Those are the words that students need to hear when they apply to professional schools. But the pathway into those programs is challenging, and most are turned away.

But students at the ³ÉÈ˶¯ÂþÍøÕ¾ Honors College are finding success in their educational journeys. In fact, 100 percent of Honors students who applied to medical school last year were accepted.

Honors College students are also highly successful in gaining entrance into law school, dental school and other professional schools and graduate programs.

How does the College do this? We talked with its deans and alumni to find out.

Advanced Seminars and Lectures

“Students come to the Honors College because they’re looking for an academic home with a curriculum that’s meaningful,� said Susan Dinan, PhD, interim provost, who has served as dean of the Honors College for six years. “They’re used to being challenged and engaged, and they’re interested in a breadth of learning that’s going to accompany what they’re doing in their major.�

Nicole Rudolph, PhD, interim dean of the Honors College, assists highly motivated students to gain entry into competitive professional programs.

The yearlong courses, advanced seminars and multidisciplinary lectures at the Honors College are built around key learning goals that “map onto skills that students across majors will have to mobilize,� said Nicole Rudolph, PhD, interim dean of the Honors College and former director of the Office of Prestigious Awards and Fellowships. Students are taught not to keep classes siloed but to make meaningful connections among different concepts in their coursework, for example.

A Fulbright Scholar Heads to Medical School

That learning experience helped Kyana Gordon ’24, who earned her degree in biology and then conducted epidemiological research in Jamaica as a Fulbright Scholar, make her way to Howard University College of Medicine in Washington, D.C.

“Adelphi’s Honors College emphasizes critical thought in the discussion-style courses,� Gordon said. “The seminars helped me hone my synthetic analysis skills. That was especially important in my journey to medical school because, in taking the time to connect the dots during my research internships and clinical experiences, I found greater meaning in the practice of medicine. I realized that treating a patient requires understanding the whole person, not just the symptoms.�

A Computer Scientist, Veterinarian, and Future Attorney

Roya Parsa ’25, who earned her degree in computer science and is now in the MS in Computer Science program at Dartmouth College, also points to the thinking skills she developed in the Honors College.

“The Honors College taught me to think critically and develop a researcher’s mind,� she explained. “The core humanities courses were fundamental to developing the necessary outside-the-box thinking that I use all the time now in my research. I wholeheartedly believe that to be a good scientist, you must understand the human condition. It is imperative we understand people to perform good research.�

Sandra Pinto ’21 also stressed the way the program helped her think critically. “While the classes in my biology major gave me the necessary scientific foundation for graduate school, the Honors College taught me to think critically about important ideas from a philosophical, psychological and literary perspective ,” she said. “It cemented by character development in a way that made me stand out as an applicant.” Stand out, she did, as she was admitted to Cornell University’s veterinary school and entered the program two months after graduating from Adelphi. “My Honors College experience allowed me to show the veterinary schools I applied to that I was prepared to not only to examine, diagnose and treat animal—I would also be able to effectively communicate with people who love them,” she said. Dr. Pinto received her degree from Cornell in May 2025.

Outside of class, Honors College students can apply for summer research fellowships to conduct funded research under the guidance of a faculty member. Many use the fellowship opportunity to jump start their thesis and explore new ideas in their chosen field.

The senior thesis is a showcase for students’ enhanced analytical skills and their ability to write persuasively—abilities that are crucial in professional fields. Rene Hernandez ’23, for instance, completed his thesis on psychological operations in warfare before receiving a full-ride scholarship to St. John’s University School of Law in New York.

“Publications come out of these research fellowships, too,� Dr. Rudolph said. “In a competitive application market for professional schools, students can say, ‘Look, I’m already first or second author on this scientific article.’�

One-on-One Mentorship and Professional Guidance

Honors College faculty and staff play an integral role in helping students prepare for the next phase of their careers. Students can also work with the Office of Pre-Professional Advising and Fellowships to enter joint programs with partner institutions like New York University, Columbia University and the New York Institute of Technology.

“We have a lot of first-generation students, so we spend quite a bit of time with undergraduates to help them understand the possibilities available to them and paths they might take,� Dr. Dinan said.

Dr. Rudolph, for example, in her role as associate dean of student engagement, has helped many students craft their statements of purpose for graduate school applications.

“We had a young woman who went to law school on a free ride because her statement of purpose was exemplary,� Dr. Dinan said. “And it would not have happened if Dean Rudolph had not intervened and made it really clear why this was such an important piece to write.�

Alumni Who Offer Support and Guidance

Honors College students have yet another advantage when applying to professional school—Honors alumni.

