human thought remains a pinnacle of higher education, universities and colleges still have a crucial role to play. Universities like ���ҹ����� that embrace AI as a tool of innovation, while balancing the importance of human critical thinking and ethical usage, will equip the never generation of thinkers who will go further, equipped with AI, but not reliant on it. “At ���ҹ�����, we are committed to integrating AI responsibly into our curriculum and research,” Krislov says. “By doing so, we aim to prepare our students not just to adapt to an AI-driven world but to lead in it, ensuring they are equipped for successful and ethical careers.”

This article was organized, outlined, and edited with the assistance of a custom GPT from OpenAI. However, the content and insights are entirely human-generated.

���ҹ����� students, faculty, and alumni have been busy—earning global accolades, rewriting public policy, leading campus rescues, and shining on stages from Portugal to Pleasantville. Across campuses and around the world, these stories prove that Go-Getters don’t just talk about making a difference—they do it. This summer, we’re celebrating 10 standout moments that showcase the grit, drive, and real-life learning that make ���ҹ����� a force for good.

���ҹ����� AMA is Top 10 Globally

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The ���ҹ����� chapter of the American Marketing Association (AMA) made an extraordinary showing at the 2025 AMA International Collegiate Conference in New Orleans—one of the most prestigious gatherings of marketing students worldwide. Competing against more than 330 collegiate chapters, ���ҹ����� AMA earned a place among the Top 10 globally. Their creative talents also shined in the Design Lab competition, where they secured a second-place finish, affirming the chapter’s leadership, innovation, and global presence.

When Legends Visit, ���ҹ����� Delivers the Magic

It was already a day to remember: NFL stars Eli Manning and Shaun O’Hara joined NBA standout Jalen Brunson for a special event at Alumni Hall. But for Rejos “Jose” Neopaney ’25, the day turned extraordinary. Years earlier, he met Eli Manning through the Make-A-Wish Foundation. That moment came full circle with a surprise reunion—proving that at ���ҹ�����, you never know what an ordinary day might become.

���ҹ����� Rises in National Rankings for Public Service

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���ҹ�����’s Master of Public Administration program continues to surge in national recognition. According to the 2025 U.S. News & World Report rankings, the program now ranks among the Best Graduate Public Affairs Schools—an astonishing 61-spot climb since 2019. This leap reflects the Department of Public Administration’s unwavering commitment to preparing students to make meaningful, real-life impacts in the public sector.

A Five-Year Reign: Haub Law Remains #1

The Elisabeth Haub School of Law at ���ҹ����� has again claimed the top spot in environmental law in the latest U.S. News & World Report rankings. With forward-thinking curricula, impactful clinics, and internationally recognized faculty, Haub Law is shaping the next generation of environmental advocates and continuing its legacy of excellence—for the fifth consecutive year.

KIND Conversations and Shark-Tank Wisdom

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���ҹ�����’s Front Yard welcomed a powerhouse of ideas when KIND Snacks founder and Shark Tank investor Daniel Lubetzky joined President Marvin Krislov for an evening of thoughtful dialogue. The two explored the transformative power of empathy, collaboration, and resilience—an energizing moment for students, faculty, and members of the ���ҹ����� Community committed to leading with purpose.

Lifeguards, Leaders, and Life Savers

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When ���ҹ����� alumnus Bryan Zirman went into cardiac arrest during a swim at the University pool, two students on duty sprang into action. Kieran Hagan, a fourth-year lacrosse defenseman, spotted Zirman underwater and executed a submerged victim rescue. Angelo DeAugustino, a third-year student, assisted with CPR and defibrillation until first responders arrived. Zirman’s heart began beating again before the ambulance doors closed. And later that day? Kieran suited up for his lacrosse game. .

���ҹ����� Earns National Recognition in 2025 Carnegie Classification

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���ҹ����� has once again affirmed its position as a national leader in student success, academic innovation, and public impact. In the newly released 2025 Carnegie Classifications of Institutions of Higher Education, ���ҹ����� is one of only 33 institutions nationwide to earn the dual designations of Research College & University and Opportunity College & University.

Scaling Up

Fabian Hiller ’25 received the Jean Coppola Award from ���ҹ����� in recognition of his achievements while pursuing a master’s degree at the Seidenberg School of Computer Science and Information Systems. During his time at ���ҹ�����, Hiller advanced his work on Valibot—an open-source project he helped grow from 50,000 to more than 2.5 million monthly downloads, solidifying his place as an innovator in the global developer community.

