How does this specific trip to Italy align with the College鈥檚 mission to prepare future leaders and professionals for a globalized world?

aligns closely with the College鈥檚 mission by preparing students to become future leaders and professionals who can work effectively in a globalized world. The program is intentionally designed to move learning beyond the classroom by placing students in environments where history, culture, education, community and daily routines are experienced as interconnected realities rather than separate systems. Through visits to schools, historically significant sites and engagement with daily life, students encounter firsthand how social values, historical development and local resources shape approaches to education and everyday practices. These experiences allow students to see that professional practice is always embedded within cultural and social contexts, often shaped by constraints and priorities that differ from those in the United States.

Working in unfamiliar linguistic and cultural settings requires students to adapt, communicate across differences and reconsider assumptions they may have previously taken for granted. Rather than observing passively, students engage in structured reflection and faculty-guided discussion that connect daily experiences to their emerging professional roles. They examine how professional practices are influenced by history, policy and community expectations, and consider how these insights inform their own future work with diverse populations.

As a result, students develop not only cultural awareness but also practical judgment, flexibility and ethical sensitivity, capacities that are essential for professionals who will serve increasingly diverse communities. More importantly, the experience helps students recognize that effective professional practice requires the ability to understand context, listen across difference and respond thoughtfully rather than relying on a single model or assumption. In this way, the program advances the College鈥檚 commitment to educating professionals and leaders who are prepared to navigate complexity, engage responsibly with diverse communities and contribute meaningfully to an interconnected world.

Why was Italy chosen as the flagship destination for this faculty-led initiative?

Italy was chosen as our destination because it offers a uniquely layered learning environment that allows students to examine how culture and community are shaped over time and across civilizations. As a crossroads of Mediterranean, European and global exchange, Italy has played a significant role in the development of many ideas, institutions and artistic traditions that have influenced Western societies, while itself being shaped by interactions with other civilizations through trade, migration, religion and conquest. This historical layering provides an ideal context for helping students understand that contemporary professional practices do not emerge in isolation, but are the result of ongoing cultural dialogue and adaptation.

Italy鈥檚 cities and regions offer living classrooms where ancient traditions coexist with modern systems. Walkable urban spaces, strong regional identities, and a cultural emphasis on family, community and everyday well-being allow students to observe learning, care and social relationships as lived practices rather than abstract institutional models. Within a relatively compact geography, students can engage with schools, cultural institutions and community settings, making Italy especially well suited for a short-term program that seeks depth rather than superficial exposure.

Italy was also selected with equity and access in mind. Many of our students come from Italian or broader European heritage backgrounds, yet would not otherwise have the opportunity to engage meaningfully with this heritage through an academically structured, faculty-guided experience. At the same time, for students without personal or familial ties to Italy, the program offers an accessible entry point into global learning, one that combines cultural richness, linguistic diversity and strong infrastructure in a way that supports first-time international travelers. Without a college-organized program, financial, logistical and experiential barriers would prevent many students from participating in study abroad at all.

Taken together, Italy provides a powerful setting for a flagship program because it allows students to explore how historical depth, cultural exchange and contemporary professional practice intersect. The destination supports the College鈥檚 commitment to preparing future leaders and professionals who can understand complexity, appreciate multiple perspectives and apply culturally responsive thinking in an interconnected global context.

Does the program provide opportunities for education students to observe classroom instruction and student learning in local schools?

Yes. The program provides education students with opportunities to observe both elementary and secondary school settings in Italy. During these visits, students are able to observe classroom instruction, student engagement and teaching approaches within a different cultural and educational context. These observations allow participants to compare instructional practices, classroom organization and student-teacher interactions with those commonly found in the United States.

In addition to observation, students have opportunities, when appropriate, to interact with Italian students and educators. These interactions allow for informal exchanges about school life, learning expectations and cultural perspectives on education. Faculty-guided reflection following the visits helps students connect what they observe to their own developing teaching philosophy, encouraging them to consider how cultural, social and policy contexts influence educational practice. As a result, the experience supports the development of culturally responsive perspectives and broadens students鈥� understanding of teaching and learning in diverse settings.

For health science students, does this trip help them compare the Italian healthcare system or wellness culture with the U.S. model?

While students do not formally observe the Italian healthcare system or clinical settings鈥攁s we are not allowed to have access to healthcare facilities鈥攖he trip provides meaningful opportunities for students to examine broader concepts of wellness and well-being within the Italian cultural context. Students observe how health is embedded in everyday life through dietary practices, food preparation and social routines centered around meals and community interaction. Activities such as cooking classes and discussions of regional food traditions allow students to explore the relationship between nutrition, lifestyle and preventive approaches to health.