Rachel Vacca Prater ’19, who entered the University of Pennsylvania Carey Law School after graduating from Adelphi, is one of the many students who has received advice and support from Honors College alums.

“Being able to speak to Honors College alumni who had attended such prestigious law schools was invaluable to me both during the application process and even as a 1L [first-year law student],� she said. “I was able to enter a top law school with a preexisting network of alumni who were not only willing but eager to help me succeed.�

Prater is returning the favor now as a member of that supportive network. This October, she and fellow alum Connor Coupe ’19, who received his law degree from Northwestern University, visited campus for a Q&A to provide students with insider tips on law school applications, internships and career paths.

A Fully Rounded College Experience

Honors College students don’t just shine in the classroom. They lead many student organizations on campus—from the , part of the world’s largest student-led movement for global health and sustainable development, to the Undergraduate Law Review, which several Honors College students helped to found.

Honors College students also swept Adelphi’s 2025 Brown and Gold Awards, including President of the Year, Student Leader of the Year and Emerging Leader. Meanwhile seven of the year’s 10 Prestigious Panthers honorees—students recognized for their leadership and dedication on campus—were Honors College students.

Students within the College also make a concerted effort to build close connections and support each other in their academic careers.

“Students could be competitive for those perceived slots in medical schools, but instead, they’re very collaborative,� Dr. Dinan said. “When 100 percent of students are accepted into medical school, they don’t see each other as competition. There’s an understanding that they can all get there if they work together.�

The 100 percent acceptance rate is a point of pride at the Honors College, but it isn’t the point of the Honors College experience.

“That 100 percent is a great number, but it’s not the essence of our mission,� she said. “Our mission is to provide an experience that’s going to lead our students to satisfying personal and professional lives, whatever their profession.�

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The is the brainchild of Peyton DeRouen, an Adelphi criminal justice major and political science minor. Like many students considering law school who seek career assistance, she visited the Office of Pre-Professional Advising and Fellowships for guidance when she first started at Adelphi. “The director gave me the outline of the law school admissions process as well as what Adelphi had that was pre‑law-oriented in terms of clubs and other initiatives,� she recalled, referring to David Oroza, director of pre‑professional advising and fellowships. “I immediately saw an opportunity.�

Oroza emphasized his office’s mission. “The Office of Pre-Professional Advising and Fellowships is devoted to the success of our students,� he said. “Our goal is to help them get into graduate school. Students contemplating careers in healthcare and law professions receive individualized guidance.�

The AULR Origin Story

A transfer student, DeRouen approached the only other student, at the time, who she knew was interested in pre-law—Samina Radia, who would become AULR’s managing editor—to help spread the word to others and gauge interest in a law review for undergrads. She researched how to form a club on campus, drafted a constitution and filled out the required paperwork. In August 2024, she put out a call for e-board applications, leading her to meet now co-editor in chief Sophia Sewpersad, a business management and English double major. The rest of the team was set by September and the first law review was published in the Spring of 2025, only a year after its formation.

Article topics in the first volume range from divorce and domestic violence to abortion and birth control rights, and international humanitarian law during armed conflict to the balance of power between federal and state in the United States.

The Benefits of Law Reviews

Law reviews allow undergraduates to develop critical legal writing and research skills, gain experience with the publication process and contribute to the broader legal academic conversation on contemporary issues. Adelphi’s student-run publication dives into timely topics, from landmark law cases to emerging debates, providing the reader with well-thought-out and researched arguments while benefiting the writer by providing an opportunity to hone their critical thinking and writing skills.

“At the law school level, law review articles shape legal academia—and are often cited in Supreme Court decisions,� DeRouen explained. “In today’s climate, law and policy affect our daily lives. Writing about them is a way for undergrad students to use their voice and engage beyond social media.� It is also a good way to “build your résumé and professional network,� Sewpersad added.

AULR is not just for pre‑law students; it offers tangible benefits to any student who writes, researches or thinks critically, including, but not limited to, English, , history and environmental studies majors. All are welcome and encouraged to submit.

