News

91�� Awarded $500,000 Federal Grant to Expand Campus-Wide Suicide Prevention and Mental Health Initiatives

znegron@mercy.edu — Tue, 03 Nov 2026 15:56:54 +0000

91�� Awarded $500,000 Federal Grant to Expand Campus-Wide Suicide Prevention and Mental Health Initiatives znegron@mercy.edu Tue, 11/03/2026 - 10:56 91�� News Press Releases

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The four-year SAMHSA grant will fund 91�� RISE initiative serving students across all three campuses.

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91�� has been awarded a $500,000 federal grant from the Substance Abuse and Mental Health Services Administration (SAMHSA) to strengthen and expand campus-wide suicide prevention, mental health education and student support initiatives.

The four-year award, funded through SAMHSA's Garrett Lee Smith (GLS) Campus Suicide Prevention Grant Program, will support 91�� RISE (Resilience, Intervention, Support and Empowerment), an initiative designed to strengthen campus-wide suicide prevention across the University’s three campuses by expanding early identification, increasing access to behavioral health services, implementing evidence-based prevention strategies and building sustainable infrastructure that improves student well-being.

“This award represents a significant investment in the health and well-being of our students," said Colleen Powers, executive director of Health and Wellness at 91��. “The funding will allow us to build upon the important work already underway through our JED Campus and other initiatives and further develop a comprehensive, proactive approach to mental health promotion, suicide prevention and student support.”

Suicide continues to be a leading cause of death among college and university students in the United States. The 2024 National Survey on Drug Use and Health (NSDUH) reports that 33.2% of 18- to 25-year-olds experience mental illness, with 9.4% experiencing serious mental illness.

At 91��, institutional data from the 2024–2025 Healthy Minds Study found that 62% of students experience symptoms of at least one significant mental health concern, and an estimated 3,000 students with identified needs are not receiving treatment, underscoring the urgent need for expanded prevention and early intervention efforts.

In 2025, 91�� joined JED Campus, a nationwide initiative of The Jed Foundation designed to help schools evaluate and strengthen their mental health, substance misuse and suicide prevention programs. Since then, the University has been working with JED to assess existing mental health, substance misuse and suicide prevention programs and identify what’s working to help address gaps.

91�� RISE will build upon the University’s existing work with JED, its Counseling Center, CARE Team, Student Health Office and the Office of Accessibility, to establish a comprehensive suicide prevention framework. The initiative has four primary goals: strengthen institutional capacity for suicide prevention; improve early identification and referral of students experiencing behavioral health concerns; increase help-seeking behaviors and awareness of available services; and establish sustainable policies, partnerships and prevention infrastructure that extend beyond the grant period.

In collaboration with key partners including JED Campus, BetterMynd, Lavender Psychiatry, the Behavioral Health College Partnership, New York-Presbyterian Hospital, NAMI OF WESTCHESTER , the Jordan Porco Foundation and other regional behavioral health providers, 91�� will train faculty, staff, student leaders and students to recognize warning signs and connect peers to help; conduct annual behavioral health needs assessments, voluntary behavioral health screening and referrals, integrated crisis response, prevention programming, outreach and stigma reduction and implement strategies to reduce access to lethal means.

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91�� is an independent, coeducational institution serving more than 9,000 students each year across campuses in Westchester, the Bronx, Manhattan, as well as online. It is a federally designated minority-serving institution and the largest private Hispanic Serving Institution in the state of New York. 91�� offers more than 100 undergraduate and graduate degree programs and certificate programs within six schools: Business, Education, Health and Natural Sciences, Liberal Arts, Nursing and Social and Behavioral Sciences. 91�� was founded in 1950 by the Sisters of 91�� whose mission of transformative education remains strong. For more information, visit www.mercy.edu.

Disclaimer: 91�� RISE was developed [in part] under a grant number SM-26-009 from the Substance Abuse and Mental Health Services Administration (SAMHSA), U.S. Department of Health and Human Services (HHS). The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.

91�� Honored by UN Association for Student Volunteerism, Global Engagement

znegron@mercy.edu — Mon, 02 Nov 2026 13:00:20 +0000

91�� Honored by UN Association for Student Volunteerism, Global Engagement znegron@mercy.edu Mon, 11/02/2026 - 08:00 School of Social and Behavioral Sciences 91�� News

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From left to right: Marcia M. Brewster, president, UNA-USA Westchester Chapter; David T. Imamura, Westchester County Legislator, District 12; Jeremiah Frei-Pearson, White Plains Common Council Member, Dr. Cynthia T. Walley, interim dean, School of Social and Behavioral Sciences; Prof. Eduardo Zachary Albrecht, director, International Relations and Diplomacy Program; and Matthew Viskewich, head delegate, 91�� Model United Nations.

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91�� received recognition from the United Nations Association of Westchester during its United Nations Day celebration Oct. 24, highlighting the university's Model United Nations program and student volunteer contributions. The program also received certificates of recognition from the Westchester County Executive, the New York State Senate and a Certificate of Special Congressional Recognition.

The honors came during an event celebrating the International Year of Volunteers, recognizing organizations whose partnerships and volunteer work have impacted their communities.

UNA-Westchester specifically cited 91��'s International Relations and Diplomacy Program and its Model UN team for their longstanding partnership through volunteer service, internships and leadership opportunities.

"At 91��, we believe that some of the most meaningful learning experiences happen beyond the classroom," said Dr. Cynthia T. Walley, interim dean of the School of Social and Behavioral Sciences. "Our Model United Nations program is a wonderful example of that commitment. I especially want to recognize Professor Eduardo Zachary Albrecht, director of our International Relations and Diplomacy Program, and our dedicated faculty advisors, who put so much time and energy into mentoring and supporting our students. Their commitment makes these experiences possible.”

The university's Model UN program has played a significant role in this partnership, with students representing countries, researching global challenges, engaging in diplomatic negotiations, and working collaboratively to address complex international issues. The program prepares students not only for careers in international relations and related fields but also for meaningful civic engagement and service. These experiences have provided students with opportunities to engage in global issues, strengthen their understanding of international diplomacy and develop leadership, communication, collaboration, and problem-solving skills.

“Model UN is one of the few places where students practice the actual craft of multilateralism: representing interests that are not their own, building coalitions under pressure, and finding language that leads to peace," said Professor Albrecht. "I am proud of 91�� for making it a core part of the curriculum, one that is available to all our students. At a moment when the institutions of international cooperation are under real strain, those skills are not ornamental, they are a bet on our collective future.”

A highlight of the event was the participation of 91�� student Matthew Viskewich, former head delegate of the University's Model UN team and current co-chair of UNA-Westchester's Young Professionals Program. Viskewich was invited to serve as a panelist representing student volunteers, demonstrating how 91�� students continue to make contributions beyond the classroom.

The recognition also reflects the contributions of Professor Michiko Kuroda, whose longstanding involvement with 91��'s Model UN team helped foster the University's relationship with UNA-Westchester and create opportunities for students to participate in international affairs and community engagement. Since 2014, Prof. Kuroda’s students have participated in Model United Nations conferences, bringing outstanding awards to the 91�� team.

The university's partnership with UNA-Westchester extends beyond Model UN to include collaborations on the Women's Empowerment Summit and previous United Nations Day celebrations.

“We value our longstanding relationship with the United Nations Association of Westchester and appreciate being recognized as a community partner. We look forward to continuing this important work together,” added Dr. Walley.

Through partnerships such as UNA-Westchester, 91�� continues to demonstrate the important role higher education plays in promoting global awareness, civic responsibility and service to others.

Learn more about 91��'s International Relations and Diplomacy program at https://mercy.edu/academics/programs/international-relations-and-diplomacy

91�� Launches Bilingual Extension Certificate for Pupil Personnel Services Professionals

znegron@mercy.edu — Wed, 28 Oct 2026 15:10:14 +0000

91�� Launches Bilingual Extension Certificate for Pupil Personnel Services Professionals znegron@mercy.edu Wed, 10/28/2026 - 11:10 School of Social and Behavioral Sciences 91�� News Press Releases

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This post-master’s certificate program addresses growing need for culturally responsive support for students and their families.

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Today, 91�� announced the launch of a new Bilingual Extension for Pupil Personnel Services Advanced Certificate to equip education professionals with specialized skills to effectively support bilingual students and their families.

The program responds to the increasing diversity in New York schools and the need for pupil personnel services professionals who can provide culturally- and linguistically responsive support. The advanced certificate equips graduates with evidence-based strategies to address the unique needs of bilingual learners and engage effectively with multilingual families.

“This certificate program provides an important opportunity for school counselors, psychologists, and social workers to strengthen their knowledge and skills to better address the mental health and emotional well-being of the youth they are charged with supporting,” said Dr. Cynthia Walley, interim dean of the School of Social and Behavioral Sciences at 91��. “As the mental health needs of our students and school communities continue to evolve, it is essential that we equip professionals with the knowledge, skills and practical strategies necessary to recognize and respond to these challenges and ensure that every student has the support and resources needed to succeed academically, socially and emotionally.”

The bilingual extension program is specifically designed for professionals who have completed a master's degree in School Counseling, School Psychology or School Social Work. Applicants must hold a current New York State provisional, permanent, initial or professional certificate in their respective pupil personnel services discipline.

The program’s online, asynchronous coursework provides flexibility for working professionals to continue in their current roles while completing the certificate. Supervised field experiences are integrated into the coursework and may be completed in participants’ current professional settings, when those settings meet program requirements.

Through this advanced certificate, participants will develop competencies in bilingual assessment, culturally responsive intervention strategies, family engagement across language barriers and advocacy for English Language Learners and their families.

