They range in age from 20 to 71 years old, came to Adelphi for graduate study from 20 states and 34 countries beyond our borders, and earned master鈥檚 and doctoral degrees in 63 different programs. They are the 941 members of 础诲别濒辫丑颈鈥檚 graduate Class of 2026.

With 90 different graduate degree and certificate programs, Adelphi is committed to growing its number of offerings to meet the demands of today鈥檚 rapidly changing economy. This summer, the University is opening the doors of its new in New York City with a range of flexible programs for working adults.

The Four Most Popular Graduate Programs

The Master of Social Work program offered by 础诲别濒辫丑颈鈥檚 School of Social Work often graduates the largest group of master鈥檚 degree recipients. This year was no different, as 183 students received their diplomas at the graduate Commencement ceremony on May 21.

The 67 graduates of the 4+1 Scholar Teacher Education Program (STEP), a five-year combined bachelor’s and master’s degree program that saves students a year of time and tuition, made up the second-largest group. The program, from the Ruth S. Ammon School of Education and Health Sciences, offers tracks in childhood, adolescent, and TESOL education.

The Robert B. Willumstad School of Business graduated the third- and fourth-largest groups of graduates. Sixty-two students earned their MBA this year, while 50 received their MS in Business Analytics.

础诲别濒辫丑颈鈥檚 Gordon F. Derner School of Psychology鈥攖he first university-based professional school of psychology鈥攇raduated the largest group of doctoral students, 23 in all. Sixteen students received their PhD in clinical psychology, and seven earned their PsyDs in school psychology.

A Global Group of Graduates

Students from 34 countries outside the United States came to Adelphi for their graduate education. The largest group, by far, is from India, with 117 graduates. The 11 students from Vietnam were the second largest group, followed by the 10 graduates from China. The 191 international students in the Class of 2026 also included scholars from as far away as Guyana, Cameroon, Egypt, Turkey, Georgia, Nepal, the Philippines, and Taiwan.

Stateside, the bulk of graduates are from New York and nearby New Jersey, Pennsylvania, and Connecticut. Overall, the class included students from 20 states.

Strong U.S. News & World Report Rankings for Graduate Programs

The quality and reputation of Adelphi graduate programs were among the main draws for this year鈥檚 graduates. Adelphi programs are annually ranked by . Seven Adelphi programs are included in this year鈥檚 list:

• Best Nursing School: 惭补蝉迟别谤鈥檚
• Best Nursing School: Doctor of Nursing Practice
• Best Public Health School
• Best Psychology School
• Best Clinical Psychology Doctorate Programs
• Best School for Social Work
• Best Speech-Language Pathology Program
• Best Part-Time MBA Program

鈥淭hese latest rankings from U.S. News & World Report are a testament to the exceptional caliber of our faculty, the dedication of our students and the profound impact our alumni are making in healthcare and clinical settings,鈥� said Susan Dinan, PhD, 础诲别濒辫丑颈鈥檚 interim provost. 鈥淭he dramatic rise in our health program rankings, which are driven by peer assessment, demonstrates that our commitment to academic innovation and clinical excellence is recognized by our academic peers across the country.鈥�

天美传媒 Grad Programs Arrive in Manhattan

As early as next year, Adelphi will begin graduating students who earn their graduate degrees in New York City at the University鈥檚 new . A state-of-the-art, three-floor learning space located in the heart of Midtown at the corner of Fifth Avenue and 44th Street, the center will offer an initial group of eight graduate programs in in-demand career areas. Students will be able to choose from master鈥檚 degree programs in artificial intelligence and machine learning, education, general psychology/human resource concentration, business administration (Flex MBA), social work, and creative writing, as well as doctoral programs in learning sciences and global higher education leadership. Students can also earn graduate certificates in business analytics and human resource management at the Manhattan Center; the academic credits earned are transferable to our master’s degree programs.

All programs will feature flexible schedules and evening classes to accommodate working adults. The University also introduced a special $10,000 Manhattan Advantage Award to provide financial support for students in the inaugural cohort to ensure they have the resources to pursue graduate studies that will help them become leaders of the modern workforce.

The expansion to Manhattan, the launch of new master’s degree and doctoral programs, and the accomplishments and vitality of the graduate Class of 2026 together reflect Adelphi’s strategic commitment to graduate education and to the University’s growing strength in advanced studies.

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For students pursuing a career in , working with a patient for the first time can be intimidating. The nerves, uncertainty, and pressure to perform can often make these early interactions overwhelming.

