Bridges to ��ƽ�� Archives | ��ƽ��

��ƽ�� Announces Expansion of Support and Career Opportunities for Neurodiverse Students

yigarcia — Fri, 25 Sep 2026 13:45:54 +0000

Launched in 2007, Bridges to ��ƽ�� has grown from its beginnings as a small program with three students into a leader in higher education neurodiversity support, recognized for student success inside and outside the classroom and boasting a strong 80 percent student retention rate.

��ƽ��’s Learning Resource Program is a structured support program for the unique implementation of learning specialist services, executive function coaching and mental health counseling that meets the needs of students with learning or attention challenges.

“��ƽ�� believes in the potential of each student—no matter how they learn or what their challenges may be—and strives to be a partner in their success,” said Christopher Storm, PhD, provost and senior executive vice president of academic affairs. “Our programs to support neurodiverse students offer a pathway to grow and learn in a caring environment that enhances the college experience and develops important life skills. We’re proud to continue building our offerings that help students achieve their goals.”

Bridges From ��ƽ��: Connecting Neurodivergent Students With Employers

To extend support to its growing alumni network and soon-to-be graduates, the University created a new branch of the Bridges program in 2025: Bridges From ��ƽ��. This initiative builds on the University’s long-standing mission of transforming students’ lives by guiding graduates beyond Commencement through career advocacy and inclusive employer partnerships.

The Bridges From ��ƽ�� initiative was launched with a generous $250,000 pledge from ��ƽ�� Trustee Gregory Carey and Bridges Advisory Board Chair Katy Cochrane Carey, parents of Bridges graduate Declan Carey ’23. Their commitment builds on their establishment of The Katy and Greg Carey P ’23 Bridges to ��ƽ�� Excellence Fund in 2024, which supports financial assistance, academic and vocational resources, and enriching social experiences.

Bridges graduates have successfully secured employment across various industries, including healthcare, financial services, technology, nonprofits, marketing, and sports and entertainment.

In a recent article in the , Bridges to ��ƽ�� advisory board member Justin Nelson shared that his son graduated from the program and advocated to address the employment gap. “Most employers do not understand how to hire or interact with neurodivergent candidates,” Nelson said. “You have to get proper training.”

He added that “If you can lay out the rules and know how to work and communicate with that group of people, you probably have some of your best employees.”

To Nelson’s point, the Bridges From ��ƽ�� program will provide much-needed support and advocacy for neurodivergent students heading into the workforce.

Welcoming a New Executive Director

As part of the broader evolution of ��ƽ��’s neurodiverse student services, the University welcomed Deseree Wiltshire ’04, MA ’05, EdD, as executive director of Bridges to ��ƽ�� and the Learning Resource Program on August 10, 2026. Dr. Wiltshire holds her bachelor’s and master’s degrees from ��ƽ�� and previously served as an adjunct instructor of psychology.

In her new role, she will provide strategic leadership for Bridges and the Learning Resource Program, with a focus on strengthening student recruitment and retention, advancing neuro-inclusive practices across campus, and expanding pathways to career and postgraduation success for neurodivergent students.

“Stepping into this role to support ��ƽ��’s neurodiverse students is both a privilege and a passion,” said Dr. Wiltshire. “This work has always been a labor of love for me, driven by an unwavering belief in what every single student can achieve when given the right tools.”

Building the Future: Neuro-inclusive Living-Learning Community and Grant-Funded Spaces

��ƽ��’s new Neuro-inclusive Living-Learning Community (Neuro-inclusive LLC) provides a dedicated residential space designed to foster connection, belonging, and opportunities for academic, personal and professional growth. As the community develops, Bridges to ��ƽ�� is working to create intentional programming that may include themed dinners, social activities and workshops focused on areas such as executive functioning, social skills and self-advocacy.

This summer, Bridges to ��ƽ�� received $75,000 from the Home Depot Foundation to support the creation of a new, modern Neuro-inclusive Sensory and Wellness Lounge within the Neuro-inclusive LLC in Eddy Hall. The new space will provide a dedicated environment where students can regulate sensory experiences, reduce stress, engage in academic work and build community within a supportive residential setting. The space is also intended to be available to the broader campus community, promoting accessibility, inclusion and student well-being.