The interdisciplinary learning experience brings school counselors, school psychologists and school social workers together to share professional perspectives and strengthen collaborative approaches to supporting multilingual students and families. The certificate prepares eligible professionals to pursue the New York State Bilingual Pupil Personnel Services Extension, subject to applicable state certification requirements.

For more information about the Bilingual Extension for Pupil Personnel Services Advanced Certificate, visit https://mercy.edu/academics/programs/bilingual-extension-certificate-pupil-personnel-services.

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91�� Women Leaders: Faculty Spotlight on Jennifer Fernandes, MBA, COTA/L

znegron@mercy.edu — Tue, 27 Oct 2026 12:37:47 +0000

91�� Women Leaders: Faculty Spotlight on Jennifer Fernandes, MBA, COTA/L znegron@mercy.edu Tue, 10/27/2026 - 08:37 School of Business 91�� News

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Earlier this year, 91�� was ranked No. 1 in New York and No. 11 nationwide on Newsweek's inaugural "America's Best Colleges for Women 2026" list. Developed in partnership with Gender Fair, this national ranking recognizes institutions that demonstrate measurable progress in advancing women through leadership representation, equitable policies and pay practices, campus safety, and career opportunity.

Behind this recognition are people who invest in women's growth every day. Jennifer Fernandes, MBA, COTA/L, interim dean of 91��'s School of Business, is one of them. Fernandes has experienced 91�� as a student, a three-time alumna, a faculty member, and now a leader. She knows women often pursue their ambitions alongside caregiving and work, and she builds support around that reality for students and for colleagues stepping into roles they hadn't pictured for themselves.

Learn more about her journey at 91��, the moments that shaped her approach to leadership and what she wants prospective women students to know about the community waiting for them here.

Q&A with Jennifer Fernandes

What drew you to 91��, and what has kept you here?

My 91�� story started as a student and as a three-time alumna, you could say I kept coming back for a reason. Initially, affordability was a big part of my decision. 91��’s tuition was more manageable for me than Pace or Manhattanville, but what made the experience valuable was the personal attention I received. My professors were intentional about mentoring me. They met with me, checked in, and helped me understand what I needed to do to succeed. As a freshman, that level of follow-up sometimes reminded me of high school. Looking back, I understand it differently: they recognized that being new to college meant I needed guidance while I learned to navigate it. They gave me support and held me accountable, then helped me become more independent. That’s what has kept me connected to 91��. I experienced what it means to have professors invested in your progress, and now, as interim dean, I get to help carry that forward. I came for an education, earned three degrees, and apparently decided I wasn’t quite ready to leave.

How have you seen your role as a faculty member evolve into a leadership position—whether formally or informally?

My path at 91�� began as an administrative assistant. From there, I became a coordinator, an adjunct, a faculty member, an associate director, a director, associate dean, and now interim dean. I certainly wasn’t sitting at my first desk mapping out all those titles! My growth happened through experience, hard work, and women at 91�� who coached me, encouraged me, and helped me recognize what I could contribute. As a three-time alumna, I’ve experienced that support as both a student and an employee. With each new role, I learned to support people on a broader scale, from helping an individual student to supporting faculty and guiding programs. Those women helped me find my confidence and take the next step, and now I want to offer that same encouragement and opportunity to others.

Can you share a moment when you realized the impact you were having on women students' lives?

One student who really stayed with me was a mother with a disability in our Occupational Therapy Assistant program. Her plan was to come to class, do her work, and go home. As a mother myself, I understand that sometimes your schedule feels full before the day even starts. But I saw leadership potential in her and encouraged her to run for class president. She took that step, became an advocate for her classmates, and learned how to speak up, navigate challenges, and represent others. She graduated at the top of her class and has since moved into a leadership position in her work. We still stay in touch. As women, we can sometimes talk ourselves out of an opportunity before anyone else has a chance to consider us: “Do I have the time? Am I ready? Can I really do this?” I wanted her to give herself a chance to find out. Her success belongs to her. What means so much to me is knowing I helped her see a possibility beyond the plan she arrived with. Having responsibilities and needing support didn’t diminish her ability to lead. She had something valuable to contribute, and she discovered just how much.

What does it mean to you personally that 91�� has been ranked #1 for women in New York?

It feels personal because I’ve experienced 91�� as a student, a three-time alumna, a faculty member, and now a leader. I know what it meant to have professors who made time for me, held me accountable, and helped me see possibilities I hadn’t yet considered. As a mother, I also know that pursuing your goals rarely happens in a quiet, perfectly organized life. You’re often making room for them between everyone else’s needs, occasionally answering an email with a child calling your name. This recognition makes me proud because it reflects the support I experienced here, and now, as Interim Dean, I have the opportunity to carry that forward. I want our women students to leave 91�� with more confidence, more opportunities, and the belief that their ambitions deserve room in their lives, too.

Can you describe a "full circle" moment where you saw a former student achieve something significant?

A full circle moment for me involved a student in a prerequisite course I taught. She was pregnant and had been forced to leave her home because of her pregnancy, with no family support. She was about to drop out of college. I began meeting with her every week and helped connect her with resources to help her stay in school. As we worked together, I saw her potential and encouraged her to interview for our Occupational Therapy Assistant program. She went on to become class president, graduate, and pass her licensing exam. Seeing her grow from someone who was unsure she could continue college into a professional, and a leader was incredibly meaningful. She earned that success, and I’m grateful I could help her find the support to keep going. As a 91�� alumna, I remember what it meant to have professors invested in my future. Being able to offer that same care to another woman is what made this feel truly full circle.

How does your work contribute to advancing opportunities for women in your field?

My work contributes by helping women recognize their abilities and connecting them with opportunities to put those abilities into practice. As a faculty member, that has meant making time for individual conversations, helping students find resources to stay in school, and encouraging them to pursue leadership roles they might otherwise pass up. Now, as Interim Dean of the School of Business, I can extend that work through professional development, industry connections, and experiences that help students build their skills and networks. I know from my own journey that encouragement matters, but it becomes much more powerful when it comes with a concrete next step. I want women to leave 91�� able to say, “I’ve led, I’ve contributed, and I have something valuable to bring to the table.”

What makes 91��'s environment particularly supportive for women faculty and students?

What makes 91�� supportive is the personal investment people make in your growth. As a student, I had professors who met with me, checked in, and helped me become more independent. As a faculty member, I’ve had opportunities to take on new responsibilities and grow into leadership. That matters for women because our ambitions often exist alongside caregiving, work, and other responsibilities. Sometimes support means helping a student find resources to stay enrolled; sometimes it means encouraging a colleague to pursue a role she hasn’t yet pictured herself in. I’ve experienced both sides of that encouragement at 91��, and I try to carry it forward. You can be challenged to grow and still have someone in your corner.

How do you create an inclusive classroom where all women feel safe to participate and take intellectual risks?

I start by making it clear that students don’t have to have a perfect answer to contribute. I encourage questions, respectful disagreement, and the willingness to try, because learning requires all three. I also make room for different ways to participate, whether speaking in class, working in a small group, or having a conversation with me afterward. The fastest hand in the room shouldn’t be the only voice we hear. I try to get to know my students rather than assume that being quiet means being disengaged. My goal is to hold students to high expectations while giving them the support to reach those expectations, so they learn to trust their own thinking and know their perspectives belong in the conversation.

What institutional practices at 91�� have you seen make a tangible difference in women's success?

The practices I’ve seen make the greatest difference are regular faculty check-ins, personalized mentoring, and connecting students with support before a challenge becomes a reason to leave college. In my own experience, meeting weekly with a student who was considering dropping out and helping her access resources gave her a path to continue. Coordination between faculty and student support teams, including PACT, helps make those connections possible. Affordability also mattered in my decision to attend 91�� and pursue three degrees. These practices address real needs: making education financially accessible, giving students someone to turn to, and following through when they need help. For women balancing school, work, and family, that support can make the difference between putting a goal on hold and reaching it.

If you could tell prospective women students one thing about what awaits them at 91��, what would it be?

You’ll find women here who are ready to help you grow, and that connection doesn’t have to end at graduation. Many of our leadership positions at 91�� are held by women, so you can see what’s possible while building relationships with people who encourage you, share opportunities, and help you take your next step. I still stay in touch with former students, connect them with networking opportunities, and meet some of them for coffee. The conversation may shift from assignments to career decisions, but the investment in their success continues. That’s what I want prospective students to know: you’re coming to earn a degree, but you also have the opportunity to build a community that keeps opening doors with you.

Complete this sentence: "Being a woman faculty member at 91�� means..."

Growing alongside women who lift one another up and extending that same support to our students, from their first uncertain day in class to the coffee conversations about their next career move.

A Day in the Student Seat: 91�� Faculty Learn from Each Other at Faculty Seminar Day

znegron@mercy.edu — Mon, 26 Oct 2026 12:21:28 +0000

A Day in the Student Seat: 91�� Faculty Learn from Each Other at Faculty Seminar Day znegron@mercy.edu Mon, 10/26/2026 - 08:21 91�� News

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On October 7, 91�� faculty came together for Fall Faculty Seminar Day, a day of collaboration and knowledge-sharing.

Hosted by 91��'s Center for Teaching and Learning and Teaching and Learning Advisory
Committee, Faculty Seminar Day takes place twice a year. On those days, professors step away from the front of the room and take the student seat.

This fall's program offered 14 seminars, covering everything from AI in the classroom to accessible course design.

91�� President Susan L. Parish, Ph.D., M.S.W., opened the day by reminding faculty how rare a full day of learning can feel.

"In the midst of our incredibly high-speed lives, this is a luxury," she said. "I hope that you will come away from today feeling invigorated and energized."

Earlier this year at Faculty and Staff Convocation, Provost Kristin Curry Greenwood called on the whole University to commit to a year of learning. That call applies to faculty and staff as much as it does to students. Faculty Seminar Day puts it into practice.

