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Maverick Magazine Summer 2026: Thinking Under Pressure

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

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

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On a sunny Tuesday in April, students in ��’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 ��, 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 Mercy 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 Mercy 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 ��’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 Mercy 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 Mercy’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. Mercy 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. “Mercy cares about innovation. Mercy cares about leading the next generation.”

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Maverick Magazine Summer 2026: From Classroom to Career

jbailjr@mercy.edu — Fri, 21 Aug 2026 13:51:19 +0000

Maverick Magazine Summer 2026: From Classroom to Career jbailjr@mercy.edu Fri, 08/21/2026 - 09:51 Maverick Magazine �� News

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From classroom...to career.

Building the Next Generation of Educators

Across the country, schools are facing a growing challenge: Fewer people are entering the teaching profession, and even fewer are staying.

“We are in the midst of a labor crisis in teacher education,” says Eric Martone, dean of ��’s School of Education. “Fewer students are entering the field, fewer are completing their programs and new teachers are burning out at unprecedented rates. Recruiting and retaining educators is especially challenging.” At the same time, the path to becoming a teacher has become increasingly difficult. Many aspiring educators must balance coursework with outside jobs, often without access to meaningful, hands-on classroom experience. That gap between preparation and practice is exactly what �� is working to close.

At Mercy, the focus is not only on educating future teachers, but on building a sustainable pipeline of prepared, supported educators who are ready to serve their communities from day one.

The Suzanne McGraw Scholars Program, launched this year, is a central part of that effort. Funded by a $9.3 million gift from the Suzanne McGraw Foundation, the largest philanthropic investment in Mercy’s history, the program is designed to remove both financial and experiential barriers to entering the profession.

Each year, 25 students will receive full funding for their tuition and be placed in paid early childhood–level classrooms while completing their degree. By the time they graduate, they will have both a Bachelor of Science in Teaching Students with Disabilities (Pre-K–Grade 12) and real-world experience.

“This extraordinary generosity represents an investment in our mission and a powerful validation of the impactful work being done here at Mercy,” said Provost Dr. Kristin Curry Greenwood.

Scholars also have the opportunity to continue into an accelerated Master of Science in Early Childhood Education at no tuition cost, creating a seamless pathway from undergraduate study through advanced certification.

Importantly, the McGraw Scholars Program is not a standalone solution. It builds on a broader ecosystem of teacher preparation at Mercy, including the Empire State Teacher Residency Program, a New York State–funded grant program that allows aspiring teachers to complete classroom residencies in priority districts while earning a stipend and hands-on experience.

“Programs like the Empire State Teacher Residency succeed because they are built collaboratively,” Martone said. “Our role is to help address the structural challenges facing the teaching profession, including teacher shortages, the gap between coursework and classroom realities, and the need to support teachers long term.”

Together, these programs share a common approach: integrating learning with real classroom experience from the start. “One of the longstanding critiques of teacher preparation is that coursework and practice often occur in isolation,” Martone said. “This model addresses that directly.”

President Susan L. Parish emphasized that the impact extends far beyond the University. “Our region desperately needs qualified, passionate and committed childhood educators,” Parish said. “We also know that many talented young people who want to become teachers face real barriers, from financial pressures to limited access to experience. This program removes those barriers.”

Unlike traditional models, McGraw Scholars are embedded in classrooms as paid professionals while earning their degree. After graduation, they continue in their roles for an additional year, providing stability for both the graduates and the schools they serve. In an uncertain job market, that level of built-in opportunity is rare.

Glenn Goldberg of the Suzanne McGraw Foundation said Mercy stood out as the right partner to bring this vision to life. “A commitment to quality. A track record in education. A model already in place that could be expanded. The ability to attract committed students, many of whom are first-generation,” Goldberg said. “Mercy checked every box.”

Over the next five years, the program is expected to produce 125 new early childhood–level educators, each entering the workforce with experience, support and a clear path forward. For Mercy, the Suzanne McGraw Scholars Program represents more than a scholarship. It reflects a broader commitment to rethinking how teachers are prepared, supported and retained.

“This program is about more than degrees,” Parish said. “It is about creating opportunity, strengthening communities and preparing the next generation of educators to lead.”

As Mercy celebrates its 75th anniversary, that commitment continues to take shape in new and meaningful ways, ensuring that the future of education is not only imagined, but built.

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�� Launches Art Exchange to Connect Campus and River Towns Communities

znegron@mercy.edu — Mon, 17 Aug 2026 14:09:12 +0000

�� Launches Art Exchange to Connect Campus and River Towns Communities znegron@mercy.edu Mon, 08/17/2026 - 10:09 �� News Press Releases

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New initiative kicks off September 25 with free screening of an award-winning film on Mercy’s Westchester Campus.

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Today, �� announced the launch of the Art Exchange at �� (“ArtEx”), a new cultural hub designed to connect the campus with neighboring River Towns arts communities through public programming and faculty collaboration. The initiative aims to host visiting creators, showcase faculty artists and provide students with expanded access to professional arts programming beyond the classroom.

“ArtEx represents our commitment to being an active cultural partner in Westchester," said Susan L. Parish, Ph.D., M.S.W., president of ��. “This initiative bridges our campus with the broader community, showcasing the exceptional creative work happening here while inviting our neighbors to engage with the arts in new and accessible ways. By creating this cultural exchange, we're strengthening our ties with local arts organizations and giving our students front-row access to professional artists and diverse creative perspectives that will enhance their education.”

Mercy faculty members Dr. Kristen Keckler and Professor Marc Palmieri, who will serve as co-directors of the initiative, will lead the effort to strengthen ties between the university and local arts organizations while enhancing student cultural experiences.

“ArtEx represents a significant milestone in our commitment to vibrant campus life and meaningful community outreach,” said Dr. Keckler. “We look forward to ArtEx becoming a signature creative experience for our students and a welcoming hub for our neighbors.”

ArtEx will mark its public debut on September 25 with a free screening of “Martyr of Gowanus,” an award-winning independent film by Brian Meere starring Sawyer Spielberg. Meere will participate in a Q&A session following the screening.

Community Launch Event

When: Sept. 25, doors open 6:30 p.m.
Where: Lecture Hall, Main Hall, �� Westchester Campus, 555 Broadway, Dobbs Ferry
Admission: Free and open to the public

Community members, media and representatives from local arts organizations are invited to attend the Sept. 25 event.

For more information about ArtEx programming, contact artex@mercy.edu.

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About ��

�� 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. Mercy 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. Mercy was founded in 1950 by the Sisters of Mercy whose mission of transformative education remains strong. For more information, visit www.mercy.edu.

�� Awarded $875,000 HECap Grant to Enhance Student Engagement

znegron@mercy.edu — Wed, 12 Aug 2026 15:40:48 +0000

�� Awarded $875,000 HECap Grant to Enhance Student Engagement znegron@mercy.edu Wed, 08/12/2026 - 11:40 �� News

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�� has been awarded an $875,000 grant from the Higher Education Capital Matching Grant Program (HECap) to create a centralized hub for student services and modernize campus facilities at its Westchester campus.

The grant, administered by the Dormitory Authority of the State of New York (DASNY), will fund common area furnishings such as seating and tables, state-of-the-art technology equipment and residence hall furnishings for the Mercy Hall/Founders Hall complex as part of a comprehensive renovation project designed to streamline student support services and enhance student engagement.

The centerpiece of the renovation project is a new One-Stop Center that will bring together essential student services under one roof. Students will have streamlined access to Student Registration, Financial Aid, Student Accounts, the Professional Advising and Coaching Team (PACT) and Opportunity Programs personnel, all in a welcoming, centralized location.

The renovations will create updated event, meeting and classroom spaces and multi-use activity spaces, including the Rotunda, where students can attend classes, participate in campus events and gather for informal study sessions, along with refreshed residence hall accommodations in Founders Hall with new beds, furniture and appliances.

Technology upgrades will equip students with modern learning tools, including new computers in common areas, enhanced audiovisual systems with large video screens and projectors, and improved network infrastructure to support digital learning.

“These renovations will enable �� to better serve the needs of our students as lifelong learners, in modern multi-functional spaces that blend socializing, services along main street, digital connections, and active learning, " said Thomas Simmonds, vice president of operations and facilities at Mercy.

The project is expected to be completed by December 2029.

