I’ll start by saying that the discussion about AI-induced human extinction is not new. It has been the topic of science fiction for decades. Think HAL in 2001: A Space Odyssey, or movies like The Terminator, The Matrix, etc.

In cybersecurity, we define risk as a function of likelihood and impact. In other words, risk depends both on how likely it is for an adverse outcome to occur as well as the impact of the event. The same risk discussion applies here. It isn’t overly likely that AI will go out of control in a way that it affects humanity, but if it does, the impact will be massive. Because of that, we have to treat this risk as very high.

We have already seen some of the risks AI poses, as there have been a number of instances of AI agents going rogue. How did we get to this point?

AI programming is built on a specific combination of mathematics, statistics and computer science that has yielded emergent properties. What we mean by that is that complex AI models start exhibiting unexpected abilities or behaviors when they grow large enough, despite the fact that individual components do not have them. This is a well-known fact in systems theory, but to see it as clearly illustrated as we see it today is fascinating but worrisome.

What can be done to reduce or even remove those risks?

We can begin by learning from the past. The internet was initially developed without any security built into its fabric. In the late 1990s and early 2000s, it became clear that this was an oversight and a huge industry emerged to “bolt on” security measures. However, we know that add-ons are never as effective as having something incorporated into a design from the start.

We should not repeat that mistake. We need to develop safety and security features of AI in parallel with its capabilities. A smart regulatory policy can help, not by stopping innovation, but by establishing clear rules that might curb dangerous practices while encouraging safe ones.

Can students today help make AI safe by earning a degree in it?

Yes, absolutely. It comes back to those emergent properties. Emergent properties provide fantastic capabilities, but there also need to be firm guardrails in place to ensure that all decisions made using AI are ethical and keep people at the center. Studying AI equips students with the ability to fully understand these issues and serve as domain specialists in responsible development, adoption and use of AI and AI-like technologies.

������Ƶ offers bachelor’s degree programs in AI as well computer science and information systems. What fields of work do they prepare students for?

There are four main career tracks for majors in computer science, information systems and artificial intelligence.

They pursue a career in software engineering, which involves the many steps that go into creating and maintaining software products; AI will play a big role in this field. Another field is defensive cybersecurity. AI will play an important role here are well, but much of what a security analyst does today is making experience-based judgement calls. AI is great with facts, but not so much when it comes to values and opinions.

AI engineering is the new career option. AI is software, so AI engineers are, in a way, specialized software engineers. They primarily focus on all aspects of developing and improving AI algorithms. Analysis is the fourth career track and is the focus of our information systems program. It prepares students for analyst careers—for example, business analyst—where they will bridge “business” with “technology.”

Our MS in Artificial Intelligence and Machine Learning program is offered in Garden City but also at our Manhattan Center. What advantages does this give professionals working in New York City?

New York City is a hub for tech entrepreneurship, and having closer proximity to that hub enables our students to fully tap into that potential. Our MS in Artificial Intelligence and Machine Learning is a hybrid program; some courses are offered in person while others are offered online. This mix allows working professionals to attend to their jobs during the day and expand their career in the evening. A full-time student should expect to spend three or four evenings per week on degree work, but we also support part-time students who may not be able to dedicate so much time. Either way, we work with each student on an individual basis to ensure that they get the most out of the program.

What hard skills are graduates of our degree programs able to list on their résumés?

While our students acquire hard technical skills—such as programming in Python, training machine learning models, developing algorithms and building system architecture—higher education is about far more than short-term skill development.

The core of what we do in the mathematics and computer science department is teach critical thinking, problem solving and solution design. By critical thinking, I mean being able to identify, understand and clearly describe the problem that needs to be solved, while also understanding the implications and capabilities of all the technologies that could be used to solve it. Problem solving involves deciding what technologies are appropriate to be used, and how they should be deployed. Solution design is establishing a socio-technical system of humans interacting with technology addresses the issue.

By taking the liberal arts approach to this instead of merely relying on skill development, we future-proof the students’ entire career. Technologies change; the ability to think does not.

Back to the news, President Trump has recently talked about referring to artificial intelligence as “superintelligence.” Are they the same thing?