“Law lies at the intersection of so many different fields,� said Sung Hoon Kim, JD, AULR faculty adviser and assistant professor in the Department of Mathematics and Computer Science who earned his juris doctorate from NYU School of Law. “In law school, you meet people who majored in various subjects, and the discourse of legal academia benefits from having this diversity of perspective. Having an undergraduate law review is a great opportunity for students to explore and advocate for a topic they care about and to have that work published. Who knows, this experience might even convince you to consider attending law school.�

The Process to Get Published

The AULR team is dedicated to helping those interested in submitting an article easily navigate the process, hosting informational workshops as well as those on best citation practices. After students submit their abstract and article through the , the submissions go through a peer review process and a round of editing before being returned to the author for two cycles of revisions. “Peer review is essential,� Sewpersad said. “We require legitimate sources, with information drawn from scholarly or official sources. We emphasize that truth is grounded in sources that are double-, triple- and quadruple-checked.�

Adelphi’s Support System

No student�run enterprise thrives in isolation—between assistance from the Office of Pre‑Professional Advising and Fellowships and faculty advisers and other supporters, the AULR has benefited from a strong network of guidance and encouragement. By offering events, workshops and mentorship, Adelphi creates the conditions for students to translate interest into action—with AULR as a vivid example where student initiative, infrastructure, faculty support and a mission to amplify legal voices all intersect.

“The faculty response has been overwhelmingly supportive, and already this semester, new students are showing interest in the Law Review,� Sewpersad said. “It’s a really good opportunity, and I’m happy to be part of it.�

Looking Ahead

Submissions for the Spring 2026 journal are now and are being accepted on a rolling basis with a deadline of March 6, 2026, at 5:00 p.m. EST. Articles, research papers, essays and commentaries are welcome from all students and faculty at any university in any program of study as long as the submission relates to legal issues.

AULR, though new, already demonstrates that when students work together with support and rigor, learning goes beyond grades—it becomes contribution. “I’d love to see the AULR grow to be recognized beyond campus, with the goal to grow it into a nationally heralded law publication,� DeRouen said.

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After attaining her BS in biology from Adelphi’s College of Arts and Sciences, Anastasia Dakis ’22 took her love of science one step further. She enrolled in the Doctor of Optometry program at SUNY College of Optometry, a school which shares a prestigious 3+4 joint degree program with Adelphi. Selected students earn direct entry into the SUNY program, saving both time and tuition.

“There’s a common misconception that optometry is solely about prescribing eyeglasses, but this has been only a minor part of my journey so far,� said Dakis. “Optometry can be likened to internal medicine for the eyes—just as internists must understand a wide range of diseases, optometrists must recognize diverse conditions. We treat the whole person, with the eyes frequently serving as the window to a broader picture.�

For the last three years, Dakis has served as a member of the Student Volunteer Optometric Services to Humanity through SUNY Optometry. SUNY organizes three optometry mission trips per year. Over the last academic year, students could choose between Panama, Grenada or Senegal. “I was particularly drawn to the experience in Senegal because it was a grassroots effort led by our sponsor, Mame Dabo,� said Dakis. “She’s a Senegalese woman who partnered with SUNY to establish this eye clinic last year. I felt inspired to ensure the continuation of this important effort.�

In Africa, Helping Thousands of Patients in Five Days

Dakis’ studies took her to Saly, Senegal, a seaside town of about 20,000 residents. Right away, she was astounded by the country’s beauty. “It felt like I had just discovered a hidden gem,� she said. “Senegal also felt oddly familiar to me. The climate and environment reminded me a lot of Greece, where my family is from.�

At the clinic, Dakis worked with a team of 20 doctors and student doctors, as well as a few translators. These were mostly community volunteers who had received an English-language education and could translate the three languages spoken by the Senegalese patients: French, Wolof and Arabic. “At times, my mind felt jumbled trying to navigate these three languages,� Dakis admitted. “By the end of our time there, however, I became relatively self-reliant. Despite the language barrier, much of our most meaningful communication happened nonverbally.�

Dakis, fourth from left top row, with fellow volunteers, translators, student doctors and organizers.

Dakis and her team provided comprehensive eye examinations to approximately 3,400 patients over five clinic days. What she saw and treated in Senegal differed considerably from the patients she saw in New York. She encountered conditions among Senegalese that are rarely seen in the United States but that she had learned about in school. “It was incredibly rewarding to finally witness a real-life presentation of a condition I had previously only encountered in textbooks,� she said. Dakis also saw many cases of traumatic cataracts in young people, another rarity in the United States.

On the flip side, Dakis saw fewer cases of diabetic or hypertensive retinopathy in Senegal, chronic diseases that are more prevalent in the United States and other industrialized nations. Despite limited access to medical resources, the average Senegalese patient appeared healthier than the average American patient, most likely a reflection of differences in lifestyle and diet.