Student Power Meets Environmental Action!

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In a bold move for biodiversity, the New York State Legislature has introduced a student-drafted bill—created by ���ҹ�����’s Animal Advocacy Clinic—to ban the breeding, sale, and trade of red-eared slider turtles, one of the world’s most invasive species. Sponsored by Senator Pete Harckham and Assemblymember Linda Rosenthal, the bill marks another major win for the clinic, whose students have already helped pass landmark laws protecting elephants, endangered species, and more.

���ҹ�����Docs Does It Again

���ҹ�����’s documentary team made another international debut in Terceira, Portugal, with Viola da Terra: Harmony of the Azores, a powerful bilingual film celebrating the Azorean viola da terra and its cultural legacy. Following a sold-out US premiere at the Jacob Burns Film Center, students captured stunning footage across the islands, spotlighting local musicians, artisans, and educators. Created in just 14 weeks, this latest ���ҹ�����Docs achievement continues the program’s tradition of immersive, award-winning storytelling rooted in global heritage.

In a year defined by championship grit, the ���ҹ����� baseball team finished off a remarkable 2025 campaign by capturing the Northeast-10 (NE10) Conference Championship for the second time in three seasons. Finishing with an overall record of 28–22 and 12–12 in the conference, the Setters turned a rollercoaster regular season into a statement postseason run, earning a spot in the NCAA East Regional.

From the opening game, the Setters made it clear they were a team to watch in the conference. The season began with a commanding 20–0 shutout of Bloomfield in late February, setting the tone for the rest of the campaign.

As the calendar turned to March, however, ���ҹ����� was tested by a tough stretch of competition that included nationally ranked programs and back-to-back road doubleheaders. A series of losses threatened to derail the season early, but the Setters regrouped and found their identity midway through the month. From early March into April, ���ҹ����� won 11 of 14 games, including key victories over Mercy, Bentley, and Assumption.

April brought continued momentum as the Setters navigated the heart of NE10 competition. Despite a few setbacks, the squad remained focused, pulling out crucial wins on the road and dominating at home. ���ҹ����� finished the regular season with a clutch three-game sweep over Southern Connecticut State University, lifting them into the third seed of the NE10 Southwest Division and into the playoff picture.

Once in the postseason, ���ҹ����� elevated its game to a new level. The Setters opened the NE10 Tournament with a pair of victories, first defeating Southern Connecticut 5–3 and then rolling past Franklin Pierce, 9–2. Facing Southern New Hampshire (SNHU), the defending conference champions, in the NE10 finals, the Setters needed two wins in a row to claim the title. With their season on the line, they delivered—���ҹ����� stunned SNHU in back-to-back games, winning 3–0 and 9–3, to clinch the 2025 NE10 Conference Championship and their second title in just three years.

The win secured an automatic berth in the NCAA East Regional, where the Blue and Gold faced top-tier national competition. The Setters battled valiantly in both regional games, but the season ultimately came to an end in mid-May.

The year was full of standout efforts as the team earned four NE10 All-Conference selections. Senior pitcher Vincent Civitella headlined the honors, earning a spot on the All-East Region Second Team after finishing the season with a 6–2 record, a 3.15 ERA, and 88 strikeouts in 74.1 innings pitched. Most notably, he became ���ҹ����� Baseball’s all-time strikeouts leader, surpassing the previous record of 230 career punchouts.

On the offensive end, NE10 Championship Most Outstanding Player Luke Rivara led the team with a .317 batting average and 57 hits, while freshman Andrew Heppner posted a .287 average and a team-high eight home runs. Out of the bullpen, Eric Santaella posted a 1.51 ERA and a 4–0 record across 18 appearances to earn NE10 Southwest Rookie Pitcher of the Year.

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Under the direction of head coach Hank Manning, ���ҹ����� Baseball has grown into one of the most respected and competitive programs in the Northeast, regularly producing postseason-caliber teams and student-athletes who excel both on and off the field.

In recent months, the ���ҹ����� community has said goodbye to several cherished members whose lives and legacies left an indelible mark on our institution. These alumni, faculty, staff, and friends exemplified the values of leadership, service, scholarship, and care. We honor their memory and celebrate their enduring contributions to the ���ҹ����� Community.