Superintelligence is a concept that describes a form of artificial intelligence that transcends human intelligence. Traditionally, the AI we see today is considered “basic AI.” Once it reaches the level that it is comparable to the way humans think, it would be referred to as “artificial general intelligence” or “AGI.” When it evolves beyond that, it would become “superintelligence.”

The question is how much intuition, self-interest and subjective decision-making defines human intelligence. Self-interest requires self-consciousness; in other words, the realization of self. That strays deeper into philosophy and psychology than I’m comfortable discussing, though.

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MS in Artificial Intelligence and Machine Learning
College Degree: Bachelor of Arts in Clinical Art Therapy and Psychology

As a photographer and creative professional, I’ve seen how advancements in technology can transform an industry. I wanted to understand the science behind them and eventually contribute to their development. I chose ������Ƶ because I was looking for a program that would provide the strong technical foundation I’d need to transition into the field. Studying at the Manhattan Center also appealed to me, as the small classes allow me to engage with professors and classmates and pursue my degree while remaining connected to professional opportunities in New York City. One of the most rewarding aspects of my experience so far has been the opportunity to learn alongside individuals who bring different academic and professional perspectives to the classroom.

Phu Thanh Nhan

Flex MBA, business analytics specialization
College Degree: Computer Security

Coming from a tech background, I’ve always loved problem-solving and diving deep into systems, but I wanted to understand the bigger strategic picture. Pursuing an MBA with a specialization in business analytics felt like the perfect bridge; it lets me take that technical mindset and apply it directly to data-driven business decisions and operational strategy. ������Ƶ’s Flex MBA program really stood out for its personal touch; the faculty are genuinely invested in mentoring you, rather than treating you like just a face in a giant lecture hall. Choosing the Manhattan Center was an easy call. Having classes right in the middle of New York City brings so much energy, and you’re studying right next door to the industries driving both business and tech forward. The best part has definitely been our cohort. We’ve built a tight-knit, supportive group.

Brannon McDowell

MFA in Creative Writing
College Degree: Biology With Minor in Philosophy

As a veteran of the U.S. Air Force, I had the opportunity to take advantage of the G.I. Bill to further pursue my education. I spoke with my father, and he suggested that rather than pursue a degree in something related to my current career as a procurement professional, I ought to go back to school for something I genuinely enjoy. I’ve always enjoyed the art of storytelling and had a desire to learn the craft of writing. I knew I wanted to be around writers and in a writing community, so New York was the place I wanted to go, even though I’d never visited the city before. The MFA at ������Ƶ appealed to me in particular because it’s a low-residency program. Being able to get that level of education on top of having the flexibility to continue living and working in Huntsville, Alabama, is a fantastic opportunity that I am extremely grateful to have.

Nikki Roda

PhD in Learning Sciences
College Degree: Economics; Master’s Degree: Information Systems

I’m a resource librarian in the education department at the American Museum of Natural History, and my background is in information systems and data science, with a special emphasis on making complexity easy and user-friendly. The rise of AI has made me feel that allowing technology to pervade every corner of our lives is causing us to lose something essential about how humans relate to learning and adapting. I hope to study how play can operate as a technology-free method for learning and development for people of any age. I chose ������Ƶ’s learning sciences program because of the wide range of research conducted by the faculty and because studying in Manhattan and collaborating with the New York City Teaching Fellows program offers ample opportunities for practical field research right at our doorstep. My goal is to continue doing research in the learning sciences and join a university faculty.

Gloria Lee

Master of Social Work
College Degrees: Linguistics and Asian Studies; Master’s Degree: Biblical Studies

I am currently an intake supervisor at a residential supportive housing program operating under the New York State Office of Children and Family Services oversight. I decided to pursue an MSW to be better equipped to serve the public. I really enjoy helping people restore and build relationships and live fulfilling and meaningful lives. I chose ������Ƶ because of the wonderful support my family received from its Center for Psychological Services, and because the Manhattan Center is close to my home and makes it easy to combine work and graduate school. Even one year of the MSW program at ������Ƶ has helped me to become a better advocate for my clients and supporter of our community partners. As a licensed social worker, I expect and plan to do even greater things for the people I serve.

