Ez-Zouhra Elmaaiden, PhD, is a visiting assistant professor of chemistry. A research and development scientist with multidisciplinary expertise in bioanalysis, preclinical research and formulation development, her work focuses on bioactive compound extraction, molecular biology workflows and cosmeceutical innovation. She holds multiple patents in extraction technologies and natural product development, bringing extensive experience in interdisciplinary project management, commercialization and graduate student mentorship.

Wan Ling Fahrer is a visiting assistant professor of , bringing more than two decades of experience across higher education, K–12 schools, museums and community-based arts learning. Her work centers on art education, museum and object-based learning, and inclusive approaches to contemporary art and pedagogy. She has held appointments at Hunter College, Queens College and the School of Visual Arts, plus museum education roles at institutions including MoMA, the Pollock-Krasner House and Study Center, the Guggenheim and the New Museum. Fahrer has received the Keith Haring Scholarship Award and multiple outstanding art teacher awards from the NYC Department of Education, and previously served as president of the University Council for Art Education. She holds an MA in Art History from Hunter College and a BFA from the School of Visual Arts.

Marissa Galler, PhD ’26, is a clinical assistant professor in the College of Nursing and Public Health. With a clinical background spanning critical care, oncology and palliative care, her research focuses on nurse practitioner communication surrounding end-of-life conversations. An alumna of �����ƽ��, where she earned her PhD, she also holds degrees and advanced certifications from Hofstra University, the University of Medicine and Dentistry of New Jersey (UMDNJ), Thomas Jefferson University and St. Luke’s Hospital School of Nursing.

Charleen Jacobs-Mcfarlane ’06, PhD ’23, is an assistant professor in the College of Nursing and Public Health. A nurse scientist, adult nurse practitioner and double alumna of �����ƽ��, her clinical practice and research focus on health equity and rare disease care, particularly sickle cell disease. She previously served as a clinician-scientist and nurse practitioner at the Mount Sinai Center for Sickle Cell Disease, a postdoctoral fellow at the Icahn School of Medicine at Mount Sinai, and a faculty member at Yale University and Columbia University. She earned both her BSN and PhD in nursing from �����ƽ��.

Susan Kang ’14, MS ’15, DPT, is a clinical assistant professor of health and sport sciences. An �����ƽ�� alumna and former graduate assistant in the Human Performance Lab, Dr. Kang is excited to return to �����ƽ�� and join her colleagues in the exercise science program. Her professional experience spans clinical testing and a variety of rehabilitation settings, including acute care, sports, neuromuscular and cardiac rehabilitation. Through her private practice, Blueprint Performance Physical Therapy, she helps active adults return to the activities and goals that matter most to them. Dr. Kang holds bachelor’s and �������ٱ��’s degrees in exercise physiology and earned her Doctor of Physical Therapy degree.

Kyungmin Lee, PhD, is an assistant professor in the Department of Environmental Studies and Sciences and sustainability director. Her research spans energy policy, climate policy, urban sustainability and community development, using both qualitative and quantitative methods. Her recent work focuses on applying AI techniques to analyze public responses to environmental issues through large-scale image analysis. Dr. Lee holds a doctoral degree in energy and environmental policy, a �������ٱ��’s degree in environmental studies, and a bachelor’s degree in economics.

Louise Lee, EdD, is associate professor and founding program director of �����ƽ��’s new Physician Assistant (PA) Program, to be housed within the College of Nursing and Public Health. Dr. Lee has worked as a PA educator for more than 26 years and as a clinically practicing PA in internal medicine and emergency medicine for nearly 40 years, holding leadership roles including department chair, program director, and director of didactic, clinical and research programs at universities across New England and New York. She has taught clinical medicine, patient assessment, and healthcare law and ethics, among other subjects. Dr. Lee holds a doctorate in education with a focus on higher education leadership, a �������ٱ��’s degree in healthcare administration and a bachelor’s degree in PA practice.

Yongjin Lee, PhD, is an assistant professor of health and sport sciences. Building on a decade as a K–12 physical education teacher and teacher community leader, Dr. Lee’s research examines how teacher and student reflection strengthens social and emotional development and informs curriculum design and instructional strategy. His recent work highlights physical education as a vehicle for building social awareness and responsible decision-making, and he is currently studying how artificial intelligence can support reflection among teachers and students to promote character and ethical growth.

Kathleen O’Connor is an assistant professor in the College of Nursing and Public Health. She is a PhD candidate at �����ƽ�� and a nurse practitioner and clinical researcher whose background spans pulmonary medicine, post-operative surgical care and nursing education. She previously served as an adjunct instructor at �����ƽ��, a nurse practitioner and research coordinator at Northwell Health, and a clinical nurse at the Hospital for Special Surgery. O’Connor’s dissertation is focused on Rosemarie Rizzo Parse, PhD’s humanbecoming paradigm. She currently teaches pharmacology, fundamentals of nursing lab and health assessment lab at the undergraduate level, and her scholarly interests include nursing theory, competency-based nursing education and the human experience of isolation. She earned an MS from Pace University and bachelor’s degrees in nursing and kinesiology from the University of Massachusetts Amherst.