In addition, students observe patterns related to walkable cities, daily physical activity, social connectedness and the pace of daily life, all of which contribute to broader understandings of wellness beyond clinical care. Faculty-guided discussions encourage students to reflect on how cultural values, environment and lifestyle influence health outcomes, and to compare these observations with prevailing models in the United States that often emphasize treatment rather than prevention.

Through these experiences, students gain a more holistic perspective on health and well-being, recognizing that healthcare systems operate within cultural and social frameworks. This comparative perspective helps students consider how lifestyle, community practices and cultural attitudes toward health may inform future professional practice in diverse populations.

In what ways does navigating a foreign country help our students become more empathetic educators or healthcare providers when they return to diverse New York communities?

Navigating Italy places students in the position of linguistic and cultural outsiders. They must ask for help, interpret unfamiliar cues and manage moments of uncertainty. These experiences foster humility, patience and perspective-taking. When students return to New York, they carry a deeper understanding of what it feels like to navigate systems that were not designed with them in mind. This lived empathy translates into more responsive teaching, more compassionate care and greater sensitivity to the experiences of multilingual, immigrant and culturally diverse populations.

What is one 鈥渙ff-the-syllabus鈥� experience you hope every student has while in Italy?

I hope every student has a moment of genuine connection in an ordinary setting, a conversation with a local shopkeeper, a shared meal, a moment of misunderstanding that turns into insight. These unscripted encounters often become the most meaningful learning moments. When students pause, reflect and talk through these experiences together, they begin to see how learning happens not only in classrooms, but in everyday human interaction.

How can students best translate this short-term Intersession experience onto a r茅sum茅 or into a talking point during a job interview?

Students can frame this experience as evidence of global competence, adaptability and reflective practice. Rather than presenting the experience simply as travel, they are encouraged to articulate the specific skills developed through the program, including cross-cultural communication, careful observation, ethical awareness and teamwork in unfamiliar environments. In interviews and professional settings, students can draw on concrete examples of how navigating new cultural and social contexts in Italy challenged their assumptions, required flexibility in communication and problem-solving, and strengthened their ability to work thoughtfully and respectfully with diverse populations.

If you were a student again today, what part of this trip鈥檚 itinerary would you be most excited about?

I would be most excited about the moments that blend learning with lived experience, walking through historic cities, observing daily life, visiting schools and engaging in conversations that connect past and present. These are the moments when assumptions become visible and open to reflection, and learning feels alive. They are also the moments that stay with you long after the trip ends.

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This March, Dr. Shore is set to deliver the opening keynote address at the in Berlin, Germany. The global forum brings together leaders in autism research, clinical practice and education to share cutting-edge insights, build meaningful connections and advance their collective knowledge.

鈥淚 deliver this keynote several times around the world each year, and it鈥檚 the most popular of my presentations because it鈥檚 autobiographically based,鈥� said Dr. Shore, who was himself diagnosed on the spectrum at an early age. 鈥淧eople are often interested in learning about the lives of autistic people from autistic people.鈥�

While Dr. Shore was nonspeaking until age four, he went on to build a renowned career as a full-time faculty member at Adelphi, adjunct professor at NYU, author and editor of books, including , and board member for and other organizations. Just last year, Dr. Shore also advised on Carl the Collector, the first PBS Kids show headlined by a character with autism.

Understanding and appreciating neurodivergent individuals

Dr. Shore will join more than 50 international speakers in presenting at the 2026 Euro-Global Summit. As a keynote speaker, he鈥檒l deliver a customized version of his talk, 鈥淭he 4 A’s of Autism for Promoting Fulfilling and Productive Lives.鈥� Those 4 A’s鈥攁wareness, acceptance, appreciation and action鈥攁re all necessary in order to fully support individuals with autism and others with neurodivergent conditions.

鈥淲e鈥檝e gone from the perception of autism as being a very rare psychiatric condition caused by poor parenting to it being much better known, where the Centers for Disease Control and Prevention recently announced a prevalence rate of one in 31,鈥� Dr. Shore explained of the “awareness” component. 鈥淣ow, society is much better at recognizing autism when it occurs at home, in jobs, in school or in the community.鈥�

Meanwhile, acceptance and appreciation are essential to helping these individuals to understand and harness their differences as strengths as opposed to 鈥渃uring鈥� or 鈥渇ixing鈥� them. This is an evolution from the medical approach, which sought to treat or eliminate their differences.