To learn more, visit ��ƽ��’s Bridges to ��ƽ�� and Learning Resources Program pages.

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Sean Culkin ’17, MS ’22

cscala — Fri, 18 Sep 2026 15:30:34 +0000

After struggling at another university and arriving at ��ƽ�� with little confidence, he worked closely with Bridges founder Mitch Nagler, MA ’06. Over time, the program helped Culkin understand his neurodiversity, challenge years of self-doubt and recognize his own capacity to succeed.

That transformation became the foundation of his career. After graduation, Culkin spoke at the opening of ��ƽ��’s sensory room about autism, self-acceptance and the importance of Bridges. There he met Julian Maha, MD, founder of KultureCity, a nonprofit dedicated to accessibility and inclusion for people with invisible disabilities. Culkin joined the organization while working in clinical cancer research, eventually leaving the laboratory to make disability inclusion his full-time work in 2024.

As KultureCity’s partnerships manager, Culkin develops educational programs, leads community-learning webinars and visits certified locations to help organizations serve neurodiverse guests effectively. He builds partnerships with schools, hospitals, first responders, arenas, cultural institutions and other community organizations. He has also helped make major public events—including the Super Bowl, World Series, the Governors Ball Music Festival and the Times Square New Year’s Eve celebration—more accessible for people with invisible disabilities.

Culkin serves on the board of RVC Blue Speaks, which provides scholarships for neurodiverse students, including Bridges students, and competes in marathons and triathlons to raise funds for KultureCity.

��ƽ�� honors Culkin for turning self-acceptance into advocacy and building a more accessible world where neurodivergent people can participate fully and confidently.

Member of ��ƽ��’s

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Rewriting the Script: How Professor Stephen Shore, EdD, Turned Lived Experience With Autism Into an Emmy Award

ckatz — Fri, 31 Jul 2026 20:18:15 +0000

As a child, professionals recommended that young Stephen Shore be institutionalized. Seeing his many abilities, his parents refused—an origin story he now weaves into his public talks and teaching.

Today, Stephen Shore, EdD, is a clinical associate professor in the Ruth S. Ammon College of Education and Health Sciences and has added a new honor to a long and successful career in neurodivergence advocacy: a 2026 Emmy Award.

The longtime educator, author and international speaker received the award for his work as technical advisor on the PBS KIDS breakout animated series, Carl the Collector. The show, about a raccoon on the autism spectrum and his friends, won the 2026 award for Outstanding Public Service Initiative at the 4th Annual Children’s & Family Emmy Awards in New York.

The show has drawn accolades for presenting autism as a different—not disordered—way of being.

��ƽ�� is already a national leader in educating students on the spectrum. Bridges to ��ƽ��, a program for neurodivergent students, won the for Equity, Inclusion, Social Justice and Related from the National Association of Student Affairs Administrators in Higher Education (NASPA) in 2022 and 2023.

The inscription on Dr. Shore’s Emmy Award reads “2026 Children’s and Family Emmy Awards/Outstanding Public Service Initiative/Carl the Collector/PBS Kids/Stephen Shore, Series Advisor”

An Emmy for Getting Autism Right

Dr. Shore’s role as technical adviser meant he reviewed every story, script and stage of animation to ensure that Carl the Collector portrays autism accurately while showcasing the strengths of these individuals in a way that resonates with children, parents and educators.

“My job was to comment on how Carl and the other characters might react or communicate in any situation,” he said.

The result is a show that critics have praised for its commitment to authentic representation of neurodivergence because the series is crafted by a team that includes neurodiverse writers, animators and advisers.

Dr. Shore was a key part of the team because he brings not only academic expertise but also lived experience to Carl the Collector: He is on the spectrum himself. Able to take apart intricate watches and reassemble them at a young age, his parents recognized unique talents amid his challenges.