Carlos Encina Oleart, PhD, is a visiting associate professor of sociology. A sociologist, journalist and organizational researcher, his work spans policy research, societal analytics, strategic communications and qualitative methodology. As a former investigative journalist and international correspondent for Chile’s La Tercera, he covered major national and global events, including human rights abuses during the Pinochet regime, the 2008 Wall Street financial crisis and international politics. He has advised multinational technology companies on strategic content and taught courses in criminology, gender studies, Latin American politics, the sociology of race and qualitative research methods.

Esi Quaidoo, PhD, is an assistant professor of nutrition and dietetics. A registered dietitian nutritionist and public health researcher, her work spans clinical nutrition consulting, community health and dietetic practice. She previously served as a nutrition consultant at Mission Clinic Accra and worked as a researcher and educator at the University of Massachusetts Amherst. She holds a PhD in Public Health from UMass Amherst, an MPhil in Human Nutrition from the University of Ghana and a BSc in Biochemistry from Kwame Nkrumah University of Science & Technology.

K. Lynn Robinson, PhD, is assistant professor of . She holds a PhD in Arts Administration, Education and Policy (concentration in art education) from The Ohio State University, began her studies at The University of North Carolina at Chapel Hill and earned a Master of Heritage Preservation from Georgia State University. She brings extensive experience in exhibit design and activation for arts institutions as a curatorial and archival assistant, and as a facilitator of community-based art and teacher development in arts integration. Her research expands the definition of educators to include caregivers exploring the arts and community-based interventions to support a “village” model for young Black learners and their caregivers, within and beyond formal schooling. She serves on the editorial review boards of Art Education, Visual Arts Research and the Journal of Social Theory in Art Education, and as an editorial assistant for the Journal of Cultural Research in Art Education.

Jason Spencer, PhD, is assistant professor of communications, teaching and researching AI, emerging media, podcasting, virtual production and immersive storytelling, with a focus on how AI, XR and adaptive learning can support creative practice, personalized education and public communication. He earned his PhD from Texas A&M University, where his work in virtual production and AI-assisted education produced six intellectual property disclosures. His 20-plus years in film, TV and emerging tech include work with PBS, MTV Networks, Bravo, and documentaries by Blackside and Florentine Films, as well as teaching 1,800-plus students at Texas A&M, Prairie View A&M University, The Art Institutes and CUNY. Dr. Spencer’s current work explores how emerging tech can expand human creativity and learning while preserving human judgment, authorship and agency.

Sloan Vahldieck is an assistant teaching professor in the College of Nursing and Public Health. She is a nurse educator and adult nurse practitioner whose career reflects a deep commitment to clinical excellence, student development and community service. She has taught at �����ƽ�� since 2018; after discovering how much she loved teaching, Vahldieck returned to graduate school to pursue her Doctor of Nursing Practice degree at �����ƽ��. As an adult nurse practitioner at St. Francis Hospital, she provides comprehensive occupational health services, diagnostic interpretation and employee wellness support. Her earlier roles in the emergency department shaped her expertise in triage, quality assurance, interdisciplinary teamwork and high‑acuity patient care and developed her focus on initiatives that improve safety, strengthen clinical practice and enhance patient outcomes.

Eric Dean Wilson, PhD, is an assistant professor of English and faculty member in the Low-Residency MFA in Creative Writing program. He is the author of After Cooling: On Freon, Global Warming, and the Terrible Cost of Comfort (Simon & Schuster, 2021), a work of literary nonfiction weaving the science and history of Freon with reflections on living meaningfully in a warming world. His essays have appeared in The Baffler, Orion, Esquire, Time, and Evergreen Review, among other publications. He holds an MFA in nonfiction writing from The New School and a PhD in English from the CUNY Graduate Center, and previously taught at Wagner College. He is currently writing a book-length work of literary nonfiction for Timber Press.

James Zahardis, PhD, is a visiting assistant professor of chemistry. He earned his doctorate at the University of Vermont and completed postdoctoral fellowships at both The University of Iowa and the University of Vermont. His research expertise centers on physical chemistry, with specializations in aerosols, mass spectrometry and Raman spectroscopy.

To learn more about the members of �����ƽ��’s faculty, visit our Faculty Profiles.

The post �����ƽ�� Welcomes New Faculty for 2026–2027 appeared first on �����ƽ��.

Tell that to , the two-time All-American and National Champion midfielder, who was , picked by the Philadelphia Waterdogs.

Or ask , the hard-throwing right-hander who led all Division II pitchers in strikeouts per nine innings and received All-America honors before signing this summer with the Houston Astros. He is now living his childhood dream of playing pro ball, pitching for the Fayetteville Woodpeckers of the Carolina League.

Lewis and Carver aren’t just occupying roster spots. They’re thriving.

Lewis delivered exactly the kind of professional debut scouts dream about: a behind-the-back shot against the Boston Cannons, part of a two-goal night that set the tone for a rookie season spent chasing a title with the league’s best regular-season team.