By day seven of Dakis’s clinic, 900 Senegalese men, women and children were lined up, waiting to be seen.

The eye clinic’s patient volume increased exponentially each day during Dakis’ visit. On day 1, her team saw about 500 patients. By day 7, that number had grown to nearly 900 patients, with people lining up as early as 5:00 a.m. to receive eye care. All clinic patients were dilated to assess the internal health of the eye and received glasses prescriptions. For most patients, that was all they needed. Others, however, required more treatment—and Dakis was able to dispense medication directly to them. “Imagine receiving medication straight from your doctor, without dealing with insurance approvals, pharmacy wait times or copays,� said Dakis. “In many ways, the care felt more direct, immediate and effective. It was the essence of practicing medicine in its purest form—free from red tape—and it was invigorating.�

Study Abroad Offered a Renewed Sense of Purpose

Dakis left West Africa with a broadened and enriched perspective, deeply moved by the overwhelming love and hospitality of her patients. Her work in Senegal better prepared her for higher patient volume. It also highlighted how eye care can change a person’s life. A glasses prescription for a young patient can alter the trajectory of their educational journey, while a dilated exam can detect life-saving signs of disease.

Dakis’ time in Senegal also underscored the holes in different healthcare systems. “Witnessing people wait for hours—sometimes all day—for what might be their only chance at eye care that year gave me a profound sense of appreciation and disbelief,� she said. “In contrast, I live in a world where I can schedule a virtual appointment and receive antibiotics by mail the same day. The disparity is seismic, and it’s something that continues to motivate me to return and support Mame in her mission.�

Performing an eye chart test on local residents, free of charge.

Dakis’ educational journey isn’t over quite yet. She’s currently in her externship year, rotating through various eye clinics, hospitals and private practices. After graduating in May 2026, Dakis plans to pursue a residency in ocular disease. Above all, Senegal gave Dakis a renewed sense of purpose and reminded her of the true essence of her role—helping people see, while caring for the whole patient.

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“I always knew I was biology-focused,” she said. “I knew I wanted to do something in the medical field.”

When Tenenbaum was a high school senior, she learned of Adelphi’s Early Assurance Program, which could fast-track her to dental school. She knew she had found her career path.

“The program solidified in my brain that this is what I’m going to do,” she said. “It relieves a lot of stressors. You have your spot at NYU Dental School. You don’t have to go through this crazy application process and get rejections. Plus, you shave a year off your education.”

The highly competitive Early Assurance Program works like this: Incoming first-year students who have high GPAs and SAT or ACT scores can apply for early acceptance into a medical, dental or law school at the same time they apply to Adelphi. If accepted into the highly competitive program, these undergrad students get a direct path into a prestigious graduate school at a partner university. They also get dual credit for classes taken in their senior year, so they earn doctorates faster and at less cost since they’re paying for one less year of school.

“It’s helping me reach my dream of being a doctor a lot faster,” said Tommy Joseph, ’23, a participant in the Early Assurance Program who is now in his second year at Lake Erie College of Osteopathic Medicine (LECOM).

Dual Credit and Extra Advising

Adelphi also offers Joint Degree Programs that fast-track students into medical, pharmacy, optometry, physical therapy, podiatry, veterinary and engineering programs. Joint Degree Programs do offer dual credit for undergrad courses that count toward professional schools if the student is admitted. These students do not have guaranteed admission to professional schools. They must formally apply to them. But Joint Degree Programs increase the students’ chances of getting admitted to partner professional schools by giving them an extra layer of advising through the Office of Pre-Professional Advising and Fellowships.

Be a Doctor at 24

Milly Tenenbaum in the lab at NYU Dental.

Tenenbaum, who was a student in Adelphi’s Honors College, began her first year at NYU Dental School while she was technically a senior at the University. “I was done at Adelphi after my junior year,” she explained. She got dual credit, so her first year at NYU counted toward completion of her BS in Biology.

Tenenbaum, 22, is now in her second year at NYU Dental School and on track to receive her degree by the time she’s 24. The average age most people finish dental school is 28, according to the American Dental Education Association, so the Joint Degree Program is getting Tenenbaum into a white coat a lot faster. The program is extremely competitive. Tenenbaum snared one of 10 seats in the Early Assurance Program with NYU Dental.