John T. O’Connor, JD ’86

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���ҹ����� mourns the loss of Trustee John T. O’Connor, JD ’86, a longtime and devoted member of the University community. A graduate of the Elisabeth Haub School of Law at ���ҹ�����, John served on the Board of Trustees beginning in 2006, bringing leadership, generosity, and an unwavering commitment to the University's mission. A respected attorney and entrepreneur, John held senior positions at Milbank, Tweed, Hadley & McCloy LLP and later at Hunton & Williams. He was also the founder of Paradise Road Investors. In 2023, he received the Haub Impact Award in recognition of his exceptional service to Haub Law and ���ҹ�����. His legacy continues through the many lives he touched at the University.

Steven S. Mezzio, PhD

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The ���ҹ����� Community honors the memory of Steven S. Mezzio, PhD, CPA, whose contributions to the Lubin School of Business and the field of accounting education were both profound and far-reaching. Formerly a partner at PwC, Professor Mezzio served as Professor of Practice in Accounting, Auditing, and ESG at Lubin, and founded the Center for Sustainable Business. He was also an Associate Dean and a dedicated mentor to students and alumni. His work extended beyond the classroom through leadership with the NYSSCPA, PBS, and international organizations such as the United Nations. He is remembered for his vision, integrity, and the lasting impact he made on the Lubin and ���ҹ����� communities.

Rachel D. Klingberg ’95, ’13

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Rachel Klingberg, a two-time ���ҹ����� alumna, served the University with passion and creativity for more than two decades. As Associate Director of Online Communications for Lubin's Office of Communications and External Relations, she led digital initiatives including #LubinLife, Lubin Business Review, and numerous web platforms. Known for her love of history, especially the Victorian era, Rachel brought heart and humor to her work—often with her cat, Jonesy, by her side during Zoom meetings. A true “Go-Getter,” Rachel helped launch Lubin’s Founders’ Day celebration and was always eager to connect, create, and celebrate the community she so loved.

Joy L. Henderson, PhD, RN, CPNP

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Dr. Joy L. Henderson was a beloved educator and advocate whose work at the College of Health Professions advanced both scholarship and equity in maternal and infant health. An Assistant Professor at the Lienhard School of Nursing, she empowered students through mentorship and evidence-based education in women’s and newborn health. Her impact extended beyond the classroom through research on health disparities and service on state and national advisory boards. Joy was also deeply engaged in DEI efforts across the University and was widely recognized for her clinical excellence and compassionate care. Her legacy lives on in the many students, colleagues, and communities she inspired.

Susan Brownmiller

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Acclaimed feminist author and activist Susan Brownmiller leaves behind a powerful legacy that includes decades of teaching at ���ҹ�����. Best known for her groundbreaking book Against Our Will: Men, Women and Rape, she reshaped national discourse on gender-based violence. A bold thinker and passionate advocate, Susan’s influence spanned journalism, civil rights, and women’s liberation. Her teaching at ���ҹ����� reflected the same depth and rigor that marked her public work, inspiring generations of students to challenge norms and think critically. She is remembered as a writer, teacher, and changemaker of enduring significance.

Under the bright spring sky at the USTA Billie Jean King National Tennis Center, the air shimmered with anticipation. More than 19,000 family members, friends, faculty, and alumni gathered to celebrate a milestone: the graduation of the ���ҹ����� Class of 2025. Over the course of two days—Monday, May 19, and Tuesday, May 20—students crossed the stage, memories were made, and words of wisdom echoed across Queens.

This year’s Commencement ceremonies featured an inspiring lineup of speakers whose messages centered around themes of transformation, resilience, leadership, and hope.

A Life of Choice

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At the main ceremony, Etsy CEO Josh Silverman stood before the sea of graduates, reflecting on his own winding path through the tech industry. From eBay to Skype to his current leadership at Etsy, Silverman has spent decades helping to build global platforms—but on this day, his focus was the personal journeys of the 3,218 new graduates.

“The diploma you’re about to receive offers you a life of choice,” Silverman told the crowd. “The only person you should be trying to impress now is yourself. Don’t be a passive actor in your own life. How do you want to measure yourself? What would make you truly proud?”

