Academic Distinction | ��ƽ��

Money Names ��ƽ�� One of the Best Colleges in America

ckatz — Fri, 10 Jul 2026 21:03:03 +0000

��ƽ�� joins top-ranked universities in the United States on Money’s prestigious list of the 735 . With this recognition, secures its place ahead of several peer institutions, highlighting the University’s high-value private education, low student debt and strong career outcomes.

“This recognition affirms ��ƽ��’s standard of excellence, proving why we remain a top choice for students and their families,” said Michael A.L. Balboni ’81, JD, president of ��ƽ��. “Students who earn a degree from ��ƽ�� land jobs with high salaries and high potential for growth as a result of the mentorship, connections and real-world learning experiences we provide.”

Money’s rigorous annual Best Colleges selection process analyzes data from more than 700 four-year institutions nationwide, evaluating them across three pillars:

quality of education (30 percent)
affordability (40 percent)
student outcomes (30 percent)

To determine its final star ratings, the publication weighs 25 critical data points, with a heavy emphasis on net price of a degree, value-added graduation rates, average student debt upon graduation and long-term alumni earnings. Unlike traditional rankings, Money’s methodology focuses entirely on practical value, highlighting universities that deliver a measurable return on investment for their students.

and learn more about the .

To discover what makes an ��ƽ�� degree so valuable, learn more about ��ƽ��’s rankings, accolades and awards.

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Global Leadership in Action: Two New 2026 Grads Head to Europe on Fulbright Fellowships

tshah — Tue, 07 Jul 2026 14:30:05 +0000

As members of ��ƽ��’s Class of 2026 are taking their first steps into their after-college lives, two new graduates are readying for a year abroad on prestigious and highly competitive Fulbright English Teaching Assistant fellowships. This year’s recipients—Julia Carpio, a graduate of ��ƽ��’s accelerated five-year Scholar Teacher Education Program, and Hussein Ali Rifath, who earned bachelor’s degrees in political science and Spanish—will be going to Europe to teach, mentor and build cross-cultural understanding.

The two award winners embody ��ƽ��’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 ��ƽ��’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 (��ƽ��) 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 ��ƽ��’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 ��ƽ�� 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 ��ƽ��’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 ��ƽ�� 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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Leading the Arts: Landmark Donation Secures ��ƽ��’s Performing Arts Spotlight

tshah — Wed, 01 Jul 2026 18:07:32 +0000

When arts patron and friend of the University Lee Steinberg made her generous bequest to ��ƽ��, it not only strengthened the future of the ��ƽ�� Performing Arts Center—it shone a spotlight on the vibrancy of the arts at ��ƽ��.

“Lee Steinberg’s legacy gift reflects a deep belief in the transformative power of the arts,” said Thomas Kline, EdD, vice president of University advancement and external relations. “Her generosity strengthens not only our facilities, but the student experiences and creative opportunities that define ��ƽ��’s performing arts community.”

The $1.77 million gift supports immediate physical improvements at the Center as well as permanent, flexible funding for its ongoing capital, programming and operational needs. In recognition of her extraordinary generosity, the University has named the center’s Recital Hall in her honor—the Lee Steinberg Recital Hall.

The hall is one of the five state-of-the-art venues at the Center, along with the 500-seat Westermann Stage at the Concert Hall, the Olmsted Theatre, the Dance Theatre and the Black Box Theatre.

��ƽ��’s Rich History in Theatre

��ƽ��’s theatre, dance and music programs have produced generations of artists, none more illustrious than Jonathan Larson ’82, the late Pulitzer Prize-winning writer and composer of the iconic Broadway musical Rent. Larson majored in acting at ��ƽ�� and began composing music for small student productions and cabarets, often writing about topics like AIDS, addiction and homophobia, which would later inform his renowned works.

“He came in like a spark plug,” said Nicholas Petron, MA ’70, retired professor and chair of the Department of Theatre. “My first impression was: ’Who is this guy?’ He was a firecracker.”

Larson’s legacy lives on at ��ƽ�� through the $2 million Jonathan Larson Scholarship endowment, established by a bequest from the Larson Family Trust and a matching grant from the University. The endowment supports four annual scholarships for theatre students.