鈥淚f you have a heart attack or a broken bone, you want the doctor to identify and fix the problem,鈥� Dr. Shore said. 鈥淗owever, people with autism aren’t broken. It鈥檚 about working with these characteristics instead of against them.”

Connecting Adelphi to the global conversation on neurodivergence

Dr. Shore鈥檚 international advocacy runs parallel to his work teaching and consulting at Adelphi.

鈥淭he work that I do preparing for my courses to teach my students definitely has an influence on my presentations and, similarly, the work I do to present and consult around the world informs my teachings,” he said. “It’s a great symbiotic relationship.”

For example, Dr. Shore has been a longtime special adviser to the Bridges to Adelphi program, which provides personalized academic, social and career support for neurodivergent students. Bridges to Adelphi was one of the nation’s first college programs for neurodivergent students and recently expanded its support for students and alumni by that focuses on career success.

鈥淚 often meet with the director of the program and give workshops, both for the students who are involved with the Bridges program and for faculty and staff at Adelphi,鈥� Dr. Shore said.

He also stresses the ripple effects of understanding and accommodating the needs of neurodivergent students on campus.

鈥淲hen we talk about helping students better receive and process information in order to demonstrate their mastery of material, perhaps by providing a copy of the instructor’s notes or visual supports, these accommodations tend to help everybody else as well,” ” he said. “As we learn more about supporting neurodivergent students, we become better educators overall.鈥�

Working alongside Temple Grandin, PhD

Dr. Shore already has a full schedule for 2026. He鈥檚 running a workshop for neurodivergent parents and parents of neurodivergent children at the the New York City Perinatal and Early Childhood Mental Health Training and Technical Assistance Center, part of the . He鈥檒l also be introduced by Temple Grandin, PhD鈥攐ne of the most renowned autism advocates鈥攁t the Gillen Brewer School in Manhattan and give his own presentation on sensory differences in autistic people. And before he heads to Germany, he鈥檒l first present to a collaborative of English-speaking international schools in Bangkok, Thailand.

So the question remains: After visiting more than 50 countries, where will Dr. Shore鈥檚 advocacy work bring him next?

According to Dr. Shore, not even the sky’s the limit.

鈥淲here does it go next? That’s unpredictable,鈥� he said. 鈥淢aybe there will eventually be an autism conference on the moon, for example. I could go there.鈥�

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As a modern academic hub, the Manhattan Center will open with two programs addressing workforce shortages in New York City and the surrounding region: an accelerated bachelor of science in nursing for career-changers and a master鈥檚 degree in STEAM education for science, math, and computer science teachers. Eight additional programs will be introduced at the center in Fall 2026, including a master鈥檚 degree program in the dynamic new field of artificial intelligence and machine learning; two career-advancing business options, the Flex MBA and an advanced certificate in data analytics; a Master of Social Work; graduate programs in creative writing and psychology, and doctoral programs in learning sciences and global higher education leadership.

All courses are designed to fit the schedules of working adults, and Adelphi is providing generous scholarships to help students get the degrees they need to advance in their career.

The custom-designed center will be equipped with cutting-edge resources like smart classrooms and a nursing simulation lab, as well as an onsite library and student services office.

We spoke with Jennifer Lancaster, PhD, who joined Adelphi in August 2025 as executive director of the new Manhattan Center, to learn more about how this major milestone will expand Adelphi’s footprint in New York and deepen the University’s historic commitment to driving student success.

How did Adelphi choose the programs that will be opening the center?

The Manhattan Center is dedicated to providing students with personal, powerful and professional education. To open the center, Adelphi focused on sectors of the economy that are important to New York City and that can draw students from all five boroughs and beyond.

Except for accelerated nursing, which is the only undergraduate program in what will hopefully be a suite of healthcare programs, the Manhattan Center is largely designed for certificate programs, graduate education and professional studies for careers in healthcare, education, business and finance, technology, and community transformation. So almost all of the programs will be hybrid or low residency鈥攐nline with on-ground components.

How important is the center’s location in midtown Manhattan?

天美传媒 is taking its place among New York’s premier private institutions, occupying three floors of a building in a most convenient location. It鈥檚 an eight-minute walk to Times Square, a five-minute walk from Grand Central Station, and close to everything that New York City has to offer, like the New York Public Library and Bryant Park. It鈥檚 also accessible by almost every subway, train and bus line in and out of the city. So, we鈥檙e in a really great location for commerce, and this provides a good opportunity for graduate students and professionals working in the city to use the campus as their home for advanced study.