Salih Mansur

PhD in Learning Sciences
College Degrees: Electronic Design and Multimedia, Forensic Psychology; Master’s Degrees: Instructional Technology, Artificial Intelligence Systems

I have always had diverse interests, including educational technology, psychology, curriculum design and innovation. I find learning sciences attractive because it combines these fields and supports my current project of creating AI-powered applications designed to make education more accessible. I work at the City College of New York’s School of Education, so I was interested in studying in Midtown since it offers such a mix of academic, scientific, cultural and professional opportunities. The Manhattan Center adds to that by providing a convenient, tight-knit learning environment that supports my academic and professional goals.

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The highlights:

• U.S. News & World Report includes ������Ƶ at No. 93 on its first-ever list of Top Private National Universities. The University rose seven rankings points overall in National Universities.
• ������Ƶ rose 14 spots on the U.S. News & World Report Best Undergraduate Nursing Programs list.
• Forbes ranked ������Ƶ as Long Island’s premier private university for the fourth consecutive year.
• ������Ƶ was recognized once again on the international stage with inclusion in the Times Higher Education World University Rankings.

U.S. News & World Report 2027 Rankings

For the ninth consecutive year, U.S. News & World Report recognized ������Ƶ as one of the nation’s Best Colleges and as one of New York state’s top 20 higher education institutions.

U.S. News also cited ������Ƶ as a Best College for Veterans and a Top Performer on Social Mobility, a ranking that is particularly meaningful, as first-generation college students make up nearly half of the University’s student body.

While increases in six-year graduation rates and first-year retention rates played a role in ������Ƶ’s high rankings, President Michael Balboni ’81, JD, notes that the University’s standing goes beyond the numbers.

“������Ƶ’s strong national rankings reflect something much deeper than metrics; they reflect a culture of care we foster every day,” President Balboni said. “Behind these numbers lies a close-knit community where faculty members mentor with heart, staff go above and beyond, and students support each other’s growth.”

Recognized Leadership in Healthcare Fields

U.S. News also highlighted the excellence of undergraduate and graduate programs offered by ������Ƶ’s College of Nursing and Public Health, giving top rankings to its Bachelor of Science in Nursing and Master’s in Nursing programs as Bests. The College’s programs in those areas ranked higher than those of all other private universities on Long Island.

The College, whose Master of Public Health and Doctor of Nursing Practice programs are also U.S. News bests, is addressing New York’s critical healthcare staffing needs by offering its Accelerated BS in Nursing program this year at ������Ƶ’s new Manhattan Center. Those efforts are being bolstered by the appointment of Leonard C. Achan ’99 as chair of the University’s board of trustees and the election to the board of Michael Dowling, CEO emeritus of Northwell Health.

A “University in Motion”

The combined 2026–2027 national and global rankings—which also include U.S. News Best Graduate Programs in business, clinical psychology, social work and speech-language pathology—underscore ������Ƶ’s commitment to high-impact clinical training, research and career readiness. They reflect the current strength of the University and its future potential.

“Our continued ascent in these prestigious national and international rankings reflects a university in motion,” President Balboni said. “We are attracting significant grant funding, securing new partnerships and adding to the value of an ������Ƶ degree.

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The Overlooked Consequences of a Transit Strike

who had to choose between waiting on long bus lines, taking sick days or working from home that week. The strike was inconvenient for office workers, but potentially disastrous for many of New York’s most essential services, such as hospitals, schools and public agencies.

“Telling people to work from home is sound guidance for a large part of the workforce,” said Nicholas Cagliuso, PhD, adjunct professor of emergency management. “But it doesn’t help the nurse, the home health aide, the retail clerk or the shift worker whose job requires being on site. The LIRR strike is a good reminder that ‘all-hazards’ really means ‘all-consequences.’”

Emergency Management Training Transcends Disciplines

Students studying emergency management at ������Ƶ are trained to follow an all-hazards approach, which translates, in the simplest terms, to “be ready for anything.” The program’s curriculum brings together the strengths of several schools at the University—including the College of Nursing and Public Health, College of Arts and Sciences and Robert B. Willumstad School of Business—to provide students with an interdisciplinary framework that can be applied to any emergency in any industry.

Terry Cooper, DHSc, clinical assistant professor and director of emergency management, calls emergency management “an art and a science.” “To be able to serve people to the best of our ability, we need to wear so many hats,” he said. “Our students are developing skills in everything from project management to human resources, communications, technical writing and science.”