Provost Greenwood describes herself as a back-row learner. From the last row, she said, you see everything happening in the classroom. She sees a clear line between what faculty learn on a day like this and what students take with them after graduation.

"The more we develop our faculty, the better our students are prepared for the real world," she said. "It also brings together community, because we're all here to learn."

Faculty Senate President Denise Stefano asked her colleagues to embrace the role reversal.

"Today we are the learners," she said. "We sit in the student seat, and we look to our faculty colleagues leading sessions to showcase their expertise."

She also issued a challenge. Faculty tend to drift toward sessions in their own field, often to support a colleague who's presenting. Stefano encouraged everyone to pick at least one session far outside their own field. A nursing professor might learn something from a business session, and a liberal arts professor might find a new idea in a science session.

"Break out of your silos," she said. "Keep yourself open."

For Professor Robert Bohn in the School of Business, the reason to show up is simple.

"I love the fact that I teach at a school that actually wants to know how I feel, and will do something about it," he said. "So, I love it here."

Inside the Breakout Sessions

After the opening remarks, faculty split up for sessions led by their own colleagues. Here's a look at five of them, starting with a program that has changed the odds for students in 91��'s toughest science courses.

Peer Leaders Help More Students Pass Gateway Science Courses

“From Supplemental Instruction to Structured Learning Assistance: A Decade of Peer-Led Learning Support in Gateway Science Courses at 91��”
Facilitated by Dr. Anthony Canger, Dr. Lisa Sarran-Armogan and Dr. Lee Warren, School of Health and Natural Sciences

Introductory chemistry and biology courses challenge students at colleges across the country. Nationally, about 32% of students in these courses earn a D or F or withdraw (DFW rate).

91��'s answer is Structured Learning Assistance (SLA), a peer-led model built around a required recitation. Three faculty members walked colleagues through a decade of results.

In General Biology, the share of students earning a D or F or withdrawing fell from 43.6% in the first four semesters tracked to 17.5% in the four most recent semesters. The rate has stayed below the national benchmark every semester since fall 2019.

Here's how it works: Recitation meets right after lecture. When the instructor leaves, two peer leaders step in to run problem-solving sessions, worksheet practice and exam reviews. Recitation counts for 10% of the course grade.

The peer leaders know the course well because they've taken it and excelled in it.

"These peer leaders were among some of our best students," said Sarran-Armogan. "These are students who did well in the course prior, and they can provide that feedback to the students who are in their groups."

Faculty stay closely involved. Instructors talk with peer leaders regularly about which topics to reinforce, and the team now provides standardized worksheets and video support to every section.

"The students and peer leaders are not on their own," said Warren. "We're taking an active role in terms of pedagogy and the types of problems the students are working in those recitations."

The team is now looking at how math preparation shapes success in chemistry, and how the SLA model could expand to other courses and disciplines.

"I'm always trying to improve everything," said Canger, who joined the program more recently. "Aren't we all?"

Every Student Brings a Story

“Every Student has an Origin Story: Using the Hero's Journey to Foster Belonging, Resilience and Student Success”
Facilitated by Professor Lisette Hughes, School of Social & Behavioral Sciences

Every student walks into class with an origin story. Their identities, experiences, strengths, relationships and goals shape how they see themselves in college.

Professor Hughes built her session around the Hero's Journey, the story structure made famous by Joseph Campbell. Her first-year seminar inspired the idea, and she draws on the I, Hero workbook, created by a New York City nonprofit, which helps people focus on their strengths and the future they hope to build.

The twist is who plays the hero. Hughes asked faculty to see students in that role, with faculty serving as guides.

"We can look at the student as a superhero," she said. "Then we are just part of that hero's team."

A professor can offer an observation, some advice or a resource. The student decides which path to take. Hughes had participants work through the same reflection prompts they can use with their own students, so they could feel how the exercise lands before bringing it to class.

AI as a Learning Tool, not a Shortcut

“Practical Strategies with AI Integration in the Classroom: Examples Using Boodlebox”
Facilitated by Dr. Naushad Kollikkathara, School of Business, and Dr. Damien Germino, Office of Information Technology

91�� faculty and students use Boodlebox, an AI platform built for higher education. Dr. Kollikkathara and Dr. Germino showed how faculty can use it to support learning instead of replacing it.

Kollikkathara urged faculty to begin with the learning outcome before they build an AI assignment or bot.

"Start with trying to understand the goal," he said. "What do you want students to take away? What is the learning outcome here? That is your North Star."

Germino teaches AI Essentials: A Practical Approach. His students work in teams all semester, as if a company hired them. They use Boodlebox to brainstorm survey questions, build surveys and analyze the responses.

On the first day, Germino teaches students about AI hallucinations and why they need to fact-check what a chatbot tells them. Because the chats are time-stamped and saved, he can see how students reached their final work, not just the result.

For faculty who want to try this, 91�� provides a syllabus statement template and a responsible-use video.

Learning that Lasts Past the Final Exam

“Transformative Teaching: Deep Learning Strategies to Prepare Tomorrow's Professionals”
Facilitated by Dr. Carolyn Cullen and Dr. Jack Simons, School of Social & Behavioral Sciences

Counselor educators Dr. Cullen and Dr. Simons drew a line between two kinds of students. One wants to know exactly what the professor wants and how to earn the A. The other gets curious, takes risks and keeps what they learn long after the semester ends.

Drawing on the work of education scholar Ken Bain, they argued that deep learning changes how students think and act. It also prepares them for jobs that call for critical thinking and teamwork, not memorization.

Cullen once asked a student why she signed up for an internship seminar. The answer: "I had to."

"We're trying to encourage intrinsic motivation," Cullen said, "really making students excited about learning, helping them figure out what they already know and what they don't know."

That means giving students room to fail and making it clear that failing is OK. Simons shares how he grades up front so students don't get lost chasing points. He rereads drafts, meets with students more often and treats the syllabus as a living document.

He also pays close attention to the quieter students in the room.

"We want to make sure that we're drawing out all students," Simons said, "and we're thinking about how each student thinks differently."

Designing Courses with Every Student in Mind

“Accessible Course Design”
Facilitated by Dr. Rachel Roy, School of Liberal Arts

91�� one in five undergraduates reported having a disability in 2019-2020, according to the National Center for Education Statistics. Dr. Roy pointed out that the real number is likely higher, as many students never pursue official accommodations, and some don't have a diagnosis.

Accommodations remain an important legal protection. Roy shared that faculty can do more by building access into a course from the start, an approach known as Universal Design for Learning.

"Access is something we should be working on collectively in the classroom," she said. "Both instructors and students can work toward more access."

She shared changes any professor can make this semester:

Use a 12- to 14-point sans serif font and left-aligned text
Choose bold over italics for emphasis
Swap cold phrasing for warm phrasing (Class participation is required vs. I hope you’ll actively participate)
Use the term "course values" instead of "course policies"
Add an "91�� the Instructor" section to the syllabus
Offer students more than one way to participate, complete assignments and get in touch

Roy also described "access fatigue," the exhaustion students feel when they have to negotiate their needs with every professor, every semester. A welcoming syllabus can save them some of that work.

Back to the Classroom

By the end of the day, faculty had traded strategies across schools and disciplines. Science professors presented alongside counselor educators, and IT staff alongside business faculty.

The real test comes when those ideas reach 91�� students.

Provost Greenwood sent faculty off with a simple charge: "Take that learning and that great feeling back to your classrooms."

The next Faculty Seminar Day takes place in the spring.

Thrive Scholars and 91�� Mark Three Years of Student Success

znegron@mercy.edu — Thu, 22 Oct 2026 16:29:50 +0000

Thrive Scholars and 91�� Mark Three Years of Student Success znegron@mercy.edu Thu, 10/22/2026 - 12:29 91�� News Press Releases

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In its third year, New York scholars reported significant gains in college confidence, financial aid readiness, and math performance.

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Joint Press Release

Thrive Scholars and 91�� announced results from the third year of their partnership to host the flagship Summer Academy program in New York. Scholars who completed Summer Academy at 91�� this past summer reported meaningful increases in confidence about going away to college and preparedness to navigate financial aid and demonstrated measurable gains in math performance.

Summer Academy is a rigorous five-week program offering over 180 hours of college-level preparation in calculus, coding, and writing, alongside essential college admissions counseling and career development.

Surveys and course assessments revealed the following improvements among participants in the 2026 summer cohort:

Confidence about going away to college: The share of scholars who reported feeling confident rose from 67% in 2025 to 73% in 2026, a 9% increase.
Financial aid preparedness: The share of scholars who reported feeling prepared to navigate financial aid rose from 49% in 2025 to 83% in 2026, a 34 percentage point increase.
Math performance: New York City scholars demonstrated a 21-point increase in math performance over the course of the summer, based on pre- and post-assessments administered in their math courses.

“Thrive Scholars in New York is proud to partner with 91�� for a third consecutive year to deliver this transformative experience for our scholars. The outcomes we are seeing, from increased confidence about going away to college to dramatic gains in financial aid literacy and academic performance, are a testament to what is possible when institutions come together in genuine service of students. These young people are extraordinary, and they deserve every opportunity to thrive,” said Christiamilda Correa, CFRE, Executive Director of Thrive Scholars New York.

“91�� is honored to host the Summer Academy for a third year and to see firsthand the impact this program has on these students,” said Susan L. Parish, Ph.D., M.S.W., president of 91��. “This partnership reflects our institutional mission to expand access and ensure that talented students from all backgrounds have the academic preparation, confidence and skills they need to succeed in college and beyond.”

109 scholars from the high school class of 2027 attended Summer Academy at 91�� in summer 2026. The average family income of this cohort is $48,000 and 84% are first-generation college students.