In 2015, ��ƽ�� also launched the annual Larson Legacy Concert Series at Center to celebrate the next generation of musical theatre creators. It has featured performances by recipients of Jonathan Larson Grants from the American Theatre Wing and artists who’ve gone on to Broadway stardom, like Michael R. Jackson, who won a Pulitzer Prize and Tony Award in 2021 for A Strange Loop.

��ƽ�� also hosts The Poole Family Broadway Series, generously sponsored by Mary Jane ’62 and Thomas Poole, which brings Broadway legends, cabaret stars and musical theater revues to the center.

Empowering the Next Generation of Excellence in Music and Dance

Theater isn’t alone at ��ƽ�� as a pacesetter for university arts departments. The University’s dance department became one of the first established at a college in the United States when it was founded in 1938 by one of the leading lights of modern dance, Ruth St. Denis. Since then, it has been home to many prominent faculty members, including , Paul Taylor, Norman Walker, Carmen de Lavallade, Jack Cole and Hanya Holm.

In the music department, Pulitzer Prize-winning and Grammy-nominated composer , has been a professor since the early 2000s, nurturing new generations of musical talent while continuing to produce critically acclaimed oratorios. He was honored as one of only five University Professors at ��ƽ�� in 2004.

“One of the great things about ��ƽ�� is that it supports its faculty in its research—in my case, its creativity,” Dr. Moravec said. “I’m eternally indebted to ��ƽ�� for facilitating all of the work that I’ve done in the 25 years that I’ve been here at ��ƽ��.”

A Donor’s Lifelong Commitment to the Arts in New York

Lee Steinberg’s gift, which was received from her estate in July 2025, reflected her wish to support arts programming and performance centers on Long Island as well as her lifetime commitment to cultural institutions throughout the greater New York region. Steinberg, who briefly served on ��ƽ��’s Performing Arts Council, died in 2021 at the age of 106 and was posthumously added as a member of ��ƽ��’s Million Dollar Roundtable, which recognizes our most generous donors, whose cumulative giving exceeds $1 million.

In accordance with Steinberg’s intent, the University has established two funds to support the ��ƽ�� Performing Arts Center—the Lee Steinberg Performing Arts Center Capital Fund, for immediate physical improvements, and the Lee Steinberg Performing Arts Center Excellence Endowed Fund, to provide permanent, flexible support for the center’s ongoing capital, programming and operational needs. This generous gift reinforces ��ƽ��’s reputation as a preeminent leader in arts education and performance in our region.

Enhancements to Center will elevate the experience of student performers, faculty directors, guest artists and audience members. Several capital improvements have already been funded through an initial $500,000 allocation, including:

A comprehensive refresh of the Olmsted Theatre, featuring new lighting, audience seating, carpeting, acoustic panels and painting, as well as the installation of a new digital sound mixing console
Brighter lighting in the Center’s second-floor dance studios
New house lights and work lights in the Concert Hall

Beginning in 2027, annual distributions from the endowment will ensure that the spotlight never fades—empowering generations of future artists to push creative boundaries and inspire the world from ��ƽ��’s stages.

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On the Fast Track to Success: Next Steps for Our 2026 Grads

cscala — Tue, 09 Jun 2026 14:38:31 +0000

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

Vincent Calvagno

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

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

Joacim Carhed

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

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

Julia Carpio

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

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

Mariane Diby

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

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

Jeremiah Ford

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

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

Kylie Goldade

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

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

Jose Gonzalez

MBA, Accounting
Audit Associate, PwC

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

Rachel Halpert

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

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

Joanna Rita Karpiel

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

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

Allison Kohl

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

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

Ashley Kreth

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

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

Valeria Lopez

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

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

Shota Mikautadze

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

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

Pazia Miller

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

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

Juliana Morsello

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

“Through ��ƽ��’s neuroscience coursework, along with opportunities like the Emerging Scholars Program and my role as a peer educator, I discovered not only my passion for becoming a neuroscientist, but also my love for engaging with and educating the broader community.”