I think of it as Adelphi crossing the Throgs Neck Bridge and George Washington Bridge. There’s no reason why Adelphi shouldn’t be as well known in midtown Manhattan as it is on Long Island. And it should be as familiar to students in New Jersey, Pennsylvania, Connecticut, and Upstate New York as it is here in Garden City. We鈥檙e trying to broaden our reach.

What kind of environment and resources will the center offer students?

There is a large library space, which will have a collection of books and a lot of space for study and collaboration, including private rooms that students can use for group study. There’s a student lounge and conference space, similar to our flexible-use rooms in the Ruth S. Harley University Center on campus, which hold 70 to 75 people. If you want to have a networking event, we can arrange high-top tables. If you want to host a lecture, we can set up rows of chairs.

There’s also a full-scale nursing simulation lab and a maker space and innovation lab for STEAM students that will have 3D printers and state-of-the-art technology. There are clinical spaces for our communication science disorders and audiology program, as well as our counseling program. And then there is office space for anyone who works at the center.

How will the center impact student experiences in New York?

It’s really important to me that the Garden City campus is connected to the Manhattan Center. I call it 鈥淕C squared鈥�: Garden City to Grand Central. Part of that work is connecting the center to our online programming. I’d like to think about using Manhattan as that launching point to say, 鈥淓ven if you’re an online student, you can go to Manhattan to meet faculty members and classmates, to study, to work on a project, or to network with future colleagues and alumni.” Some of our online students live in or very close to New York City, so we want to provide these opportunities in Manhattan.

How will programming evolve as the center grows?

I think the center gives the University and all of its constituents an opportunity to build something new鈥攖o think about academic programming in a way that invites creativity and innovation. Are there programs that no one’s ever thought of before that will be very useful to the job market going forward? Are there certificate programs that provide credentials that will really help add skilled professionals to the workforce? And could Adelphi be a leader in doing that? I think that would be very exciting for the University.

How often do you get a chance to build something from scratch? You could take Garden City and duplicate it in Manhattan, but I think we have the opportunity to do something really different.

What are your hopes for the future of the Manhattan Center?

I received a report from a research company called that said: 鈥淎delphi is not simply entering Manhattan. It is stepping into its role as a premier private university for New Yorkers who never stop moving forward.鈥� If we could achieve that, where we take our place alongside the big names, I think that that would be very exciting.

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Their alternative summer break education abroad experience, led by Dr. Bakari and Assistant Vice President for Student Affairs Anna Zinko, was a 10-day journey of discovery and cultural awareness.

An Unforgettable Alternative Break to Vietnam and Thailand

Graduate students, undergraduates and entering first-year students boarded a plane for Vietnam on August 7 for an immersive 10-day alternative summer break trip to Vietnam and Thailand, where they gained new perspectives and a deeper understanding of Southeast Asian cultures and participated in community life. For students, such cultural connections bring Adelphi鈥檚 commitment to deepening ties with the wider world to life.

鈥淪tudent Affairs aims to support globalization among all of our students,鈥� said Dr. Bakari. 鈥淭hrough trips like this, students gain a global consciousness and perspective and become global citizens. They learn about the countries they visit, but learn a little bit more about themselves.鈥�

A Life-Changing Experience

For entering first-year finance major Aimee Huynh in the Robert B. Willumstad School of Business, the trip was an opportunity to make connections with her Vietnamese heritage and with Adelphi. 鈥淏efore the school year even began, this trip allowed me to connect with fellow students and Dr. Bakari and Ms. Zinko, giving me the perfect beginning to my journey as an international first-year student,鈥� she explained. 鈥淚鈥檓 truly grateful to Adelphi for this experience.鈥�

鈥淭his trip challenged me to step outside my comfort zone and engage with cultures different from my own,鈥� said Adrenna Taylor ’24, who is earning her master鈥檚 degree in accounting. 鈥淚 learned how tradition blends with modern life and gained a new perspective on cultural identity. The connections, experiences and memories I made during this journey will always be meaningful to me.鈥�

Giving Back

Service projects are built in to the immersive multicultural experience to give students a firsthand understanding and appreciation of cultural differences within the countries鈥� communities. The group visited the Vietnam Food Bank in Saigon, which provides nutritional support for the elderly in a nursing home. 鈥淲e helped to prepare the food,鈥� Dr. Bakari recalled. 鈥淭hey sang to us and we sang to them.鈥�

In Thailand, the group visited a facility outside of Bangkok that serves people with disabilities. 鈥淭wo weeks ago, Josh Laureta, neuroscience major, Honors College student and member of the Global Medical Brigade Club, was so moved by what he saw that he started a campaign to raise funds for that facility,鈥� Dr. Bakari reported.