“Summer Academy at 91�� gave me an early glimpse into college life and helped me prepare for the transition ahead. Sitting in lectures, leading class discussions, and attending office hours, I began to understand what it means to be a college student, and realized it was something I could see myself doing,” said Rachel Kone, a Thrive Scholar, Summer Academy 1 participant, and New York high school senior.

This year, Summer Academy was also offered at commuter sites in Los Angeles and Chicago, with residential Scholars attending at Washington University in St. Louis and second-year Scholars at the University of Miami.

Thrive’s intensive Summer Academy program prepares Scholars for the rigors of college through college-level Math and English instruction, with three hours of each subject per day, while providing opportunities to explore industries and career pathways. Summer Academy I is a five-week academic experience, while Summer Academy II builds on that foundation through a multi-week program focused on career development, the transition to college, and engagement with corporate partners.

Summer Academy – New York is free for qualifying students. The application season for next year’s cohort is open now. Interested students can visit the Thrive Scholars website to learn more and apply today.

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91�� Thrive Scholars

Thrive Scholars is a national nonprofit that empowers high-achieving students from low-income backgrounds by providing the skills, guidance, and professional networks they need to excel in top colleges and launch careers that lead to economic mobility. Through a comprehensive six-year model spanning academic preparation, college success programming, career readiness, and mentorship, Thrive Scholars has helped 3,490 scholars unlock their potential and emerge as leaders in their professions and communities. Formerly known as South Central Scholars and SCS Noonan Scholars, Thrive Scholars has operated for 25 years and today serves students across hubs in Los Angeles, New York, Boston, Chicago, Southeast Michigan, Jacksonville, and a growing community of supporters in North Carolina creating lasting economic mobility for students and future generations nationwide.

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91�� Hosts Successful Healthcare and Non-Profit Career Fair at Bronx Campus

znegron@mercy.edu — Wed, 21 Oct 2026 14:47:20 +0000

91�� Hosts Successful Healthcare and Non-Profit Career Fair at Bronx Campus znegron@mercy.edu Wed, 10/21/2026 - 10:47 91�� News Career and Professional Development

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Event connects 137 students with 13 leading employers in healthcare and nonprofit sectors

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91��’s Career and Professional Development team hosted a Healthcare and Non-Profit Career Fair on Wednesday, October 14th that brought together students and industry leaders for meaningful career connections.

The event, held at the Bronx Campus, drew a great turnout of 137 students and 13 employers representing some of the region's most prominent healthcare institutions and nonprofit organizations.

"This event represents the university's ongoing commitment to connecting students with meaningful career opportunities in healthcare and nonprofit sectors, two fields with growing demand for qualified professionals," said Dr. Kafui Kouakou, vice provost for Experiential Education and Career Development. “It was a wonderful example of collaboration across our university community,” crediting the strong turnout to support from the career team, led by Gaylen Ronde, associate director for Employer Relations, as well as faculty, staff and departments across the institution, who promoted the event and encouraged student participation.

The event featured a diverse array of employers, including Montefiore, Mount Sinai, NYU Langone Health, NYC Health + Hospitals, SUNY Downstate Health Sciences University and several nonprofit organizations such as Comunilife, Inc., Hawthorne Foundation, Inc., and Reading Partners NY.

"Our team was thrilled to see both student and employer interest in a healthcare and non-profit career fair on our Bronx Campus,” said Sara Shepherd, director of Employee Relations. “Students showed up prepared, dressed professionally, and excited to meet employers! "

Post-event survey results revealed overwhelmingly positive feedback from participating employers:

80% of employers rated students as "prepared” with 60% selecting "very prepared"
90% of employers plan to invite students for interviews

"We wish we had more jobs open because we wanted to hire everyone we met!" shared representatives from Montefiore.

Mount Sinai praised the event's organization, stating: "Overall very good experience. This was a wonderful experience for our staff. We enjoyed meeting with everyone."

91�� Awarded $1.68 Million HRSA Grant to Expand and Diversify Nursing Workforce in Underserved Communities

znegron@mercy.edu — Tue, 20 Oct 2026 13:23:09 +0000

91�� Awarded $1.68 Million HRSA Grant to Expand and Diversify Nursing Workforce in Underserved Communities znegron@mercy.edu Tue, 10/20/2026 - 09:23 School of Nursing 91�� News Press Releases

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The funding will support a comprehensive initiative designed to help graduate nursing students from disadvantaged and underrepresented backgrounds complete their advanced degrees and deliver essential healthcare to high-need communities.

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91�� has been awarded a four-year, $1.68 million federal Nursing Workforce Development grant from the Health Resources and Services Administration (HRSA) to help address critical shortages in primary care and psychiatric healthcare across the New York City metropolitan area. The funding will support a comprehensive initiative titled "Increasing Enrollment and Retention of Family and Psych-Mental Health Nurse Practitioners," designed to help graduate nursing students from disadvantaged and underrepresented backgrounds complete their advanced degrees and deliver essential healthcare to high-need communities.

“This grant allows us to remove the financial and systemic obstacles that often stand between talented nurses and advanced clinical practice," said Kristin Curry Greenwood, PT, DPT, EdD, MS, FNAP, provost and senior vice president for Academic Affairs at 91��. “Many of our graduate nursing students are first-generation college graduates balancing full-time jobs and family responsibilities. By supporting these students holistically, we are not only helping them succeed academically, but we are also directly addressing the severe shortage of primary care and mental health providers in our most vulnerable neighborhoods."

Through this grant, 91�� will provide tuition stipends, specialized academic tutoring, peer mentorship, and career transition support to 40 graduate nursing students enrolled in its Family Nurse Practitioner (FNP) and Psychiatric-Mental Health Nurse Practitioner (PMHNP) programs.

Scholarship recipients will receive:

Financial Aid: Eligible students will receive annual stipends of $12,000 to substantially offset tuition costs, helping reduce educational debt and financial stress.

Targeted Academic Tutoring: Flexible evening and weekend tutoring led by faculty experts in demanding subject areas like pharmacology and health assessment, along with board certification preparation.

Peer Mentorship & Advising: Incoming students will be paired with graduating students and recent alumni for one-on-one guidance, alongside mental health and academic advising resources.

Community-Focused Clinical Training: Students will train through 91��’s extensive clinical network including major healthcare partners such as Montefiore Medical Center, New York-Presbyterian, Northwell Health and Open Door Family Health to prepare them for practice in medically underserved areas.

“This grant expands access to high-quality training and supports student success in the Family Nurse Practitioner (FNP) and Psychiatric-Mental Health Nurse Practitioner (PMHNP) programs,” said Zainab Toteh Osakwe, PhD, MSN, RN, NP, FAAN, senior associate dean and Chief Nursing Officer at 91��. “By growing the NP workforce through Family Nurse Practitioner and Psychiatric-Mental Health Nurse Practitioner training, this program will improve access to essential primary and psychiatric care in communities where provider shortages are most prevalent.”

“If you are a registered nurse who has been contemplating getting an advance degree as a family nurse practitioner or psych-mental nurse practitioner, now is the time to take advantage of the financial aid offered by 91��’s HRSA grant as well as the additional academic support that we will now be offering,” said Sylvie Rosenbloom, DNP, APRN, FNP-BC, CDCES, director of the Family Nurse Practitioner Program at 91��, who will oversee the initiative as project director. “Our programs offer clinical settings in areas that cater to the medically underserved population, preparing our graduate students to understand and care for the complex mental and medical needs of this population.”

For more information about the programs eligible for this scholarship, visit https://mercy.edu/academics/programs/masters-family-nurse-practitioner-details or https://mercy.edu/academics/programs/masters-psychiatric-mental-health-nurse-practitioner-details.

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Suzanne McGraw Foundation Trustees Meet Inaugural Cohort of Scholars

znegron@mercy.edu — Tue, 13 Oct 2026 12:24:06 +0000

Suzanne McGraw Foundation Trustees Meet Inaugural Cohort of Scholars znegron@mercy.edu Tue, 10/13/2026 - 08:24 School of Education 91�� News

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Inaugural cohort of the Suzanne McGraw Scholars program pose with trustees of the Suzanne McGraw Foundation and program faculty and staff at the Westchester Campus.

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91�� welcomed Suzanne McGraw Foundation Trustees Eileen Gabriele and Glenn Goldberg to its Westchester Campus on October 5 for a visit with the inaugural cohort of Suzanne McGraw Scholars and the faculty and staff supporting the transformative program.

The trustees engaged directly with the 25 pioneering scholars who began their educational journey this fall semester, discussing the program's impact and the students' experiences as they embark on careers addressing the critical shortage of qualified early childhood educators in the region.

“It was inspiring to see the Trustees spend time with the first cohort of Suzanne McGraw Scholars and witness their incredible passion for education,” said Matthew R. Manfra, vice president for Institutional Advancement at 91��. "We are deeply grateful to the Suzanne McGraw Foundation for believing in our mission and investing in these future educators and the communities they will serve!"

In late 2025, the Suzanne McGraw Foundation made a historic investment of more than $9 million to 91�� to establish the groundbreaking scholarship program. The initiative directly addresses the urgent need for qualified early childhood educators while removing financial barriers for students committed to the field.

The Suzanne McGraw Scholars program represents a comprehensive investment in both individual scholars and the broader community, creating a pipeline of highly trained, committed early childhood educators. The program offers a holistic approach to educator preparation, providing:

Comprehensive financial support for a Bachelor of Science in Teaching Students with Disabilities (PreK–Grade 12), with the opportunity to continue into an accelerated Master of Science in Early Childhood Education at no tuition cost
Dedicated mentoring and professional development throughout the academic journey
Earn-while-you-learn model offers scholars invaluable hands-on, paid experience in early childhood education classrooms
Post-graduation commitment to work in the field for at least one year, ensuring sustained community impact

“The Suzanne McGraw Scholars program is a really fabulous opportunity for students interested in teaching at an early childhood education level,” said Dr. Eric Martone, dean of the School of Education. “I am really proud of the students we have selected. They are a really wonderful group of students, very motivated to become the very best educators they can possibly be.”