Hussein Ali Rifath

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

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

Rebecca Rosa

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

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

Christopher Sciortino

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

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

Nina Tchavtchanidze

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

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

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At a Journey’s End, the Undergraduate Class of 2026 Heads Into the Future With Optimism

cscala — Tue, 09 Jun 2026 13:48:27 +0000

It was a day of transitions, and a happy one.

Interim President Christopher Storm, PhD, who will be returning to his job as provost on June 1 with new leadership responsibilities as senior executive vice president of academic affairs, expressed sincere thanks for the support he received over the past year.

President-Elect Michael Balboni ’81, JD, enthusiastically greeted the graduating seniors as his “fellow alumni” and offered his success as an indication of how far an ��ƽ�� degree can take them.

And the 1,165 members of the Class of 2026 closed the book on their undergraduate years and entered the next phase of their lives.

Commencement by the Numbers and Degrees

Just as it is every year, there was no “typical” ��ƽ�� graduate. Six bachelor’s degree recipients are 19 years old. The oldest is 59 and is one of six graduates who are in their 50s. Thirty-five are over 30 years old, many of whom earned degrees in fully online or hybrid programs designed for working adults from ��ƽ��’s College of Professional and Continuing Studies.

Diplomas were awarded in 51 different degree programs, reflecting the wide variety of academic and career interests of students in the Class of 2026.

The largest group of graduates were the 299 students who were awarded Bachelor of Science degrees in Nursing. ��ƽ��’s College of Nursing and Public Health is perennially ranked as a U.S. News & World Best College for Undergraduate Nursing Programs. It is also a U.S. News Best Nursing School for ��ٱ��’s degree and Doctor of Nursing Practice programs as well, and one of only 13 institutions designated as a Center of Excellence in Nursing Education by the National League for Nursing.

Psychology was the next-most-popular degree, with 85 graduates. U.S. News & World Report includes ��ƽ��’s Gordon F. Derner School of Psychology in its rankings of Best Undergraduate Psychology Programs, Best Psychology Grad Schools and Best Clinical Psychology Doctoral Programs.

Biology, a favorite major for premedical and preprofessional students, had the third-largest group of graduates, with 67 students earning their degrees. Rounding out the top five were two more programs in the healthcare and wellness fields—health sciences, with 52 students earning their Bachelor of Science, and physical education, with 51 graduates.

Top-10 degrees also included accelerated nursing, management, computer science, marketing and finance.

Graduates From Near and Far

While most of this year’s graduates are from New York, members of the Class of 2026 came to ��ƽ�� from 24 other states. Students from New Jersey, Connecticut and Pennsylvania were the largest out-of-state contingents.

The class also included 86 international students from 42 countries, including 10 from India, seven from Pakistan, five from Mongolia and five from Vietnam.

Hussein Ali Rifath, president of ��ƽ��’s Student Government Association, celebrated the global character of the Class of 2026 in his Commencement address. Rifath, whose family is from Bangladesh, congratulated the international students and the large number of graduates with backgrounds in other lands in a dozen languages. Rifath graduated summa cum laude with a 4.0 average and a degree in political science and will spend next year in Spain on a Fulbright English Teaching Assistant scholarship.

A Valuable Degree

The experience of recent graduates shows that an ��ƽ�� degree is a ticket to a well-paying job. In our most recent alumni survey, graduates of our Class of 2024 reported an average salary of $76,450. Ninety-two percent were employed, continuing their education or participating in an internship within one year of graduation.

The successful outcomes of ��ƽ�� graduates have attracted national attention. Forbes, which bases its America’s Top Colleges rankings on the ability to produce successful, high-earning and influential graduates from all economic backgrounds, ranked ��ƽ�� as the top private university on Long Island. So did The Wall Street Journal, whose rankings reflect how well colleges prepare their graduates for financial success.

Words to Live By

While this year’s graduates walked away with their degrees and their career plans, they also took along some advice from two ��ƽ�� alumni whose careers prove their point.

President-Elect Balboni, who grew up in Garden City, rode his skateboard to campus on his first day at ��ƽ�� with plans of going to medical school. Instead, he went to law school, became a litigator, a state legislator, a business executive and now a college president. What has that experience taught him?

“You have no idea what the future will bring,” he said. “Life is not always going to be a straight line to where you’re going to wind up.”