Equally memorable was a spontaneous chance to help deliver food to monks who lined up a short walk away from their Bangkok hotel with empty bowls at 6:00 a.m. Students placed the food they had purchased the night before into the monks鈥� bowls.

Temples, Local Cuisine and Museums

Of course, the group鈥檚 itinerary was packed with opportunities to see sights鈥攆rom a Mekong Delta excursion that explored iconic Vietnamese landscapes to a Chao Phraya River boat tour of Thailand that took in the temple Wat Arun.

A Thai cooking class, where they learned to make pad thai, green curry and a soup was enthusiastically received by all, while in Saigon the group learned to make egg coffee, a traditional favorite in Vietnam鈥攐ne of the world鈥檚 top three producers of coffee.

鈥淭he trip was truly amazing and memorable,鈥� said Terry-Ann Mowatt, a graduate student in . 鈥淲e were immersed in the Asian culture, experiencing new foods and activities, while learning and giving back to communities within the regions we visited. I truly enjoyed myself and I鈥檓 excited for the next trip.鈥�

For Dr. Bakari, a visit to the Ho Chi Minh City Museum of History, a Vietnam War museum, and locations where the Viet Cong used guerilla warfare to their advantage was especially impactful. 鈥淲e all learned more about the history of the Vietnam War from this excursion,鈥� he stated.

Next Stop, Galapagos

Plans are already underway for an exciting eco-trip to the Gal谩pagos Islands, off the Ecuadorian coast, during winter break.

According to Dr. Bakari, for those who missed the chance to explore Southeast Asia this summer, the Division of Student Affairs is planning a return trip next summer. 鈥淲e may modify it a little bit and try to get to the city of Hanoi, Vietnam, and experience the Ha Long Bay, a UNESCO World Heritage Site known for its floating fishing villages, coral reefs and emerald waters.”

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Food security measures a family鈥檚 ability to afford quality food. For rural Afghan families, a family on the high end of the food security scale might be able to dine on meat once or twice a week, along with foods like eggs, milk and butter. A family experiencing food insecurity might be reliant solely on staple crops like bread and rice.

Before the Taliban takeover, Dr. Zhu had been collaborating with her mentor, Jean-Francois Trani, PhD, and a team in Afghanistan on several projects. Using data collected from a 2017 survey of Afghan families in rural areas, they looked at how levels of education affected a family鈥檚 food security.

Yiqi Zhu, PhD, assistant professor in the 天美传媒 School of Social Work.

Collecting the necessary data was a dangerous business, even before 2021. Most of the economic studies on Afghanistan are based on national-level data, but these projects relied on surveys brought to individual Afghan homes by field workers, which offered a far more detailed view of rural Afghan socioeconomic conditions. Dr. Zhu鈥檚 team was forced to contend not only with the country鈥檚 precarious political situation, but also with the need to protect field workers from potential harm.

The team鈥檚 initial paper was written in the middle of the 2021 Taliban offensive. Suddenly, the data Dr. Zhu was analyzing became a preview of how life in Afghanistan might deteriorate under the Taliban regime鈥攁nd, specifically, its mounting campaign against women鈥檚 rights. 鈥淭he most important message we wanted to deliver through this paper is that women鈥檚 education is very important for the health of Afghanistan,鈥� Dr. Zhu said, pointing out that economists commonly overlook women鈥檚 role in economic development. 鈥淲omen are the backbone both of the family and of the country.鈥�

Prior to 2021, many educated women in Afghanistan worked in government jobs or nonprofits, bringing additional income, stability and dietary diversity to their families. Their presence in the dataset allowed Dr. Zhu鈥檚 team to compare women鈥檚 impact on household food security by education level鈥攚hich led to their publication of 鈥溾�� in The European Journal of Development Research.¹

Through a cross-sectional analysis, the team found a distinct correlation between the education level of the woman in a household and the level of food security her family enjoyed. Notably, families with a formally educated woman had a 67 percent higher chance of being food secure. Yet families where both the man and woman were formally educated only experienced a 52 percent increase in food security. This meant that, by and large, the woman鈥檚 level of education is the most significant factor in household food security.