That personal history shapes his insistence that autism be framed as a “different rather than disordered way of being,” and it propels his career as a nationally known expert and author on neurodivergence; he has written extensively, presented in 59 countries, and uses both the classroom and the screen to model what authentic representation and true inclusion can look like.

An Emmy to Call His Own

Dr. Shore originally assumed the Emmy recognition belonged purely to the series. “My thought was that the Emmy was awarded to the show, and we all got to share in the Emmy, and that was great,” he recalled. Then, in May, a large box arrived at his home.

Inside was an Emmy statue with his own name on it, honoring his individual contribution.

“It made me very proud,” he said. “I’m so pleased that others have found my experiences and what I have to say about them to be worthy of inclusion and on such a massive and grand scale.”

A Warmhearted World for Kids—and Adults

Carl the Collector follows Carl, a logical young raccoon on the autism spectrum who loves amassing meticulous collections of everything from rare leaves to unique bottle caps. Carl uses his extraordinary attention to detail to help his neurodivergent and neurotypical friends solve everyday dilemmas. Alongside his best friend, Sheldon the beaver, and Lotta, a talented neurodivergent and artistic fox, Carl learns to navigate big emotions and unexpected changes in plans within a supportive community that celebrates everyone’s unique traits.

Beneath the visual charm is a clear purpose: acceptance. “Everybody helps each other out,” Dr. Shore said. “Sometimes there are misunderstandings, but they all work out in those 11 minutes and four seconds and seven hundredths of a second.”

From “Institutionalization” to Institutions of Honor

The Emmy resonates deeply against the backdrop of Dr. Shore’s childhood. As he notes in his autobiographical presentations, professionals wanted to admit him to an institution. His parents declined.

“Perhaps, in a way, those diagnosing professionals were correct, and that I needed to be in an institution,” he notes wryly. “An institution of higher education.”

Now, he adds with a smile, he’s also part of the “institution called the Emmy Awards.”

Bringing Carl Into the Classroom—and Beyond

Dr. Shore’s involvement with Carl the Collector is tightly woven into his education classes at ��ƽ�� and his advocacy work. During production, final episodes were embargoed until broadcast, but once released, he said he “went wild” incorporating them into his Special Education (Teaching Students With Disabilities) classes and presentations. For his students, Carl the Collector is a case study in authentic representation. For conference audiences of educators and clinicians, it’s a model of how media can portray autism with accuracy, warmth and respect.

Production on a second season of Carl is currently up in the air due to funding shortages at PBS, Dr. Shore said, although other organizations have expressed interest in sponsoring the show. “When we get the green light … we open those toolboxes, fire up all the engines and get going again.”

Until then, the Emmy on the shelf is a tangible reminder of how far he—and the broader understanding of autism—have come.

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Undergraduate Rising Star Juliana Morsello Wants to Be a Civic Neuroscientist

ahassan — Fri, 06 Feb 2026 13:32:22 +0000

As a 2025 National Science Foundation-funded scholar at , Gordon F. Derner School of Psychology student Juliana Morsello conducted research on diffusion kurtosis imaging as a way to identify biomarkers in Alzheimer’s disease—a highly competitive opportunity that immersed her in hands-on neuroscience research not often experienced by undergraduates.

Morsello’s work analyzed how microstructure of white matter relates to memory recall performance and how that relationship could be moderated by sex. When averaging across pathways, findings showed biological sex significantly influenced how white matter integrity (WMI) related to memory performance in some cases. This suggests that the connection between brain structure and memory may not be the same for all individuals and could help explain differences in memory performance on tasks such as the Rey Auditory Verbal Learning Test.

But Morsello’s ultimate goal is not just data—it’s accessibility. She wants to help science make sense to everyone—not just other scientists.

“My goal is to earn a PhD and become a civic neuroscientist,” Morsello explained, “someone who bridges the gap between scientific research and the public.”

And Morsello is well on her way. At Irvine, where she worked in Professor Michael Yassa, PhD’s lab, Morsello was one of only 20 students (out of 788 applicants) selected for this program. At summer’s end, she creatively explained her complex findings at a symposium by comparing WMI to roads on a highway, with water molecules acting like cars that move differently if someone is developing Alzheimer’s. That simple analogy is consistent with Morsello’s desire to serve as a conduit between real science and real people.