To address these challenges, 天美传媒 has opened the Charna Caddy DiSanto Clinical Simulation Voice Lab, a lab designed to help students build their confidence and develop essential clinical skills before they work with patients with voice disorders.

Hands-On Learning for Speech-Language Pathology

The new voice lab employs a hands-on, experiential learning approach tailored for students in the graduate program in speech-language pathology, offered through the Ruth S. Ammon School of Education and Health Sciences. The lab was generously funded by the family of the late Charna Caddy DiSanto, a speech-language pathologist and clinical supervisor for 础诲别濒辫丑颈鈥檚 speech-language pathology students from 1986 to 2006. Her family鈥檚 gift represents a lasting investment in student success.

Steven Cox, PhD, CCC-SLP, associate professor and lab director, emphasized that 鈥淭his clinical experience gives our graduate students specialized training in voice care that bridges the gap between classroom learning and real-world patient care, equipping them with the skills they need for clinical placements focused on voice disorders.鈥�

A Way to Develop Skills Before Treating Patients

Clinical simulation, as defined by the American Speech-Language-Hearing Association, allows students to gain valuable clinical experience through alternative methods rather than through direct patient interaction. Now, thanks to the Charna Caddy DiSanto Clinical Simulation Voice Lab, graduate students can work with manikins, virtual reality, and simulated patient scenarios before their clinical placements involving patients with voice concerns.

鈥淪tudents also earn clinical hours toward graduation, certification, and licensing while developing their clinical skills in a structured and safe environment,鈥� explained Dr. Cox.

A sense of safety is crucial, particularly for students encountering clinical work for the first time. Anne Marie Skvarla, clinic director of the Hy Weinberg Center for Communication Disorders, noted that many students report understandable feelings of anxiety and uncertainty in their initial interactions with patients.

Boosting Confidence for Real-World Experiences With Patients

Research indicates that simulated learning experiences can boost confidence, enhance interpersonal skills, and better prepare students for real-world clinical situations. Inside the lab, students participate in hands-on activities that replicate real clinical procedures and interactions. A standout experience involves using rigid and flexible endoscopes, which are thin, lighted instruments used to view the vocal folds on a manikin, a critical diagnostic skill for identifying voice disorders.

鈥淭his becomes a highlight for many students,鈥� Dr. Cox noted, adding that the lab also integrates virtual reality and computerized analysis tools to enrich the student learning experience.

Promoting Teamwork and Problem-Solving Skills

In addition to individual skill-building, the lab emphasizes communication, teamwork, and collaborative problem-solving. At the beginning of each semester, students participate in an escape-room-style activity that challenges them to work together and uncover clues about a simulated patient鈥檚 condition. 鈥淚t helps them learn to work collaboratively as part of a team as they try to uncover important background information about their patient,鈥� said Dr. Cox.

Hands-On Learning for Communication Sciences

Very few universities across the country offer simulation labs for speech-language pathology students. The Charna Caddy DiSanto Clinical Simulation Voice Lab distinguishes itself by providing students access to advanced technology and immersive training experiences. The establishment of the lab underscores 础诲别濒辫丑颈鈥檚 commitment to experiential learning, a vital aspect of its academic strategy. By allowing students to practice clinical techniques in a controlled environment, the University ensures that they enter the field with greater confidence and competence.

Preparing Speech-Language Pathology Students for Success

Ultimately, the goal of the Charna Caddy DiSanto Clinical Simulation Voice Lab is to ensure that students are well-prepared when they work with patients with voice concerns. 鈥淏y developing their skills using clinical simulation, students are equipped with the knowledge, skills, and confidence to treat their first patient with voice concerns,鈥� concluded Dr. Cox.

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In Speech-Language Pathology, the White Coat Symbolizes More than Clinical Readiness.

The white coat represents:

• A commitment to ethical and compassionate care
• The responsibility to advocate for vulnerable populations
• The trust placed in future speech-language pathologists to help individuals across all lifespans to communicate with confidence and connect with others in a meaningful way

From a student鈥檚 point of view, putting on a white coat is a true moment of pride鈥攕ymbolizing that we have entered a field grounded in empathy and evidenced-based clinical and meaningful connection. It鈥檚 the moment we fully realize what an honor it is to help others communicate and be heard.