But he also gave listeners the key to his success. “My career has always been a series of saying ‘I’ll try that.’”

Joseph W. Westphal ’70, PhD, who received an honorary degree that day while also having the pleasure of seeing his granddaughter receive her ��ƽ�� degree in nursing, echoed President-Elect Balboni’s message of life’s unpredictability and of opportunities taken advantage of.

After graduating from ��ƽ��, he went to graduate school, became a professor and took academic leadership programs. “But it was government service that took me places I never imagined I would experience,” he said, referring to diplomatic and high-level administrative appointments he received from Presidents Reagan, Clinton and Obama.

“The world belongs to those who are prepared not only to succeed, but to serve,” he said, and he followed that with three challenges for graduates who want to follow that path:

“Take personal responsibility for your actions, your decisions and your impact.”

“Be honest and ethical, especially when it’s inconvenient.”

“Be thoughtful about where you can make the greatest difference.”

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Examining The Pitt: ��ƽ�� Nursing Faculty Weigh In on the Accuracy of the Hit Show Starring One of ��ƽ��’s Own

ckatz — Fri, 08 May 2026 00:25:36 +0000

HBO’s medical drama has been praised for its multifaceted characters and intense storylines set in the emergency department (ED) of a Pittsburgh, Pennsylvania, trauma center. Conceived by actor Noah Wyle, who also stars in the show, the drama has also been praised for the accuracy of its depiction of a fast-paced emergency medical environment.

But how realistic is it really?

We asked two faculty members from the ��ƽ�� College of Nursing and Public Health with experience working in an ED—Associate Dean Jordan Yakoby, EdD, and Clinical Associate Professor Daniel McWeeney, DNP—to assess some key scenes in the show.

While the focus is often on the doctors, nurses are often depicted as critical members of the ED staff, especially tough-as-nails charge nurse Dana Evans. “By and large, a lot of the scenes are pretty realistic,” said Dr. Yakoby. “They are real scenarios you’d see in an emergency department.” If anything, he said, nurses are not depicted as prominently as they should be in an actual ED, where they handle some of the frontline cases doctors handle in the show. “There’s probably some artistic liberty, since many of the main characters are physicians and you need to show them in as many scenes as possible.”

Dr. McWeeney agreed that the show gets the intensity and pace of the ED right—even if it exaggerates a little. “The show truly reflects the chaos and volume of patients seen on a daily basis,” he said. “However, it does seem to depict more of the critical cases, which is not always the case in a given shift.” On the other hand, as an experienced ED nurse practitioner, he’s had shifts as intense as the ones that appear on the show, with multiple patients requiring lifesaving interventions.

��ƽ�� Theatre Grad Plays a Starring Role

��ƽ��’s connection to The Pitt runs deeper than our faculty expertise. Lucas Iverson ’17, a BFA in theatre arts graduate, plays cocky medical student James Ogilvie in the show’s second season. In a recent interview, Iverson highlighted a pivotal scene from episode six where a nurse out-diagnoses a room full of MDs—a moment he feels reflects the vital importance of nurses in emergency rooms. “The nurses always know,” he noted.

Here are five scenes from the show, along with comments from Dr. Yakoby and Dr. McWeeney. (Spoilers ahead!)

Season 1, Episode 1—Nurses Perlah and Princess speak Tagalog

From the first episode, Filipina nurses Perlah and Princess switch into their native language while discussing cases or reacting to doctors’ decisions. Their tone is typically wry, offering a glimpse into the tight bonds among the nursing staff.

Dr. Yakoby: You probably have a lot more camaraderie between nurses and medical staff than you do in other places in the hospital, just because of the close proximity, so it definitely leads to more informality at times. Of course, there’s gossip that can occur, though I don’t know that people just switch into another language in front of the person they are talking about.

Dr. McWeeney: Multilingual nurses absolutely use language like this during shifts, but in my experience it’s more of a friendly conversation than patient-related. That said, nurses are always communicating, and especially experienced nurses may discuss and question providers’ assessments and orders placed based on a patient’s chief complaint.