Significant State and University Investment

�� is investing $2.625 million from its capital funds to meet the program's required 3-to-1 match, bringing the total project cost to $3.5 million. The university is one of 32 independent colleges and universities across New York to receive a HECap award this year.

"New York's colleges and universities prepare the next generation of workers, innovators and leaders," Governor Kathy Hochul said in her press release announcement. "These investments will modernize campuses, strengthen workforce training opportunities and ensure students have access to learning environments that reflect the demands of today's economy."

Dormitory Authority President and CEO Robert J. Rodriguez said the program delivers “lasting benefits for students, institutions and communities across the state.”

“Through HECap, New York State is making strategic investments that strengthen higher education, expand workforce development, and create learning environments where innovation can thrive,” added Rodriguez.

�� Celebrates Inaugural High School Scholars and Influencers Program Completion

znegron@mercy.edu — Fri, 07 Aug 2026 16:48:17 +0000

�� Celebrates Inaugural High School Scholars and Influencers Program Completion znegron@mercy.edu Fri, 08/07/2026 - 12:48 School of Nursing �� News

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Bronx students earn 25 college credits while still in high school, fast-tracking path to nursing careers

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On July 31, �� celebrated the achievements of nearly 20 Bronx high school graduates who completed the inaugural High School Scholars and Influencers (HSSI) Program. The HSSI Program represents ��'s commitment to addressing critical healthcare workforce needs while providing educational opportunities for Bronx students to pursue meaningful careers in their own communities.

"This is our response to strengthen our healthcare workforce, provide diversity and trust our students here to become influencers," said Fernand A. De Los Reyes, PhD, RN, PMH-BC, FNYAM, FADLN, HSSI program director and assistant professor.

Launched in 2024, the innovative HSSI Program offers aspiring nurses a unique opportunity to earn 25 college credits while still in high school, receive mentoring from experienced nurses, gain acceptance into Mercy's nursing program, and the ability to graduate with a bachelor's degree in just three years.

The HSSI celebration brought together university leadership, program participants and their families, and Bronx Borough President Vanessa L. Gibson, who attended both the program's launch and completion ceremony.

"I was here in 2024 for the announcement of this program. Congratulations! You did it. What an amazing accomplishment!" Gibson told the students. "Just last month, you graduated from high school and you are also celebrating that you have already acquired 25 college credits."

Gibson praised the students' dedication, noting that balancing high school and college-level nursing courses requires exceptional commitment. "You are valued. You are worthy. You are ambitious, courageous, driven, determined, exceptional, fearless," she said. "There is a shortage of nurses. We need all of you more than ever before. You are our success stories."

Zainab Toteh Osakwe, PhD, MSN, NP, FAAN, senior associate dean and chief nursing officer, emphasized the program's comprehensive approach to student development. "Part of the attributes of this program was to prepare them with communication skills, leadership skills, and skills that would be critical not just to be successful in nursing programs but also to be successful as leaders in the community," she said. "Today we celebrate successful completion of a program that embodies Mercy's mission to support and empower our students in career advancement."

Nannette Hyland, PhD, PT, FNAP, interim dean of the School of Nursing, expressed confidence in the cohort's future success. "I can't even tell you how impressed I am with your scholarly ability. Going into the healthcare professions, courses are not easy, but I have full confidence in you that in three years, you are going to walk across that stage in May of 2029 and I am going to shake your hand."

HSSI scholar José Maria Raval reflected on the program's impact: "What I think I liked best about it was being able to set yourself up for nursing education so early. It was a really good opportunity. I am really grateful that I was able to get in."

Watch the event recap

Maverick Magazine Summer 2026: A New Way Forward

jbailjr@mercy.edu — Mon, 03 Aug 2026 15:50:54 +0000

Maverick Magazine Summer 2026: A New Way Forward jbailjr@mercy.edu Mon, 08/03/2026 - 11:50 Maverick Magazine �� News Alumni

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A New Way Forward

How Mercy’s Quest is redefining general education.

Historically, the general education curriculum — made up of the introductory and foundational courses students take before fully entering their major — has been something that students simply endure. A checklist of courses, a sequence of disconnected topics, a necessary hurdle standing between first-years and the subjects they actually want to study. At least, that’s the model at most universities.

At ��, though, faculty and administrators spent the last four years rethinking what general education could look like if it were designed around connection, flexibility and long-term student success from the very start.

“We took it right down to the studs,” says Dr. Robert Murray, associate dean for General Education at ��. “It’s a holistically new launch. It’s not a reform of the old program. It’s a brand-new program.”

That program, called Quest (an acronym for Question, Understand, Explore, Strengthen, Thrive), replaces a traditional “checklist” model built on distribution requirements with a more flexible path designed to build career readiness, develop durable skills and prepare students to thrive in a rapidly changing world.

“Right now, gen ed is the thing that is in your way,” Murray says. “What I hope we discover is that Mercy’s gen ed helps you get where you want to go.”

From obligation to purpose

For decades, general education has looked something like this: a series of required courses spread across disciplines like humanities, social sciences, math and natural sciences, with little connection to students’ majors and career goals. Students complete the requirements, but may not understand their purpose.

“We originally assessed students and faculty for what they understood about the gen ed curriculum,” says Dr. Dena Whipple, senior vice provost for Academic Affairs. “That became the impetus for how we would redesign it.”

What followed was a multiyear, institution-wide effort that reached nearly every corner of the university.

Faculty governance groups, curriculum committees, academic leadership teams and staff across advising, registration and student support all played a role in shaping how the new curriculum would function in practice. Faculty worked together to define learning outcomes, while departments aligned degree pathways around the new structure.

“It really takes the entire institution to move forward on a gen ed curriculum that’s innovative and good for students,” Whipple says. “This is not just one committee leading this.”

Choice, flexibility and student engagement

A defining feature of the new curriculum is the way students move through it. Instead of a rigid list of required courses, students complete learning outcomes through a wider range of course options tied to their interests and goals.

Students can now take courses that fulfill multiple requirements at once: building skills, exploring interests and even working toward minors.

“Double counting is actually very intentionally part of the design,” says Murray. With thoughtful and efficient course selection, “you can take multiple English courses, for example, and build them toward an English minor very easily now.”

This more customizable approach “allows for building micro-credentials, while staying on track and on time for graduation,” says Whipple. “And it’s also exciting for faculty because they have room to think in a more creative way about the curriculum.”

For faculty like Dr. Elise Arnold-Levene, associate professor of Spanish and program director for Modern Foreign Languages, that flexibility transforms how students engage. “Students may choose to enhance their writing skills through my advanced Spanish Reading and Composition course,” she says. “That course also counts toward the Creative Expression category and can be used toward a minor. The curriculum is both effective and efficient, and it gives students meaningful choices.”

Building skills across the curriculum

Quest is designed so that students develop and revisit key skills throughout their college experience instead of encountering them once in an isolated course. “If you teach something once, you’re not really teaching it at all,” says Murray.

That’s why writing, collaboration, critical thinking and communication are introduced early and reinforced across multiple classes and disciplines, giving students repeated opportunities to practice and improve.

The curriculum is also structured so that learning outcomes are measurable and consistent across courses. “With clear student learning outcomes attached to each course, we can measure student success in new ways,” Whipple says. “If there are courses where we see students are not finding success, faculty will have the right information to make adjustments and revise as needed.”

Starting strong: The First-Year Seminar

The First-Year Seminar, piloted last semester ahead of the full rollout of Quest, anchors the new curriculum. All incoming students take it in their first term, giving them a shared academic experience and a structured introduction to college.

The seminar introduces students to academic expectations, campus resources and one another. “Building community, collaboration and focused connections starts from the very first class,” Whipple says. “Not when they’re starting their major.”

“It’s very important for university students to get that extended orientation to make them feel a sense of belonging,” says Dr. Tharushi Perera, assistant professor of Chemistry. “One place we start with is how to write an email to your professor. And then we are slowly building everything from there. It’s like a full package.”

Fostering a sense of connection carries particular importance at Mercy, where many students commute and many are also first-generation college students navigating unfamiliar systems and expectations.

“We want them to feel connected to the campus and connected to the university as a whole,” says Dr. Maureen MacLeod, associate dean of Student Success and First Year Experience and associate professor of History. “You need to find your people,” MacLeod says. “You need to know where you belong, not where we say we think you belong.”

Faculty is seeing that transformation firsthand. “Students do not naturally feel connected to other students or to their professors,” says Dr. Jackie Fisher, assistant professor of Psychology. “These are relationships that need to be carfully built. First-Year Seminar gives students those opportunities in a low-stakes environment.”