"You may not be able to clearly see the opportunities ahead, but you will seize them, shape them, and even create them.”

He paused, letting the message settle. “Sitting here, you may not be able to clearly see the opportunities ahead,” he continued, “but you will seize them, shape them, and even create them.”

Silverman was awarded an honorary doctorate during the ceremony—one of several presented over the two days. His remarks set the tone for a weekend that blended celebration with inspiration, personal stories with professional advice.

Messages from the ���ҹ����� Community

At Monday’s undergraduate ceremonies, graduates from across ���ҹ�����’s schools heard from distinguished alumni who had once stood in their shoes.

Cooper Koch ’18, a Golden Globe–nominated actor, returned to address students from Dyson College of Arts and Sciences, the Sands College of Performing Arts, and the School of Education. His message was one of self-acceptance and personal strength.

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“You can never let anyone, or any amount of success or failure, define your self-worth. You define your worth by being true to yourself. By showing up for yourself,” Koch said. “No external measurement can tell you who you are—that’s up to you to decide.”

Later that day, Dr. Launette Woolforde ’93, deputy chief nursing officer at Northwell Health, took the stage for graduates from the Lubin School of Business, College of Health Professions, and the Seidenberg School of Computer Science and Information Systems.

“Integrity, graduates, is arguably in short supply, and we are all counting on you to restore it.”

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“The world doesn’t just need more plain, old educated people,” she said. “It needs thoughtful people. It needs courageous people. People who will speak up and speak out, and lift others as they climb.” She added, “Integrity, graduates, is arguably in short supply, and we are all counting on you to restore it.”

Leadership and Legacy

Tuesday’s graduate and professional school ceremonies spotlighted the impact of ���ҹ����� alumni and honorees whose careers have shaped communities and industries.

Commissioner Robert S. Tucker ’96 of the New York City Fire Department, who earned his law degree at ���ҹ����� while attending night classes and graduated a semester early, was awarded an honorary doctorate. For Tucker, the moment was deeply personal.

“Leadership is not about titles or power or prestige,” he told the graduates. “It's about service, or serving others with integrity, compassion, and a sense of duty. It's about doing what's right, even when it's hard, and it's about taking responsibility for the communities you serve.”

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Anjali Sud, CEO of Tubi, the most-watched free streaming service in America, brought her story full circle from Flint, Michigan, to the helm of a major tech company. Her message emphasized mindset over metrics.

“Surround yourself with optimists,” Sud said. “If you look across every technologist, entrepreneur or innovator you admire—across all personalities, styles, mantras, philosophies, you’ll find that they all have this trait in common.”

Sud was awarded an honorary doctorate, and Lorelei Atalie Vargas, then chief community impact officer at Trinity Church Wall Street, received ���ҹ�����’s Opportunitas in Action Award for her service and impact.

The Spirit of Opportunitas

For computer science graduate Dante Hurr, the moment was more than ceremonial—it was a family first. As this year’s student recipient of the Opportunitas Award, Hurr stood proudly as a first-generation college graduate from Washington, DC.

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“Everything I’ve accomplished here at ���ҹ����� helped me understand the real meaning of our mission: Opportunitas,” Hurr shared. “If not for the opportunity I was given the moment I was accepted—with a scholarship and with belief—who knows where I’d be today. Certainly not up here, holding the first bachelor’s degree in my family.”

A Promise to the Future

In his remarks, President Marvin Krislov reminded graduates that their education comes with a greater responsibility to themselves and the world.

“You carry more than a degree—you carry a promise,” he said. “A promise to your family, to yourselves, and to the ���ҹ����� Community. A promise to keep learning, to stay curious, to lead with empathy, to use your education not just for you to advance, but to bring others along with you.”

"You carry more than a degree—you carry a promise...A promise to keep learning, to stay curious, to lead with empathy, to use your education not just for you to advance, but to bring others along with you.”

He closed with a challenge that spoke to the heart of the University’s mission: “Stay open. Stay resilient. Keep asking, ‘What can I do?’ Because higher education does more than just prepare you for a job. It prepares you to ask hard questions that will make your life meaningful, to help build strong communities, to speak up, and to carry forward the work of justice and truth.”