As Dr. Zhu explains, a formally educated woman will bring more than food to her home. Thanks to her knowledge base and ability to allocate sufficient nutritional resources to her children, the impact on her family will be systemic and long-lasting.

Since the Taliban takeover, no further active fieldwork has taken place. But even without additional data, Dr. Zhu is confident in her work鈥檚 continued resonance. If the Taliban continue to suppress women鈥檚 education, employment and presence in public life, the consequence will be hungrier families nationwide鈥攁nd catastrophic effects on the population鈥檚 long-term well-being. 鈥淚t鈥檚 not just about women,鈥� she said. 鈥淚t鈥檚 about the health of the next generations, too.鈥�

Read more in the 2025 issue of听Academic & Creative Research Magazine, where we highlight the innovation and imagination shaping Adelphi鈥檚 academic community.

¹ Zhu, Y., et al. (2024). The Association Between Women鈥檚 Education and Employment and Household Food Security in Afghanistan. The European Journal of Development Research, 36(4), 841鈥�867.

About Yiqi Zhu, PhD

Yiqi Zhu, PhD, is an assistant professor in the School of Social Work. Her primary research goal is to develop and implement community-based interventions to improve the health outcomes of children from vulnerable families, especially programs and strategies to enhance food security, form healthy dietary behaviors and prevent malnutrition. Working with partners around the globe, she conducts policy and program comparisons that bring the global experience to the local community and advance social justice in both arenas.

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Of more than 2,300 four-year colleges and universities in the United States, Adelphi was one of just 171 colleges selected for inclusion in the THE 2026 rankings鈥攑lacing it in the top 8 percent in the nation. Adelphi maintained its national ranking of 166 and ranks once again in the 1501+ category worldwide.

“The qualities acknowledged by the THE World University Rankings underscore Adelphi鈥檚 unwavering dedication to academic excellence and institutional advancement,” said Christopher Storm, PhD, 天美传媒 interim president. “Our commitment to high-impact practices, scholarly achievement and global awareness is critical to advancing our academic mission.”

THE bases its World University Rankings on five pillars, each representing a key area of higher education excellence: teaching, research environment, research quality, industry and international outlook. Read more about .

Earlier this year, Adelphi鈥檚 programs in education, psychology and the social sciences were also included in .

See more information about all of Adelphi鈥檚 awards and recognitions.

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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 Adelphi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 Adelphi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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The recognizes groundbreaking programs like these that significantly impact teaching methods, broaden access to education or employ innovative technologies to enhance student learning. Adelphi is the sole recipient of this year鈥檚 award. Past recipients include UC Berkeley, the Institute of International Education (IIE) and New York University Abu Dhabi.

Bringing International Education to All Students

鈥淟earning about business, culture or mindset online or from a country鈥檚 diaspora is like trying to assess that country from a historical lens, not from present day reality,鈥� said Bhis茅, CEO and founder of . 鈥淚t isn鈥檛 just about travel鈥攊t鈥檚 about opening minds and building human-to-human bridges, preparing tomorrow鈥檚 leaders for an increasingly interconnected and interdependent world.鈥�

To date, the program has provided 23 students with exposure to India鈥檚 economics, think tanks, historical legacies, academia and culture. Guided by Adelphi faculty, participants enhance their global mindset through visits to businesses, nongovernmental organizations, artisan manufacturing, healthcare facilities, environmental programs, universities, schools and cultural institutions. As part of the experience, the students conduct research and present their findings at the University鈥檚 annual Scholarship and Creative Works Conference.

鈥淣ow, more than ever, it鈥檚 critical for young people to have direct exposure to different countries and cultures to broaden their understanding of the world,鈥� said Christopher Storm, PhD, interim president of 天美传媒. 鈥淲e are honored by this prestigious recognition from AAUA, and we鈥檙e incredibly grateful to the Bhis茅 family for bringing international education and life-changing experiences to Adelphi students, regardless of their economic status or background.鈥�

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Throughout the 21st century, the business world and the environment have experienced positive change and often-unintended negative consequences as technology becomes more sophisticated. Industrial processes and energy consumption have led to climate change. The rise of artificial intelligence (AI) has led to widespread fear of mass unemployment. Globalization has led to increased competition and market pressures.

Since most of these issues cannot be solved individually, there has been a growing demand for businesses, as trustees of the community, to rise up and solve these challenges鈥攖o ensure Corporate Social Responsibility (CSR) and contribute to a more sustainable future. In order to educate and equip the business leaders of tomorrow with knowledge that can lead this movement forward, colleges and universities are increasingly incorporating CSR into their curriculum and operations.