Dr. Cagliuso echoes the sentiment. The backgrounds that serve students well in this profession, he says, are legion: public health, transportation, urban planning, public administration, business, labor relations and more. “Whatever your co-discipline or your interest is, wherever you’re coming from, there’s a space for you in this program,” Dr. Cooper added.

Preparing for the Big Picture Makes the Biggest Impact

No matter their background, emergency managers must be able to see the big picture. Professionals working on the LIRR strike would have been able to envision, for example, how displaced rail commuters would crowd roads and subway stations. And, most importantly, they’d have seen the strike coming. “This strike had a visible runway: years of negotiations, federal emergency boards, a near-miss in 2025 and a concrete timeline for mediation under federal labor law,” Dr. Cagliuso said. “A good emergency manager tracks a deadline the way they’d track a hurricane’s path.”

Unlike a hurricane, however, the LIRR strike left behind minimal damage in the end. All things considered, Dr. Cooper believes, this was “a plan that went right.” Commuters were notified in advance, the incident was resolved within three days and, in the meantime, nothing fell apart.

Teaching Students to Think on Their Feet

Though a deal was reached late on Monday night, full service was not restored for nearly 24 hours. Dr. Cagliuso sees a critical lesson there: “Live by the rule of no surprises.” As he notes, the LIRR couldn’t just “flip a switch” to get trains running in time for Tuesday morning’s commute. “My advice to newer professionals is to challenge your assumptions, not just your procedures. Exercise the oddball but plausible scenarios.”

Dr. Cooper plans his own curriculum around the inevitable oddball scenario, too. Though his classes are held online and asynchronously, he makes room for real-time discussions with students, often centering around current events—like a recent cyberattack targeting supermarket refrigerators in France—that are continuously evolving.

“These future professionals are going to have to make decisions on the fly that require critical thinking. Sometimes there isn’t a right answer, there’s just a best option,” he said. “Learning this early will make students much more competitive in their fields.”

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We’ve all heard of the Bermuda Triangle—that part of the Atlantic best known for sensationalized myths about aliens, wormholes and the lost city of Atlantis. But zoom out a little, and you’ll learn that this patch of ocean is just one part of the Sargasso Sea, which holds mysteries of its own.

The Sargasso Sea is a 2-million-square-mile region of the North Atlantic Ocean bounded by four circulating ocean currents, creating calm, warm and highly saline waters covered by dense mats of free-floating brown macroalgae known as Sargassum, which lend this patch of sea its name. This microalgae forms a floating tropical rainforest that provides food and refuge for ocean life from fish to sea turtles—and serves as the exclusive breeding ground for the enigma that is the American eel.

“American eels have a cool life history,” said Andrea Ward, PhD, vice provost for research and libraries. “They reproduce in the Sargasso Sea and then migrate thousands of miles into rivers all along the east coast of the U.S. and Canada, where they can stay in fresh water for many years until they return to the Sargasso Sea to reproduce and die.” Because it takes place in this deep sea location, no one has ever directly witnessed the eel mating process, and as yet, eels have not been bred in captivity.

Young eels drift thousands of miles on ocean currents as transparent, leaf-shaped larvae before transforming into tiny “glass eels” and making their way to the freshwater rivers, streams and estuaries of eastern North America, where they spend the majority of their lives—sometimes decades—growing slowly into yellow eels and eventually the darker adult “silver eels.” Capable of breathing through their skin and even wriggling overland through wet grass to reach new waterways, American eels are remarkably adaptable, yet their populations have declined sharply in recent decades.

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For the past two years, Dr. Whitley and her research partner, William Massey, PhD, of Oregon State University, have been developing the United States’ first-ever comprehensive youth sports mental health guidelines. In the absence of federal regulations or a dedicated government ministry, these guidelines close a problematic policy gap. They’re the product of input from more than 100 athletes, families, coaches and experts, translating both scholarly research and lived experience into actionable, evidence-based guidance for youth sport leaders.

Rethinking the Youth Sports Ecosystem

In many youth sport settings in the United States, any adult can show up and volunteer to become a coach, no prior experience or training required. Dr. Whitley wants to change that. “We need to make sure volunteers are coaching in ways that are physically safe,” she said. That means, at the very minimum, conducting background checks and sport safety training.

But training coaches to support mental health is trickier. “How do we help coaches understand how to build psychologically safe, developmentally appropriate environments where kids can flourish? How do we help coaches cultivate a sense of inclusion and belonging?”