Through activities as simple as visiting campus offices or collaborating on projects, students begin to see themselves as part of a larger academic community. “You belong here,” Perera tells her students. “And it’s OK to ask for help.”

According to Murray, early data suggests that the approach is making a difference. “GPAs are up, and we have the highest retention and perseverance rate in Mercy’s history right now.”

Long-term impact: Connecting coursework to careers

Quest is designed to connect general education directly to students’ academic paths and professional goals. Career development is integrated into the seminar sequence and reinforced across courses. “There’s a piece in every seminar that specifically relates to careers,” MacLeod says. “We want it to feel relatable.”

Students practice collaboration, develop communication skills and work through applied projects that reflect real-world expectations. “By the time they get to a job interview, they’ll have real experiences to talk about,” Murray says.

“There was a lot of thought and care that went into this,” MacLeod says. “I don’t know many places where this kind of intentionality goes into general education.”

For Whipple, that level of alignment supports a broader goal across the university. “Everything we’re doing is connected,” she says. “It’s all with a focus on helping students find success, not just while they’re here, but after they graduate.”

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Mercy Professor Presents Groundbreaking Research on Human Judgment in the Age of AI

znegron@mercy.edu — Fri, 31 Jul 2026 17:16:35 +0000

Mercy Professor Presents Groundbreaking Research on Human Judgment in the Age of AI znegron@mercy.edu Fri, 07/31/2026 - 13:16 School of Social and Behavioral Sciences �� News

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Dr. Rossi Hassad introduces new concept of "reflective agency" at premier international statistics education conference.

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As artificial intelligence transforms how data is analyzed, a �� professor is leading the conversation on why human judgment matters more than ever.

Dr. Rossi A. Hassad, professor in the School of Social and Behavioral Sciences, presented his peer-reviewed research at the Twelfth International Conference on Teaching Statistics (ICOTS-12), the world's premier statistics education conference, in Brisbane, Australia, this July. His paper, “Reflective Agency and Professional Judgment in Data Science Education," introduces an original concept that could reshape how we prepare students for data-intensive careers.

"The session was well attended and generated tremendous interest and many questions," Dr. Hassad said of his presentation.

Dr. Hassad's research introduces the concept of “reflective agency,” the ability to recognize when uncertainty, ambiguity, or ethical concerns demand deeper investigation, and to translate that reasoning into sound professional judgment. The concept emerged from an international study he conducted through Canterbury Christ Church University in the United Kingdom.

The study found that educators who engage in reflective teaching practices are motivated primarily by internal values rather than external pressures. Factors like comfort with reflective strategies, alignment with educational philosophy, professional relevance, available resources and curricular flexibility all contributed to reflective engagement, but intrinsic motivation proved more influential than institutional conditions. With further validation, the concept of reflective agency could inform how educators assess student learning and support professional development, helping future data scientists recognize and navigate uncertainty in their work.

"Much of the statistical modeling, programming, and algorithmic work we have historically done can now be performed more efficiently using AI (artificial intelligence) tools, and in some cases, with greater technical precision," Hassad explained. "As educators, our focus must shift to more meaning-making and professional and interpretive judgment, preparing learners to question AI output rather than accept its perceived authority."

Dr. Hassad emphasized the real-world stakes: "AI, big data, and complex algorithms can easily produce spurious correlations and other misleading findings. In high-stakes fields, especially healthcare, where lives are on the line, human judgment has never been more important."

His presentation represents the culmination of nearly a decade of research at Canterbury Christ Church University's Salomons Institute for Applied Psychology. Dr. Hassad's paper will be published in the official ICOTS-12 conference proceedings.

Dr. Hassad acknowledged �� for its continued support of his research and for enabling his participation in this important international conference.

Dr. Hassad is a chartered statistician of the Royal Statistical Society (UK) and a fellow of the American College of Epidemiology. He also serves on the Accreditation Committee of the American Statistical Association, contributing to his longstanding work in statistics through teaching, applied research, curriculum development and professional service.

�� Selected for Inaugural Global Innovation Sandbox Program

znegron@mercy.edu — Tue, 28 Jul 2026 15:42:46 +0000

�� Selected for Inaugural Global Innovation Sandbox Program znegron@mercy.edu Tue, 07/28/2026 - 11:42 �� News Press Releases

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The Innovation Sandbox brings together 49 institutions from 23 countries and 5 continents that are advancing ambitious, institution-shaping work in higher education.

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�� has been selected to join the inaugural Innovation Sandbox, a 12-month peer learning program convened by the Future Universities Alliance, a global learning network incubated by Duke University. The Innovation Sandbox brings together 49 institutions from 23 countries and 5 continents that are advancing ambitious, institution-shaping work in higher education.

“Being chosen for the Future Universities Alliance's Innovation Sandbox demonstrates recognition of where Mercy is in transforming students’ lives through career readiness,” said Kristin Curry Greenwood, PT, DPT, EdD, MS, FNAP, provost and senior vice president for Academic Affairs at ��. “This program comes at a pivotal moment in ��'s evolution as an institution dedicated to student success and transformative education. The collaboration aligns perfectly with our Momentum 2030 strategic vision to ensure our students feel supported, challenged and prepared to graduate into excellent careers that transform their lives. By engaging with other forward-thinking institutions from around the world, through the Future University Alliance, we're positioning �� at the forefront of educational innovation that delivers tangible results for our students and the communities they will serve.”

“��'s participation in the Future Universities Alliance's inaugural Innovation Sandbox is an exciting opportunity to strengthen our commitment to education that prepares students for successful careers," said Dr. Kafui Kouakou, vice provost for Experiential Education and Career Development. “Through our proposed Solutions Lab, students will work directly with faculty to tackle real challenges from local organizations and community partners. This hands-on approach helps students build essential skills in emerging technologies like artificial intelligence while creating practical solutions that make a real difference. We're excited to collaborate with innovative universities from around the world, share best practices, and be part of a network dedicated to meaningful, lasting change in higher education.”

Through monthly facilitated small-group sessions, structured milestone meetings, and the Global Summit in Durham, North Carolina, participating teams will work with global peers on active challenges related to institutional design, curriculum, credentials, pedagogy, access, and sustainable implementation. �� will bring into the Sandbox its work on the Solutions Lab, a faculty-led, student-driven initiative that connects students with regional businesses, nonprofits and community organizations to solve real-world challenges while building responsible AI literacy and professional skills.

��’s proposed Solutions Lab will combine strong academics, real-world problem-solving and responsible use of AI to help prepare students for today’s rapidly evolving job market while strengthening the University’s engagement with its surrounding communities.

“Higher education is not short of innovation, but it is short of the structures needed to connect that innovation, help it travel, and make it durable," said Noah Pickus, founder of the Future Universities Alliance and Head of Global Strategy and Partnerships at Duke University, where the Alliance is based. "The Innovation Sandbox is our answer to that gap. We are pleased to convene this inaugural cohort and grateful for the trust these institutions have placed in one another to work together in this Alliance.”

More information about the Future Universities Alliance and the full list of participating institutions is available at https://futureuniversities.org.

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About ��

About The Future Universities Alliance

The Future Universities Alliance is a global platform connecting start-up, emerging, and established universities to reimagine what higher education can be. Incubated at Duke University, the Alliance operates as a pluralistic, open-source network that brings together innovators who embrace cooperation and are eager to adapt promising ideas to their own contexts. The Alliance was born from a simple premise: meeting next-generation challenges, such as technological disruption, social polarization, and the pressures of economic development, requires universities that can think and act differently. Around the world, new institutions are boldly experimenting with fresh approaches, while established universities are seeking new ways to serve diverse learners and adapt to rapidly shifting demands. The Alliance helps unite these efforts into a shared, open, and collaborative ecosystem. More information and a full list of participating institutions are available at www.futureuniversities.org.

�� Named to Phi Theta Kappa's Transfer Honor Roll for Second Consecutive Year

znegron@mercy.edu — Fri, 24 Jul 2026 20:49:37 +0000

�� Named to Phi Theta Kappa's Transfer Honor Roll for Second Consecutive Year znegron@mercy.edu Fri, 07/24/2026 - 16:49 �� News Press Releases

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This recognition highlights the university’s commitment to ensuring a smooth and successful transition for transfer students.