What Drew Morsello to Study Neuroscience

Growing up in the Howard Beach neighborhood of Queens, New York, Morsello became intrigued by the differences in how people think and behave—and what causes those anomalies. She was particularly attracted to ��ƽ��’s Cognitive Neuroscience Program, noting that few undergraduate schools offer such a clear disciplinary path.

“I wanted to focus my studies on a mix of psychology and biology courses,” she explained, “to learn more about cognition, as opposed to limiting my studies to more traditional science coursework.”

She was also drawn to the small class sizes, which have allowed her to build relationships with professors, and is inspired by the faculty’s “air of enthusiasm,” regarding sharing opportunities for growth. As a junior in ��ƽ��’s Emerging Scholars Program, Morsello worked with Associate Professor Christina Marini ’11, PhD, who, along with Associate Professor Dominic Fareri, PhD, directorr of the Neuroscience Program and co-chair of Undergraduate Psychology, supported her Irvine application with detailed letters of recommendation.

The Emerging Scholar Experience

Through Emerging Scholars, Morsello wrote a paper with Dr. Marini on aging veterans, examining how types of social support affect the relationship between rumination and depressive symptoms. The research, scheduled for publication in the , found that social support from military friends weakened the significant association between those symptoms. Dr. Marini insisted that Morsello serve as first author on the paper, a rare opportunity for an undergraduate, and Morsello presented her work at ��ƽ��’s Scholarship and Creative Works Conference and the 2025 Annual Meeting of the .

“Juliana has a genuine passion and interest for pursuing scientific questions and using data to help answer them,” Dr. Marini said. “The clarity of her writing, along with her ability to integrate existing research findings as a means for justifying her hypotheses, impressed me.”

Dr. Fareri serves as Morsello’s academic adviser and has watched her grow as a researcher through Emerging Scholars. The professor appreciates her combination of academic excellence, “insatiable curiosity and a remarkable ability to digest complex material and communicate it to her peers and faculty with a level of sophistication I would expect to see in advanced doctoral students.

“At ��ƽ��, we designed our neuroscience program to be deeply integrative, bridging the gap between molecular biology and human behavior,” Dr. Fareri explained. “Because we maintain a close-knit community, faculty can provide unique mentoring experiences that push students like Juliana to go beyond the textbook. The independent research opportunities we provide allow undergraduates to function as ‘junior colleagues,’ giving them the opportunity to propose original studies and the support to pursue prestigious national research opportunities.”

Beyond those opportunities, Morsello serves as a certified peer health and wellness educator and as an academic supervisor for Bridges to ��ƽ��, where she supports neurodiverse students. As she prepares to pursue doctoral studies at a destination still unknown, she remains grateful for the skills and relationships she’s built at the Derner School of Psychology and beyond, noting she might not have been able to develop them at a larger institution.

While Morsello herself is a rising star in the field, she plans to remain grounded in her desire to become a scientist who untangles the complicated, with leadership that leads to understanding.

She said, “I really want to dedicate my career to demystifying neuroscience research and supporting people in understanding and interpreting it.”

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��ƽ�� Clinical Associate Professor Stephen Shore, EdD, to Address International Experts at Global Autism Summit

ahassan — Mon, 02 Feb 2026 21:24:49 +0000

Stephen Shore, EdD, clinical associate professor in the Ruth S. Ammon College of Education and Health Sciences, has traveled across the world for autism advocacy—reaching more than 50 countries and six continents. Whether he’s speaking at the UK House of Commons, delivering a keynote at the annual Asia Pacific Autism Conference in Australia or presenting at the Higashi Autism School in India, he’s on a mission to help neurodivergent people live fulfilling and productive lives.

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

“I deliver this keynote several times around the world each year, and it’s the most popular of my presentations because it’s autobiographically based,” said Dr. Shore, who was himself diagnosed on the spectrum at an early age. “People are often interested in learning about the lives of autistic people from autistic people.”