Inspiration From the Chair, Dean and Students

Hariklia Proios, PhD, professor and chair of the Department of Communication Sciences and Disorders, warmly opened the ceremony by recognizing students鈥� dedication, perseverance and personal growth. She acknowledged the countless hours spent in class, clinic, research and reflection emphasizing that this milestone is a testament not only to the hard work, but to calling and purpose.

Xiao-lei Wang, PhD, dean of the Ruth S. Ammon College of Education and Health and Sciences, followed with heartfelt remarks celebrating 础诲别濒辫丑颈鈥檚 commitment of fostering student success.

Second-year graduate student Danielle Myers delivered a moving message centered on intentionality and self-growth, sharing guiding principles that resonated deeply with the audience. She spoke about choice, growth, belief, curiosity, support and confidence, reminding peers that:

鈥�We are worthy of the chapters ahead. Show up for yourself, stay curious, lean on your support and lead with confidence鈥攅ven when the path feels uncertain.鈥�

Her words encouraged students to embrace imperfection, advocate for themselves and enter the profession wholeheartedly and unapologetically.

Alumni Advisory Council Members Share Their Journeys in Speech-Language Pathology

Alumni Advisory Council member Kayla Bush, MS 鈥�22, then shared her own path as a speech-language pathologist, offering wisdom, authenticity and reassurance for the cohort preparing for their clinical futures. She reminded students that grounding themselves in their purpose will guide them through challenges:

鈥淚f you pour your heart into this, if you stay connected to your 鈥榳hy,鈥� you will get through it. And you will come out stronger, wiser and more confident than you ever imagined. Be the best version of YOU. You deserve that.鈥�

Following her message, fellow Alumni Advisory Council member Bobbi O鈥機onnor 鈥�22, MS 鈥�24, reflected on her own journey through 础诲别濒辫丑颈鈥檚 communication sciences and disorders program and the lasting impact it continues to have on her career. Her words highlighted the deep connection between the education that the students receive and the clinicians they become:

鈥淎delphi gave me the foundation, skills and confidence I needed to step into the field with immense courage. The experiences I had here prepared me for academic success, professional growth and, most importantly, the privilege of helping others communicate.鈥�

Her message served as a powerful reminder of the enduring strength of the Adelphi community, one that supports students not just during graduate school, but throughout their professional lives.

The Pinning and White Coat Presentation

The highlight of the evening was the official presentation of pins and white coats. One by one, Dr. Proios announced each graduate student鈥檚 name as they walked across the stage to receive their white coat from Anne-Marie Skvarla, director of the Hy Weinberg Center for Communication Disorders. Students were then presented with their pins by Angela Murphy, associate director of field and clinical experiences in the Ruth S. Ammon College of Education and Health Sciences, before being greeted by Steven R. Cox, PhD, associate professor and director of the graduate program, with a congratulatory handshake.

Dr. Proios expressed sincere appreciation for the individuals whose commitment brought this ceremony into fruition, including College leadership, program faculty, administrative staff, and the student subcommittee whose passion and teamwork shaped every detail.

To conclude the evening, Dr. C0x reminded students that the path ahead will be challenging and rewarding鈥攂ut also transformative.

A New Tradition Begins

This inaugural combined Pinning and White Coat Ceremony marks the beginning of a tradition rooted in pride, unity and professional identity.

The communication sciences and disorders community looks forward to continuing this meaningful celebration in future years, honoring each new cohort of speech-language pathology graduate students into the profession with recognition, encouragement and gratitude.

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Dr. Proios was the only non-physician recognized with the award, which celebrates exceptional contributions to stroke care across disciplines. It was presented at the conference鈥檚 formal dinner, where global leaders in stroke gathered to honor innovation, research and advocacy in the field.

鈥淚 am so moved and humbled to be recognized alongside global leaders in stroke,鈥� Dr. Proios said. This honor reaffirms the importance of interdisciplinary collaboration in improving outcomes for stroke survivors, from clinical care to community education.

Earlier that day, Dr. Proios was also invited to speak at the ESOC morning session titled 鈥淟ife After Stroke: The Next Big Thing.鈥� Her presentation explored innovations in long-term stroke recovery, focusing on empowering patients and communities through educational programs and support networks.