Willumstad Implements CSR Into Its Curriculum

For years, CSR has been a major focus of the Robert B. Willumstad School of Business. MaryAnne Hyland, PhD, dean of the Willumstad School, has made CSR a priority for the school, her faculty and the students. 鈥淒eveloping socially responsible听leaders is part of our business school鈥檚 mission, so it is central to all that we do,鈥� she said. And it shows.

Willumstad has largely integrated CSR into its curriculum, offering various courses in ethics, teaching case studies, fostering class discussions and assigning projects on ethics and CSR.听Ethical leadership, one of Willumstad鈥檚 prioritized听learning competencies, addresses various CSR issues. Global business challenges, which are covered in many business courses, often听contain elements related to CSR.

Gita Surie, PhD, professor in the Department of Management at Willumstad, has been on the faculty at Adelphi for 21 years and has taught CSR for much of that time. Dr. Surie touches on the subject in her , as well as in her Graduate Strategic Management capstone course in Adelphi鈥檚 MBA program.听鈥淪tudents need to learn about corporate social responsibility so that they can apply these concepts when in the workplace,鈥� she said. 鈥淭hey must be trained from the beginning to think beyond the individual to thinking about the social consequences of their work and encouraged to build community.鈥�

Dean Hyland couldn鈥檛 agree more. 鈥淐ollege is where future business leaders begin to shape their values and decision-making frameworks, including an understanding of the ethical, social and environmental implications of business,鈥� she said. 鈥淟earning about corporate responsibility also equips students with a strategic听perspective for managing risk and fostering innovation that can lead to competitive advantage.”

CSR Beyond the Classroom: Renowned Lecturers and Faculty Researchers

天美传媒 also promotes CSR beyond the classroom. Since 2003, Willumstad has held the annual Hagedorn Lecture Series on Corporate Social Responsibility, which was established by the late Amy Hagedorn 鈥�05 (Hon.) and the late Horace Hagedorn 鈥�01 (Hon.), founder of , which is itself . The Fall 2024 lecture focused on making a business case for health equity, while the Fall 2025 lecture will focus on CSR in the professional athletics industry.

Additionally, Adelphi and Willumstad foster faculty-led research on CSR-related topics. Many of these studies explore socially responsible practices that can be applied directly within organizations to improve outcomes and promote ethical innovation.

Zhimin Huang, PhD, professor of decision sciences and marketing, guest edited a special issue of the journal : and published research including 鈥�,鈥� which calculates the cost of green manufacturing, and 鈥�,鈥� which developed an analytical model that encompasses key factors influencing the transition of automakers from gasoline-powered vehicles to eclectic-powered vehicles.

Dr. Surie researched renewable energy and sustainability from 2009鈥�2020 in India. Her research, published in 鈥�,鈥� showed that small-scale solar, biogas and wind energy were helpful for low-income populations, who did not have access to energy. In addition to providing low-cost energy, these renewable energy solutions facilitated entrepreneurship in rural and semi-urban areas and led to financial inclusion and the creation of new markets.

鈥淭here鈥檚 a widespread lack of trust in business,鈥� said Dr. Surie. 鈥淚t can only be addressed by acting in a manner that builds trust in customers and other stakeholders.鈥�

Each year, Willumstad honors faculty whose research advances the field of CSR with one of the Annual Bender Research Awards, named for James Bender, PhD, founding dean of Willumstad. The 2024 award went to Susan Li, PhD, professor in the Department of Decision Sciences and Marketing, who was recognized for her study,听鈥�,鈥澨齱hich was published in the听Journal of Modelling in Management. Her work focuses on enhancing environmental efficiency in urban logistics, contributing to more sustainable and responsible supply chain practices.

The 2025 award will be presented to Zahra Sedighi-Maman, PhD, associate professor of decision sciences and marketing, for her study,听鈥�.鈥� Published in听Scientific Reports, her research demonstrates how machine learning can be used to predict harmful drug reactions, potentially improving public health outcomes while reducing the cost and risk of traditional testing methods.

These faculty contributions reflect Adelphi鈥檚 commitment to integrating CSR into both scholarship and practice, reinforcing the University鈥檚 mission to prepare students to lead with purpose and impact. By integrating corporate social responsibility into its educational practices and operations, the Willumstad School of Business is preparing the leaders of tomorrow to address global challenges and build a more sustainable and equitable future.

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Funding provided by the Bhis茅 Center for Global Understanding helped the students gain a deeper understanding of India鈥檚 role in today鈥檚 global economy by supporting the class excursions.