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

Understanding and appreciating neurodivergent individuals

Dr. Shore will join more than 50 international speakers in presenting at the 2026 Euro-Global Summit. As a keynote speaker, he’ll deliver a customized version of his talk, “The 4 A’s of Autism for Promoting Fulfilling and Productive Lives.” Those 4 A’s—awareness, acceptance, appreciation and action—are all necessary in order to fully support individuals with autism and others with neurodivergent conditions.

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

Meanwhile, acceptance and appreciation are essential to helping these individuals to understand and harness their differences as strengths as opposed to “curing” or “fixing” them. This is an evolution from the medical approach, which sought to treat or eliminate their differences.

“If you have a heart attack or a broken bone, you want the doctor to identify and fix the problem,” Dr. Shore said. “However, people with autism aren’t broken. It’s about working with these characteristics instead of against them.”

Connecting ��ƽ�� to the global conversation on neurodivergence

Dr. Shore’s international advocacy runs parallel to his work teaching and consulting at ��ƽ��.

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

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

“I often meet with the director of the program and give workshops, both for the students who are involved with the Bridges program and for faculty and staff at ��ƽ��,” Dr. Shore said.

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

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

Working alongside Temple Grandin, PhD

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

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

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

“Where does it go next? That’s unpredictable,” he said. “Maybe there will eventually be an autism conference on the moon, for example. I could go there.”

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Bridging the Gap: Supporting Neurodivergent Alumni Through New Career Initiative

ahassan — Wed, 10 Dec 2025 14:54:32 +0000

Fueled and motivated by their commitments to inclusion and student success , ��ƽ�� has been planning the official launch of its Bridges From ��ƽ�� program, a division of the Bridges to ��ƽ�� program, aimed at helping neurodivergent alumni navigate the transition from college to career.

The brand-new program is being led by Diana Damilatis-Kull ’10, MA ’12, MA ’14, director of the Bridges to ��ƽ�� program. Their new efforts build upon the University’s long-standing mission of supporting neurodiverse students, this time extending that support beyond senior year and into the seemingly alien territory beyond graduation.

Connecting Neurodivergent Students With Employers

Bridges to ��ƽ�� alumni, left to right: Nick Troiano ’21, Hannah Schultz ’22, Scott Schiff ’24, Declan Carey ’23

Bridges Board of Advisors member Nicholas Hagedorn ’19 describes the program this way: “It helps connect Bridges graduates to employers to gain employment, and then, just as importantly, it helps them maintain that employment by helping them by training employers to understand the nuances to managing a neurodivergent employee.”

“We’ve seen that about 85 percent of neurodivergent college graduates are unemployed or underemployed,” said Damilatis-Kull. “That statistic alone shows us that our alumni still need guidance and support after college. Bridges From ��ƽ�� was created to help fill that gap.”

A New Network of Career Advocates

Bridges From ��ƽ�� will soon form a corporate advisory board, inviting representatives from businesses such as Northwell Health and other local employers to collaborate directly with ��ƽ��. The goal in mind is to establish a strong network of advocates committed to creating inclusive hiring pipelines for neurodivergent graduates.

“We’ve seen such a positive shift under [Interim President Christopher Storm, PhD’s] leadership,” she said. “He’s been vocal about embracing neurodivergent students and ensuring they’re valued at every level of the University.”

She emphasizes that ��ƽ��’s broad culture has been instrumental and vocal in supporting these advances and commitments. This dedication was especially evident at the recent ��ƽ�� Gala , which focused on neurodiversity and where all funds raised went directly to the Bridges program and its new initiatives. For many families, the expansion of support into postgraduation life brings a new sense of relief and reassurance.

What Comes Next? ��ƽ�� Offers an Answer.

Diana Damilatis-Kull ’10, MA ’12, MA ’14, director of the Bridges to ��ƽ�� program, at her desk in the Bridges office (photo credit: James Beamer)

“When a student graduates, parents often worry: What comes next?” Damilatis-Kull said. “We want to give them peace of mind knowing their child has continued guidance—that they’re not alone after college.”