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Today, �� announced it has been named to Phi Theta Kappa’s 2026 Transfer Honor Roll for the second year in a row, a national distinction that recognizes colleges and universities across the country that go above and beyond to create supportive, dynamic and innovative pathways for community college students transitioning to four-year programs. Mercy is among 275 colleges and universities selected by Phi Theta Kappa (PTK), an international honor society for students at two-year colleges.

“We are thrilled to receive this recognition from Phi Theta Kappa for the second consecutive year," said Susan L. Parish, Ph.D., M.S.W., president of ��. “This honor reaffirms our dedication to building seamless pathways and robust support systems that empower transfer students to thrive. At Mercy, we remain committed to ensuring every student achieves success, no matter where their academic journey begins.”

The Transfer Honor Roll is determined by key metrics related to the support and success of transfer students, including college cost and financial aid, campus engagement and support, recruitment and admissions practices, and bachelor’s degree completion. Institutions are evaluated using data from the National Student Clearinghouse and data submitted through the four-year institution’s profile on PTK Connect, Phi Theta Kappa’s online tool designed to help students find their best-fit colleges and career pathways. ��'s consecutive selection underscores the University's sustained excellence in supporting transfer students at every stage of their academic journey.

“This recognition is about much more than transfer agreements,” said Dr. Lynn Tincher-Ladner, president and CEO of Phi Theta Kappa. “Successful transfer happens when institutions intentionally design policies, practices, and campus cultures that help students thrive after they arrive. These colleges have demonstrated that transfer student success is not accidental. It is a strategic priority.”

Read the PTK press release.

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About ��

�� Appoints Damia Harris-Madden and John A. Chabot to Board of Trustees

znegron@mercy.edu — Wed, 22 Jul 2026 17:25:36 +0000

�� Appoints Damia Harris-Madden and John A. Chabot to Board of Trustees znegron@mercy.edu Wed, 07/22/2026 - 13:25 �� News Press Releases

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The appointments bring extensive expertise in public service, youth and family advocacy, healthcare leadership, and medical innovation to the Mercy's governing body.

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Today, �� announced the appointment of Dr. DaMia Harris-Madden, M.S. '07, M.B.A. '22, HD '25, commissioner of the New York State Office of Children and Family Services (OCFS) and Dr. John A. Chabot, chief of Hepatobiliary and Pancreatic Surgery and David V. Habif professor of Surgery at Columbia University Irving Medical Center, to its Board of Trustees. The appointments bring extensive expertise in public service, youth and family advocacy, healthcare leadership and medical innovation to the Mercy's governing body.

“We are thrilled to welcome Dr. Harris-Madden and Dr. Chabot to our Board of Trustees,” said Susan L. Parish, Ph.D., M.S.W., president of ��. “Dr. Harris-Madden and Dr. Chabot are exceptional leaders whose careers have been defined by service, innovation and unwavering commitment to their communities. Their expertise and contributions will greatly enhance our Board’s ability to guide the University’s strategic direction and continue to fulfill its mission of empowering students to transform their lives and communities.”

“Mercy University is a place where opportunity takes root, leaders are developed, and lives are transformed through education,” said new Trustee DaMia Harris-Madden. “As a proud alumna, I am honored to serve on the Board of Trustees and look forward to helping steward the university’s future, ensuring generations of students continue to have every opportunity to learn, grow, and succeed.”

“I am pleased and honored to join the �� Board of Trustees at such a pivotal time for higher education,” said new Trustee John A. Chabot. “I look forward to contributing to Mercy's mission of developing the next generation of healthcare professionals, equipping students with the skills and leadership needed to transform healthcare delivery across the New York metropolitan region.”

Dr. Harris-Madden serves as Commissioner of the New York State Office of Children and Family Services (OCFS) and is an appointed member of Governor Kathy Hochul’s administration. With over 3500 employees and a budget of close to $8 billion, Dr. Harris-Madden leads the state agency responsible for promoting the safety, permanency, and well-being of children, families, and communities across New York. Her appointment to ��’s Board of Trustees represents a homecoming for the distinguished alumna, who earned both a Master of Science in Human Resource Management and a Master of Business Administration from ��.

Under Dr. Harris-Madden’s leadership, OCFS is advancing evidence-informed reforms across childcare, child welfare, juvenile justice, and the broad spectrum of human services the agency provides. She has played a key role in implementing Governor Hochul’s historic plan to expand access to childcare across New York State while ensuring significant public investments strengthen opportunities for children, families, and communities.

With more than 20 years of executive leadership spanning state government, local government, education, and the nonprofit sector, Dr. Harris-Madden has dedicated her career to improving outcomes for children, youth, and families. Prior to joining Governor Hochul’s administration, she held positions within the cabinets of the Westchester County Executive and four mayors in the City of Mount Vernon, NY. Dr. Harris-Madden holds a B.A. in English and African American Studies, a master’s degree in business administration, a master’s degree in human resources management, a doctorate of education in executive leadership and an honorary doctorate in humane letters from ��.

Dr. Chabot brings decades of surgical excellence and healthcare innovation to the Board. As founder and director of the Pancreas Center at Columbia/NewYork-Presbyterian—established in 2006—he has built one of the world's largest and most effective clinical cancer programs. The Center serves as both a premier treatment facility and a transformative research hub developing new pancreatic cancer therapies.

A surgeon who has performed more than 2,500 complex pancreatic procedures, Dr. Chabot has spent his entire career at Columbia/NewYork-Presbyterian, rising from intern in 1983 to chief of hepato-pancreato-biliary surgery and vice president of ColumbiaDoctors. His contributions to surgical advances have steadily improved outcomes for pancreatic cancer patients.

Dr. Chabot earned his Bachelor of Science in Engineering Science from Tufts University and his Doctor of Medicine from Dartmouth Medical School. He is a member of several prestigious medical organizations, including the American Medical Association and the American Hepato-Pancreato-Biliary Association.

Their appointments underscore Mercy’s commitment to bringing diverse perspectives and accomplished leaders to its Board of Trustees. Their insights and experiences will support Mercy’s mission of academic excellence, innovation and service.

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About ��

Maverick Magazine Summer 2026: Doing It the Right Way

jbailjr@mercy.edu — Fri, 17 Jul 2026 17:40:10 +0000

Maverick Magazine Summer 2026: Doing It the Right Way jbailjr@mercy.edu Fri, 07/17/2026 - 13:40 Maverick Magazine �� News Alumni

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Q: Congratulations on your retirement! What led you to decide that now was the right time?

Kilcullen: After 12 years here at Mercy, I think we’ve built the program into something that’s prominent in the region. I’m still healthy and active, and I want to be able to enjoy this next chapter while I can.

I’ve been thinking about retirement for the last year or two. My daughter has her own business, Anact, a sustainable textile company. And after spending 48 years helping student-athletes and other young people, I thought maybe it’s time to spend some of that energy helping her run her business.

Q: Which brings us to your career at Mercy. When you look back at the 12 years you spent here, what stands out the most?

Kilcullen: The interactions and relationships with our student-athletes. Watching them grow as young men and women and become successful in their chosen fields. Of course, seeing them succeed on the playing field is great, but the ability to talk with young people, advise them and support them is really meaningful.

Someone once told me: “People don’t care how much you know until they know how much you care.” If there’s one thing that defines this department, it’s that we care. Our coaches and staff genuinely care about the student-athletes, and I think that has gone a long way toward our success.

Q: When you first arrived at Mercy, what was your first impression? How would you compare the program then to what it is today?

Kilcullen: I was a college basketball coach for 31 years, so I understood what it was like to sit in the coach’s chair. I had also done about five years of administrative work at two schools combined, so I had experience looking at things from the administrator’s perspective.

Our philosophy centered on recruiting. If you recruit high-character individuals along with talented athletes, you give yourself a better chance at long-term success.

We didn’t want to sacrifice academics for athletic ability. We wanted good people. The coaches bought into that idea, and I think that’s a major reason we reached the level of success we’ve had regionally and, in some sports, nationally.

Q: It sounds like strong academic results and character are central to how you’ve shaped Mercy Athletics. How did you build that culture?

Kilcullen: Again, it comes down to our coaches and student-athletes buying into the priorities of the program. We have study hall rules and clear academic expectations. If student-athletes don’t meet their academic responsibilities, they can be held out of games.