Season 1, Episode 9—An aggressive patient assaults Dana

A patient’s frustrations boil over and he eventually assaults nurse Dana. She later returns to the floor, with colleagues noting how common such incidents can be.

Dr. McWeeney: Unfortunately, this is very common. On most of my shifts, security alerts are escalated due to an aggressive or threatening patient. Most of the time, it’s verbal, but I have had two or three colleagues who have been physically assaulted. Our ED has significantly increased security officer presence, and staff are trained for active shooters as well.

Dr. Yakoby: It’s a documented, well-known problem. I’ve been assaulted before—and more than one time. Usually it’s someone with a psychiatric condition or impaired by alcohol or an illicit substance. Larger hospitals and trauma centers have security in the ED at all times, and they can respond quickly, but they can’t be everywhere, and sometimes you just don’t know when someone is going to get aggressive.

Season 2, Episode 6—Perlah reacting to Louie’s death

It’s 12:07. Robby calls it. Louie is gone. (Warrick Page/HBOMAX)

After regular patient Louie dies from alcohol-related complications, nurse Perlah visibly struggles emotionally. Dana and other colleagues make adjustments to compensate for her.

Dr. Yakoby: A lot of times you don’t spend more than a few hours with a person, so you don’t develop a super-close relationship. But there are certain circumstances that are upsetting when a patient passes away. Many “frequent flyers” who come in regularly for substance abuse are difficult to get along with, but there are some who are more pleasant and easy to build a relationship with, and so there can be cases that hit home.

Dr. McWeeney: Grief is something everyone handles differently, and something you have to learn to cope with while working on a shift. In my experience, there have been a few shifts, especially during the pandemic, where I just needed to run to the bathroom and cry or shut the lights off and reset with a few deep breaths. Most hospitals now do have a team of employees that comes to support staff after a traumatic event. Ours is called Team Lavender, and they provide staff with lavender oils, teas and chocolates to help alleviate stress.

Season 2, Episode 6—Donnie teaching suturing to doctors

��ƽ�� theatre grad Lucas Iverson ’17, second from left, observes as Nurse Donnie steps in to guide physicians through proper subcutaneous (sub-Q) suturing technique during a challenging case. This scene highlights the depth of hands-on skill many nurses develop over time.

Dr. McWeeney: Nurses are always learning and training. While RNs do not suture, they are often precepting a new nurse on the many unique skills needed in the ED, such as placing an intravenous catheter. There is always the pressure to see more patients, and so I might not have the time to go through each step in depth in the moment, but I will always try and recap later in the shift as time allows.

Dr. Yakoby: Having a nurse actually do part of the procedure would not be typical. But if you have a very seasoned nurse and a junior resident, you might have a nurse guide them through a practice or get you the resources to help you do a procedure that you’re not doing in the correct way. Certainly, physicians-in-training would be smart to listen to experienced nurses if they want to be successful.

Season 2, Episode 7—Dana guides a sexual assault exam

As a sexual assault nurse examiner (SANE), Dana takes the lead on guiding a sexual assault survivor through a forensic exam, displaying compassion throughout a highly technical procedure.

Dr. McWeeney: The portrayal of the scene is accurate. Time is of the essence when it comes to a complicated case such as sexual assault. It is extremely sensitive, and there is heightened concern for making a mistake or fear of litigation that requires extra training to become a SANE. Dana provided a sense of trust and comfort and a step-by-step approach which showed the patient what to expect.

Dr. Yakoby: This kind of trauma-informed care is really where nursing shines. There’s a lot of emotional support you may need to give the patient, ensuring their comfort and privacy, and I think this was a good depiction of that. Everyone usually tries to be intentional and thoughtful with these patients, as they are experiencing a very difficult moment in their lives.

��ƽ��’s Nursing and Public Health Programs

Whether you want to be in an action-packed ED or provide care in settings from schools to clinics to physician’s offices—or you want to educate the next generation of healthcare workers—the ��ƽ�� College of Nursing and Public Health has a program for you.