Tenenbaum said there have been some odd moments being in dental school at such a young age. “When I started dental school, some of my fellow students wanted to go out and get a drink to celebrate. I was 20, so I couldn’t legally drink,” she said.

She plans on going into general dentistry because she wants to serve a broad base of patients. As part of her training at NYU Dental, she is working in student-run clinics that serve low-income patients. The experience has opened the Brooklyn native’s eyes to the need for dental care for people who cannot afford to see a dentist.

“We go on outreaches to elementary schools in low-income areas, teach them about caring for their teeth and do exams on them,” Tenenbaum said. “I like serving people who need it the most.”

A Doctor Who Can Help People Sooner

Tommy Joseph

Joseph is thrilled the Early Assurance Program is helping him reach his dream of being a doctor sooner. “I was able to enter med school at 20 years old,” he said. “I always knew I wanted to enter medicine, but I wanted to do clinical medicine as fast as possible. Adelphi’s program let me override the MCAT to focus on my studies and thesis. I’m grateful to this day that I was able to pursue my interest in medicine with just three years of undergrad.”

Joseph was also in the Honors College at Adelphi and credits the support he got from faculty as well as the Joint Degree Program for fast-tracking him to medical school. Joseph made a tough cut, too. Just five students get into LECOM as first-year undergrad students through the Early Assurance Program.

Joseph was born in India and immigrated to the United States when he was 5. His family moved to East Meadow, New York, and that is where he went to high school and learned of the Joint Degree Program at Adelphi. “I knew I wanted to be a doctor very young,” he says. “I was raised as an Orthodox Christian, which placed service to the community and helping out your fellow man as the most noble acts one can do. I decided that the best thing I could do for myself and my community was to pursue medicine.”

Joseph, who is now 21, said he’ll be a resident by the time he is 24. “Considering that the average age of a medical resident in the U.S. is 28, I’m grateful I’ll have more time to decide what my specialty will be.” He’s considering cardiology, neurology and anesthesiology.

“I’m very excited by the prospect that I will be able to help patients one day, no matter the specialty,” Joseph said.

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“We have found that students who come here willing to learn and work hard truly have boundless opportunities—something that is rare today,� said Matthew Wright, PhD, associate professor and chair of physics. “This is because of a combination of physics being one of the best platforms to accomplish anything you want and how much our award-winning faculty and staff care about their students.�

Meet recent physics graduates and learn how they’ve used their degrees to succeed in their respective careers.

Muhammad Aziz ‘18: Design Engineer, Tektronix

Muhammad Aziz ‘18—now an engineer at Tektronix in Beaverton, Oregon—has come a long way from his native Lahore, Pakistan. But he followed in the footsteps of his brother and sister, both Adelphi graduates, and found a community at his alma mater. Adelphi gave him the opportunity to intern at the CERN Laboratory in Switzerland, home of the world’s largest particle accelerator, and to pursue a joint degree at Columbia University.

“The analytical and math skills I gained at Adelphi during my physics major help me in my role as a design engineer,� he said. “Adelphi had a combined physics/engineering program with Columbia so I got the opportunity to get an electrical engineering degree which helped me get into my current career choice.�

Zeenat Baig ‘19: Software Engineer at JPMorgan Chase & Co.

Zeenat Baig ‘19’s interest in problem-solving and analytical thinking drew her toward the joint physics/engineering degree program with Columbia University. Today, she works as a software engineer at JP Morgan Chase & Co. in Chicago.

“I really like that the physics department stressed the idea of being able to use our physics degrees in different careers,� she said. “I had decided to take multiple programming classes while being a physics major. I realized how programming could be a huge tool in almost every environment. I actually did an internship with the Department of Energy in a biochem lab and showed the team how to use programs like MATLAB and Mathematica as a way to automate their data summary.�

Baig’s interest in problem-solving also led her to try to create a program that would solve sudoku puzzles. “I remember walking into Dr. Wright’s office and telling him I wasn’t able to figure it out, however, I learned so much from that project,� she said. “I realized how important it is to make mistakes.�

Allan Delarosa ‘18: Software Engineer, Amazon Web Services

Currently working as a software engineer at Amazon Web Services based in Washington, D.C., Allan Delarosa ‘18 credits a “generous scholarship� for helping him make the decision to enroll at Adelphi.