Community engagement has also been important. Our teams regularly participate in events like the Holiday Hustle, Ferry Festa, Toys for Tots drives and Thanksgiving food drives. Women’s lacrosse, for example, volunteers weekly at Abbott House, and we’ve also introduced programs like Morgan’s Message, which raises awareness around student-athlete mental health.

Q: Mercy Athletics has seen significant success during your tenure. Are there any moments or seasons that stand out as especially meaningful?

Kilcullen: A few come to mind.

In 2017, we hosted an NCAA quarterfinal in women’s soccer. The hill was packed with over 1,000 fans, and the game went to penalty kicks. Our senior goalkeeper hadn’t played in several games, but she was sent in for the shootout. She made the final save by tipping the ball with her fingertip, sending us to the Final Four. It was incredible.

In 2019, both our men’s and women’s lacrosse teams won conference championships on the same day at New York Tech. The women beat LIU Post for the first time, and the men scored the game-winner with 14 seconds left. Seeing both teams celebrating together on the field was so so special.

In 2022, our men’s lacrosse team won a double-overtime NCAA semifinal to advance to the national championship game. And this past fall, our volleyball team hosted and won the ECC tournament at home for the first time in program history. These were all huge moments for the program. They stand out for me the most.

Q: What do you think makes Mercy Athletics distinctive compared to other Division II programs?

Kilcullen: We’re a very tight group.

Over time, we’ve seen teams supporting other teams more and more. Coaches attend each other’s games, and student-athletes follow the success of other programs.

For example, when our women’s soccer team was traveling for the NCAA tournament, they watched the volleyball championship game together online and celebrated when the team won. Everybody talks about family, but I think we really do have that kind of support system here.

Q: When people look back on your time at Mercy years from now, what do you hope sticks with them most?

Kilcullen: That we did things the right way. We accomplished a lot with limited resources. I hope people feel proud of the department and how we’ve represented the university.

Q: What excites you about the future of Mercy Athletics?

Kilcullen: There is a more dedicated approach now to supporting athletics with resources. Overall, the future looks bright. We already have three teams in the NCAA tournament this year out of six programs.

Volleyball reached the regional finals. Women’s soccer had a young team and made the second round. Women’s basketball has a strong returning group. Many teams have talented young players returning, so there is a lot to be optimistic about.

Q: If you had to describe your time at Mercy in one word, what would it be?

Kilcullen: Rewarding, because of the relationships. To me, life has always been about the relationships. I believe our ability to relate to each other here in the department has been strong. So seeing young people grow and interact with each other has been incredibly rewarding.

Read the Full Magazine

Maverick Magazine Summer 2026: Moments That Matter

jbailjr@mercy.edu — Tue, 14 Jul 2026 18:46:19 +0000

Maverick Magazine Summer 2026: Moments That Matter jbailjr@mercy.edu Tue, 07/14/2026 - 14:46 Maverick Magazine �� News

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Moments That Matter

As mercy celebrates 75 years, students share the experiences, relationships and memories that make them feel part of the university’s story.

Abb Murez

Major: Computer Science
“One thing that makes me feel connected to Mercy’s history is that the campus has gone through so many significant changes ... always seeing how new buildings come up and how things change, and then we get to use these new spaces to create new experiences within the campus!”

Shy’anne Kush

Major: Social Work
“My aunts graduated from Mercy, then my parents got their master’s here and my mom [works] here. So, I’ve had a close relationship with Mercy most of my life. I’ve seen a lot of Mercy’s history come to life. That’s really special to me because it feels like I grew up here.”

Sara Otero

Major: Behavioral Science Education/Early Childhood
“I feel most connected to history whenever I attend a sports game because you can see the pride and passion for our Mavericks at every game you go to. You just know it’s something that’s been shared from past years.”

Nyseem Unique Williams

Major: Cybersecurity (B.S./M.S.)
“One moment that made me feel connected to Mercy’s history was joining the Student Government Association. I act as voice for the student community on the Manhattan Campus, and it makes me feel like I’m actively contributing to Mercy’s history.”

Lenin Rodriguez

Major: Business Administration/Finance
“Last semester, I had the opportunity to speak with the Board of Trustees and President Parish. This experience allowed me to meet and learn from the individuals who continue to carry the university’s mission and legacy forward.”

Ryanna Lopez

Major: Nursing
“I feel like a moment that ties me to the 75 years would be Mercy going from Mercy College to ��. It makes me feel like I’m seeing my school just expand more and more.”

Muhammad Ahsan

Major: Computer Science
“Carrying all my belongings across subways, Metro-North, and then up those hills on my first day was tough, but it made me feel like I was truly becoming part of something bigger.”

Alyssa Richard

Major: Behavioral Science & Early Childhood Education
“It’s the people who make Mercy such an unforgettable experience. It’s the people who make Mercy something that will be remembered for the next 75 years!”

Read the Full Magazine

Maverick Magazine: 75th Anniversary Issue

jbailjr@mercy.edu — Wed, 08 Jul 2026 16:17:59 +0000

Maverick Magazine: 75th Anniversary Issue jbailjr@mercy.edu Wed, 07/08/2026 - 12:17 �� News Maverick Magazine

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Maverick Magazine: 75th Anniversary Issue

Our latest issue of Maverick Magazine, a special edition closing out our 75th anniversary year, captures who we are and where we’re headed.

Read it now!

Download the Magazine

View Past Issues

��'s 75th Anniversary Celebration Comes to a Close After Year of Events

znegron@mercy.edu — Tue, 07 Jul 2026 15:23:10 +0000

��'s 75th Anniversary Celebration Comes to a Close After Year of Events znegron@mercy.edu Tue, 07/07/2026 - 11:23 �� News

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Last year marked seventy-five years since �� opened its doors with a simple but powerful belief: that a quality education should be within reach for everyone. Mercy celebrated its rich past and bright future with a year-long celebration.

Every event, every gathering, every moment shared this year was a reminder that Mercy is more than a university. It's a community that knows how to show up — for its students, for its mission, and for each other.

See how �� celebrated its 75th anniversary.

Watch the recap video

Here’s to the next 75 years of educating, empowering, and uplifting every student who chooses Mercy.

�� Hosts Interdisciplinary Forum on Child and Youth Mental Health

znegron@mercy.edu — Mon, 22 Jun 2026 14:54:09 +0000

�� Hosts Interdisciplinary Forum on Child and Youth Mental Health znegron@mercy.edu Mon, 06/22/2026 - 10:54 School of Social and Behavioral Sciences �� News

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��'s Interdisciplinary Health Education and Learning Program (IHELP) hosted The Interdisciplinary Forum on Child and Youth Mental Health on Monday, June 8, 2026, bringing together professionals, educators, and advocates for a critical conversation about supporting youth mental health in local communities.

The forum explored collaborative approaches to addressing the mental health needs of children and young people, emphasizing the importance of integrated care models.

IHELP, a fellowship program within the School of Social and Behavioral Sciences, focuses on integrating behavioral health care into primary care settings. Made possible through a grant from the Health Resources and Service Administration, the program trains fellows in School Counseling, Mental Health Counseling, Marriage and Family Therapy, and Occupational Therapy.

Fellows gain hands-on knowledge, skills, and practice in settings that serve children, adolescents, and transitional-aged youth at risk for behavioral health disorders in high-need, high-demand areas, particularly in Bronx County, New York City.

Watch the event recap video

�� Appoints Dr. Zainab Toteh Osakwe as Senior Associate Dean and Chief Nursing Officer

znegron@mercy.edu — Wed, 10 Jun 2026 17:18:20 +0000

�� Appoints Dr. Zainab Toteh Osakwe as Senior Associate Dean and Chief Nursing Officer znegron@mercy.edu Wed, 06/10/2026 - 13:18 School of Nursing �� News

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Today, �� announced the appointment of Dr. Zainab Toteh Osakwe as Senior Associate Dean and Chief Nursing Officer, effective June 16, 2026. Dr. Osakwe brings exceptional leadership, scholarly excellence, and a deep commitment to nursing education and practice that will help advance the school's mission of preparing the next generation of nursing professionals.

Dr. Osakwe is a nurse practitioner with extensive leadership experience across academic, hospital, and home- and community-based care settings. Previously, she served as Associate Professor in the College of Nursing and Public Health at Adelphi University and held administrative roles at Montefiore Health System and New York-Presbyterian Hospital. She has also served as director of both long-term and certified home health care programs in New York City, where she provided operational oversight and led interdisciplinary teams with distinction.