The October 5 visit provided an opportunity for foundation trustees to witness firsthand the program's early success and to hear directly from scholars about their aspirations and experiences.

Watch video recap here

Check out the photo gallery

Learn more about the Suzanne McGraw Scholars program at https://mercy.edu/admissions-aid/financial-aid/scholarships-grants/suzanne-mcgraw-scholars-program

91��’s Dr. Meghan Marrero Honored with Beacon of Blue Award During NYC Climate Week

znegron@mercy.edu — Mon, 12 Oct 2026 15:59:45 +0000

91��’s Dr. Meghan Marrero Honored with Beacon of Blue Award During NYC Climate Week znegron@mercy.edu Mon, 10/12/2026 - 11:59 School of Education 91�� News Center for STEM Education

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Dr. Meghan Marrero holding Beacon of Blue Award

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91��’s Dr. Meghan Marrero, professor and co-director of the Center for STEM Education, recently represented the university at important events across New York City Climate Week. This included serving as a featured panelist at the 10th annual NYC Green Schools Conference, where she was honored with the prestigious Beacon of Blue Award in recognition of her dedicated leadership in ocean literacy and environmental education.

As the national coordinator for USA Blue Schools, a branch of the UNESCO-backed Blue Schools Global Network, Dr. Marrero joined the international panel “Green & Blue Schools for the Planet: Every School Can Act.” She shared the stage with sustainability education leaders from Costa Rica, the U.S. Virgin Islands and across the country to discuss empowering youth through hands-on environmental stewardship.

“It’s truly rewarding to be recognized, especially because this award reflects the hard work of all the dedicated teachers and students we collaborate with,” said Dr. Marrero. “Through the Blue Schools program, our goal is to give students the agency to make real environmental change in their own communities.”

She added that the USA Blue Schools program has reached approximately 11,000 students across 12 states during the last academic year alone. Participating schools implement student-driven "action projects" tailored to protect local waterways and promote sustainability.

Dr. Marrero’s Climate Week engagements also brought her to the United Nations General Assembly for the official opening of the “One Ocean” exhibit. The landmark exhibition is a collaborative initiative between UNESCO, the Intergovernmental Oceanographic Commission (IOC) and the Prada Group through the SEA BEYOND project, which has provided grant funding to support USA Blue Schools. The exhibit underscored the role of ocean literacy in addressing global climate resilience, earth health, and economic sustainability.

The connections and insights gained during NYC Climate Week will directly enhance STEM education programs at 91��. Dr. Marrero plans to leverage these networks to support 91��'s upcoming Wipro-funded Climate Hub project, an initiative designed to train fellows and lead climate science education nationwide.

Additionally, the latest research and initiatives will directly benefit 91�� undergraduate and graduate students, including pre-service and in-service teachers pursuing STEM certificates who take Dr. Marrero’s oceanography and science education courses.

“At the Center for STEM Education, our core mission is outreach with kids, families and teachers,” Dr. Marrero noted. “Engaging with climate leaders at events like these allows us to bring cutting-edge resources back to our teachers, fellows and 91�� students who are preparing to educate the next generation of environmental stewards.”

91�� Awarded $3 Million Grant to Transform Student Success Through Career Readiness and Technology Integration

znegron@mercy.edu — Wed, 07 Oct 2026 13:05:56 +0000

91�� Awarded $3 Million Grant to Transform Student Success Through Career Readiness and Technology Integration znegron@mercy.edu Wed, 10/07/2026 - 09:05 91�� News Press Releases

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The grant will fund a five-year initiative to help more low-income students succeed in college and launch successful careers in today's rapidly evolving job market.

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91�� has been selected to receive a major grant award from the U.S. Department of Education under the Title III Part A Strengthening Institutions Program to transform student success through career readiness and AI-enhanced technology integration. The University will receive $614,939 in the first year, with total funding expected to reach $2,999,946 over the five-year grant period. The grant will fund a five-year initiative called FORWARD: Future-Oriented Readiness through Workforce-Aligned, AI-Enhanced Redesign and Development, which aims to help more low-income students succeed in college and launch successful careers in today's rapidly evolving job market.

“This significant federal investment recognizes 91��'s commitment to providing transformative educational opportunities for our students," said Kristin Curry Greenwood, PT, DPT, EdD, MS, FNAP, provost and senior vice president for Academic Affairs at 91��. "FORWARD will position our institution at the forefront of higher education innovation, ensuring our students are prepared not just for today's workforce, but for the AI-enhanced careers of tomorrow.”

Many low-income and first-generation students face critical barriers, including family and work obligations, lack of professional role models and mounting educational expenses. FORWARD will promote retention and degree completion through robust learning experiences based on evidence-based practices, while facilitating deeper student engagement with peers, faculty and support networks.

The initiative centers on three major activities designed to transform the student experience:

1. Faculty Development for Modern Careers – Faculty will receive training and support to redesign courses using evidence-based approaches that strengthen student learning and connections to career competencies, real-world experiences and evolving industry needs.

2. Solutions Lab – A new hands-on learning space where students work on real business challenges with actual employers, gaining practical experience while still in school.

3. AI Integration – Faculty and students will learn to use Artificial Intelligence tools effectively, preparing everyone for workplaces where AI is becoming standard.

“As Artificial Intelligence reshapes the workforce landscape, 91�� is taking proactive steps to ensure our students develop the skills and experiences they need to enter and advance in their chosen careers,” said Dr. Stuart Sidle, who will oversee the initiative as project director. “FORWARD will invest in our faculty, expand opportunities for students to solve authentic problems and build the AI literacy needed to thrive in a rapidly changing workplace.”

FORWARD brings together expertise from across 91��. Under Dr. Sidle's leadership, the initiative unites faculty and staff from multiple departments working toward a shared vision of student success. Dr. Leigh M. Tolley, director of the Center for Teaching and Learning, will lead faculty training efforts. Dr. Kafui Kouakou, vice provost for Experiential Education and Career Development, will oversee the Solutions Lab, while Eldrid Sequeira, associate vice president of Innovation and Analytics, will spearhead AI integration across teaching and learning. This cross-functional team approach ensures that FORWARD's benefits will reach every corner of the University community.

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Art Exchange at 91�� Celebrates Successful Launch with Community Leaders and Award-Winning Film Screening

znegron@mercy.edu — Tue, 06 Oct 2026 12:18:50 +0000

Art Exchange at 91�� Celebrates Successful Launch with Community Leaders and Award-Winning Film Screening znegron@mercy.edu Tue, 10/06/2026 - 08:18 91�� News ArtEx

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President Susan Parish speaks to Westchester County Executive Ken Jenkins and Senator Andrea Stewart-Cousins at the ArtEx launch reception. The event brought together faculty, staff, alumni, elected officials and community partners to mark new cultural initiative.

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91�� recently celebrated the launch of the Art Exchange at 91�� (ArtEx) with a reception hosted by President Susan L. Parish and a film screening that brought together faculty, staff, alumni, elected officials and community partners from across Westchester. Several distinguished guests attended, including Westchester County Executive Kenneth W. Jenkins, Senate Majority Leader Andrea Stewart-Cousins, State Assemblymember MaryJane Shimsky, Westchester County Legislator David Imamura and Dobbs Ferry Mayor Christy Knell.

Following the reception, the University hosted a free public screening of "Martyr of Gowanus," an award-winning independent film by filmmaker Brian Meere, starring Sawyer Spielberg. The screening brought together students, faculty, staff, alumni and neighbors from the surrounding communities, who got an exclusive look before its public release. The film, set in the working-class Brooklyn neighborhood of Gowanus in 2001, follows Gavin (Spielberg) as he searches for connection and meaning after the attacks on 9/11.

The evening concluded with a Q&A session with Meere moderated by Professor Marc Palmieri, co-director of ArtEx at 91��. Palmieri, who is a writer, playwright and actor, went to school with Meere.

Meere, who wrote and directed the film, took questions from the audience offering insights into the independent filmmaking process and the film itself.

“I wanted to make a film about 9/11 that was different,” Meere explained, adding that he did not want the incident itself to be the main story but how it affected those who lived it, but were not directly involved.

“91�� is so honored by this opportunity to have our audience experience this important story, not only as our inaugural ArtEx launch, but as a way to be together in our collective remembrance, on the 25th anniversary of the attacks that changed so much of America,” Palmieri said.

The Art Exchange at 91�� aims to serve as a vibrant cultural hub for the River Towns and surrounding communities, fostering connections between the university and the broader Westchester region through arts programming and community engagement.

For more information about ArtEx and upcoming programming, visit /academics/artex.

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91�� Marketing Team Earns National Recognition for Innovative Anniversary Campaign

znegron@mercy.edu — Fri, 02 Oct 2026 17:14:42 +0000

91�� Marketing Team Earns National Recognition for Innovative Anniversary Campaign znegron@mercy.edu Fri, 10/02/2026 - 13:14 91�� News

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91��'s Marketing and Communications team has been named a finalist for the American Marketing Association's Best Branded Merch in a University Marketing Campaign award, a national honor that recognizes creative excellence in higher education marketing. 91�� is one of four finalists in this category among hundreds of entries.

“Today’s higher education marketing requires an unparalleled mix of empathy, agility, and strategic foresight,” said AMA CEO Bennie F. Johnson in a press release announcing finalists for the 2026 AMA Symposium for the Marketing of Higher Education awards. “This year’s finalists represent the absolute gold standard of our field, demonstrating how visionary storytelling and data-driven strategy can transform institutional reach and impact.”