Bringing Stroke Expertise to 础诲别濒辫丑颈鈥檚 Department of Communication Sciences and Disorders

At Adelphi, Dr. Proios leads a growing portfolio of academic and clinical initiatives that support stroke survivors and educate future clinicians. 鈥淚n Communication Sciences and Disorders, we offer several courses, some of which I also teach, that focus on the diagnosis, consequences and treatment of stroke and related conditions like aphasia,鈥� she explained. 鈥淥ur students also have the opportunity to provide services to stroke survivors through our Hy Weinberg Center for Communication Disorders.鈥�

The department recently launched the Adelphi Stroke Survivor Community Group, adding to the clinic鈥檚 existing aphasia communication group, which has been supporting individuals with language challenges since before Dr. Proios joined the University. 鈥淚n our group, we share experiences, offer advice and remind each other that recovery isn鈥檛 just about therapy sessions and medications; it鈥檚 about finding new ways to live a fulfilling life after a stroke. What worked for one person might help someone else, and those insights are invaluable,鈥� a stroke survivor in the Adelphi Stroke Survivor Community Group stated.

From Adelphi to the World: Expanding Knowledge to Increase Stroke Survival

Dr. Proios joined Adelphi in 2019 and brings more than 25 years of experience in clinical and academic roles across the United States and Europe. She holds a PhD from Teachers College, Columbia University, and has conducted research at Harvard University鈥檚 Cognitive Neuropsychology Lab and the University Hospital of Zurich. A practicing speech-language pathologist, she currently serves as president of the and leads education efforts for the global , which teaches children and families to recognize the signs of stroke and act quickly. 鈥淲e are now just 1,838 children away from reaching 900,000 who have been taught the FAST message globally,鈥� Dr. Proios added.

Founded in 2007, the is the leading authority on stroke in Europe. ESO brings together clinicians, researchers and policy leaders through annual conferences, education, certification and evidence-based guidelines, with the goal of improving stroke prevention, care and rehabilitation worldwide. ESOC is one of the largest and most influential stroke congresses in the world.

Dr. Proios鈥� award is a reflection not only of her personal achievements but also of the strength and impact of 础诲别濒辫丑颈鈥檚 Communication Sciences and Disorders program. Her leadership reinforces the department鈥檚 dedication to preparing students for meaningful careers in healthcare, while advancing global dialogue around communication, health equity and rehabilitation.

To learn more about Dr. Proios鈥� work, visit her faculty profile.

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鈥淭his event was created for students by students,鈥� she continued, 鈥渟pearheaded by the Graduate Students Pinning Subcommittee.鈥�

More than 110 people attended, including the students being honored, their family and friends, faculty, staff, and alumni鈥攁nd, another first鈥攖he newly established Alumni Advisory Board, which Dr. Proios said 鈥淲ill be a renewable resource for all of our students, past and present.鈥�

A New Tradition Begins

The first to take the stage was Xiao-lei Wang, PhD, dean of the Ruth S. Ammon College of Education and Health Sciences (CEHS). She highlighted Adelphi’s commitment to students and alumni working toward their respective educational or career goals.

Dr. Proios, who served as the event host, addressed the students with what she referred to as 鈥渢hemes of optimism and resilience, that together anything is possible, aligning with our CSD mission statement: You Can, I Can, We Can, Create New CSD Futures!鈥�

Kiera 鈥淜eke鈥� Venza, a second-year graduate student, spoke eloquently about forging unbreakable bonds through supportive relationships with classmates at Adelphi. 鈥淪he, alongside other pinning committee members, played pivotal roles mobilizing and sharing the vision that became our first pinning ceremony,鈥� said Dr. Proios.

Alumni Advisory Board members Joy Minkoff, MS 鈥�99; Paola Rodriquez, MS 鈥�23, and Angela Allegretti ’11, MS ’13, each took the stage and shared her unique path from student to present day. Their presentations included photos from the past and present to show the different environments in which a career in communication sciences and disorders will take you.

Then the official pinning began. Dr. Proios announced each student by name. One by one, the students came to the stage and received their pins from Anne-Marie Skvarla, director of the Hy Weinberg Center for Communication Disorders, and Angela Murphy, associate director of student success in field experiences for CEHS.

Dr. Proios thanked 鈥渁ll those who have made this journey and event possible,鈥� including Kerry Scalere and Barbara Clemens, CSD administrative assistants who helped organize and support this event; Stacey Barbato, director of operations for CEHS; Erik Swartz, PhD, CEHS vice dean and professor, for his unwavering support; the pinning subcommittee; and first-year CSD graduate assistants Lodwica Silva and Taylor Slicklein for volunteering their time to help.