A Fellow of the American Academy of Nursing and member of the New York State Board for Nursing, Dr. Osakwe directs a well-established program of research focused on home-based dementia care and nursing workforce development. Her work has secured competitive funding, including an R21 grant from the National Institute on Aging examining nurse practitioner-led home-based primary care teams for individuals living with dementia, as well as support from Sigma Theta Tau and the Claude D. Pepper Older Americans Independence Center at Mount Sinai.

In this role, Dr. Osakwe will serve as the academic and administrative leader responsible for the overall quality, integrity, and regulatory compliance of the School of Nursing's academic and clinical programs. She will provide strategic, operational, and academic leadership to support the school's mission of excellence in nursing education, working collaboratively with faculty, staff, and university leadership to advance academic programs, promote student success, ensure accreditation compliance, and foster a culture of innovation, inclusivity, and continuous improvement.

“This appointment represents more than a leadership role; it is a meaningful opportunity to serve the profession by shaping the future of nursing education,” said Dr. Osakwe. “For me, it means working collaboratively with faculty, students, and health system partners to prepare future nurses and advanced practice nurses to excel in an evolving healthcare environment. It reflects my commitment to advancing program quality, supporting scholarly achievement, strengthening clinical excellence, and building a culture grounded in collaboration, accountability, research, and continuous growth.”

Dr. Osakwe views the development of the next generation of nursing scholars and practitioners as essential to advancing the nursing profession. She has guided numerous early-career nurse faculty, doctoral students, nurse practitioner students, and undergraduate students, and has contributed substantially to initiatives supporting early-career tenure-track faculty development. Her service extends beyond academia—she serves as a Trustee of TruMerit (formerly CGFNS International), has held leadership roles with the Eastern Nursing Research Society, and volunteers with a food pantry in the South Bronx and on the Community Advisory Board of Jacobi/North Central.

Dr. Osakwe earned her undergraduate degree from Adelphi University, her master's degree from Rutgers University, and her PhD from Columbia University School of Nursing, where her doctoral training was funded by a T32 award from the National Institute of Nursing Research.

�� Joins Yonkers Public Schools, YPIE and Regional Colleges and Universities to Launch Yonkers Promise College Consortium

znegron@mercy.edu — Tue, 09 Jun 2026 18:16:59 +0000

�� Joins Yonkers Public Schools, YPIE and Regional Colleges and Universities to Launch Yonkers Promise College Consortium znegron@mercy.edu Tue, 06/09/2026 - 14:16 �� News

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From left to right, Yonkers Public Schools Superintendent Anibal Soler, Jr., Yonkers Board of Education President Dr. Rosalba Corrado Del Vecchio, Senate Majority Leader Andrea Stewart-Cousins, Yonkers Mayor Mike Spano, Yonkers City Council President Lakisha Collins-Bellamy, YPIE CEO Sam Wallis, Lehman College Provost Jorge Silva-Puras, �� President Susan L. Parish, SUNY Purchase College President Michael Steiper, University of Mount Saint Vincent President Susan R. Burns and Dr. Sandra Ramsay, assistant vice president and dean of Enrollment at SUNY Westchester Community College.

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On June 8, 2026, Yonkers Public Schools (YPS), in partnership with Yonkers Partners in Education (YPIE), announced the launch of the Yonkers Promise, a new college consortium designed to create clear, direct admissions pathways from high school to higher education for Yonkers students.

The Yonkers Promise brings together a growing group of regional colleges and universities to establish direct admission opportunities for eligible Yonkers Public Schools students. Through this initiative, students will benefit from a more transparent, streamlined college admissions process, reducing uncertainty, increasing access, and helping more students successfully transition from high school to college.

�� is one of the founding institutions invited to participate in the consortium, which also includes Lehman College, Manhattanville University, SUNY Purchase College, SUNY Westchester Community College, and the University of Mount Saint Vincent.

"�� is proud to be a founding member of the Yonkers Promise consortium,” said �� President Susan L. Parish, PhD, MSW. “This initiative reflects our ongoing commitment to the Yonkers community and our belief that every student deserves access to the resources and support they need to succeed in college. We look forward to welcoming more Yonkers students to our campuses and supporting them on their journey to academic and professional success."

The Yonkers Promise consortium establishes direct admissions pipelines between Yonkers Public Schools and participating colleges. Eligible students will receive admission offers based on agreed-upon criteria, eliminating many of the traditional barriers and complexities of the application process.

The initiative is designed to:

Increase college-going rates among Yonkers students
Simplify the college application process
Promote equity in access to higher education opportunities

“The Yonkers Promise is a commitment to our students that opportunity is within reach,” stated Yonkers Mayor Mike Spano. “By bringing together our schools, YPIE, and our higher education partners, we are creating a clearer pathway from the classroom to college and ultimately to successful careers. This helps remove barriers, simplifies the admissions process, and sends a powerful message to every Yonkers student: your future matters, and your city is invested in your success. I am grateful to Yonkers Public Schools, Superintendent Soler, YPIE and our college and university partners for convening this important effort to expand access to higher education and strengthen the next generation of leaders."

“The Yonkers Promise reflects the power of Yonkers Magic, the belief that when a community comes together, we can create life-changing opportunities for our students,” said Anibal Soler Jr., Superintendent of Yonkers Public Schools. “This initiative helps remove barriers to higher education and creates clearer, more accessible pathways for our students and families. Together with our higher education partners and YPIE, we are building a future where every student can see college as a realistic and achievable next step.”

“This is about building real pathways from high school to college and into careers,” said Sam Wallis, CEO of YPIE. “Through strong partnerships and a shared commitment to student success, the Yonkers Promise helps more students take the next step toward achieving their college and career goals.”

“The future for Yonkers is bright, and at Lehman College, we are proud to be part of that by educating, supporting, and preparing the next generations of Yonkers leaders with a promise of infinite opportunities,” said Fernando Delgado, Lehman College President.

The first cohort of Yonkers Promise students is expected to begin accessing direct admission opportunities in Fall 2026.

For students and families, the Yonkers Promise represents a significant step toward a more accessible and predictable college pathway, one that connects their hard work in high school to real opportunities for the future.

For more information, visit https://mercy.edu/admissions-aid/yonkers-promise.

Read the press release here.

Mercy Alumnus Combines Public Service with Groundbreaking Research on Policing and Racial Justice

znegron@mercy.edu — Fri, 05 Jun 2026 20:37:38 +0000

Mercy Alumnus Combines Public Service with Groundbreaking Research on Policing and Racial Justice znegron@mercy.edu Fri, 06/05/2026 - 16:37 �� News Alumni

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Shawn D. Walton, Ph.D., M.S., M.A., M.A. Ed, a proud alumnus of ��, has built a distinguished career bridging scholarship with public service. An AmeriCorps alumnus who answered President Barack Obama's call to service, Dr. Walton earned the 2023 President's Lifetime Achievement Award for a decade of civic engagement, a commitment that runs parallel to his groundbreaking doctoral research analyzing the evolution and resurgence of stop-and-frisk practices in New York City.

Dr. Walton recently earned his Ph.D. in Transformative Social Change from Saybrook University in May 2025. His dissertation, “From Reform to Resurgence: A Case Study of the NYPD's Stop-and-Frisk Policy Under Changing Mayoral Administrations (1994–2024),” examines how enforcement strategies shift across political administrations and how those shifts disproportionately impact Black/African American, Afro-Caribbean, Afro-Hispanic/Latino, and LGBTQ+ communities. Drawing on policy analysis, historical records, legal decisions, and publicly available data, his research offers urgent insights into contemporary debates about immigration enforcement, surveillance, and racialized policing.

His civic leadership and scholarly contributions have earned him widespread recognition: a citation from the New York State Assembly (2024); certificates of recognition from the New York State Senate (2024) and New York City Mayor Eric L. Adams (2023); and, in February 2026 for the 100th anniversary of Black History Month, recognition from Black Doctorates Matter (BDM), a movement dedicated to celebrating and supporting historically marginalized scholars in doctoral education.

A Foundation Built at Mercy

For Dr. Walton, the path to doctoral scholarship began in the classrooms of ��, where he first learned to question power structures and center lived experience in his analysis.

"My foundation for analyzing race, governance, and public policy was laid at ��," Dr. Walton reflected. "An essential figure in that early formation was Dr. Oscar Odom, III. In his constitutional law and criminal justice courses, he saw potential in me before I fully recognized it myself."