Carver has “carved” out a bullpen role for the Woodpeckers, the Astros’ Single-A affiliate, continuing to rack up strikeouts, fanning seven batters over his first 4.2 innings in the minors.

While both Panthers are on their way, the path they took to get there was not a straight line. Both credit �����ƽ��—and the outstanding guidance and support they received from their coaches—for providing the map to success.

Speed, Setback and a Second Chance

For Lewis, the breakthrough didn’t come easily.

A hamstring injury derailed the start of his senior season, and for a while, he wasn’t sure his draft stock would recover. “There goes your speed,” he said, describing how the injury took away the very tool that defined his game.

Head Coach leaned on a familiar analogy to keep him grounded, comparing Lewis’s recovery to Samson regaining his strength as his hair grew back. It stuck.

While he didn’t really feel like he was playing like himself again until the National Championship game in May, Lewis got a call on draft night in April that he’d been selected 29th overall by the Waterdogs, the team he grew up rooting for.

Coach Purdie says that resilience was always part of Lewis’s appeal. He points to Lewis’s incredible work ethic—a level of dedication that drove him to watch game film on bus rides home and organize players-only sessions just to keep the offense sharp—as the thing that separates him from other players.

“He wanted every practice to be perfect so we could be perfect on game day,” Coach Purdie said, crediting Lewis as the heartbeat of �����ƽ��’s back-to-back national championship runs in 2024 and 2025.

Taming His Fastball, Transforming His Career

Carver’s transformation was less about overcoming injury and more about rebuilding from scratch.

When first-year head coach arrived at �����ƽ�� in the summer of 2025, he inherited a pitcher who threw in the mid-90s but couldn’t consistently find the strike zone. Coach Gaffney’s fix was simple: Commit to locating a glove-side fastball and trust it, even after shaky outings.

Carver bought in completely. “He was as coachable a player as I’ve ever had,” Coach Gaffney said, recalling how the same fastball command that once eluded Carver became the foundation for his standout 2026 season.

The turning point, in Coach Gaffney’s memory, came against a scout-heavy crowd for a Franklin Pierce matchup, when Carver outdueled a Power 4 transfer from Kansas State and served notice that his stuff played against anyone.

Weeks later, after going undrafted, .

Carver thinks it couldn’t have happened without the mentoring he got from Coach Gaffney. “He’s always looked out for me,” he said in a . “He’s always wanted the best for me. He’s always had such a huge belief in me.”

It was a life-changing experience for Carver. “I really don’t see a life that I’m living where I’m not talking to Coach Gaffney,” he said.

The Journey Continues

Both are adjusting to life as professionals while still leaning on the lessons that got them there.

Lewis is chasing a PLL title in Philadelphia while starting a �������ٱ��’s degree in health education back at �����ƽ��, supported by a highly competitive (only up to 126 students are awarded each year). He is also helping coach the men’s lacrosse team.

Carver is learning the rhythms of daily professional life in Fayetteville, applying the same routines and resilience that Coach Gaffney and his staff drilled into him during a season that transformed his career.

Different sports, different journeys, but the same story: �����ƽ�� didn’t just prepare Lewis and Carver to compete. It taught them how to believe they belonged. It’s a lesson that’s taken them far, and has a good chance of taking them even further.

The post Panthers in the Pros: Kyle Lewis ’26 and John Carver ’26 appeared first on �����ƽ��.

Oslo, Norway
Major: Finance

“I’m looking forward to developing my interests within finance and exploring where that may take me professionally, while continuing to develop as a tennis player. I’m proud of the results I’ve achieved in tennis over the years, including winning the Norwegian U19 National Championship in mixed doubles, but especially of the consistency and hard work behind them. I chose �����ƽ�� because it was important to me to find a university where I could get a great education while also being a part of a strong tennis team. I also really liked the welcoming atmosphere at �����ƽ��, and it felt like the right fit for me both academically and athletically.”

Jackson Clark

Matthews, North Carolina
Major: Business, Three-Year Track
Honors College

“I hope to become a lawyer, but I chose my major because of my interest in business and the opportunity to earn that degree in the accelerated three-year track. I came to �����ƽ�� because of its amazing location, strong faculty and opportunities like the Alternative Summer Break, which I was able to attend in August. I wanted to go to a school in or near a big city like New York, and the three-year program and other grants made that financially possible for me.”

Rebecca Golin

Brooklyn, New York
Major: Biochemistry with a minor in mathematics

“I am planning on a medical career, so I chose �����ƽ�� for its supportive community, strong scientific opportunities and Early Assurance pathway to medical school that will allow me to grow as both a researcher and future physician. I have already conducted cancer research, where I discovered how mathematics and genomic data can help answer complex questions about disease and ultimately improve patient care.”

Zion Hines

Perth Amboy, New Jersey
Major: Dance

“I want to be able to dance professionally, and my ultimate goal is to own a dance studio so that I can teach choreography, inspiring dancers of all ages. I am grateful to have accomplished as much as I have so far in my dance career. I received a 2025 New Jersey Governor’s Award for Arts Education, an honor given to high school students, and I have had the opportunity to choreograph and perform a solo titled Inner Thoughts along with five other talented recipients. I am excited to be at �����ƽ��. When I auditioned for the dance program last winter, it felt like such a genuine and supportive community. I like the small classes, too, which will allow me to get to know my professors and be able to get any help or advice whenever I need it.”