鈥淎 special thank-you went out to all families and loved ones for standing by the side of our matriculating students as a source of strength throughout their journey,鈥� said Dr. Proios. 鈥淭his event was as much for the students as it is for their families.鈥�

Steven Cox, PhD, associate professor and director of the CSD Graduate Program, gave the closing remarks, ending the evening with positivity.

鈥淎 new tradition was created from the vision, teamwork and commitment to our students,鈥� said Dr. Proios. 鈥淲e are looking forward with excitement to the next pinning ceremony to continue the new tradition of honoring our own CSD future rising professionals.鈥�

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In an effort to shed light on impaired lexical retrieval, Dr. Lukic and collaborators from Northwestern University and the University of Maryland conducted two experiments testing the brain’s ability to correctly process and then utilize categorically ambiguous words. The team’s findings were published as 鈥淭he role of category ambiguity in normal and impaired lexical processing: Can you paint without the paint?” (Frontiers in Human Neuroscience, May 2023).鹿

Categorically ambiguous words, which comprise 80 percent of everyday English vocabulary, are words that can be used as either verbs (to paint) or as nouns (the paint). Critically, these words can offer a peek into the structure of neural pathways that our brains use to store, process and retrieve words. 鈥淒espite their high productivity, categorically ambiguous words have received little attention as part of the research into normal and impaired lexical processing,” Dr. Lukic said. 鈥淲e wanted to know if these two different uses of paint are processed in the same way.”

The two experiments considered the base and derivative forms of categorically ambiguous nouns and verbs. The base form is the linguistic use of a word which likely formed first鈥攆or instance, something must initially constitute paint before someone can paint with it. As Dr. Lukic puts it, base forms are closer to the front of our mental filing cabinets. Derivative forms, on the other hand, are likely built online. They require greater processing costs to be retrieved by even healthy brains鈥攁n action even more difficult for people with non-fluent aphasia and other neurological conditions.

The first experiment asked 30 healthy older adults and 12 individuals with aphasia to identify when the base form of a word was a noun or a verb in both ambiguous and unambiguous words. Dr. Lukic and her team found that all healthy participants, as well as those with fluent aphasia, were able to recognize correct base forms, although they did experience longer reaction times when working with categorically ambiguous words. However, participants with more serious, non-fluent aphasia were only able to consistently recognize nouns as base forms.

The second eye-tracking experiment tracked the accurate differentiation of a derivative word form from its base by 56 healthy-brained young adults. This time, all participants experienced a reading-time slowdown for derivative forms versus their bases.

Together, results from the two experiments suggest that categorically ambiguous word forms are likely created from an existing word without any change in form, which means that access to base words will directly impact retrieval of corresponding derivatives. For people with varying degrees of aphasia, this could mean impaired access to a significant portion of their lexicon.

According to Dr. Lukic, her team’s findings hold major significance for improving assessment and treatment protocols for neurological conditions. 鈥淔or patients with brain damage, we have to think about ways to turn around language loss. How can we implement something that improves someone’s ability to find a word?” Understanding how our brains store and retrieve words鈥� and how difficult it is to access bases and their derivatives鈥攃an lead to therapies for repairing or enhancing impaired lexicons, which ultimately increases the brain’s recall efficiency.

The need for such therapies could not be more urgent, Dr. Lukic maintains. 鈥淟anguage is essential for human communication and for establishing social relations and human interactions. We need to show better care for our aging population and improve their quality of life. We need to give them back their lexicon.”

Biography

Sladjana Lukic, PhD

Sladjana Lukic, PhD, assistant professor of communication sciences and disorders, leads the Neurobiology of Language and Behavior Lab with a focus on two lines of research: the neurocognitive correlates of the lexical system and its relation with emotions and other cognitive systems. She also explores linguistic processes in the context of degeneration and development, investigating how language shapes cognition and emotions.

^{鹿Lukic, S., Krauska, A., Yoshida, M., & Thompson, C. K. (2023). Frontiers in Human Neuroscience, 17. doi:10.3389/fnhum.2023.1028378}

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In July, University President Christine M. Riordan traveled to the Dominican Republic to explore a collaboration with Pontificia Universidad Cat贸lica Madre y Maestra (PUCMM). The visit laid the groundwork for expanding academic programming and for exploring student exchange opportunities, research collaborations, joint conferences and other efforts between the schools.