Dr. Odom, who was an adjunct professor of criminal justice at Mercy at the time, became the first mentor to encourage him toward graduate study and would later serve on Dr. Walton's doctoral dissertation committee. "He was the first mentor to push me toward graduate study, with law school as the initial horizon," Dr. Walton said. "That encouragement turned curiosity into disciplined study and, eventually, a sustained commitment to legal studies and political science."

Beyond academics, �� instilled in Dr. Walton a critical framework that would define his scholarly approach for years to come.

"�� trained me to question power instead of taking it at face value," he explained. "Dr. Odom challenged me to look past the surface of authority and ask harder questions: Who benefits from a policy? Whose interests are protected? Who absorbs the cost? That way of thinking became the backbone of my later work, because it forces analysis to stay anchored in the lived experiences of the people most affected by public decisions."

This analytical lens proved essential as Dr. Walton pursued graduate studies, first earning his Master of Arts in Political Science at the Graduate Center for Worker Education at Brooklyn College, CUNY, where his master's thesis documented stop-and-frisk practices from 1998 to 2008.

The influence of Dr. Odom's mentorship is evident throughout Dr. Walton's scholarship. In his doctoral literature review, he cites Dr. Odom's own doctoral action research on NYPD stop-question-and-frisk, a full-circle moment that demonstrates the lasting impact of the student-mentor relationship that began at Mercy.

"His mentorship did not stop at Mercy," Dr. Walton said.

Research That Speaks to the Present Moment

Dr. Walton's scholarship carries particular urgency in today's national climate of intensified immigration enforcement and expanded surveillance. He argues that the discretionary logic underlying NYPD stop-and-frisk practices has become a blueprint for broader forms of racialized social control.

"The constitutional and political logic that normalized discretionary street stops in New York City is no longer confined to New York City policing," Dr. Walton noted. "The Supreme Court's 1968 Terry doctrine, originally framed as a narrow officer-safety exception, has been stretched into a broad permission structure for state-citizen encounters."

His research documents how this model has expanded to federal enforcement agencies, including Immigration and Customs Enforcement (ICE) and Customs and Border Protection (CBP), where militarized tactics and biometric surveillance are increasingly routine.

"I am trying to help national conversations move past slogans and into accountability: what these tactics do, who they target, and how quickly they spread once political incentives align," Dr. Walton said. "I do that as a scholar-practitioner, in community with others committed to strengthening doctoral pathways and keeping research connected to lived reality."

�� Celebrates Class of 2026

znegron@mercy.edu — Sat, 30 May 2026 00:26:23 +0000

�� Celebrates Class of 2026 znegron@mercy.edu Fri, 05/29/2026 - 20:26 �� News

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More than 2,300 graduating students became the newest members of the �� Alumni family last week during a two-day commencement celebration at the Westchester County Center.

The ceremonies, held Wednesday, May 20, and Thursday, May 21, featured inspiring addresses from student speakers and Honorary Degree recipients as the Class of 2026 marked their academic achievements.

Graduates turned their tassels surrounded by family, friends, and �� faculty and staff on this momentous occasion for the entire campus community.

Highlight videos and photos from the celebration are now available for viewing, capturing the joy and pride of graduates, their families and �� faculty and staff as they commemorated this significant milestone.

The Class of 2026 now joins the ranks of ��'s growing alumni network as they embark on the next chapter of their professional and personal journeys.

School of Business and School of Liberal Arts

See Photos

Watch the Highlights

Watch the Ceremony

School of Health and Natural Sciences and School of Education

See Photos

Watch the Highlights

Watch the Ceremony

School of Nursing

See Photos

Watch the Highlights

Watch the Ceremony

School of Social and Behavioral Sciences

See Photos

Watch the Highlights

Watch the Ceremony

For photos and videos of all the ceremonies visit https://mercy.canto.com/v/Commencement2026

For more information about the 2026 Commencement ceremonies visit https://mercy.edu/campus-life/commencement-2026

�� Celebrates Faculty Excellence at Annual Recognition Ceremony and Poster Session

znegron@mercy.edu — Fri, 29 May 2026 18:45:12 +0000

�� Celebrates Faculty Excellence at Annual Recognition Ceremony and Poster Session znegron@mercy.edu Fri, 05/29/2026 - 14:45 �� News

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Teaching Excellence Award recipient Justine Matias, instructor, English

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On Monday, May 18, the Mercy community gathered in the Rotunda on the Westchester Campus to honor the scholars, mentors and educators who make up the heart of the institution. The annual Faculty Recognition Ceremony brought together faculty, staff and university leadership for an afternoon of celebration, recognizing retirements, promotions and research faculty carry into their classrooms every day.

Before the ceremony began, the Rotunda filled with conversation. Large, colorful research posters lined the space, each one a window into the work Mercy faculty have been doing all year. Attendees moved among the displays, stopping to talk with presenters about topics that included AI integration, synthesis of novel photocaged biomedicals, faculty wellness, global service learning, transforming conflict education and telehealth risk assessment simulation training.

The breadth of the scholarship on display was striking.

“The faculty are at the heart of how we advance our student success,” said Mercy’s President Susan L. Parish, PhD, MSW, who spent time at the poster session speaking with faculty about their research. “Learning is the core of everything we do, and I’m excited about today because we’re celebrating faculty excellence.” Parish continued, “These posters are so impressive. Faculty are sharing their scholarship, which they take back into the classroom to advance their students.”

Breaking Free from the “Tyranny of the Textbook”

One of the most visited displays was “Collaboration and Liberation: An AOER Faculty/Library Creative Partnership,” presented by Julie Goldberg, assistant professor, Libraries, along with co-creators Yu-Hung Lin, assistant professor, Libraries, and Jacqueline Fisher, assistant professor, Psychology. AOER refers to Affordable Open Educational Resources.

The research centered on LibGuide, a structured, visually designed digital resource built entirely from free resources, including those that the Mercy Libraries already own. No textbook required. No cost to students.

“Textbooks are extremely expensive, and many Mercy students struggle to pay for them,” said Goldberg. “Research has found that students do not buy the textbook, which leads to poor grade-point averages and other negative academic outcomes. OER — open educational resources — is supposed to address that equity problem. Our idea, making this AOER using resources that the library pays for that are free to students, is a way to bridge that gap between published materials and the OER available on the web.”

The LibGuide mirrors the structure of a textbook chapter, laying out key ideas visually, organizing peer-reviewed articles, videos and reference sources by unit. It includes a flexibility no published textbook can offer: If a professor drops a unit or adds a new one, the guide updates instantly. Students were also invited to contribute sources they found during group projects, making the resource a living collaboration between faculty, librarians and students.

“This liberates professors from the tyranny of the textbook,” Goldberg noted. Textbooks that can go out of date, carry bias or lock faculty into teaching someone else’s sequence. AOER, Goldberg explained, “Gives professors the freedom to teach the units they want to teach in the order they want to teach it, with the materials they want to teach.”

Designing AI that Reaches Every Learner

Barbara Hastie, adjunct faculty in Educational Leadership, presented “Designing Inclusive, Accessible AI into Job-Embedded Professional Learning,” developed in partnership with Nona Ullman, Founder and CEO of LessonLoop, one of only two firms nationally certified by Digital Promise for prioritizing racial equity in AI design.

The research addressed a gap that sits at the intersection of two urgent conversations in education: how to use AI effectively in lesson planning, and how to ensure that AI doesn’t reproduce the biases already embedded in teaching materials. LessonLoop developed a bias-detection tool that runs lesson plans through a checker evaluating cultural inclusivity, language neutrality and accessibility, particularly for students with disabilities.

The team ran 50 tests, ten without the bias checker and ten after, across grades four and eight in four subjects.

“We were able to reduce bias by 69%,” said Ullman. This impressive statistic caused many of the people gathered to gasp in surprise, calling it “astonishing” and deeming the research “very, very important.”

The implications reach beyond K–12. The research has direct applications for higher education faculty who work with pre-service teachers, helping new educators design lessons that reach all learners from the start.

“I really think that this program will help new teachers get off on the right foot,” said Hastie. “They’re finding that if you can engage kids, they can learn more, but this is definitely not taught right now. The goal is how do we get new teachers up to speed faster.”

Putting Data Behind a National Conversation

Jeong Kim, associate professor of Criminal Justice, presented “Patterns and Disparities in Police Shootings: 2015–2021 Quantitative Analysis,” research with direct implications for police training, department policy and public understanding.