Dr. Whitley’s guidelines lay out a clear path forward—not only for coaches, but for parents, too. As her research revealed, parents’ behavior can make or break their child’s experience. “Time and again, we heard from young athletes that the worst part is the car ride home after the game.”

“” (Journal of Applied Sport Psychology, May 2026), a related article Dr. Whitley co-authored with Dr. Massey, recounts young athletes’ frustration with their parents’ postgame critiques. Parents becoming critics rather than caregivers, even when their feedback is well-meaning, only adds fuel to the fire. Much like coaches, Dr. Whitley believes, parents have to be trained how to “show up.”

A Landmark National Initiative, Supported by $450,000 in Grant Funding

Dr. Whitley’s research has been supported by high-profile organizations across the country. A $100,000 grant from the powered phase one, with another $100,000 from Movember powering phase two—along with a $250,000 grant from the . For this most recent grant, ������Ƶ was selected as just one of 10 inaugural partners in its Empower Every Coach (EEC) program, enabling Dr. Whitley’s work to be connected with a national portfolio of other systems-level youth sport projects.

“Mental Health Guidelines for Youth Sport Across the United States” kicked off in early 2025 with an intensive literature review, encompassing 20,000 research papers and programming from 80-plus programs and organizations, as well as a series of national focus groups and an ������Ƶ study, which allowed her team to get feedback from 22 experts in the intersection of youth sport and mental health. Later in 2025, Dr. Whitley and her team held a two-day expert advisory panel at Nike’s headquarters in New York City to finalize the guidelines and develop a plan for dissemination.

In July 2026, the project entered a new, much-anticipated phase: implementation and testing. Dr. Whitley and her team began working with a cohort of “anchor partners,” spanning grassroots, school-based and performance sport settings from coast to coast.

The Seven Guidelines Making Real-World Impact

For the next 18 months, these anchor partners will serve as an important proving ground. As they put the mental health guidelines into practice, they’ll be reshaping their sport programs from the ground up, turning potential pressure cookers into the safe havens they were always meant to be.

The first three guidelines set a developmental baseline: prioritizing young athletes’ physical, psychological and social growth over performance. The rest address mental health directly, covering subjects like crisis response training, clear access to mental health resources and emergency preparedness plans.

“Lots of programs have emergency plans for physical injuries, but what about mental health?” Dr. Whitley said. “If there’s a collective trauma in the community, or something really hard has happened for one athlete on the team, we don’t want program leaders to be figuring out what to do on the fly.” She’s also determined to enhance mental health literacy. Coaches should be able to recognize early signs of distress and, critically, gauge if their athletes are just having a bad day, “or if it’s something more serious that needs to be escalated.”

A Healthier Future for Youth Sports

During the testing phase, Dr. Whitley’s team will be collecting data from their anchor partners, working in real time to refine the “Mental Health Guidelines for Youth Sport Across the United States.” “We’ll be learning as we go,” she said. “Where are the friction points? What is and isn’t feasible? How can we make sure the guidelines are ready for a broader rollout?” At the end of 2027, they’ll synthesize their findings into an open-access tool kit that can be accessed by any sport program leader, anywhere.

Though the guidelines will remain a work in progress for some time, Dr. Whitley is excited about the possibility of real, systems-level change—especially as some states are finally beginning to legislate mental health training and coach requirements. “I hope our guidelines will help shape those policies,” she said. “And eventually we’ll have a clear foundation for rebuilding youth sport as a healthier, more inclusive ecosystem.”

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Social workers play a key role in helping people understand these changes to eligibility—and supporting them from a whole-person approach. “Social workers are trained to help people navigate systems and to deal with mental health crises,” says Elizabeth Palley, JD, PhD, professor of social work and director of the PhD in Social Work program.

Here’s a closer look at what’s changing, who will feel it most and how ������Ƶ prepares students to help.

What’s Changing With SNAP

There are a few key SNAP changes taking effect on October 1, 2026, the start of the federal fiscal year 2027. These include:

• States and counties absorb more administrative cost burden. The federal share of SNAP administrative costs drops from 50 percent to 25 percent, increasing the local share to 75 percent. For New York, this equals an increase in state costs by roughly $36 million per year, and county costs by $168 million a year.
• Benefits increase slightly. Given the higher costs of living, the are rising. For example, a family of four will go from a maximum monthly benefit of $994 to $1,023.
• The new three-year work-requirement window starts. People who are subject to SNAP work requirements must work for at least 80 hours a month. If they don’t, they can receive SNAP for only three months in a three-year window. The three-year window resets on October 1, 2026.