天美传媒 leadership meets with leaders from the Pontificia Universidad Cat贸lica Madre y Maestra (PUCMM). From left: Thomas Kline, Vice President of University Advancement and External Relations; trustee Jos茅 Singer Weisinger 鈥�73, 鈥�20 (Hon.), honorary adviser to the Dominican Republic president on foreign policy; Adelphi President Christine M. Riordan; PUCMM Rector Rvdo. P. Dr. Secilio Espinal, and other officials from PUCMM.

While visiting the private Roman Catholic university, Dr. Riordan participated in a public dialogue with C茅sar Dargam, executive vice president of the National Council of Private Enterprise in the Dominican Republic, to discuss the mutual benefits of creating synergies between academic institutions and businesses.

鈥淥ur main goal as a University is to produce graduates who are in high demand by companies and to help fulfill a company鈥檚 needs in terms of their employment,鈥� Dr. Riordan said.

United Nations Envoy Connections

Instrumental in coordinating the meeting was Jos茅 Singer Weisinger 鈥�73, 鈥�20 (Hon.), a member of the 天美传媒 Board of Trustees and an honorary adviser on international affairs to the president of the Dominican Republic. Trustee Weisinger, who earned a Bachelor of Business Administration from Adelphi, has been a leader in both the private and public sectors in the Dominican Republic for more than three decades. He served as special envoy to the United Nations from 2019 to 2020, leading the country’s delegation in its nonpermanent membership on the Security Council.

Dr. Weisinger accompanied President Riordan on the mission to the Dominican Republic, as did Thomas Kline, EdD, vice president of University advancement and external affairs.

Close to Becoming a Hispanic Serving Institution

The potential partnership with PUCMM aligns with Adelphi’s goal of becoming a fully designated Hispanic-Serving Institution (HSI). In 2019, Adelphi was named an by the U.S. Department of Education.

础诲别濒辫丑颈鈥檚 population of incoming Hispanic students grew by 43 percent between Fall 2015 and Fall 2021. The University鈥檚 largest-ever first-year class, entering in Fall 2023, totaled more than 1,400 students, 23 percent of whom reported a Hispanic background. 础诲别濒辫丑颈鈥檚 total enrollment of undergraduate students is now 21 percent Hispanic.

To be designated as a full HSI, an institution must report at least 25 percent full-time Hispanic undergraduate students. Adelphi is expected to reach that mark as early as 2025 or 2026. As a fully designated HSI, the University will be eligible to apply for that assist with strengthening educational opportunities for Hispanic Americans and other underrepresented populations.

鈥淭he HSI designation will help create a broader outreach with community organizations and expand our partnerships with local, regional, national and international agencies and institutions,” said R. Sentwali Bakari, PhD, 础诲别濒辫丑颈鈥檚 vice president for student affairs and diversity, equity, inclusion and belonging. 鈥淭he educational environment will increasingly be culturally relevant and inclusive, reflecting a commitment to our students鈥� cultural identity and academic and professional success.鈥�

Growing Global Connections

The Dominican Republic partnership is the latest in a series of global collaborations. A partnership between the 天美传媒 Robert B. Willumstad School of Business and Hochschule Fresenius鈥檚 International Business School in Germany brings together students and faculty from Adelphi and Germany to study, teach and collaborate, culminating in an exceptional study abroad experience for students at both institutions.

A collaboration with the University of Warsaw, funded by the National Science Foundation, takes six Adelphi students to Poland each summer to work alongside top scientists engaged in advanced research into nanotechnologies applicable to solar energy.

The 天美传媒 College of Nursing and Public Health has established a partnership with the Grameen Caledonian College of Nursing in Dhaka, Bangladesh. The two colleges are exploring a number of opportunities, including exchanging faculty members and staff, sharing academic materials, offering faculty development programs and jointly participating in seminars.

And the Bhis茅 Global Understanding Project is an expansive multidisciplinary initiative designed to prepare students to think globally and to encourage faculty research on issues affecting people worldwide. The project includes curriculum development, faculty fellowships and grants, on-campus programming, and student travel experiences.

Partnerships Here at Home

The University also has more than 40 partnerships with companies in the New York City area, opening learning, internship and job opportunities for students and providing faculty expertise for businesses.

Partnerships with local universities鈥攍ike the highly ranked New York Doctor of Audiology Consortium with Hofstra University and St. John’s University, and a new partnership offering a path for Adelphi students who want to pursue a master鈥檚 degree in Hofstra鈥檚 Creative Arts Therapy Counseling program鈥攁re also expanding learning opportunities for our students.

Whether here in New York, or around the world, our focus on partnerships supports our dedication to student success, academic excellence and meaningful real-world experiences.