As course faculty Pamela Buckle, PhD, MA 鈥�13, professor of management, and Joseph Sheldrick, adjunct professor of decision sciences and marketing, detailed in a comprehensive report on the course, four Adelphi graduate students who hail from India served as cultural liaisons, whose mentoring further enhanced the students鈥� exposure to both Indian culture as well as corporate culture.

Bridging the Gap

Before graduating from WSB in May with an MS in Supply Chain Management, Disha Thaker, MS 鈥�25, elected to be a cultural liaison in the course, earning a certificate of recognition at for her service. 鈥淚 wanted to help bridge the cultural and business understanding between international students and the local business community, particularly in the context of Indian business practices,鈥� she said.

While she especially enjoyed 鈥渇acilitating open conversations between students and professionals,鈥� she believed the 鈥渟tudents鈥� biggest takeaway was a deeper appreciation for how business is conducted in different cultural contexts and the importance of adaptability and respect in international business.鈥�

Undergraduate student Maduni Witharana Thanthirige noted that while the course is required for her management major, taking it during Intersession allowed her to take advantage of trips to the city. 鈥淚 learned the importance of situational awareness and the act of knowing what to do in unfamiliar places,鈥� she said. 鈥淔or example, being quiet and observant at the Ganesh Temple and during discussions about global peace at the UN taught me to respect every culture.鈥�

Gaining Fresh Insights

Reflecting on the experience, Thanthirige adds, 鈥淚 found that Indian businesses are extremely cultural and rooted in spiritual values. When we went to the Indian restaurant in the city for lunch, I experienced firsthand how hospitality and culture are woven into their business model. The staff greeted us warmly as guests, not just as customers. With Western businesses, the goal seems to be to serve and move on, while Indian businesses are focused on cultural connections.鈥�

Her insight aligns with what cultural liaison Sujal Pereira鈥攚ho is pursuing a master鈥檚 degree in supply chain management鈥攃onsidered the most significant benefit of the course: an appreciation for how cultural context shapes business decisions.

As Pereira explained, 鈥淪eeing business practices through an Indian lens helped students understand that success in global markets requires flexibility and open-mindedness. In today鈥檚 global economy, students will inevitably work across borders. Understanding cultural differences is essential not only for respectful collaboration, but also for creating effective, inclusive strategies in international business settings.鈥�

Gaining Global Understanding

Honors College senior and business management major Vira Bangaru took the course seeking a global understanding of the business world.

Class excursions, which fostered an understanding of the importance of adaptability, empathy and situational awareness in cross-cultural and professional environments, were especially meaningful to Bangaru. 鈥淭hese lessons will stay with me in any future setting, whether personal or professional.鈥�

For Bangaru, the visit to the State Bank of India highlighted differences between Indian and Western business environments. 鈥淚ndian business culture blends professionalism with hospitality. There鈥檚 also a strong respect for hierarchy and tradition, with senior staff exuding confidence and junior staff showing attentiveness and deference,鈥� she said. 鈥淭hese elements contrast with many Western norms, which often prioritize directness, individualism and flatter hierarchies.鈥�

The 鈥渆ye-opening鈥� visit to the United Nations, in particular, demonstrated to Bangaru how much respect, structure and clarity matter when people from different parts of the world come together to make decisions. 鈥淚t was a powerful reminder of the kind of professional I aspire to be.鈥�

Planning for Intersession 2026

WSB will again offer this enhanced International Business course during Intersession 2026. Students who participate will gain the following:

• Fully covered local experiences: All transportation to New York City and activity fees are covered by WSB, typically including five visits.
• Cultural immersion: Work with and learn from Adelphi graduate students from India, serving as cultural liaisons.
• Course flexibility: Reduced Spring 2026 course load; Intersession tuition can be included in your Spring 2026 tuition amount.
• Convenient format: Online synchronous lectures
• Executive connections: Meet senior Indian business leaders operating in New York City.
• Global perspective: Gain insight into a nation of 1.4 billion people, whose major trading partner is the United States ($131 billion), with a land mass one-third the size of the United States yet four times its population.

鈥淭he International Business course is a unique way to learn the course material while participating in a rich, cultural, experiential learning experience,鈥� said Lori Cary, MBA 鈥�20, director for student success at WSB. 鈥淵ear after year, our students comment on how much they enjoyed the course. The participation of our cultural liaisons is the crowning achievement on why this course is so successful鈥攐ur students learn so much from them and friendships are born!鈥�

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