“Many of the problems I need to solve in my job require working backward from a customer requirement, or working around a technical limitation or time constraint,� he said. “While it might not seem directly related, a lot of physics problems require you to take axioms like those and use your knowledge and technical ability to come up with a solution. Many of the improvements I’ve implemented or proposed in my role required diving deep into areas others might not have thought to look into or even seemed obvious in hindsight. Others who pursued a degree in something more specific to the industry might have some domain-specific knowledge, but the unique approach I’m able to provide is highly valued in my current role.�

Carissa Giuliano ‘21, MA ‘22: Physics Teacher, Mineola High School—and Adelphi

Carissa Giuliano ‘21, MA ‘22, followed her sister to Adelphi. She knew she wanted to teach, but found her direction in the physics department. She earned a bachelor’s degree in physics in 2021 and her master’s in adolescent education at Adelphi the following year. She fulfilled her student teaching requirement at Mineola High School, where she currently teaches physics. She’s also returned to her alma mater, teaching physics labs at Adelphi.

“My physics background from Adelphi taught me how to reason through scientific phenomena and interpret scientific resources,� she explained. “This has been hugely beneficial as a teacher. When my students ask me how something works, I can often draw on my physics background and give them a scientifically sound answer, even if it isn’t a question I’ve encountered before.�

Giuliano said that through her education courses and as a tutor and recitation instructor in the Learning Center, “I learned how to interact with students, how to design lessons, and most of all, how to reflect and improve as an educator.�

Tara Peña ‘17, PhD: Postdoctoral Scholar at Stanford University

As is the case for many Adelphi physics graduates, the joint degree program with Columbia was what appealed to Dr. Peña. Her initial plan was to get her degrees and get a job, but she fell in love with research. After earning her BS in Physics, she obtained an MS and then a doctorate in electrical and electronics engineering and is now a postdoctoral scholar examining 2D-based device structures at Stanford University.

The personal attention and tailored education she got at Adelphi is something upon which Dr. Peña still draws as a postdoctoral scholar at Stanford University. When her cohort was excited about electrical engineering, their professor, Sean Bentley, PhD, “added an intro to semiconductor physics course for a few of us, which I’ve used every day onward as a graduate student and now as a postdoctoral researcher,� she said.

As a member of Adelphi’s Physics Club, she participated in Lab for Kids, in which “members lead and demo various experiments for local middle school students,� she said, adding that “I hope to host and continue similar outreach programs for K-12 students as a postdoc and onward.�

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Adelphi will now be doing more to help students take advantage of these life-changing opportunities, as it has been chosen as one of only 20 U.S. colleges and universities to take part in this year’s Fulbright Program Adviser (FPA) Development Initiative. Dr. Rudolph will serve as the University’s adviser, attending workshops to learn about the full range of fellowships and ways to nurture a �Fulbright culture� at Adelphi.

You could say that culture has already taken root at the University. In a first for Adelphi, three students won Fulbrights in 2022. And this spring, two faculty members were honored with awards: Wahiba Abu-Ras, PhD, professor of social work, who received a Fulbright Teaching/Research Award for her project on telemental health care in Qatar; and Katie Laatikainen, PhD, professor of political science, selected as a Fulbright Canada Research Chair in Policy Law and Governance. The two professors are only the latest in a long line of faculty members who have conducted research abroad with the help of Fulbrights.

The growing list of Fulbright recipients at Adelphi tells a powerful story about the University’s distinctive academics. It also demonstrates our rising reputation with the Fulbright program and ongoing commitment to global learning.

Improving access to mental health resources in Qatar

Wahiba Abu-Ras, PhD, Professor of Social Work

In April 2023, Dr. Abu-Ras was granted the Fulbright Teaching/Research Award for her project, “Telemental Health Care (TMHC): Reducing Barriers and Overcoming Stigma to Access Mental Health Care in Qatar.� She’d previously received a Fulbright fellowship to study public administration at Harvard University.

“The topic of TMHC is important to me and the field of Muslim mental health because it addresses the significant barriers individuals face in accessing mental health care, particularly in Muslim-majority countries like Qatar,� Dr. Abu-Ras said. “The project aims to explore the barriers the target population faces, including stigma in seeking mental health care.�

Dr. Abu-Ras will conduct her research on the ground in Qatar with the support of the Fulbright program and collaborating institutions in the country.

“I will have the necessary resources to collect qualitative data through face-to-face interviews and focus group discussions with the target population and mental health providers,� she said. “Additionally, I will be able to implement and evaluate the TMHC intervention during a six-month period involving a sample of 50 adults in Qatar.�

Upon returning to Adelphi, Dr. Abu-Ras plans to share her findings with students and incorporate the research into her classes.