A Community of Doers

The Class of 2025 includes future nurses and physicians, lawyers, cybersecurity experts, educators, performers, entrepreneurs, and advocates. Each one leaves ���ҹ����� equipped with knowledge—and a drive to make a difference.

The cheers and camera flashes may have faded, but the stories that unfolded on that stage will ripple outward in the lives of thousands.

Because at ���ҹ�����, Commencement isn’t an ending. It’s a beginning.

Want to see even more photos from this year's Commencement? .

“Not many people get to say that their dad is in college with them.”

Even fewer can say they helped inspire their dad to go back to college—and fewer still can say he joined them at the same school, in the same field.

For Sofia Speranza ’27, her college experience isn’t just about earning a degree—it’s about continuing a family legacy of service. And for a time, she got to do it side by side with her dad.

Not many people get to say that their dad is in college with them. ����Ǵھ���

Nursing wasn’t the original plan for either Sofia or her father, Frank. "Nursing was not something that I always knew I would want to do," Sofia says. What they did know—what they always knew—was that they wanted to help people. "Throughout my whole childhood, I knew I wanted to help people,” she explains.

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That spirit of service runs deep in Sofia’s family. “I grew up with parents who both committed their lives to public service," she says. Her father was a police officer. Her mother is a special education teacher, and her sister is pursuing an education degree as well. Her grandmother owned a daycare and was a nurse. Her grandfather was a mailman who left a legacy in his hometown as a beloved Boy Scout troop leader. “Even though he passed away almost 16 years ago, people still know him by name, because he would help anyone.”

Sofia chose a different but equally service-driven path: healthcare.

As she explored nursing programs, ���ҹ����� stood out for one major reason—she could get started on her nursing education right away. “Any state school you go to, you get in as a pre-nursing major for two years,” she explains. “Then you take an exam and if you don’t pass, you don’t get into the nursing program and you’ve wasted two years. ���ҹ����� is direct admit.”

Throughout my whole childhood, I knew I wanted to help people ����Ǵھ���

As Sofia was exploring her future, her father Frank was contemplating his own. “My dad had been retired from law enforcement for a while and he kind of lost that sense of purpose," Sofia says. "It was sad to watch because he did other things after retiring, but they weren't necessarily in a field of directly helping people the way he wanted."

After retiring from law enforcement, Frank spent a few years as a stay-at-home dad to Sofia and her twin sister, Anya. As the sisters began their college search, Frank joined Sofia at a ���ҹ����� Open House. “I sat through the Lienhard School of Nursing presentation and I was just struck,” he recalls. “What I gleaned about nursing was that it's this balance of physical work and intellectual achievement. And it really spoke to me.”

It was a simple, everyday moment that pushed him to take the leap. “We were in the Sam’s Club parking lot,” Sofia recounts. “He asked me in the car what I thought he should do, if going to school for nursing was a good idea? I told him to do it.”

I wanted to succeed for me. I wanted to be a role model for my daughters.
—F�����԰�

Frank began working on earning the credits he needed online while Sofia started her first year at ���ҹ�����. He officially joined her on campus during the spring semester. Though Sofia was pursuing her four-year nursing degree and Frank was in the accelerated degree program, she says it was still fun to be able to share the college experience with her father. "Now, even after he’s graduated, all of his professors are now my professors. They all knew me before I was even with them."

As the oldest student in his cohort, Frank felt driven to succeed. “I wanted to succeed for me. I wanted to be a role model for my daughters. And honestly, as I was there longer, for the other students in the program,” he says. “You can really reinvent yourself. I was able to do that, and faculty like Elizabeth Berro, PhD, the head of the program, really encouraged it.”

I want to create generational inspiration. —F�����԰�

Frank graduated in December 2024 and is already working as a nurse at St. Lukes Cornwall Hospital. According to him, everyone in his cohort passed the NCLEX exam and began work as a nurse. He says education at ���ҹ����� really set him apart. “���ҹ����� has a great reputation. I was hired with nine other nurses at my job,” he says. “I’ve seen others in our onboarding class struggle. They're not confident in their abilities. I think the education and support I got made all the difference… My education and clinical experience are paying massive dividends.”