Learn how to serve our aging population with our gerontology programs (Adult Gerontology Primary Care Advanced Certificate, Adult Gerontology Primary Care Nurse Practitioner doctoral or graduate on campus or ); get a broad understanding of healthcare with undergraduate Health Sciences; be on the cutting edge of technology with healthcare informatics studies ( or , both online); pursue a nursing degree (undergraduate, doctoral or —now offered in Garden City and at our ); or study Psychiatric Mental Health (graduate, doctoral or advanced certificate) or Public Health (minor and MPH on campus or ).

The post Examining The Pitt: ��ƽ�� Nursing Faculty Weigh In on the Accuracy of the Hit Show Starring One of ��ƽ��’s Own appeared first on ��ƽ��.

From Past to Present: The History Behind ��ƽ��’s Cherished Pinning Ceremony

ckatz — Fri, 08 May 2026 00:13:38 +0000

“Nursing is an art and a science,” said Deborah Hunt, PhD ’12, dean of the College of Nursing and Public Health. “Steeped in history dating back to ancient times, the Pinning Ceremony is sacred and holds special meaning to the students and the faculty who teach and mentor them.”

Surrounded by faculty, alumni and loved ones, students take this step forward into their careers, carrying with them a degree, a gold pin and the vast knowledge they have gained during their nursing education. As students reach the end of their program, they take the time to come together and honor the strides they have made to get to the precipice of a career in nursing.

For students at ��ƽ��, stepping across that stage means more than just receiving a pin. It is an acknowledgment of the hard work they have put in, encompassing the hours spent studying and applying their knowledge in labs and clinicals. “I still remember the solemnity of the ceremony and how honored I was to be pinned,” said Dean Hunt. “The pin symbolizes the essence of nursing and is worn with pride.” Students recite the international pledge that guides their professional practice, surrounded by classmates and professors who supported their journey.

One of the ways the ceremony is made special is through the guests who attend it. Students are invited to have family or important members of their life come to the ceremony and watch them receive their pin. Traditionally, a faculty member or registered nurse would give the student their pin, but in recent years, programs have given students the freedom to choose a special person to join them on stage to pin them.

Many students choose parents, siblings or faculty who have had a strong impact on them—someone who supported them or helped them in their academic career. Beyond just recognizing and celebrating the individual accomplishment of completing the nursing program, the ceremony shows students the network of nurses and mentors they have to rely on.

The Origin of Pinning Ceremonies

Pinning ceremonies can be traced back to 1883 when Florence Nightingale was awarded a Royal Red Cross by Queen Victoria for her service during the Crimean War. Since then, it has become a staple in nursing programs across the country, with each school designing its own pin to represent its program. “Every nursing program has a unique pin, and our graduates are recognized as an ‘��ƽ�� Nurse’ who has been prepared as a leader,” said Dean Hunt.

The American Nurses Association (ANA) celebrates nursing week in May as a way to celebrate and call awareness to the effort nurses give every day. The 2026 theme is “The Power of Nurses” and culminates on May 12—the birthday of Florence Nightingale.

As these students receive their pins, they join the ranks of nurses like Dean Hunt who attended ��ƽ�� to earn their degree, and those in the years since pinning ceremonies began who made that same step into the next chapter of their journey.

Nursing at ��ƽ��

��ƽ��’s nursing program is highly ranked, up 32 places from last year and 61 from its 2023 ranking on the U.S. News & World Report’ list of best BS in nursing programs. With undergraduate, ��ٱ��’s degree, accelerated and PhD nursing programs, ��ƽ�� offers students a broad number of options for finding their place in the world of nursing. And its Clinical Education and Simulation Lab (CESiL) provides students with hands-on experience in patient care and medical procedures.

The program includes the , which tests and prepares students for practicing medicine beyond the classroom. “This is the culmination of the program, focusing on the synthesis of knowledge, clinical judgement, critical thinking and final clinical immersion experience to prepare for the role of a professional nurse,” said Dean Hunt. ��ƽ��’s CESiL and network of partnerships provide ways to build confidence and assurance with the skills students have learned by placing them in healthcare facilities for hands-on learning.

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A More Modern MBA: ��ƽ��’s Flex MBA Will Help Students Future-Proof Their Business Careers

ahassan — Mon, 04 May 2026 19:39:09 +0000

��ƽ�� is making it even easier for working professionals to earn a career-boosting MBA.