Ashlyn Ho

La Crescenta, California
Major: Biology

“I want to become a dentist, and I chose �����ƽ�� because of its Early Assurance 4+4 program, which gives me a direct path to the LECOM School of Dental Medicine. �����ƽ�� also gives me the chance to work closely with my professors. I really enjoy playing the piano, too, and performed at Carnegie Hall as a first-prize winner in the Elite International Music Competition.”

Arina Kamenetska

Kharkiv, Ukraine
Major: Theatre
Honors College/Levermore Global Scholars Program

“My goal is to build a career as an actress in both theater and film. I also hope to create international theater projects that bring together actors and artists from different countries and cultures. I am especially proud to have received a Jonathan Larson Scholarship from �����ƽ��. I chose �����ƽ�� because of the people. During my audition with Professor Margaret Lally and Professor Thomas Schrider, I immediately felt that I had found my community and my people. They made me feel that �����ƽ�� was a place where I would truly belong, and I could see how much the professors genuinely care about their students and want to help them grow.”

Karina Kumar

South Richmond Hills, Queens, New York
Major: English, Scholar Teacher Education Program (STEP) – Adolescent Education
Levermore Global Scholars Program

“My goal is to become a teacher who can truly make an impact in students’ lives. I will strive to shape young minds in the lens of today’s society and always fight against injustices in education, making my classroom truly accessible to all students. I am particularly interested in finding ways to reach students beyond the textbooks. �����ƽ��’s commitment to diversity, equity and global learning reflects the educator I aspire to become.”

Mia Leggio

Seaford, New York
Major: Sport Management
Honors College/

“Sports are really important to me, and I am proud to be following in the footsteps of my sister, Alexandra, who played lacrosse for �����ƽ��. I chose �����ƽ�� because of its strong academics, women’s soccer program and close-knit community. I am also proud to be a certified EMT because that allows me to make a difference by helping others during very tough times.”

Anya Patel

New Hyde Park, New York
Major: Biology
Levermore Global Scholars Program

“My goal is to pursue a career in orthodontics and provide compassionate, culturally aware care to diverse communities. Majoring in biology and participating in the Levermore Global Scholars program will help me reach that goal, allowing me to combine my passion for science with my interest in people, cultures and global perspectives. As someone with both Indian and Kenyan heritage, I believe that understanding and respecting different backgrounds is essential to connecting with others and providing compassionate healthcare. I chose �����ƽ�� because of its close-knit community and the opportunity to pursue my goals in the healthcare field in an environment where I feel supported and encouraged to grow.”

Michael Secko

Centerport, New York
Majors: Environmental Science and History with Certificate in Museum Studies
Honors College

“By majoring in two fields while earning a certificate in another, I am hoping to build a career that brings all of those worlds together. Whether it is working at a museum, a national park or an environmental agency, my goal is to find ways to connect our natural environment with human history. I have always been fascinated by how the past and the environment shape each other. I want to find innovative ways to preserve both our history and our planet. Choosing �����ƽ�� was an easy decision for me. From the moment I stepped on campus, it just felt right. It is also extra special because my grandparents earned both their undergraduate and �������ٱ��’s degrees here, so it feels like home in more ways than one.”

Justin Smiley-Carter

Jamaica, Queens, New York
Major: Ethics and Public Policy
Honors College/Levermore Global Scholars Program

“I served as secretary-general at a Model UN conference that created a welcoming outlet for students across South Queens and Long Island to explore diplomacy. I plan to attend law school, with the goal of eventually using my experience to create opportunities for younger students in marginalized communities and inspire them to pursue a career in law. I chose �����ƽ�� because it’s where I can really challenge myself academically, and because the Honors College and Levermore Global Scholars program allow me to explore my interests beyond the classroom while preparing me to reach my goals.”

Louis Spillane

Auckland, New Zealand
Major: Finance

“My goal is to build a career in finance while continuing to pursue my passion for football. Football has been a huge part of my life. I was honored to represent New Zealand as a member of the U17 National Team that qualified for the U17 World Cup. Wearing the New Zealand fern, singing the national anthem and seeing my family in the stands made it an experience I’ll never forget. It was a moment where years of hard work and sacrifice came together. I look forward to competing at �����ƽ�� while building a strong foundation for my future in finance. I hope to combine the discipline, leadership and competitive mindset I have developed through football with my passion for finance and create a successful career that allows me to pursue both interests.”

Wyatt Yim

Fresh Meadows, Queens, New York
Major: Nursing

“I want to be working as a traveling nurse to explore the world more, then later on become a certified registered nurse anesthetist. I would like to visit all 50 states and, as a proud Eagle Scout, all the national parks. I chose �����ƽ�� for its small and beautiful campus, and I began my �����ƽ�� experience by joining the First-Year Community Action Program (FCAP). It gave me the opportunity to do some volunteer work before the start of classes while meeting new people and helping the community.”