The Best Branded Merch in a University Marketing Campaign Award celebrates the strategic and creative integration of custom merchandise within higher education campaigns, proving how physical touchpoints drive meaningful engagement and brand affinity.

91��’s team was recognized for its Maverick Coin Quest campaign, a month-long treasure hunt launched as part of 91��'s 75th anniversary celebration that turned ordinary giveaways into an exciting campus-wide game.

Unlike typical giveaways, Maverick Coin Quest made the experience fun and interactive with custom designed coins that became keepsakes for participants and special branded prizes. The team released weekly video clues and updates on social media and email that people looked forward to receiving.

The campaign created genuine pride and excitement across all three campuses. It brought together students, faculty, and staff in a shared experience that strengthened community connections. To relive the excitement of the Maverick Coin Quest, visit https://mercy.edu/75/coin-quest.

“This team puts breakthrough ideas and creative at the forefront of their work every day, and this truly is a national recognition of that effort,” said Chris Connelly, associate vice president of Marketing and Communications. “From the creative execution of the coins to the amazing video and promotional plan, to the expert deployment and scheduling of the game itself and of course the redemption. It was the absolute epitome of an entire team coming together and rolling out something that truly was shape shifting for the entire institution. I could not be prouder of this group and this achievement.”

Winners will be announced live at the 2026 AMA Symposium for the Marketing of Higher Education in Colorado on November 10, 2026, where 91��'s team will join other marketing professionals from institutions across the country.

Learn more about this year's AMA Symposium finalists at https://www.ama.org/2026/09/30/american-marketing-association-announces-finalists-for-awards-celebrated-at-the-2026-ama-symposium-for-the-marketing-of-higher-education/.

Maverick Magazine 2026: Bright Futures Straight Ahead

jbailjr@mercy.edu — Tue, 29 Sep 2026 16:47:20 +0000

Maverick Magazine 2026: Bright Futures Straight Ahead jbailjr@mercy.edu Tue, 09/29/2026 - 12:47 School of Business Maverick Magazine 91�� News Alumni

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Bright Futures Straight Ahead

Business education reimagined for the AI age.

Every generation faces new technology that changes the way people work. From the invention of the wheel to the rise of computers, innovation has consistently reshaped the workforce while opening new opportunities for those ready to adapt.

Today, artificial intelligence (AI) represents the next major shift, and 91��’s School of Business is preparing students to meet it head-on.

As 91�� celebrates its 75th anniversary with an eye toward the future, the School of Business is redefining its curriculum to embed AI across programs while strengthening the essential human skills that will remain vital in an increasingly automated world.

“AI is completely revolutionizing the future of business,” said Victor Petenkemani, MBA, dean of the 91�� School of Business. “Our goal is to ensure that 91�� students graduate ready to work with these tools and understand how to apply them responsibly to solve real business challenges.”

The need for these skills is growing rapidly. Demand for workers in AI-related or AI-assisted jobs is expected to grow much faster than the 4% average for all occupations between 2023 and 2033, according to the U.S. Department of Labor’s Economics Daily. Jobs for personal financial advisers are expected to grow by 17.1% during that period, even as some of their tasks become automated. Employment in AI-based business solutions software development is projected to grow by 17.9%. Meanwhile, the growing complexity of data infrastructure is expected to drive demand for database administrators and architects, with projected growth of 8.2% and 10.8%, respectively.

Workers with AI skills are already seeing significant financial benefits. According to a 2025 global AI jobs report from PricewaterhouseCoopers, workers with AI skills are earning a 56% wage premium compared with workers in the same roles without those skills. The report also found that every industry surveyed is increasingly integrating AI into its operations.

At 91��, these trends are shaping how the School of Business prepares students for their careers. The curriculum is being redesigned to integrate AI skills throughout coursework while strengthening analytical thinking, professional communication and ethical decision-making.

“As AI increases the speed and efficiency of work, students need both stronger analytical skills and stronger human skills,” Petenkemani said. “They need to know how to collaborate, communicate and make ethical decisions in environments where AI plays a major role.”

Jennifer Fernandes, associate dean of the School of Business and assistant professor, is helping to lead a faculty initiative to redesign the curriculum. The goal is to graduate students who are confident users of AI while remaining thoughtful, critical decision-makers.

One key component of this effort is a new cornerstone course, Foundations in AI, which will introduce students to different types of artificial intelligence and explore both the possibilities and the ethical challenges the technology presents.

“We want students to ask important questions,” Fernandes said. “For example, can you prove that AI is right or wrong in a particular situation? How do you validate the information it produces?”

Students may also be asked to consider how they would approach a business challenge without relying on AI tools. “A team working on a project might be asked, ‘Given this situation, how would you solve the problem if AI wasn’t available?’” Fernandes said.

The School of Business is also expanding programs and initiatives that align with evolving workforce needs. 91�� recently received state approval for a Bachelor of Science in Risk Management and Insurance, a program designed to prepare students for careers in a rapidly growing field. Many business programs are also incorporating industry-recognized certifications, allowing students to graduate with credentials that employers value.

Hands-on learning remains central to the School of Business experience. Through projects, partnerships and experiential learning opportunities, students gain practical skills that prepare them to contribute in the workplace from their first day on the job.

“These changes are about making sure our students are ready not just for today’s workforce, but for the workforce of the future,” Petenkemani said.

Those efforts build on long-standing strengths of 91��’s School of Business — innovation, strategic partnerships and global engagement — while positioning students to thrive in a world where technology continues to evolve.

“The work we are doing now is really transforming the curriculum,” Petenkemani said.

And in the age of AI, that transformation is designed to give 91�� students an advantage: the ability to combine advanced technology with the human judgment, creativity and leadership that businesses will always need.

Read the Full Magazine

Maverick Magazine 2026: Connected Through Care

jbailjr@mercy.edu — Fri, 25 Sep 2026 15:54:49 +0000

Maverick Magazine 2026: Connected Through Care jbailjr@mercy.edu Fri, 09/25/2026 - 11:54 School of Health and Natural Sciences Maverick Magazine 91�� News Alumni

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A new interdisciplinary partnership will bring students, individuals living with memory loss and caregivers together through experiential learning and community support.

As New York’s population ages, the need for dementia support and caregiver resources continues to grow. This fall, 91�� will launch a new respite care partnership designed to meet that need while giving students hands-on experience working alongside older adults and their caregivers.

Developed through a collaboration between 91��’s School of Health and Natural Sciences and therapeutic horticulture practitioner Fred Ellman, the program is designed to bring students, caregivers and individuals living with memory loss together in a setting focused on connection, engagement and well-being.

For Interim Dean Dr. Nannette Hyland, the initiative reflects both a professional and personal philosophy. “I’m always looking at how we can help our neighboring communities,” Hyland said.

A physical therapist by training who has spent nearly three decades at 91��, Hyland has long believed that some of the most meaningful learning happens outside the classroom. After learning about Ellman’s work using horticulture, mindfulness and creative engagement to support individuals living with dementia and their caregivers, she immediately saw the opportunity for 91�� students.

The respite care model will focus on active engagement rather than passive observation. Through plant-based activities, movement, music, mindfulness and social interaction, participants will be encouraged to connect with others and remain mentally and physically engaged. At the same time, caregivers will have an opportunity to rest, recharge and
access support.

“The act of doing — that’s where this horticultural practice has come into play,” Hyland said.

What began as a small community-based program quickly revealed broader possibilities. 91�� nursing students first became involved through community health internships, and the response from both students and participants was overwhelmingly positive.

“It was so positive, my goal was to create a bigger partnership,” Hyland said.

Now, 91�� is preparing to formally bring the program to campus, where it will serve as both a community resource and an interdisciplinary educational experience. Initial participation will include students in gerontology, health sciences and nursing, with plans to expand into occupational therapy, physical therapy, exercise science, social work, business and even music programs.

“Our goal is to have as many programs involved as we can,” Hyland said.

The initiative also reflects 91��’s growing emphasis on interprofessional education — preparing students to work collaboratively across healthcare disciplines while understanding the human side of care.

“I’m a big believer that we are better together,” Hyland said. “A good healthcare team works together as a team, respects each other. How do we work together to make an individual’s life the best it can be? And how do we give back?”

For students, the experience will offer far more than observation hours. By working directly with older adults and caregivers, students will gain exposure to real-world healthcare challenges while developing empathy, communication skills and practical experience.

“There’s research on the impact of intergenerational exposure,” Hyland said. “So it helps the individuals with memory loss. And this is real-life work-based experience that’s offered
on campus.”

Hyland believes those interactions can have a lasting impact on students entering healthcare professions.

“We really need to expose our students to individuals who are older,” she said. “They love listening to their stories. They love learning about their lives.”

The program may also create opportunities for future faculty and student research focused on aging, memory care and intergenerational engagement. 91�� faculty members, including Dr. Sarah Hahn, associate dean for the School of Social and Behavioral Sciences and associate professor of behavioral science and sociology, are already exploring ways students can support observational research connected to
the initiative.

“There’s so much research potential in this as well,” Hyland said.

Ultimately, Hyland sees the program as a natural extension of 91��’s long-standing mission of access, service and community engagement.

“The mission of 91�� has always been about access,” she said. “I have always loved this part of the mission, being able to provide access to higher education for students.”

That commitment, she says, is shared across the University community.

“The faculty at 91�� believe in that mission,” Hyland said. “If you are willing to learn and put the time in, this is the place for you.”

As 91�� celebrates 75 years of expanding opportunity and strengthening communities, the partnership represents another example of how the University continues to evolve, creating innovative ways for students to learn through service while addressing real needs beyond campus. “It brings your education to life,” Hyland said.