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Hemish Naidoo, a molecular neuroscience major (a multidisciplinary program offered through the Gordon F. Derner School of Psychology and the College of Arts and Sciences), has spent the summer exploring that possibility, and for him, the mission is personal as well as academic. His grandfather, whom he refers to as 鈥渕y first friend,鈥� developed a disease known as Broca鈥檚 aphasia, in which the ability to speak spontaneously and link words correctly is lost.

鈥淗is mental state deteriorated over a period of years until I could no longer communicate with him,鈥� Naidoo said. 鈥淚 realized how simple neurological malfunctions can sever the most intimate of bonds, no matter how unshakable they may seem. It inspired me to learn how neuropsychiatric research, alongside appropriate clinical care, could improve the lives of those like my late grandfather.鈥�

Pairing Student and Mentor

Naidoo, who is minoring in biology and Asian studies, is also a member of 础诲别濒辫丑颈鈥檚 Honors College. He was paired with a faculty language expert through the Honors College Summer Fellowships program. His faculty mentor is Sladjana Lukic, PhD, assistant professor of communication sciences and disorders in the Ruth S. Ammon College of Education and Health Sciences.

Naidoo applied to assist Dr. Lukic鈥檚 research project, 鈥淐onnected Speech Patterns in Schizophrenia and Dementia,鈥� and was accepted last spring. Their research began in June, following the close of 础诲别濒辫丑颈鈥檚 academic year. They have been conducting a systematic review and meta-analysis of the relevant literature, looking for both similarities and differences across published studies. Their research has been taking place in 础诲别濒辫丑颈鈥檚 neurobiology of language and behavior (NoLaB) lab, in which researchers focus on the neurocognitive correlates of the language system and its relation with emotions and other cognitive systems.

鈥淧sychiatric and neurological diseases with significant language deficit can have different root causes,鈥� Dr. Lukic said. 鈥淭hese disorders can be characterized by either neurodevelopmental syndromes, such as schizophrenia, or neurodegenerative syndromes, such as behavioral variant frontotemporal dementia. In our literature review, we began by looking for promising articles, then for patterns or inconsistencies among them.鈥�

Dr. Lukic noted how important it is for a young investigator to spend focused energy on understanding the contemporary status of a research problem, and that takes time.

鈥淗emish did a great job collecting a good volume of published data on this topic, but there is still a lot of work in front of us [and] we are moving in the right direction,鈥� she said. 鈥淚t is a rare and unique opportunity to start your research training in a field with such profound impact on clinical practice, and I believe that Hemish is well-suited for this task. Hemish will next move toward learning how to organize collected data and write an analytical report. Down the road, the idea is to conclude this effort with a published manuscript.鈥�

An Analytical Challenge

Naidoo said that one of the challenges of the project has been looking at studies that explore the same problem but from different perspectives.

鈥淔or example, one study may try to get patients to speak by taking a structured test. Another may ask patients to describe a picture,鈥� he explained. The team plans to utilize Lateral.ai. and Hume.ai, artificial intelligence software programs that read and organize research, and convert human emotions into spoken words, respectively. 鈥淎utomated language systems take recordings of patients鈥� speech and mark sections where they pause or stutter, but they often employ different software,鈥� he added.

The conclusion of the summer fellowship is a final report to be submitted to the Honors College, but that isn鈥檛 the end of their partnership. Naidoo and Dr. Lukic plan to continue working together on a related project or possibly with findings they may have discovered in their meta-analysis.

Naidoo wishes to enter an MD/PhD program after graduating from Adelphi. 鈥淭his systematic review/meta-analysis is my first stepping stone in that journey,鈥� he said. 鈥淚 hope to become a compassionate physician-scientist who can develop and apply treatments that can preserve the relationships between grandparents and their grandchildren. I want to ensure that the words that need to be said and heard, and carried with love, always reach their destination.鈥�

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The 3-credit, three-week course, open to students in the master鈥檚 program in speech-language pathology with demonstrated clinical experience, began with four synchronous online classes of learning about global speech-language pathology and Jamaican culture. At the end of week two, students and faculty began their trip to Jamaica.

The group traveled to Kingston for one week to meet and work with residents of , a home for children with disabilities. Students and faculty provided services to individuals with communication disorders and exchanged knowledge with local professionals and caregivers. While in Jamaica, students also had the opportunity to experience Jamaican culture, including trying different cuisines, enjoying the tropical landscape and visiting national landmarks.