The post Meet the Class of 2030! appeared first on �����ƽ��.

Defining What “Aging Well” Means

Invited participants were asked to think beyond longevity as simply the number of years a person lives or the physical strength of one’s body. The conversation focused on the quality of those years and whether people can remain healthy, independent, connected and supported as they age. The morning began with a brief audience reflection, where participants were asked to write one word that captured what “aging well” meant to them. Some of the participant responses included “independence,” “health,” “family,” “support,” “energy,” “happiness,” “quality” and “fulfillment.” The activity offered an early reminder that aging well means different things to different people, while also revealing common themes around health, connection and quality of life.

Keynote: Brain Health and the Whole Life Course

The keynote address was delivered by Dr. Anderson, who spoke from his experience as an internationally recognized leader in stroke and brain health. His presentation focused on brain health, longevity and the importance of protecting brain health across the whole life course.

After the keynote session, the forum moved from evidence to implementation through an expert dialogue moderated by Chris Macey, director of advocacy and patient support at the . The panel brought together Socrates Kakoulides, MD, cardiologist and chief imaging officer at in Miami, Florida; Nicola Anderson, business leader at ; Jan van der Merwe, global project lead of the and co-founder of; and Alan Cooper, PhD ’95, clinical associate professor of management at �����ƽ��. Together, the speakers examined why, even when much is already known about prevention and brain health, large-scale implementation remains difficult. Their discussion highlighted that successful aging should not be addressed by medicine alone, but depends on how clinicians, institutions, policymakers, business leaders, communities and individuals work together.

A central part of the day was the Sense-Making Workshop, led by Dr. Proios and doctoral candidate Myrto Pyrrou. The workshop discussions pointed to several practical concerns that participants felt were shaping the experience of aging. In the health systems group, participants emphasized the need for better care pathways, continuity of care and more integrated services, especially in a healthcare system that can often feel disconnected. The prevention group raised issues such as access to healthy food, sedentary lifestyles and the need to make prevention more realistic in everyday life. The business and policy group focused on incentives, socioeconomic gaps, community knowledge and the challenge of building a stronger culture of prevention across sectors.

Leadership Workshop: Creating the Biggest Possibility

In the afternoon, the forum shifted from diagnosis to possibility through a leadership workshop titled “Creating the Biggest Possibility.” Participants were invited to think about the future they want to create, the leadership required to make it real and the milestones that could move this vision forward. Reflections from the session touched on stronger community ties, more accessible health and wellness services, reduced loneliness and a greater recognition of older adults’ knowledge and contribution.

Feedback collected from participants was all positive and attendees expressed appreciation for both the content of the day and the opportunity to take part in meaningful, cross-sector dialogue. Special thanks were extended to �����ƽ�� staff members Stacey Barbato, director of operations; Barbara Clemens, administrative assistant; Kerry Scalere, administrative assistant; and Jessica Mannhaupt, coordinator of communications and outreach, as well as to the panelists, all participants and volunteers Liz Bethlio and Taylor Slicklein.

Looking Ahead

Successful aging is not only a health issue, but also a leadership challenge. Supporting longer, healthier and more connected lives will require collaboration across disciplines, institutions and generations. Each participant left with a certificate of completion for promoting brain health and longevity.

The post �����ƽ�� Hosts Leadership Forum on Successful Aging and Longevity appeared first on �����ƽ��.

With the sheer volume of information here, how can you know what’s true and what’s hype?

That’s where the experts come in. At �����ƽ��, our nutrition and exercise science faculty have dedicated years to their respective fields and have plenty of experience in separating evidence from fads. Even better: They’re training the next generation of professionals to do the same. The students in our bachelor’s and �������ٱ��’s degree nutrition and exercise science programs go on to become successful personal trainers, wellness directors, rehabilitation specialists, physicians, public health professionals and more. In these roles, they help others make informed decisions—without turning to TikTok.

So, what is true, and what’s hype? Here, our faculty give their take on the questions they get asked the most about fitness and nutrition.

Protein: How much is too much?

Is cold plunging doing anything for you?

How helpful is wearable technology and AI coaching for meeting fitness goals?

Is intermittent fasting healthy, or just hype?

Do I need to exercise differently on GLP-1s?

Are sports drinks healthy for you?

Learn more about nutrition and exercise science programs offered at �����ƽ��:

• BS in Exercise Science
• MS in Exercise Science
• MS in Nutrition

The post Trending Now: What Our Nutrition and Exercise Science Faculty Really Think About What You’re Seeing on TikTok appeared first on �����ƽ��.

The Knicks’ championship run was magical. What was it like for you?

As clichéd as it sounds, it was emotional and incredible for many reasons. After the final buzzer went off, I couldn’t help but think back to when I was a freshman in high school, when I knew I wanted to become an athletic trainer, and to my journey from �����ƽ�� as an exercise science major all the way to the ultimate mountaintop—an NBA championship. It also made me look back at the support my friends and family have given me. They know firsthand how many birthdays, weddings and major life moments that I have missed since I started working in the NBA in 2016, and they have been so gracious throughout the years. Reflecting on all of that made me immensely grateful.