“The TMHC research project enhances ³ÉÈ˶¯ÂþÍøվ’s ongoing commitment to international research and social justice,â€� she said. â€�I aim to educate students about the challenges and perspectives of Arab and immigrant communities, fostering a deeper understanding of cross-cultural experiences and promoting respect for diversity.â€�

Studying international diplomacy in Canada

Katie Laatikainen, PhD, Professor of Political Science

Dr. Laatikainen, an expert on the United Nations and international diplomacy, was accepted as a Fulbright Scholar to conduct research at the Balsillie School of International Affairs in Ontario. Fulbright Scholars are offered opportunities to research and lecture abroad, and play a critical role in public diplomacy. Dr. Laatikainen was previously awarded a Fulbright scholarship in 2010 to teach European politics at the University of Macao.

For this project, Dr. Laatikainen will study the role of Canada, Australia and New Zealand (sometimes known as the �CANZ� countries) in global governance. She’ll build on the research shared in her 2020 book, Group Politics in UN Multilateralism, written with Karen Smith, PhD, of the London School of Economics and Political Science.

“I’m interested to look at how these Western middle powers are involved in the defense of the liberal international order in a world where that order is being contested,� said Dr. Laatikainen, who also serves as the academic director of the Levermore Global Scholars program at Adelphi. “This is a group that hasn’t really been studied in U.N. multilateralism before.�

For example, Dr. Laatikainen will research how these countries support other middle powers like Brazil, India and Turkey in navigating concepts like democracy, market liberalization and human rights.

“I’m really excited to have the time and space to engage in research with colleagues,� Dr. Laatikainen said. “Most of us became professors because we have a real love for doing research and writing. And a Fulbright—especially a research Fulbright—is a perfect opportunity to engage in that thing that stokes our passion for learning.�

Increasing Fulbright program opportunities for students

Nicole Rudolph, PhD, Associate Dean for Student Engagement

Before applying for the FPA Development Initiative, Dr. Rudolph had already created a dedicated office for Prestigious Awards and Fellowships at Adelphi, which aims to help students apply for nationally competitive awards. She had her own Fulbright experience as a research scholar working on her doctoral dissertation in France.

“I tell students that even going through an application process for something like Fulbright gets you thinking about your goals and the actions that you’re taking to achieve those goals,� Dr. Rudolph said. �We want students to think strategically about how these opportunities might fit into their intellectual and professional trajectories.�

Toward that end, Dr. Rudolph will receive in-depth training on Fulbright programming and outreach strategies for students through the FPA program.

“We really get to understand how the application process works and what the committees are looking for to help Fulbright reach untapped pools of students—particularly those from underserved communities,� Dr. Rudolph said.

She’ll also learn about new opportunities available through essential Fulbright programs like the Foreign Language Teaching Assistantship program, which helps students access teaching opportunities in more than 35 languages at hundreds of U.S. institutions. And she’ll meet with advisers and colleagues from the other participating schools.

“I’m already in touch with three program advisers that I met from colleges around the country and we’ve been exchanging ideas,� Dr. Rudolph said. “So I think it’s really working in the way that Fulbright hoped it would.�

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The trio—rising senior Dhruv Gupta; Melanie Rosa-Chaves ’22; and doctoral candidate and adjunct professor Jennifer Eileen Reddin Cassar, JD, MSW ’99—will be spending time abroad for periods ranging from 12 weeks to a couple of years, using their skills and knowledge to make the planet a better place.

Fulbright programs have a storied history of sending American scholars and students around the globe to create connections in a complex world. Fulbright grant recipients teach, work and advise in nations around the world, advancing knowledge and increasing cultural understanding.

Studying Macular Degeneration in Canada

Dhruv Gupta, a rising senior majoring in biology in the University’s joint BS/MD program with SUNY Upstate Medical University, won a scholarship with the Gupta, who is considering a career in ophthalmology, will do a 12-week internship in Canada at Dalhousie University in Halifax. He’ll research new methods of retinal image analysis that can help in the treatment of macular degeneration, an eye disorder common in people over the age of 50 that causes reduced vision. “We’ll be using ocular imaging to see how we can detect the illness earlier so patients will have a better prognosis,” Gupta said.

The program is about more than study abroad. “Fulbright’s mission is to cultivate people who will act as ambassadors in their field,” Gupta explained. The program is highly selective. Just 50 top-ranked American undergrads get into the program each year.