While Bridges From ��ƽ�� focuses on alumni, the current students in the Bridges community are already feeling its impact. One student, Giovan Bertuccio, shared how much the program has shaped their college experience.

“I find it very helpful because you can get better as you go to the meetings, or you can make more friends by going to the events they offer,” Bertuccio said. “I’d recommend it to future ��ƽ�� students because of all the things they offer.”

Career Pathways

Looking ahead, the Bridges team plans to launch the program officially in the coming year, with the hope that at least half of the alums who enroll will secure meaningful employment soon after. Future goals include developing a high school preparatory program to help younger students explore college readiness.

“Each student’s success is going to look different,” said Damilatis-Kull. “But if we can help them find confidence, independence and belonging beyond ��ƽ��, that’s what success truly means.”

With Bridges From ��ƽ��, the University continues to build not just career pathways, but a community that supports neurodivergent individuals every step of the way, from the University’s classrooms to their offices and workspaces.

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��ƽ�� Professor Helps PBS Kids Bring Authenticity to Autism on “Carl the Collector”

cscala — Wed, 12 Nov 2025 13:56:19 +0000

At first I thought the creators had taken inspiration from me, because in the reel, the character of Carl was wearing the same kind of clothing I wear, and like me, he was interested in watches and bicycles. But I found out they’d never heard of me when they were putting the character together. They’d just done their research.”

Stephen Shore, EdD

Carl, the hero of the PBS Kids show Carl the Collector, is a young raccoon who loves collecting objects and playing with his animal friends. Carl also has autism, making him the network’s first-ever lead on the spectrum. The show follows Carl as he plans sleepovers, tries to keep his room clean and hashes out disagreements with friends, providing viewers with an up-close look at how people with autism navigate everyday life. “The show did it right from the very beginning,” said Stephen Shore, EdD, clinical associate professor of education at ��ƽ��, who served as an autism adviser on Carl. “Its creators worked hard to meaningfully involve the autism community and commit to authentic representation.”

Dr. Shore, who is autistic, has traveled the world as a researcher, educator and speaker, appearing before audiences across more than 50 countries. With Carl, he added creative consultant to his résumé. “I had never consulted on a show before,” he said, “but the creators reached out to me out of the blue.” Initially, Dr. Shore was asked to share his thoughts on a promo reel. “At first, I thought the creators had taken inspiration from me, because in the reel, the character of Carl was wearing the same kind of clothing I wear, and like me, he was interested in watches and bicycles. But I found out they’d never heard of me when they were putting the character together. They’d just done their research.”

Stephen Shore, EdD, clinical associate professor at ��ƽ��

An Integral Part of the Process

Dr. Shore was involved throughout the entire creative process for each episode, from the initial premise to the final rough cut. At each stage of development, he let the creators know if the actions, gestures, speech patterns or reactions of a character with autism did not ring true. Sometimes, he found, even the tiniest adjustment could make all the difference. “For instance, they would have Carl saying, ‘The ice cream social is going to happen in four days.’ I told them an autistic person might actually say, ‘Four days, 11 hours and 56 minutes.’ A lot of people with autism are very exacting.”

Dr. Shore’s expertise—and personal experience—shaped a number of storytelling decisions. When Carl decides to tell a friend why he’s behaving in a certain way, Dr. Shore looked to his own “four-step autism disclosure protocol” for inspiration, which he notes the team put to “good use.” He also advocated for Carl to stim—repetitive behaviors, movements or sounds used to manage emotions or self-soothe—with his fingers in response to specific triggers.

Other stims, such as pacing and jumping on a trampoline, help map out Carl’s thought processes for an audience who may not be familiar with autistic cognition. In one scene in which Carl must make a decision, the show takes viewers inside his brain, dramatizing its inner workings. “Even if people watching can’t immediately relate to Carl, they might gain some insight into how a person with autism thinks through something,” Dr. Shore said. “Then they can generalize that information to better support the people in their life who are on the spectrum.”