Were you part of the ticker-tape parade?

I was! It was truly the most magical hour and a half of my life. To see hundreds and thousands of people along the route was insane and intense in the best way possible. From the people on the street, to the folks within the buildings releasing shredded paper from floors above, to workers in the rafters of construction sites and people climbing the street signs and lights, it was nothing that I have seen before! It was incredible, something that I will remember for a long, long time.

How did you celebrate the championship?

I celebrated with my co-workers and our significant others and families in the back of the locker room after the game. It was an incredible two-and-a-half-hour display of pure joy and it was amazing to celebrate that moment with your co-workers who went through the grind of the longest season in NBA history with you, and your loved ones who have also experienced all of the ups and downs of the season with you.

The players were obviously under a lot of pressure during the playoffs. Did the pressure grow for you in each round?

Not really, to be honest. During times of pressure, I like to lean on routine. This has remained the same since . Stick to your routine, expect the unexpected, remain calm during times of adversity and figure out a solution when problems arise, and everything will be fine. I focused on what I always do as a trainer—help manage player injuries, create and establish injury prevention plans for the players assigned to me, and assist in the day-to-day operations of the athletic training room.

You had a quick cameo appearance on TV that eagle-eyed viewers might have noticed during Game One of the Finals. Did you hear from people who saw you?

Yes I did [laughing]. All my friends and family from back home in Hawaii and along the East Coast texted me to let me know that they saw me. It put a smile on my face and reminds me of how lucky I am to have a great support system.

Tell us about your journey from �����ƽ�� to the Knicks. How did your experience as a trainer with the Mavericks in the 2024 NBA Finals help you this year?

My journey from �����ƽ�� to the Knicks has been a long one. After I graduated with an exercise science degree from �����ƽ�� [now within the Ruth S. Ammon College of Education and Health Sciences], I went on to earn my �������ٱ��’s degree in athletic training from Division I schools in California.

I started my professional career in college athletics, which set the foundation of my athletic training skills and management. I then moved into professional basketball as the head athletic trainer for the Los Angeles Lakers’ minor league team, the Los Angeles D-Fenders/South Bay Lakers [now the Coachella Valley Lakers].

Three years later, I received my “call up” to the NBA in 2019 and started working for the Dallas Mavericks as the assistant athletic trainer. In my fifth year with the team, we ended up going to the NBA Finals. Sadly, we lost to the Boston Celtics in five games, but it was a very eye-opening experience. Getting so close but falling short of your goal fuels you to get to the Finals even more. And if you are lucky enough to get there, you know what to expect when it comes to the media madness and the heightened feeling in the locker room and arena; everything becomes a little more familiar and not so new to you.

I took that previous Finals experience and applied it this past season. I was able to help my co-workers and other players by letting them know what to expect when it came to the Finals. The schedule is different than in any other series, so having that previous experience truly helped me remain calm and focused.

This is something of an on-court interview kind of question, but what did winning an NBA championship mean to you?

Winning an NBA championship means to me the culmination of all of my hard work and sacrifice that I have put in over the last 13 years. You think back on the times where you weren’t making a lot of money, working 14 hours a day, seven days a week with no days off in sight for months, and you say to yourself, “It was all worth the struggle.” Because the feeling of winning an NBA championship is something that money can’t buy.

How did your degree in exercise science at �����ƽ�� prepare you for this experience?

It helped me understand the demands of the body during exercise and what it does physiologically, hormonally and scientifically to the individual or athlete. The part of exercise science that I truly enjoyed during my time at �����ƽ�� was learning about the heart, reading an ECG and being able to understand what is happening physiologically at the Human Performance Lab.

What would you say to other exercise science majors who are reading this article?

I would say to really explore the various career paths open to you while you’re majoring in exercise science and decide whether you will need to pursue a �������ٱ��’s degree or doctorate. From there, make sure you do your research on the programs that you want to apply to, paying attention to the connections or affiliations that professors have access to and may share with you. It is true what they say: “It’s all about who you know and sometimes not what you know” when entering the job market.

Most important, be true to yourself, and always do the right thing. I have learned that in life and in my career. If I make sure that I do the right thing, it usually results in fewer issues and better results.

The post For New York Knicks Athletic Trainer Heather Mau ’11, the NBA Championship Was a Thrilling Reward for Years of Hard Work appeared first on �����ƽ��.

Building on the milestone achievement of training more than one million coaches in youth development and mental health practices, the EEC cohort focuses on what comes next: strengthening the systems, structures and supports that make quality coaching accessible to all young people.

As part of the partnership, �����ƽ�� will receive $250,000 to support the University’s mental health guidelines project led by Meredith Whitley, PhD, professor of health and sport sciences, a leading scholar in sport for development, which intentionally uses physical activity, play and structured sports as a vehicle to drive social change, peace building and community development.

“To combat the escalating youth mental health crisis, this project establishes a pathway to transform a fragmented, high-pressure sports ecosystem into a psychologically safe environment by equipping adult leaders with actionable, evidence-based guidance,” said Dr. Whitley. “We are deeply grateful for the continued support of , and we are thrilled to be an inaugural partner in the Million Coaches Challenge Empower Every Coach cohort. Joining this national cohort of 10 organizations allows us to collectively advance systems-level change in youth sports through policy, research, narrative change and organizational practice.”