Some changes went into effect earlier in 2026. In particular, work requirements now apply to adults ages 55 to 64 (previously adults ages 18 to 54 without dependents) and to parents whose youngest child is 14 years or older.

Who Will Feel the Impact Most

The expanded work requirements have made it more difficult for people to qualify for SNAP. The New York governor’s office estimates that 300,000 households will lose some or all of their SNAP benefits, with an average loss of $220 a month.

Meeting the updated work requirements can be especially challenging for older adults and parents with teenagers. “We don’t want teens to be without parents around,” Dr. Palley says. “Often, the kinds of jobs you can get have night and early morning hours when your kid is around, so that can have impacts on parenting.”

Dr. Palley also notes that many adults in their 50s and 60s who have recently been pushed out of the workforce already struggle to find new jobs, and the jobs they can find are often physically demanding, minimum-wage work.

Losing SNAP benefits will be especially hard on children. “Certainly for children, hunger affects your physical and mental health, as well as your ability to concentrate, so school performance will likely suffer,” Dr. Palley says.

And shifting more of the administrative cost burden on states and counties will put the most strain on poorer counties that can’t absorb the cost shift. So, even if people qualify for SNAP, they may not be able to access benefits if funding runs short, Dr. Palley notes.

With more people losing SNAP benefits, the demand for food banks, private charities, and other community services will rise. Families may also need to divert money from rent to food, leading to housing instability, Dr. Palley says.

How ������Ƶ Prepares Students

������Ƶ’s social work programs teach students how to help clients access resources and, more importantly, how to engage in policy advocacy to support legislative changes that benefit their client population. “It’s important to have social workers who understand the experiences of clients, but also understand how to navigate and lead systems,” Dr. Palley says.

Students learn how to understand an issue, conduct research and interpret data, and create a convincing argument. “Those are the skills you would take into advocacy,” Dr. Palley says.

In addition to classroom learning, all students must participate in the School of Social Work’s annual social action initiative. Students can choose from various projects, including social media campaigns, expert interviews, website creation and legislative advocacy. Interested students can even travel to Albany and nearby counties to meet with legislators or testify on issues they care about at the county level.

“As a social worker, you’re closely tied to the populations you’re working with, so you can make a really good case and present people’s stories, because sometimes it’s too hard for people who are currently struggling to be able to testify and meet with legislators,” Dr. Palley says.

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This is why students in the ������Ƶ School of Social Work participate in research projects, whether they’re enrolled in undergraduate or graduate programs. Students then present their projects at conferences, including ������Ƶ’s Scholarship and Creative Works Conference, an annual event that celebrates their innovative work across all disciplines.

Here are a few of the projects School of Social Work students have shared on campus and beyond.

Kabian Brown, MSW ’11: Breaking the Silence Around Black Men’s Mental Health

Kabian Brown, MSW ’11, a DSW candidate at ������Ƶ, strives to understand how Black men make sense of racism-related trauma, and how cultural expectations of strength and masculinity shape whether they seek mental health treatment. “I always say that men suffer silently,” Brown says.

To paint a clearer picture of mental health care in BIPOC communities, Brown and a colleague reviewed studies on access to in-person and virtual mental health services, and explored how community spaces like barbershops serve as informal therapy. The goal: to give clinicians a guide for facilitating men’s groups in Black and Brown communities.

“A lot of BIPOC people might not trust the system. They think that if they talk to someone about mental health, they’re going to be seen as crazy, or that the therapist won’t be equipped to help them,” Brown says.

They presented their work at the inaugural hosted by the National Association of Social Workers (NASW).

The experience changed Brown’s mind about what research could be. “At one time, I said, ‘I’ll never go back to school because I hate research,’” he recalls. “But when you’re doing research that’s intentional, it’s more satisfying.”

Fritza Gue: Removing Invisible Barriers to Care for Immigrant Communities

As a Haitian immigrant, MSW student Fritza Gue has seen mental health stigma in her community firsthand. “When we see someone with mental health issues, we automatically think voodoo,” she says. “We don’t believe this person went through an amount of stress that their brain and body cannot take anymore.”