Speaking of dividends, Frank’s decision to get his degree was a risk, especially with two children also pursuing their own college education, but it’s one that has paid off. “It’s a huge investment,” he says. “But nursing is the kind of job where I got hired at over $100,000 a year, with no experience other than school.” And ���ҹ�����’s accelerated program helped him get that return on investment sooner. “The accelerated program is a gift. It gets you through fast but prepares you exceptionally well,” he says. “It was transformative. I love it, and I’d recommend it to anyone.”

And, of course, the best part was that he got to have the experience alongside his daughter. “Being there with Sofia, I felt accountable. I couldn’t tell her to do her best if I gave up,” says Frank. “She pinned me at my pinning ceremony. That was beautiful. ���ҹ����� creates that kind of world.”

My dad’s a helper, he always has been. He raised me like that. I’m a helper too.
����Ǵھ���

Frank hopes to keep growing and learning in his new profession and for his journey to be a reminder to his daughters to continue the family legacy of service. “I want to create generational inspiration,” he explains. “My law enforcement career wasn’t always easy. It took a toll on me and my family. Now, I’ve rebuilt. I'm moving forward. I’m excited.”

For Sofia, sharing college with her father was something rare and unforgettable. “I wouldn’t change it for anything,” she says. “Being able to watch him now in a career field that he was meant to do—the path was a little not direct, sure, but it led him to where he was supposed to be. In return, it led me to where I was supposed to be too.”

And as for family legacy? “My dad’s a helper, he always has been. He raised me like that. I’m a helper too.”

���ҹ�����’s Board of Trustees has welcomed two dynamic new members whose careers reflect a shared commitment to equity, education, and leadership: Barbara A. Abeles and Sabrina A. Griffin ’92. Though their paths are distinct, both women exemplify the university’s mission of expanding opportunity and empowering the next generation.

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Barbara A. Abeles is no stranger to breaking ground. As owner, chairman, and CEO of CBL Ceramics Ltd., a Wales-based manufacturer of advanced ceramics for the global electronics industry, she has spent nearly three decades leading global operations in one of the world’s most specialized sectors. Today, her company is one of only three worldwide to produce a rare class of industrial ceramics used in cutting-edge technologies.

A resident of Westchester County, Abeles brings to the board a long-standing philanthropic spirit rooted in education. She serves on the Foundation Board of Westchester Community College and ���ҹ�����’s President’s Council. Her support of ���ҹ����� has been especially impactful: she’s a major donor to the Community Impact Internship Program and established a permanently endowed scholarship to help close gender gaps in the sciences.

“I’ve long admired ���ҹ�����’s commitment to creating opportunity through education,” said Abeles. “It’s an honor to join the Board of Trustees and to support a community so dedicated to empowering students to reach their full potential.”

Griffin’s journey to ���ҹ�����’s Board of Trustees is equally rooted in service and leadership. A proud ���ҹ����� alumna, she spent more than 30 years at the Chubb Group of Insurance Companies, where she rose to the role of assistant vice president and diversity manager. During her tenure, she pioneered programs designed to support and uplift women, LGBTQIA+ professionals, and communities of color within the corporate workforce.

“I want to help create pathways that meet people where they are—whether they’re students figuring it out or alumni reconnecting after time away. If we design experiences that reflect our community’s needs, we’ll keep building something truly meaningful together.”

Griffin is also the inaugural chair of ���ҹ�����’s Alumni Association Leadership Council, a position from which she’s helped strengthen ties between the university and its alumni community. She remains an active member of the President’s Council and serves on the Development, Alumni Relations and Public Affairs Committee.

Her civic engagement extends beyond ���ҹ�����. Based in St. Petersburg, Florida, Griffin serves on The Mahaffey Leading Ladies committee for the Bill Edwards Foundation for the Arts, helping deliver access to the arts to more than 30,000 students each year. She is also involved with the St. Petersburg Chapter of The Links, Incorporated, where she serves on both the arts and finance committees.

“Joining the Board is an opportunity to give back in a way that’s intentional and inclusive,” Griffin said. “I want to help create pathways that meet people where they are—whether they’re students figuring it out or alumni reconnecting after time away. If we design experiences that reflect our community’s needs, we’ll keep building something truly meaningful together.”

Rob Sands, chairman of ���ҹ�����’s Board of Trustees, praised both appointments, saying, “Sabrina and Barbara exemplify ���ҹ�����’s mission of expanding opportunity—Sabrina through her continued alumni leadership and Barbara through her longstanding philanthropic commitment to education. We are proud to welcome them to the board and look forward to the insight, perspective and leadership they bring to our community.”