In addition to �����ƽ��, the 2026 Empower Every Coach Learning Community includes the following partners and projects: The Ad Council, Center for Healing and Justice through Sport, FundPlay Foundation, National Recreation and Park Association (NRPA), The Sport Industry Research Center at Temple University, LiFEsports at The Ohio State University and the Ohio High School Athletic Association, Positive Coaching Alliance, United States Soccer Federation, and University of Washington Center for Leadership in Athletics (UW CLA) and National Federation of State High School Associations (NFHS).

Facilitated by Aspen Institute’s Project Play, partners will collaborate over the next 18 months through quarterly convening, shared learning opportunities and collective problem-solving designed to accelerate systems-level impact across the youth sports ecosystem.

About Million Coaches Challenge

The is a national initiative launched by the Susan Crown Exchange in 2021 to transform youth sports by training coaches in evidence-based youth development practices. Backed by leading organizations across sports, research and youth development, MCC works to equip coaches with the tools to create positive, inclusive environments where young people can thrive on and off the field.

About Susan Crown Exchange

is a grant-making foundation with a mission to prepare youth to thrive in a rapidly changing world. SCE supports organizations that promote social and emotional learning and youth well-being, explore the relationship between technology and society, and build critical life skills through youth sports.

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It was a day of transitions, and a happy one.

Interim President Christopher Storm, PhD, who will be returning to his job as provost on June 1 with new leadership responsibilities as senior executive vice president of academic affairs, expressed sincere thanks for the support he received over the past year.

President-Elect Michael Balboni ’81, JD, enthusiastically greeted the graduating seniors as his “fellow alumni” and offered his success as an indication of how far an �����ƽ�� degree can take them.

And the 1,165 members of the Class of 2026 closed the book on their undergraduate years and entered the next phase of their lives.

Commencement by the Numbers and Degrees

Just as it is every year, there was no “typical” �����ƽ�� graduate. Six bachelor’s degree recipients are 19 years old. The oldest is 59 and is one of six graduates who are in their 50s. Thirty-five are over 30 years old, many of whom earned degrees in fully online or hybrid programs designed for working adults from �����ƽ��’s College of Professional and Continuing Studies.

Diplomas were awarded in 51 different degree programs, reflecting the wide variety of academic and career interests of students in the Class of 2026.

The largest group of graduates were the 299 students who were awarded Bachelor of Science degrees in Nursing. �����ƽ��’s College of Nursing and Public Health is perennially ranked as a U.S. News & World Best College for Undergraduate Nursing Programs. It is also a U.S. News Best Nursing School for �������ٱ��’s degree and Doctor of Nursing Practice programs as well, and one of only 13 institutions designated as a Center of Excellence in Nursing Education by the National League for Nursing.

Psychology was the next-most-popular degree, with 85 graduates. U.S. News & World Report includes �����ƽ��’s Gordon F. Derner School of Psychology in its rankings of Best Undergraduate Psychology Programs, Best Psychology Grad Schools and Best Clinical Psychology Doctoral Programs.

Biology, a favorite major for premedical and preprofessional students, had the third-largest group of graduates, with 67 students earning their degrees. Rounding out the top five were two more programs in the healthcare and wellness fields—health sciences, with 52 students earning their Bachelor of Science, and physical education, with 51 graduates.

Top-10 degrees also included accelerated nursing, management, computer science, marketing and finance.

Graduates From Near and Far

While most of this year’s graduates are from New York, members of the Class of 2026 came to �����ƽ�� from 24 other states. Students from New Jersey, Connecticut and Pennsylvania were the largest out-of-state contingents.

The class also included 86 international students from 42 countries, including 10 from India, seven from Pakistan, five from Mongolia and five from Vietnam.

Hussein Ali Rifath, president of �����ƽ��’s Student Government Association, celebrated the global character of the Class of 2026 in his Commencement address. Rifath, whose family is from Bangladesh, congratulated the international students and the large number of graduates with backgrounds in other lands in a dozen languages. Rifath graduated summa cum laude with a 4.0 average and a degree in political science and will spend next year in Spain on a Fulbright English Teaching Assistant scholarship.

A Valuable Degree

The experience of recent graduates shows that an �����ƽ�� degree is a ticket to a well-paying job. In our most recent alumni survey, graduates of our Class of 2024 reported an average salary of $76,450. Ninety-two percent were employed, continuing their education or participating in an internship within one year of graduation.

The successful outcomes of �����ƽ�� graduates have attracted national attention. Forbes, which bases its America’s Top Colleges rankings on the ability to produce successful, high-earning and influential graduates from all economic backgrounds, ranked �����ƽ�� as the top private university on Long Island. So did The Wall Street Journal, whose rankings reflect how well colleges prepare their graduates for financial success.

Words to Live By

While this year’s graduates walked away with their degrees and their career plans, they also took along some advice from two �����ƽ�� alumni whose careers prove their point.