Helping to Shape Carl’s Crew

Carl isn’t the only autistic character in Carl the Collector. When the show introduced a second character who has autism, a fox named Lotta, who is hypersensitive to loud sounds and strong smells, Dr. Shore “adopted” her, too. There’s also Paolo, a panda with autism, who is nonspeaking and communicates with a tablet. Together, these three characters challenge the misconception that not all autistic people can talk—and that those who don’t talk don’t still have something to say—or that all individuals with autism tend to behave in one single way.

It’s work that Dr. Shore is proud to have a hand in, especially on television screens nationwide. “I often say that when you’ve met one autistic person, you’ve met one autistic person,” he said. “That doesn’t mean we’re fundamentally different from neurotypical people, either. We’re all more similar than we are different.”

Stephen Shore, EdD, is a clinical associate professor in the School of Education. Dr. Shore is on the board of directors of Autism Speaks, is a frequent speaker on the topic of autism, and the author of College for Students With Disabilities and Understanding Autism for Dummies. His work focuses on helping persons with autism and other conditions lead fulfilling and productive lives to their greatest potential.

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Love Serving Autism Teams With USTA Eastern, ��ƽ�� For Free Special Needs Training & Clinic

ckatz — Thu, 17 Jul 2025 15:31:08 +0000

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A Continuing Commitment to Diversity Leads to a Seventh Consecutive HEED Award

edinda — Mon, 04 Nov 2024 18:49:46 +0000

This October, INSIGHT Into Diversity magazine again announced that ��ƽ�� was the recipient of a HEED Award, given annually to fewer than 120 colleges and universities across the country that “demonstrate an outstanding commitment to diversity, equity, inclusion and belonging.” This is the seventh year in a row that the University has received the honor.

What accounts for a string of successes that stretches back to 2018?

“We listen to the members of our community,” answered Chotsani Williams West, MA ’07, EdD, assistant vice president of diversity, equity, inclusion and belonging (DEIB). “We’ve been so intentional about our signature programs and are always working to grow and enhance them in response to the feedback we receive.”

An Evolving Mentoring Program Helps Eliminate the Achievement Gap

One of those signature initiatives is ��ƽ��’s Jovia Mentoring Program, which offers one-to-one guidance from trained faculty and staff mentors. Designed to support lasting success for first-generation college students, LGBTQIA+ students, veterans and active military, and students of color, it is open to all students.

“We hold exit interviews with all graduating student mentees, and what we found was that they often wished they’d had more group opportunities to meet with others in the mentoring network,” said Dr. West, who created and launched ��ƽ��’s Mentoring Program in 2014. “So we expanded the meetings and events we have each year beyond the annual get-togethers or during National Mentoring Month, giving our students more and more time with one another and access to other mentors.”

The program, which helped colleges and schools across the ��ƽ�� campus form their own mentoring programs, has helped the University eliminate the achievement gap traditionally seen in higher education. The retention rates of students of color at ��ƽ�� has been virtually identical to that of white students for the past two years.

Chotsani West at ��ƽ��’s 2024 National Mentoring Month Celebration. With her is Malcolm Bryan ’24, a mentee who earned his bachelor’s degree in economics and is now in ��ƽ��’s MS in Business Analytics program, and his mentor, Brent Russell ’13, MSW ’14.

A Multicultural Center as a Place of Belonging

Dr. West points to the opening of the Multicultural Center in Fall 2022 as another example of the ��ƽ��’s intentional approach.

“We discussed opening a center for a number of years, weighing the pros and cons and asking what the benefits would be,” she said. “Then we started hearing terms like ‘belonging’ from across the DEIB landscape at the same time our students were telling us they wanted a place to connect that reflects who they are. By the time colleges around the country began considering multicultural centers after 2020, we were already there. We just needed to move forward.”

Designing the center was a collaborative effort.

“We made sure to include student voices,” Dr. West explained. “Look at the artwork there. Students chose it and created it with help from the chair of the art and art history department, Kellyann Monaghan, and adjunct faculty member Cara Lynch ’12. It reflects what our students want to see.”