With these two appointments, the university deepens its commitment to inclusive leadership, experiential education, and the power of a community that lifts one another up—on campus and far beyond.

In an age of instant access and solo scrolling, why are people racing back to the movie theater? According to Communications and Media Studies professor Melvin Williams, PhD, it’s about more than just the film. It’s about reclaiming shared stories and experiences. “The broader state of culture is, for many, still a reclamation pursuit,” Williams says. That pursuit of joy, connection, and nostalgia was accelerated by the isolation and disruption of the pandemic.

The COVID-19 shutdown didn’t just pause everyday routines—it fundamentally reshaped how we engage with entertainment and with each other. Movie theaters closed their doors. Broadway went dark. Concerts were canceled. “The pandemic shutdown forced human confinement and a heavy reliance on digital-media-driven entertainment forms and streaming platforms as the entertainment industry experienced a global shutdown,” Williams explains.

The broader state of culture is, for many, still a reclamation pursuit.

For many, screens became the only portal to culture and community. But something was missing. “People desperately craved new entertainment stimuli and avenues for community formation around fan engagement and viewing experiences that mirrored social experiences pre-COVID-19,” he says.

That craving didn’t fade as restrictions lifted—it deepened. Long before lockdowns, viewers were trading the theater for their couches, turned off by ticket prices and overpriced popcorn. But in the aftermath of collective isolation, audiences began to realize that the cost of admission didn’t just buy media access, it bought an experience. According to Williams, “It should come as no surprise that Broadway is experiencing record-breaking attendance numbers for astute plays, movie theater attendance has risen substantially since 2020, and audiences are gathering in large numbers to reclaim previously beloved entertainment consumption habits.”

And then came the blockbusters that did more than bring people back—they made moviegoing an event. Suddenly, seeing a film meant dressing up, posting on social, and making a night of it. “Barbenheimer,” the viral mashup of Barbie and Oppenheimer, transformed from meme to movement, as fans turned out for a back-to-back spectacle.

In the case of Barbie, we witnessed film’s pop culture engagement at its finest.

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Barbenheimer Weekend and later, the premiere of Wicked: Part One, marked a cultural return to theaters and demonstrated the public’s desire for culture and community. “In the case of Barbie, we witnessed film’s pop culture engagement at its finest,” Williams says. “Besties and friend groups marched to the theaters in Barbie-themed costumes, purchasing Barbie AMC merchandise exclusives, and embracing pop culture’s enduring legacy of eccentricity, expression, and nostalgia.” The movie was only part of the appeal. Dressing up, going with friends, and being part of the moment became the real draw.

Wicked brought a different energy—one rooted in nostalgia. “Wicked showcased pop culture nostalgia’s power as a media product,” says Williams. “The film simultaneously resurrected audience interests in Gregory Maguire’s 1995 novel Wicked: The Life and Times of the Wicked Witch of the West and the iconic Tony Award-winning musical Wicked.”

Watching a film in theaters inherently creates a different experience than video on demand. “Audiences are seated theater-style, positioned with clear foci on the big screen, and the lights are dimmed.” Williams breaks down this experience, saying, “These factors spark temporary departures from reality fueled by a fascination with movie characters and scopophilia, or rather the pleasure of looking at and sometimes even objectifying the characters.”

But for many, the biggest difference isn’t just how we experience the media—it’s the feeling of belonging. Says Williams, “You are removed from your familiar, at-home location and placed in an environment designed to create a distinct viewership experience and voyeur.”

Pop culture moments like these film events extract us from previously depressive moments and refuel us with hope for the arts and humanity!

For many, that’s the real difference. It’s not just about how we watch—it’s about watching together. The return to theaters is one part of a cultural reset. “Pop culture moments like these film events extract us from previously depressive moments and refuel us with hope for the arts and humanity!” says Williams.

That hope is exactly what brings people back—not just for the stories on screen, but for the feeling they carry home. “The thing I love about pop culture and why I teach it at ���ҹ����� and for my CMS 245: Communication and Popular Culture class (shameless plug, but hey, who would I be if I didn’t!) is its power to inspire joy, perseverance, and victory for audiences.”

In an era defined by separation, pop culture is doing what it does best—bringing us back together.