President-Elect Balboni, who grew up in Garden City, rode his skateboard to campus on his first day at �����ƽ�� with plans of going to medical school. Instead, he went to law school, became a litigator, a state legislator, a business executive and now a college president. What has that experience taught him?

“You have no idea what the future will bring,” he said. “Life is not always going to be a straight line to where you’re going to wind up.”

But he also gave listeners the key to his success. “My career has always been a series of saying ‘I’ll try that.’”

Joseph W. Westphal ’70, PhD, who received an honorary degree that day while also having the pleasure of seeing his granddaughter receive her �����ƽ�� degree in nursing, echoed President-Elect Balboni’s message of life’s unpredictability and of opportunities taken advantage of.

After graduating from �����ƽ��, he went to graduate school, became a professor and took academic leadership programs. “But it was government service that took me places I never imagined I would experience,” he said, referring to diplomatic and high-level administrative appointments he received from Presidents Reagan, Clinton and Obama.

“The world belongs to those who are prepared not only to succeed, but to serve,” he said, and he followed that with three challenges for graduates who want to follow that path:

“Take personal responsibility for your actions, your decisions and your impact.”

“Be honest and ethical, especially when it’s inconvenient.”

“Be thoughtful about where you can make the greatest difference.”

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Improving Access to Healthy Foods

The Tower Garden project was born out of a real community need. In 2022, Clinical Assistant Professor Rachel Taniey, PhD, director of the MS in Nutrition and Dietetics program in the Ruth S. Ammon College of Education and Health Sciences, surveyed users of �����ƽ��’s on-campus food pantry, Panther Pantry, to better understand what students needed. “We learned that students want to see fresh produce and an extended variety of items,” she said.

Armed with that insight, Dr. Taniey saw an opportunity to create a hands-on learning experience for graduate students. Through a , she received a to supply the fresh produce.

“The grant focuses on changing systems, policies and environment to improve access to affordable nourishing food, healthy food access and physical activity,” said Karyn Kirschbaum, PhD, �����ƽ�� adjunct professor of nutrition, who has coordinated the CHSC grant through Western Suffolk BOCES for nearly 20 years.

At the center of the project is a novel piece of food technology: an aeroponic growing system that allows you to cultivate fruits, leafy vegetables and herbs in a single vertical column. Seedlings are placed into pods along the outside of the tower, with their roots exposed at the center. A reservoir at the base holds water and a mineral blend, which a submersible pump continuously pushes to the top of the structure. From there, the nutrient-rich water cascades downward, misting the exposed roots before returning to the reservoir below. The result is a full harvest in as little as five to six weeks—and because the system grows indoors, it produces continuously throughout the year.

A Hands-On Learning Experience

Growing fresh produce for the Panther Pantry is only one component of the project—education is the other. Every semester, graduate students can fulfill the required 130 hours of supervised community nutrition fieldwork through the Tower Garden.

That’s exactly the opportunity graduate students Alexis Provenz and Ellie Cohen were looking for. In addition to maintaining the garden, they assemble salad kits for Panther Pantry and organize educational events for the community.

The salad kits are a more recent innovation, born out of a simple realization. “We realized that maybe just bringing over bags of produce isn’t the most appetizing way to encourage college students to eat vegetables,” Dr. Taniey said. “So we put it all together in little to-go containers with a package of olive oil and a label that says ‘Just add protein from the pantry.’”

The food demonstrations take that mission a step farther. On March 10, Provenz and Cohen led a station at �����ƽ��’s Nutrition Fair, where they prepared dishes made entirely from Tower Garden and pantry ingredients. “We came up with two balanced and healthy recipes so students can replicate the recipes free of charge,” Cohen said.

The experience has already proven to be a valuable complement to classroom learning. “We learn what truly goes into planning and organizing events behind the scenes, how to troubleshoot problems creatively, and how to collaborate with professionals and peers in a real-world setting,” Provenz said. “It has given me a much deeper understanding of the work that goes into community nutrition programs and the impact they can have.”

What’s Next for “Keanu Leaves”

The Tower Garden project achieves two major goals of the MS in Nutrition and Dietetics program: increasing access to healthy food for �����ƽ�� community members and preparing students for a career in nutrition.

“Our program is definitely rooted in community nutrition,” Dr. Taniey said. “We are increasing access for our community members, and we are also increasing knowledge of community nutrition for our dietetics students and really preparing them for a career in community nutrition.”

For Provenz, the project has shifted how she thinks about her field entirely. “This project has shown me that nutrition and dietetics is so much broader than simply ‘eating healthy,’” she said. “Dietetics is deeply connected to community health, food access, education and sustainability.”

And the project is still just getting started. Dr. Taniey recently submitted a research proposal for a case study of pantry users as they interact with the Tower Garden, food demonstrations and nutrition education materials. If approved, the study would bring a formal academic lens to an organic, hands-on initiative.

She also hopes to expand what the garden grows, adding more herbs and eventually vine plants like tomatoes. “We’re excited to explore what we do next,” Dr. Taniey says. “We’ll be thinking of new recipes and ways to get students involved.”

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