Gue fell in love with mental health when she started working at a psychiatric center on Long Island. There, she met people with schizophrenia, bipolar disorder, post-traumatic stress disorder and anxiety. “I noticed there are a lot of Haitians who experience these issues,” Gue says.

For a course at ������Ƶ, she researched the invisible barriers that keep immigrant communities in Baldwin from accessing mental health care, and identified solutions to bridge the gap. She found that the barriers are systemic, not individual: limited access, transportation and language support, plus cultural barriers.

Part of the solution to these barriers, which she presented at ������Ƶ’s Scholarship and Creative Works Conference: Raise awareness in immigrant communities, in multiple languages, so services don’t remain hidden.

The experience left Gue with a key realization: “Research is not just for people who love statistics—it’s for anyone who wants to understand the world better and make a real impact.”

Shirley Braithwaite-Crawford: Rethinking Child Welfare Through a Trauma-Informed Lens

Shirley Braithwaite-Crawford, an MSW student completing an IDEATE fellowship in behavioral healthcare, is using her ������Ƶ education to strengthen her work in child welfare. “One of my concerns is how to help families from returning to the system over and over,” she says.

She notes that the child welfare system tends to be punitive instead of considering the role of past trauma. Some families face financial hardship that repeats across generations, and that stress can affect how parents raise their children. “When we’re able to support parents, we’re able to keep children safe,” Braithwaite-Crawford says.

That insight led her to propose an approach to supporting families from marginalized communities, presented at ������Ƶ’s Scholarship and Creative Works Conference. Her research drew on her child welfare experience, past studies and human rights protections that often go unenforced. She’s especially excited to use cognitive behavioral therapy (CBT), which helps people identify and change unhelpful thoughts and behaviors, in her practice.

“One of the things that I take away from the experience is being able to connect theories with practice,” Braithwaite-Crawford says. “When you go into the classroom, you learn a lot about theories, but then what about when you come out into the real world?”

Christina Grant ’26: Shining a Light on Poverty Among Minority Single Mothers

After completing her BSW at ������Ƶ, Christina Grant ’26 moved on to the MSW program, where she’s currently honing her research skills.

Inspired by her own mother, who worked multiple jobs to support her family as a single parent, Grant explored the systemic inequities that contribute to higher rates of poverty among minority single mothers. “I looked into intersectionality and how racial discrimination interacts with gender and socioeconomic status, and how it’s often overlooked in discussions of poverty,” she says.

The experience sharpened her critical thinking and research skills, empathy, and ability to view an issue from multiple angles. It also reinforced the need to view these social issues from a strength-based perspective: “Despite structural hardships, it was great to look at how minority single mothers demonstrate resilience, resourcefulness and reliance on their strong support systems to help them nurture their children and support their family,” Grant says.

Sharing her research at the Scholarship and Creative Works Conference gave her the opportunity to highlight an important issue for a room full of future social workers and faculty members who can create solutions. “Not everyone has a voice to speak into this,” Grant says. “If I’m given the opportunity to share this research, then I’m hoping we can come together and make a difference.”

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The University also received high national rankings in 2027 lists. ������Ƶ was once again the top-ranked private university on Long Island in ��ǰ������’ 2027 America’s Top Colleges while also debuting at No. 97 in the new U.S. News & World Report ranking of Top Private National Universities. ������Ƶ is a U.S. News Best College for the ninth-straight year, moving up seven spots in 2027.

������Ƶ’s upward trajectory is driven by a rapidly expanding research enterprise. Over the past few years, the University has secured significant federal and institutional research funding, fueling high-impact innovation across its core disciplines. This targeted investment directly supports faculty-led research, experiential student learning and cutting-edge pedagogical advancements.

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

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

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

For more information about ������Ƶ’s recent awards, national rankings and research initiatives, visit .

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In 1938, ������Ƶ, then open only to women students, became one of the first American colleges to establish a university dance program, founded and run by internationally renowned modern dance pioneer Ruth St. Denis. At that time, dance was typically grouped alongside physical education. Today, ������Ƶ’s conservatory-level dance program prepares students to become professional dancers and dance educators. Recent dance MFA grad Frida Molina ’23 is now performing with some of pop’s biggest stars—including Bad Bunny.