Kim explained that public perception is shaped heavily by social media and news coverage. That leads to the belief that police shootings are on the rise. Kim’s data tells a more complicated story.

“People think that we are having more police shootings, but actually statistics show that it’s steady,” Kim said. “It’s good news and bad news at the same time. The good news is we don’t have a higher number of police shootings. But the bad news is, even though we invest a lot of resources in police training and education, it’s still not getting better — it’s not going down.”

The research is intended to inform police departments and, ultimately, the public — grounding a conversation that often runs on emotion in evidence instead.

Celebrating Mercy’s Exceptional Faculty

Dr. Kristin Curry Greenwood, provost and senior vice president for Academic Affairs, opened the recognition ceremony with remarks that acknowledged both the achievements on display and the effort behind them, as well as the academic year overall.

“In the name of student success, we confronted an environment that required change — real change, and sometimes uncomfortable change,” Greenwood said. “And you met that challenge with courage, creativity and most of all, commitment to students with your heart.” She continued, “You adapted, you innovated, you stayed focused on what really matters most, our North Star: student success. I’m grateful for all that you have done and for all of you who have participated in this important work this year.”

Greenwood introduced Mercy’s President Parish, who spoke directly to the faculty about what their work means, not just to Mercy, but to the students who depend on them.

“You are the mentors who guide, you’re the scholars who advance knowledge, you’re the innovators who reimagine what’s possible,” Parish said. “And you are the advocates who ensure every student has the support they need to thrive. Your work is not just important. It’s foundational to who we are and to what Mercy does.”

The recognition ceremony that followed gave each school’s dean a moment to stand with their faculty, calling members to the stage, presenting a silver cup and sharing the accomplishments that brought them there. It was one part ceremony, one part tribute.

Among those recognized was Dr. Kathryn Ryans, who was recently promoted to Professor and is retiring after a distinguished career in physical therapy education. Dr. Ryans earned her M.S. from Mercy and her DPT from Temple University and has been practicing physical therapy in an outpatient orthopedic setting since 1995. Her scholarly contributions include co-authored peer-reviewed publications and presentations at national conferences focused on oncology rehabilitation and clinical education, work she balanced alongside sustained service in faculty governance, curriculum development and student mentorship.

“I’ve learned a lot at Mercy,” Ryans said. “Being a physical therapist has allowed me to bridge the gap between medical practice and teaching for my students who are going out to become physical therapists. I’m hoping to come back as an adjunct — I’m not leaving teaching completely.”

Faculty Awards Ceremony

Following the celebration of retirements and promotions, the ceremony turned to faculty awards, a separate honor recognizing outstanding contributions across teaching, scholarship and service. Each year these awards spotlight the faculty members whose work has gone above and beyond, chosen by students, their peers and academic leadership as exemplars of Mercy's commitment to excellence. (The list of faculty members who received awards is included below.)

A Closing Worth Carrying Forward

Provost Greenwood closed the afternoon with a quote that was well-chosen for the moment.

“Winston Churchill said, ‘Success is not final, failure is not fatal. It is the courage to continue that counts,’” she told the assembled faculty. “That courage is exactly what I have seen in our community this year, and I’m forever thankful for all the work we continue to do together.”

Watch highlights video

Faculty Accomplishments

School of Education, presented by Eric Martone, Dean, School of Education

Nancy Heilbronner, PhD, Retirement
Barbara Keckler, PhD, Retirement
Matthijs Koopmans, EdD, Retirement
Ilene Rothschild, EdD, Retirement

School of Health and Natural Sciences, presented by Nannette Hyland, Interim Dean, School of Health and Natural Sciences

James Gurley, PT, DPT, Promotion to Associate Professor
Ashley O'Rourke, CCC-SLP, EdD, Promotion to Associate Professor
Shari Berkowitz, CCC-SLP, PhD, Retirement
Ferdinand Esser, DC, Retirement
Ruth Lyons Hansen, PT, DPT, PhD, Retirement
Peter Minorsky, PhD, Retirement
Kathryn Ryans, PT, DPT, Promotion to Professor; Retirement

School of Liberal Arts, presented by David Wang, Interim Dean, School of Liberal Arts

K. Patrick Fazioli, PhD, Promotion to Professor
Justin Kessler, MM, Promotion to Associate Professor
Laura Proszak, PhD, Promotion to Associate Professor with Tenure
Usman Rauf, PhD, Promotion to Associate Professor with Tenure
Caitlin Wiesner, PhD, Promotion to Associate Professor

Libraries, presented by Moddie Breland, Dean, Libraries

Susan Gaskin-Noel, MSLIS, Retirement

School of Nursing, presented by Nannette Hyland, Interim Dean, School of Nursing

Miriam Ford, FNP-BC, PhD, Retirement
Susan Moscou, FNP-BC, PMHNP-BC, MPH, PhD, Retirement
Renu Varughese, RN, PhD, Retirement

School of Social and Behavioral Sciences, presented by Cynthia Walley, Interim Dean, School of Social and Behavioral Sciences

Jeong L. Kim, PhD, Promotion to Professor
Alberto Manzi, LMHC, PhD, Promotion to Professor
Shakuntala (Melissa) Ramdas, LMHC, PhD, Promotion to Associate Professor
Dorothy Balancio, PhD, Retirement

Academic Affairs, presented by Kristin Curry Greenwood, Provost and Senior Vice President for Academic Affairs

Saul Fisher, PhD, Promotion to Professor
Victor Petenkemani, MBA, Promotion to Associate Professor
Cynthia Walley, PhD, Promotion to Professor

The Faculty Awards were presented by Amanda Bireline, Chair, Advisory Committee for Teaching and Learning.

The 2025 – 2026 Faculty Awards recipients are:

Teaching Excellence Award

Full-Time Faculty: Robert Murray, PhD, Associate Professor, History (School of Liberal Arts)
Part-Time Faculty: Justine Matias, MA, Instructor, English (School of Liberal Arts)

Faculty Fellow

G. Lee Warren, PhD, Associate Professor, Chemistry (School of Health and Natural Sciences)

Online Teacher of the Year

Sally-Ann Delvino, MA, Senior Instructor, Italian (School of Liberal Arts)

Outstanding Research Award

Jack Simons, LPC, PhD, Associate Professor, School Counseling (School of Social and Behavioral Sciences)

ACUE Effective Teaching Practices

Oren Abramowitz, CCC-SLP, PhD, Assistant Professor, Communication Disorders (School of Health and Natural Sciences)
Saliha Bava, PhD, Professor, Marriage and Family Therapy (School of Social and Behavioral Sciences)
Nancy Beverly, PhD, Associate Professor, Physics (School of Health and Natural Sciences)
Marylu Dunn, PT, DPT, Visiting Assistant Professor, Physical Therapy (School of Health and Natural Sciences)
Justin Kessler, MM, Assistant Professor, Music Production and Recording Arts (School of Liberal Arts)
Tameka Hall Lee, FNP-BC, MS, Instructor, Nursing (School of Nursing)
Olga Rabinovich, RN, MSN, Instructor, Nursing (School of Nursing)
Lisa Schenkel, DVM, Assistant Professor, Health Sciences (School of Health and Natural Sciences)
Lorraine Shikapwashya, DHSC, Assistant Professor, Health Sciences (School of Health and Natural Sciences)
Jeanine Stancanelli, OTR/L, MBA, MPH, OTD, Associate Professor, Occupational Therapy (School of Health and Natural Sciences)
Cynthia Walley, PhD, LPC, Associate Professor, School Counseling (School of Social and Behavioral Sciences)

Master of Pedagogy Degrees, honoris causa, presented by Susan Parish, President and Kristin Curry Greenwood, Provost and Senior Vice President for Academic Affairs

Areiaf (Ariel) DiBlasio, Associate Director, University Advisement
Leslie Heiner, MA, Senior Instructor, Art History, School of Liberal Arts
Monelle Hylaris, Director, Enrollment Services
Janet Lyons, MBA, EdD, Senior Lecturer, Organizational Leadership, School of Business
Robert Mulroy, JD, Senior Instructor, Marriage & Family Therapy, School of Social and Behavioral Sciences
Michael Perrota, MS, MFA, Associate Professor, Media Studies, School of Liberal Arts
Michael Stafford, PhD, Senior Instructor, Seminars, School of Liberal Arts

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