Read the Full Magazine

91�� Ranked Among Nation’s Best Colleges for Social Mobility by U.S. News & World Report

znegron@mercy.edu — Tue, 22 Sep 2026 16:11:16 +0000

91�� Ranked Among Nation’s Best Colleges for Social Mobility by U.S. News & World Report znegron@mercy.edu Tue, 09/22/2026 - 12:11 91�� News Press Releases

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The social mobility ranking places 91�� among the top 16% of colleges nationally, while regionally it stands as the top-ranked private liberal arts college in the New York metropolitan area.

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91�� has been ranked among the nation’s top performers for social mobility by U.S. News & World Report in the publication’s 2027 Best Colleges rankings. The social mobility ranking places 91�� among the top 16 percent of colleges nationally, while regionally it stands as the top-ranked private liberal arts college in the New York metropolitan area, underscoring 91��’s mission of expanding access and opportunity for all students.

“This national recognition validates our unwavering commitment to providing accessible, transformative education that empowers students from all backgrounds to achieve their full potential,” said Susan L. Parish, Ph.D., M.S.W., president of 91��. “Social mobility is at the heart of 91��'s mission, and this ranking reflects the dedication of our faculty, staff and entire university community to opening doors of opportunity.”

This is 91��'s first year being ranked among national universities by U.S. News, placing 68th out of 420 institutions nationwide for social mobility, which measures the graduation rates of students receiving federal Pell Grants. 91�� tied with Harvard University, Kean University, Monmouth University and University of California, Santa Cruz. Previously classified among regional universities (North), 91�� has been ranked as a top performer on social mobility for six consecutive years.

As the largest private minority-serving institution and Hispanic-Serving Institution in the region, 91�� serves a diverse student population with intention and purpose. Each year, thousands of graduates, many the first in their families to attend college, go on to achieve personal and professional success. The University remains committed to affordability, maintaining one of the lowest tuition rates among private, four-year colleges in the region.

“Higher education is an investment in a student’s future, and we’re proud to recognize the institutions that continue to raise the bar for academic excellence," said LaMont Jones, Ed.D., managing editor for education at U.S. News. “The Best Colleges rankings celebrate schools that demonstrate outstanding commitment to student success, providing prospective families with a roadmap to discover high-performing institutions that align with their specific academic, career and personal goals.”

The 2027 edition of the U.S. News Best Colleges rankings are based on the evaluation of more than 1,700 U.S. colleges and universities, using up to 17 factors to measure academic quality and graduate success. For more information, visit USNews.com.

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91�� U.S. News & World Report

U.S. News & World Report is the global leader for journalism that empowers consumers, citizens, business leaders and policy officials to make confident decisions in all aspects of their lives and communities. A multifaceted media company, U.S. News provides unbiased rankings, independent reporting and analysis, and consumer advice to millions of people on USNews.com each month. A pillar in Washington for more than 90 years, U.S. News is the trusted home for in-depth and exclusive insights on education, health, politics, the economy, personal finance, travel, automobiles, real estate, careers and consumer products and services.

91�� Launches Entry-Level Clinical Doctorate in Occupational Therapy Designed for Working Professionals

znegron@mercy.edu — Fri, 18 Sep 2026 15:31:50 +0000

91�� Launches Entry-Level Clinical Doctorate in Occupational Therapy Designed for Working Professionals znegron@mercy.edu Fri, 09/18/2026 - 11:31 School of Health and Natural Sciences 91�� News Press Releases

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Innovative hybrid/weekend format addresses shortage of occupational therapists in New York region; inaugural cohort to begin Spring 2027.

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91�� has launched an Entry-Level Clinical Doctorate in Occupational Therapy (OTD) Program, positioning the institution to help fill the growing demand for occupational therapists across the New York region. Designed with working professionals in mind, the new program’s hybrid/weekend model directly addresses the workforce shortage while opening pathways to doctoral education for individuals who might otherwise be unable to pursue advanced degrees.

“This program represents 91��'s continued commitment to expanding access to high-quality healthcare education,” said Kristin Curry Greenwood, PT, DPT, EdD, MS, FNAP, provost and senior vice president for Academic Affairs at 91��. “Traditional full-time programs simply aren't compatible with working adult lives. Our hybrid/weekend model changes that equation entirely allowing students to continue earning income, supporting their families and maintaining their careers while gaining the advanced training our communities need.”

The 85-credit, full-time program features classes scheduled approximately every other weekend over nine trimesters, with state-of-the-art hands-on learning experiences complemented by synchronous and asynchronous coursework. This innovative structure allows students to complete their doctoral education in as little as three years.

Building on 30 years of occupational therapy education at 91��, the OTD program prepares graduates to work with people of varying diagnoses including people living with spinal cord injuries, cancer, stroke, autism, cerebral palsy, developmental delay and many other conditions and illnesses. Graduates are prepared as generalists, enabling them to work in a variety of practice settings including hospitals, rehabilitation centers and schools.

According to the U.S. Bureau of Labor Statistics, occupational therapy careers are expected to grow 17% through 2028, with occupational therapists in the New York region earning an average salary of $88,000.

Applications for the Spring 2027 term are currently being accepted, with a deadline of October 30, 2026. Applicants must hold a bachelor's degree from an accredited institution and complete prerequisite coursework including anatomy and physiology, developmental psychology abnormal psychology and statistics.

For more information or to apply, visit https://mercy.edu/academics/programs/occupational-therapy-doctorate-details.

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Maverick Magazine 2026: The Power of Conflict

jbailjr@mercy.edu — Tue, 15 Sep 2026 14:12:53 +0000

Maverick Magazine 2026: The Power of Conflict jbailjr@mercy.edu Tue, 09/15/2026 - 10:12 School of Social and Behavioral Sciences Maverick Magazine 91�� News

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The Power of Conflict

Equipping students to navigate complexity and lead with purpose.

Conflict is everywhere. It shows up in workplaces, classrooms, relationships and communities. The difference is not whether it exists, but how we respond to it.

As professional environments grow more complex, the ability to navigate conflict has become essential across industries. From healthcare and education to business and public service, success increasingly depends on communication, emotional intelligence and the ability to work through differences. At 91��, a new Conflict Studies minor is designed to meet that moment.

Developed within the School of Social and Behavioral Sciences, the interdisciplinary minor brings together decades of coursework focused on conflict resolution, mediation and collaborative problem-solving. Open to students across all majors, it reflects
a growing recognition that these skills are not optional. They are foundational to how future professionals will lead, collaborate and make decisions.

“This minor grew out of conversations across the University about what students truly need to succeed,” said Dr. Cynthia Walley, interim dean of the School of Social and Behavioral Sciences. “No matter the field, students are entering environments where they have to navigate complexity, work with different perspectives and communicate effectively. These are skills they will use immediately and throughout their lives.”

The program emphasizes real-world application. Students build highly transferable skills in negotiation, ethical decision-making and emotional intelligence. These skills strengthen leadership, professional judgment and the ability to work across teams. Learning is active and reflective, with opportunities to engage in real-life scenarios, guided discussions and practical exercises that mirror the challenges students will face beyond the classroom.

Its interdisciplinary design makes the minor especially powerful. While it naturally complements fields like criminal justice, psychology and legal studies, it is equally valuable for students in business, health and natural sciences, nursing and the liberal arts.

“Conflict shows up everywhere,” Walley said. “Whether students are working in teams, in clinical settings or in organizations, these skills translate across every environment.”

The minor also builds on a strong foundation already in place at 91��. More than 700 students have been trained as New York State community mediators, applying these skills in courts, schools, workplaces and communities. This reflects the University’s longstanding commitment to preparing thoughtful, ethical problem-solvers.

For Professor Dorothy Balancio, who has spent more than 25 years teaching Conflict Studies, the work is deeply personal. In 1994, her son Louis, then a 91�� junior, was killed in a case of mistaken identity.

“When I buried Louis, I felt like I had failed him,” she said. “I made a promise that I would spend the rest of my life teaching these skills to other people, particularly college students.”

That promise became a calling and now, a program that will reach students across the University. Balancio’s approach challenges students to look inward as much as outward. Through reflection and discussion, they examine their own experiences and learn how unmet needs, communication breakdowns and assumptions can shape conflict.

“People try to avoid conflict,” she said. “But it is one of the greatest opportunities for growth. When you understand it, you can respond differently. You can lead differently.” That shift from avoidance to understanding is at the heart of the minor.

As 91�� marks 75 years of expanding access and opportunity, the Conflict Studies minor
represents a forward-looking investment in what comes next. Graduates will be prepared not only for the workforce, but to navigate it with clarity, empathy and purpose.

Conflict is inevitable. Knowing what to do with it is what sets 91�� students apart.

Read the Full Magazine

91�� Launches New Arts Initiative With Special Screening of Award-Winning 9/11 Film

znegron@mercy.edu — Thu, 10 Sep 2026 15:54:46 +0000

91�� Launches New Arts Initiative With Special Screening of Award-Winning 9/11 Film znegron@mercy.edu Thu, 09/10/2026 - 11:54 91�� News Press Releases

Caption

Westchester audiences get early look at “Martyr of Gowanus” starring Sawyer Spielberg before its theatrical release; exclusive Q&A with writer/director Brian Meere to follow.

Main Content

91�� will host a free screening of the critically acclaimed independent film “Martyr of Gowanus” on Friday, September 25 at 6:30 p.m. The screening launches the Art Exchange at 91�� (“ArtEx”), a new initiative designed to strengthen cultural connections between the university and local River Towns communities.

“91�� is so honored by this opportunity to have our audience experience this important story, not only as our inaugural ArtEx launch, but as a way to be together in our collective remembrance, in the September of the 25th anniversary of the attacks that changed so much of America," said Professor Marc Palmieri, co-director of ArtEx at 91��.