Modern dance was the focus of the department in its early days.

First Scientific Computer Minor

No university in New York state had a scientific computing minor until Fall 2019. That is when ������Ƶ’s program, developed with the U.S. Department of Energy’s Brookhaven National Laboratory in Upton, New York, addressed a shortcoming that had long plagued science undergrads: an inability to write code for highlevel research. ������Ƶ’s scientific computing program gives students majoring in sciences the computer and data analysis skills needed for an advanced degree in their discipline or for work in a research setting.

An ������Ƶ student monitors a screen at Long Island’s Brookhaven National Laboratory.

First Private Coeducational University on Long Island

������Ƶ holds the distinction of becoming the first private coeducational university on Long Island, breaking ground in Garden City in 1928. The first building raised was beautiful Blodgett Hall, still proudly standing almost 100 years later.

Designed by the renowned architectural firm McKim, Mead and White, Blodgett Hall today is home to five academic departments.

First University-Based School of Psychology

Professor Gordon F. Derner, PhD, who founded the school in 1972.

Psychology majors at ������Ƶ build on the ingenuity and compassion of the late Gordon F. Derner, PhD. The longtime professor founded the nation’s first university-based professional school of psychology in 1972 as well as ������Ƶ’s clinical training program in 1951. For more than 55 years, the Gordon F. Derner School of Psychology has earned international recognition for its innovations in psychology and related disciplines. “I believe that the artificial schism between mainstream psychology and psychoanalytic theory has been detrimental to both,” observed Professor Robert Mendelsohn, PhD. “I appreciate that the Derner School is one place where the integration of psychoanalysis into mainstream psychology occurs every day.”

One of the First College Radio Stations in the Rock & Roll Hall of Fame

On the air in 1982.

������Ƶ’s groundbreaking student-run station, WBAU, is one of the only college radio stations cited by the Rock & Roll Hall of Fame. The station was one of the first to give significant airtime to hip-hop. In the early 1980s, program director Bill Stephney gave a platform to ������Ƶ classmate and popular Long Island DJ Carlton Douglas Ridenhour ’84, ’13 (Hon.), on his Mr. Bill Show. The world knows Ridenhour by his professional name, Chuck D.

First in Nursing Leadership

������Ƶ made history by establishing the first Central Collegiate School of Nursing in New York state. In response to an urgent need for nurses during World War II, this became one of the largest collegiate units of the U.S. Cadet Nurse Corps. Thirty-nine years later, ������Ƶ became the first on Long Island to offer a doctoral program for nurses. It remains one of the few in the state. ������Ƶ’s nursing program is now among the highest ranked in the country; the undergraduate program jumped an unprecedented 32 points in the 2026 U.S. News & World Report rankings.

������Ƶ had one of the largest collegiate units of the U.S. Cadet Nurse Corps.

First in Women’s Lacrosse Championships

������Ƶ’s women’s lacrosse team was the first (and currently only) in NCAA Division II history to win three straight national championships (2009 to 2011). If that wasn’t dynastic enough, after a two-year break, the team won four more in six years.

The 2009 National Champions celebrate.

First in Student Success for Learning Differences

Professor Emeritus Fred Barbaro, EdD, founder of the Learning Resource Program.

The Learning Resource Program, the first of its kind at a university, was founded in 1979 by the late Professor Emeritus Fred Barbaro, EdD, who taught in the ������Ƶ School of Social Work. It allows students with “invisible disabilities” such as ADHD and dyslexia to thrive in college. Around 100 students annually are enrolled in this life-changing program. They have weekly sessions with a learning specialist, receive assistance with career planning, and participate in group and individual sessions with a clinical social worker.

Nearly 40 years later, ������Ƶ unveiled the first sensory room at a college or university for students on the autism spectrum as part of its nationally recognized Bridges to ������Ƶ program. A color-changing hurricane tube assists with emotional regulation, weighted balls and blankets offer sensory stimulation and low lighting offers a calm respite from the stress of college life.

The next firsts for ������Ƶ await. Regardless of whether it’s in academics, entertainment, athletics or student access, one thing is certain: ������Ƶ’s impact will travel far beyond Garden City.

������Ƶ was the first college or university with sensory room for students on the spectrum.

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