A Continuing Commitment as a Strategic Objective

Support of diversity, equity, inclusion and belonging remains a foundation of ��ƽ��’s Momentum 2 strategic plan, building on the successes achieved since the first Momentum plan was established in 2015. In just the past year, ��ƽ��:

Welcomed the most diverse first-year class in the University’s history, with a majority of students of color. Students of color now represent 47 percent of the student body, up from 44 percent in 2023.

Was one of only 20 universities in the country ranked as a top university for equal opportunity and LGBTQIA+ support by Equal Opportunity Magazine. For the second year in a row, ��ƽ�� was also recognized by Campus Pride as one of the 30 Best of the Best LGBTQ-Friendly Campuses in the United States.

Was awarded a $2.49 million National Science Foundation (NSF) grant designed to fund scholarships for high-achieving, Pell-eligible students from local high schools interested in majoring in STEM fields.

Celebrated the 10th anniversary of its Bridges to ��ƽ�� program, one of the nation’s first college programs for neurodivergent students.

All of these accomplishments are products of deliberative, collaborative efforts across the University to nurture a diverse, inclusive environment.

“We do spend a lot of time in committees, but it all produces results that are to everyone’s benefit,” Dr. West said. “It takes time, but it’s well worth it. It’s part of the reason our collective work stands out.

“I’m very fortunate to do this work, and I love what I do,” she continued. “I am truly honored to work with our community and our leadership and, while there is still more to be done, I am extremely pleased that our continuing efforts are again being recognized with a HEED Award.”

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��ƽ�� Receives HEED Award for Seventh Year in a Row

yigarcia — Fri, 04 Oct 2024 16:48:26 +0000

��ƽ�� is among just 10 of approximately 200 universities in New York State to achieve this distinction.

This year, the recognizes a total of 114 U.S. colleges and universities demonstrating an outstanding commitment to diversity, equity, inclusion and belonging (DEIB). ��ƽ�� will be featured in the November/December 2024 issue of INSIGHT Into Academia.

“We are proud to have once again received the HEED recognition,” said Sentwali Bakari, PhD, vice president for student affairs and DEIB at ��ƽ��. “This award reaffirms our commitment to diversity, equity, inclusion and belonging, which remains a University priority, driven by our strategic plan, Momentum 2. This year, our efforts have resulted in the most diverse first-year class in ��ƽ��’s history, with a majority of students of color. I thank our exceptional students, faculty and staff for helping us to achieve the HEED recognition.”

Some notable initiatives that helped ��ƽ�� earn the 2024 HEED Award:

The University’s student success initiatives have helped the University eliminate the achievement gap traditionally seen in higher education, with students of color achieving an equal or greater retention rate than white students in consecutive years.
��ƽ��’s campus diversity continues to rise, with 47 percent of students of color this fall—up from 44 percent last year.
Earlier this year, ��ƽ�� was ranked a top university for equality opportunity and LGBTQIA+ support by Equal Opportunity Magazine. ��ƽ�� was one of only 20 universities in the country included.
��ƽ�� was awarded a $2.49 million National Science Foundation (NSF) grant, the largest ever received from the NSF by the University, designed to fund scholarships for high-achieving, Pell-eligible students from local high schools interested in majoring in STEM fields.
For the second consecutive year, ��ƽ�� has been recognized by Campus Pride as one of the 30 Best of the Best LGBTQ-Friendly Campuses in the United States.
This year, ��ƽ�� celebrated the 10th anniversary of its top-ranked Bridges to ��ƽ�� program, one of the nation’s first college programs for neurodivergent students.

“The HEED Award process consists of a comprehensive and rigorous application that includes questions relating to the recruitment and retention of students and employees—and best practices for both—leadership support for diversity, campus culture and climate, supplier diversity, and many other aspects of campus diversity and inclusion,” said Lenore Pearlstein, publisher of Insight Into Academia magazine. “We take a detailed approach to reviewing each application in deciding who will be named a HEED Award recipient. Our standards are high, and we look for institutions where diversity and inclusion are woven into the work being done every day across their campus.”

For more information about the 2024 HEED Award, visit . Learn more about our efforts to our commitment to fostering an inclusive community at ��ƽ��.

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