In Kingston, students traveled to multiple Mustard Seed Communities locations with Dr. Dunn-Murad and Velsor to further their knowledge of global speech-language pathology and develop their clinical skills.

Gaining a Global Perspective

Students gained a global perspective on the field of speech-language pathology. Under the guidance of faculty, students learned how to provide evidence-based assessment and intervention in a diverse cultural context by working directly with the children of Mustard Seed Communities.

鈥淚 learned so much on this trip that I would never be able to learn in any externship site here in the U.S., and I will cherish that for the rest of my life,鈥� one student said of the trip.

The group began their trip at Mary鈥檚 Child, one of the Mustard Seed Communities residences. Students also spent time at Mustard Seed Communities location Sophie鈥檚 Place, nestled in the mountains of Kingston.

Student Nancy Arriola described, 鈥淥n our way to Sophie鈥檚 Place, we took in the mesmerizing views of the mountains, including pops of bright colors from its abundance of bougainvillea flowers growing on bushes and trees. Once we arrived, we had the opportunity to perform informal speech and language evaluations, as well as hearing screenings on students from the Little Angels School. Through this experience, we learned about cultural and dialectical differences as we modified assessments to fit these children鈥檚 cultural backgrounds.鈥�

Students also traveled to the University of Technology, Jamaica, and met the head coordinator, Carol Hutchinson, of the Rehabilitation Center for Children with Exceptionalities, also a part of the Mustard Seed Communities.

One student said the trip to Jamaica impacted their future as a clinician.

鈥淭his experience showed me who I want to be as a future clinician. It exposed me to so many different aspects of what speech and language therapy is and the opportunities I have that a textbook or classroom setting would not have exposed me to.鈥�

At the end of week three, students and faculty said goodbye to their Mustard Seed colleagues and returned to campus for a final class to unpack the overall experience. By participating in this course, students developed global perspectives and comparative knowledge of world systems that will translate to their practice in the United States.

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The first scholarly journal to be published through the University Libraries鈥� new open access digital publishing program, it serves as a platform for generating new knowledge based on principles of fairness, justice, inclusivity and decolonization and encourages interdisciplinary and transdisciplinary discussions. Following its launch, plans are to publish it twice yearly, with the next issue planned for Fall 2023.

According to Reem Khamis, PhD, professor and director of 础诲别濒辫丑颈鈥檚 Neurophysiology in Speech-Language Pathology Lab and the journal鈥檚 managing editor, it is a 鈥渟cholar-initiated project that was conceived from a collective desire to create a space that brings together scholars, educators, clinicians and community members interested in promoting transformative research, policy and practices related to critical examinations of communication and disability as they intersect with race, gender, class and other sociopolitical constructions.鈥�

The Speech, Language, Hearing Scientists Equity Action Collective (SLHS-EAC)鈥攅ight faculty members around the country from marginalized groups鈥攃ame up with the idea for the journal in September of 2021. The SLHS-EAC then got approval and assistance from the dean of libraries at Adelphi, Violeta Ilik.

The new journal implements principles of equity, justice, inclusivity and decoloniality and dismantles all forms of 鈥�-isms鈥� in the way that people communicate, explained Dr. Khamis, adding that the most important factor in a manuscript鈥檚 review is its contribution to critical understanding of communication and disability.

鈥淲e intentionally built in processes to encourage and support scholarship from authors who are often marginalized by mainstream academic publishing,鈥� said Betty Yu, PhD, professor at San Francisco State University. The journal is as much a space for building community as it is a venue for expressing ideas鈥攁s symbolized in the JCSCD logo, which is designed to convey 鈥渙ur wish to ignite ideas, to illuminate paths, to fuel activism and to burn down barriers.鈥�

鈥淲e frequently hear from other scholars that JCSCD has 鈥檆aught fire鈥� because so many of us have finally found the intellectual home and family we have been seeking,鈥� Yvette Hyter, PhD, professor emeritus at Western Michigan University said.

Christopher Barnes, PhD, assistant professor and digital publishing librarian at Adelphi, noted, 鈥淸We] were able to publish a first issue that demonstrates the need for such an interdisciplinary journal and the groundbreaking work being done in the area of critical studies of communication and disability.鈥� Dr. Khamis concluded, 鈥淐olleagues are writing to us with such excitement about having this venue鈥攕ome comment on how they were looking for a venue that is appropriate for their work, and now they have it.鈥�

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