Starting this fall, the University’s Robert B. Willumstad School of Business—recognized as a Best Business School by The Princeton Review for eight years running—will begin offering its Flex MBA program at ��ƽ��’s new Manhattan Center on Fifth Avenue and 44th Street, just steps away from Grand Central Station and easily accessible by subway, bus and commuter train.

The Flex MBA, which can be completed in as little as one year, is designed to meet the schedules of busy, career-minded adults. The program is conveniently presented in a hybrid format, with on-site and online classes held in the evening.

Professionals looking to advance their business career will have three other options at the Manhattan Center starting this fall: graduate certificate programs in business analytics and human resource management, as well as a human resource management concentration in the MA in General Psychology program.

All four programs are also offered at ��ƽ��’s main campus in Garden City, New York, and are part of a suite of 13 graduate business degree and certificate programs. The Willumstad School is also known for its undergraduate programs and was recently recognized as a Best Undergraduate Business School by Poets&Quants, ranking ahead of all other Long Island institutions.

We spoke with MaryAnne Hyland, PhD, dean of the Willumstad School, to learn more about the programs and the tuition-saving Manhattan Advantage Award scholarships available to ��ƽ�� alumni.

What makes Flex MBA such a flexible option for working professionals?

The Flex MBA program is a 36-credit program that offers many convenient options for students. Students can earn their degree in one year or choose to study part-time in our two-year track. Courses will be in a hybrid format, with some class sessions held in the evening at the Manhattan Center and others conducted online. This setup offers the convenience of online learning with the personalized support and networking associated with in-person classes.

Is the Flex MBA program only for students with a business background?

No, not everyone comes with a business background. We have students with healthcare backgrounds and students with experience in various other fields outside of business, and we help to acclimate them. We provide online modules to help them understand some of the business basics so they’re ready to go once they start the program.

Are the graduate certificate programs flexible too?

We’ll be offering two certificate programs at the Manhattan Center: the business analytics certificate and the human resource management certificate. The courses for those programs fold right into the Flex MBA program. So if a student wants to start out by earning a certificate and then enrolling in the MBA program, they can take these three to four courses, and those credits carry right in. These certificates offer a nice way to test the waters of what it’s like to be in school again and the ability to walk away with a strong credential, even if they don’t want to pursue a full ��ٱ��’s degree.

��ƽ�� alumni can earn their MBA at the Manhattan Center for only $20,000. How is that possible?

We are really excited to offer this opportunity to ��ƽ�� alumni as a way to kick off the opening of the Manhattan Center. It works by combining two scholarships: our new Manhattan Advantage Award scholarship for $10,000 and our Alumni Award for Graduate Study scholarship, which covers $5,000 per year. If students take two years to complete this program on a part-time basis and they receive $5,000 a year in addition to the $10,000, one-time Manhattan Advantage Award, they can complete their degree for under $20,000, which is quite reasonable for an AACSB-accredited [Association to Advance Collegiate Schools of Business] program.

How does the Flex MBA program differ from other MBA programs?

We are trying to give students the skills that they need to be successful in today’s workplace. The Flex MBA program, for example, is a relatively new program that focuses on solving business problems. We have problem-solving days built into the program where students come in—outside of their classes—to work in teams on a project for a real company. They do this first without AI to work on their critical thinking skills, and then they use AI so they can see the differences between what they generated as a team and what AI assisted them with. That’s a distinctive feature of our program that we’re very proud of. We think it’s unique, and we get great feedback from our students about it.

It’s also the personalized attention that students really say makes their education special and valuable. When we ask students why they chose ��ƽ��, they almost always mention that it’s a place where professors know your name. There are small classes, and we have dedicated staff there to assist the students with finding jobs and internships.

What are your hopes for the first year of the Flex MBA program at the Manhattan Center?

I hope that it’s a program where students really thrive. My hope would be that the students who participate in this kickoff year of the program have an excellent learning experience in our brand-new, state-of-the-art facility.

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Rewrite Your Summer Story: Standout Summer Classes

cscala — Wed, 15 Apr 2026 16:56:52 +0000

Whether you want to study the stars, master the art of the remix or intern for a global brand, these are a few highly recommended summer classes, personally selected by the summer classes team and ��ƽ�� faculty.