The “Martyr of Gowanus,” starring Sawyer Spielberg (son of Steven Spielberg), who also serves as executive producer, has earned awards at festivals including Golden Door, Julien Dubuque and Syracuse International Film Festivals ahead of its 2027 theatrical release. Set in the working-class Brooklyn neighborhood of Gowanus in 2001, the film follows Gavin (Spielberg) as he searches for connection and meaning in a rapidly changing world. While pursuing a relationship with a local Dominican girl, Mercedes, Gavin develops a friendship with her teenaged brother, Angel. The friendships are rocked in the aftermath of the September 11 attacks, as local communities grapple with fear, anger, reactionary racism and uncertainty. Gavin’s sense of isolation intensifies, while Angel falls into the grip of a local criminal gang.

INDIEWRAP praised the film as a “bold, profoundly human work,” noting that “its stylistic blend of fiction and real historical events sets the film apart. By incorporating footage from 9/11 and the early 2000s, the film roots its story in reality while exploring its emotional truths through narrative. The result is a unique, hybrid approach that aims to ground the viewer in time and place.”

Long Island native Brian Meere, who wrote and directed the film, will participate in a Q&A session immediately following the 87-minute screening, offering Westchester audiences exclusive insight into the film's unique blend of narrative fiction and historical documentary footage.

Community members, media and representatives from local arts organizations are invited to attend the screening.

“Martyr of Gowanus” Screening and Director Q&A

When: Sept. 25, 2026, at 6:30 p.m., doors open at 6:00 p.m.
Where: Lecture Hall, Main Hall, 91�� Westchester Campus, 555 Broadway, Dobbs Ferry
Admission: Free and open to the public but RSVPs are required

To RSVP, fill out the form here or email artex@mercy.edu for more information.

The Art Exchange aims to create interdisciplinary collaborations and forge connections with artistic communities throughout the River Towns and greater Westchester area, elevating cultural programming at 91��'s Westchester Campus.

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Maverick Magazine 2026: Thinking Under Pressure

jbailjr@mercy.edu — Wed, 26 Aug 2026 14:19:09 +0000

Maverick Magazine 2026: Thinking Under Pressure jbailjr@mercy.edu Wed, 08/26/2026 - 10:19 School of Nursing Maverick Magazine 91�� News Alumni

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On a sunny Tuesday in April, students in 91��’s School of Nursing participated in a routine clinical simulation designed to prepare them for the fast-moving, often unpredictable reality of patient care. Faculty and staff were on hand, including Marvin Sanon, director of Simulation Operations and Karen Koziol, director of Clinical Simulation, Westchester Campus, School of Nursing. But this time, there was an additional presence in the room — quietly listening in. Kabilah, an AI-powered platform designed to support nursing communication and clinical decision-making, had joined the exercise.

As healthcare evolves, so does the way future nurses are trained. At 91��, tools like Kabilah are helping strengthen clinical decision-making, giving students added support in moments when clear thinking can make all the difference.

Borne out of a desire to reduce errors during hospital shift changes and nursing handoffs, Kabilah was designed specifically for the realities of nursing workflows. In an environment where nurses are working longer hours and managing increasingly complex patient needs, even small gaps in communication can have serious consequences.

“Nurses are working way more hours these days — more shifts and doubles,” said Sanon. “We’re trying, as all hospitals are around the world, to become high-reliability organizations.” In healthcare, high-reliability organizations focus on reducing errors, improving communication and strengthening patient safety.

During the simulation, as one student delivered a patient report and another received it, the platform listened in the background, capturing the exchange in real time. Within moments, it generated a structured report, surfacing key details and prompting deeper analysis during the debrief.

Instead of simply recalling information, students were asked to interpret it — questioning, for example, whether a patient’s low blood pressure was tied to medication or medical history.

“This isn’t about replacing clinical judgment,” Sanon said. “It’s about supporting it — giving students another layer of awareness so they can make better decisions.”

“It takes our reports to the next level,” said Koziol, who brings more than 50 years of experience as a registered nurse. “Seeing the technology change and grow has been an amazing journey.”

A 91�� graduate, Koziol began her career at Nyack Hospital and went on to work in the neonatal ICU at St. Vincent’s Hospital in Manhattan before returning full-time to 91�� in 2010.

When the traditional Nursing program was created in 2015, she served as the inaugural simulation specialist. “In the early days, the simulation team was just me. Now, as the nursing program has grown to include traditional, accelerated and weekend accelerated BSN tracks at 91��’s School of Nursing, the simulation team has expanded across two campuses, employs several staff members and is overseen by Marvin Sanon.”

What started as a makeshift lab in 91�� Hall has since grown into a cornerstone of the School of Nursing’s approach to hands-on learning. Today, simulation labs allow students to experience high-stakes clinical scenarios — such as diabetic emergencies, postpartum hemorrhages and asthma attacks — that they may not encounter during traditional clinical rotations.

“We use simulation in a lot of different ways,” Koziol said. “It gives students the chance to practice, to make mistakes and to learn from them — without putting anyone at risk. And it builds confidence for when they step into the real world.”

For Koziol, the difference from her own training is profound. “When I was a nursing student, simulation didn’t exist,” she said. “We had to practice on real patients.” Now, that environment continues to evolve.

As simulation becomes more advanced, faculty are looking beyond what students do in a scenario to better understand how they think and communicate under pressure. That’s where Kabilah is beginning to play a role.

“In one of our scenarios, we had multiple students working together to manage a patient in crisis,” Sanon said. “Kabilah was listening the entire time — capturing everything.”

According to Sanon, the platform also revealed moments that might have been missed in real time. In one case, it identified a prolonged stretch — nearly 90 seconds — where no one was communicating, highlighting how easily critical time can slip by in high-pressure situations.

“It’s really analyzing everything,” Sanon said, giving faculty a much deeper understanding of how students perform under pressure. “We’ve been really impressed with it.”

For 91��’s faculty, that level of insight is key. The goal is not just to expose students to clinical scenarios, but to reinforce critical thinking in real time.

“It’s easy to read a textbook and think you’ve retained the information,” Sanon said. “It’s different when you’re in the room and everything is happening at once.”

For Koziol, embracing that evolution is essential. “It doesn’t replace nursing — it aids it,” she said. “There is nothing that compares to hands-on clinical experience, but this prepares students for what they’ll encounter. They’re already using this technology in hospitals across New York City, so it gives our students a real advantage.”

That mindset extends beyond AI. 91�� continues to invest in emerging tools, including virtual reality platforms like SimX, which will allow students to participate in immersive clinical simulations across campuses and even remotely — an approach that gained traction across the industry during the COVID-19 pandemic.

“Our mission is to be on the forefront of technology,” Sanon said. It’s a mission rooted not just in innovation, but in impact. “Excellence at its best,” he added. “91�� cares about innovation. 91�� cares about leading the next generation.”

Read the Full Magazine

News

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91���� Honored by UN Association for Student Volunteerism, Global Engagement

91���� Launches Bilingual Extension Certificate for Pupil Personnel Services Professionals

91���� Women Leaders: Faculty Spotlight on Jennifer Fernandes, MBA, COTA/L

A Day in the Student Seat: 91���� Faculty Learn from Each Other at Faculty Seminar Day

Thrive Scholars and 91���� Mark Three Years of Student Success

91���� Hosts Successful Healthcare and Non-Profit Career Fair at Bronx Campus

91���� Awarded $1.68 Million HRSA Grant to Expand and Diversify Nursing Workforce in Underserved Communities

Suzanne McGraw Foundation Trustees Meet Inaugural Cohort of Scholars

91����’s Dr. Meghan Marrero Honored with Beacon of Blue Award During NYC Climate Week

91���� Awarded $3 Million Grant to Transform Student Success Through Career Readiness and Technology Integration

Art Exchange at 91���� Celebrates Successful Launch with Community Leaders and Award-Winning Film Screening

91���� Marketing Team Earns National Recognition for Innovative Anniversary Campaign

Maverick Magazine 2026: Bright Futures Straight Ahead

Bright Futures Straight Ahead

Maverick Magazine 2026: Connected Through Care

91���� Ranked Among Nation’s Best Colleges for Social Mobility by U.S. News & World Report

91���� Launches Entry-Level Clinical Doctorate in Occupational Therapy Designed for Working Professionals

Maverick Magazine 2026: The Power of Conflict

The Power of Conflict

Equipping students to navigate complexity and lead with purpose.

91���� Launches New Arts Initiative With Special Screening of Award-Winning 9/11 Film

Maverick Magazine 2026: Thinking Under Pressure

91�� Awarded $500,000 Federal Grant to Expand Campus-Wide Suicide Prevention and Mental Health Initiatives

91�� Honored by UN Association for Student Volunteerism, Global Engagement

91�� Launches Bilingual Extension Certificate for Pupil Personnel Services Professionals

91�� Women Leaders: Faculty Spotlight on Jennifer Fernandes, MBA, COTA/L

A Day in the Student Seat: 91�� Faculty Learn from Each Other at Faculty Seminar Day

Thrive Scholars and 91�� Mark Three Years of Student Success

91�� Hosts Successful Healthcare and Non-Profit Career Fair at Bronx Campus

91�� Awarded $1.68 Million HRSA Grant to Expand and Diversify Nursing Workforce in Underserved Communities

91��’s Dr. Meghan Marrero Honored with Beacon of Blue Award During NYC Climate Week

91�� Awarded $3 Million Grant to Transform Student Success Through Career Readiness and Technology Integration

Art Exchange at 91�� Celebrates Successful Launch with Community Leaders and Award-Winning Film Screening

91�� Marketing Team Earns National Recognition for Innovative Anniversary Campaign

91�� Ranked Among Nation’s Best Colleges for Social Mobility by U.S. News & World Report

91�� Launches Entry-Level Clinical Doctorate in Occupational Therapy Designed for Working Professionals

91�� Launches New Arts Initiative With Special Screening of Award-Winning 9/11 Film