You can dive into the topics you’re actually curious about, knock out those PATH general education requirements in a more focused environment, take on an internship or travel the world—all while keeping your graduation timeline on track.

You can see all the courses here, but take a look at these standouts.

Explore the Cosmos (and Check Off Your Science Credit)

Ever looked up at the night sky and wondered how it all started? Astronomy (PHY-104) takes you from the Big Bang to the formation of distant galaxies.

If you’re a STEM major or pre-med student, you can also power through College Physics I and II (PHY-111/112).

The perk: You get a deep dive into scientific reasoning while satisfying your PATH natural science requirement.

Study in Australia: The Ultimate Field Trip

If a traditional classroom feels too small, Introduction to Tropical Marine and Terrestrial Systems (BIO-215) is your ticket to the Great Barrier Reef and the Australian rainforest. You’ll participate in real ecological research in some of the most biodiverse (and threatened) spots on earth.

Earn your PATH natural science credits while building a résumé that literally spans the globe.

Make This a Summer of Creativity

Summer is the perfect time to let your creative side breathe without the pressure of a full fall/spring course load.

The History of Animation (ARH-260): Trace the magic from Disney to Tim Burton.
Introduction to Digital Art (ART-125): Learn Photoshop and Illustrator to build a professional portfolio from scratch.
The American Hip Hop Phenomenon (MUH-242): Explore how turntables and Tupac changed global culture.

These courses satisfy your arts PATH requirement while fueling your artistic passions.

Understand Human Behavior

Want to understand what makes people tick? Our social sciences offerings help you see the world through a different lens:

Cultural Anthropology (ANT-111): Learn to think like an ethnographer and understand diverse global traditions.
General Psychology (PSY-101): A foundational look at the mind, from biology to social influence
Media and Children (COM-205): Analyze how TikTok, TV and movies shape the development of the next generation.

You will gain essential “people skills” for any career while fulfilling your PATH social sciences requirement.

The Global Career Accelerator: Work for Netflix or L’Oréal

Looking for an internship-style experience without the commute? The is an online experiential program where you’ll work on real-world projects for companies like Netflix, Intel and the Grammys.

Collaborate: Work with students from 50-plus countries.
Earn 3 academic credits and up to 4 industry micro-credentials.

This course is a massive résumé booster that proves you can thrive in a remote, international workforce.

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From Army Chaplain to Beloved Professor: One Social Worker’s Unlikely Journey

ahassan — Fri, 10 Apr 2026 12:40:19 +0000

path to ��ƽ�� might be considered nontraditional. Before arriving as a member of the faculty at the School of Social Work in 1984—a role he would hold for the next four decades—he had already accumulated a remarkable range of professional experiences. He served as a first lieutenant and chaplain with the U.S. Army Combat Engineers, which brought him face-to-face with the psychological costs of stress, crisis and trauma. That service instilled in him a practical understanding that led him to pursue psychoanalytic training at the , where he earned his Master of Social Work degree and became a licensed social worker.

“After becoming a social worker, I ran into a priest at a party who said I should try teaching as he did,” said Dr. Belson. “I enjoyed teaching too. So I became a DSW and a professor at ��ƽ��, and I love it. I realized that teaching is my specialty. I called that priest every year until he passed away to thank him.”

The Art of Teaching

In 2003–2004, Dr. Belson received ��ƽ��’s Presidential Award for Teaching Excellence. This recognition was inspired by his vibrant teaching style that balanced intellectual seriousness with humor. He once delivered a keynote titled “Intensity, Chaos, Humor and Redemption: 30 Years of Working With Couples and Families,” a title that gives some indication of his pedagogical approach. He taught students not just how to intervene, but how to be present, how to listen for what isn’t said and be comfortable amid complexity.

Dr. Belson’s retirement does not mark an ending so much as a consolidation—a life’s work that will continue through the practitioners he trained, the papers he wrote and the questions he taught an entire generation to ask. The ��ƽ�� School of Social Work will miss him, but the field he served is richer for everything he gave.

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Academic Distinction | �����ƽ��

Money Names �����ƽ�� One of the Best Colleges in America