Gupta learned of the Fulbright program from Robert Schwartz, EdD, who, until the end of this academic year. was director of Adelphi’s Office of Pre-Professional Advising and Fellowships. The office provides students information about their professional field, puts them into the right courses and prepares them for those all-important entrance exams.

“I have a very close relationship with Dr. Schwartz,” Gupta said. “He’s been my number-one mentor. I wanted to meet new people, explore a new environment and get some international experience, so he encouraged me to apply for the Fulbright program. He said ’Hey, you can do this.’ ”

Gupta got up his courage and applied for the Fulbright internship at the last minute, days before the application was due. Dr. Schwarz helped him make the deadline. “He was driving back from a wedding and he edited my (application) essay in the car, while his wife drove the car,” Gupta said. “I don’t think I could have done any of this without him. He’s been wonderful.”

Teaching English in Portugal

Melanie Rosa-Chaves ’22, who graduated in May with degrees in communication sciences and disorders as well as Spanish, won a 2022–2023 Fulbright English Teaching Assistant scholarship that will take her to Portugal this year to teach English at the University of Madeira’s School of Arts and Humanities.

Rosa-Chaves, who is Portuguese American and bilingual, brings special insight into her Fulbright assignment. Her father immigrated from Portugal and her mother was born here to Portuguese parents, so she is steeped in the cultures of both countries.

Rosa-Chaves came to Adelphi for the University’s Levermore Global Scholars (LGS) program, which prepares students to become global thinkers and leaders in a changing world. She also came for the opportunity to study Portuguese.

“Adelphi is one of the few schools to offer Portuguese, even though it’s considered a critical language by the U.S. government,” she said. “It turned out that there weren’t enough students for the program, but I was allowed to design an independent study. Adelphi went above and beyond to accommodate my interest.”

She was guided by Neil Miller, PhD, an adjunct faculty member in the Department of Languages, Literature and Cultures, who deepened her understanding of Portuguese literature and opened her eyes to cultural nuances she was unaware of. He also inspired her to apply for the Fulbright, which required six essays, recommendation letters and interviews with the Adelphi Fulbright Committee. Thrilled when she received the fellowship, she will be one of only three college students from the United States to teach in Portugal.

Rosa-Chaves, who has won a National Science Foundation fellowship and was president of the LGS Student Leadership Council this year, will be teaching English language classes to undergraduates at the University of Madeira along with cultural modules to postgraduate students. She sees the experience as an opportunity to “do work that is much bigger than myself,” to make an impact on students in Portugal.

“I want to be a medium to share the similarities between the two cultures,” she said. “I want to show English-language learners that America is diverse and that there are pockets of Portuguese culture in the country. I want to show students that we have much in common, and that it’s important for all of us to remember and respect who we are and where we come from.”

Being on a Dream Team of Global Experts

Jennifer Eileen Reddin Cassar, JD, MSW ’99, a lawyer and adjunct professor in the School of Social Work who is also working on her PhD in social work at Adelphi, won a Fulbright Specialist Scholarship, the highest Fulbright honor there is. Fulbright specialists are essentially a dream team of experts who are on call for four years. They go anywhere in the world their expertise is needed to work on projects that make the planet better. Reddin’s area of expertise is social work and the law. She’s a lawyer and social worker who is director of family court practice at the New York-based nonprofit child advocacy group JCCA (formerly known as the Jewish Child Care Association).

Reddin has not officially gotten her first assignment, but she’s in the middle of the matching process that may take her to the Vietnam Women’s Academy, a university in Hanoi, Vietnam, where she will develop a Master of Social Work curriculum. “They have a bachelor’s-level program, but they want a master’s-level program,” Reddin said. She would be working with faculty and administrators there to develop core courses, electives and teacher training. She would do part of the project on site, in Hanoi, and part of it remotely from the United States.

So how does this lawyer, adjunct professor, PhD candidate, nonprofit administrator and mother of three find time to be a Fulbright specialist? “I don’t sleep a lot,” she said.

She decided to go back to Adelphi for her doctorate when her oldest child went away to college. The idea to apply for a Fulbright came when she got an email about the specialist program. She went to an informational session, where she met Carol Cohen, DSW, professor in the ³ÉÈ˶¯ÂþÍøÕ¾ School of Social Work, who also happened to be a former Fulbright specialist. Meeting Dr. Cohen inspired Reddin. But what really convinced her was the experience she had in a study abroad class in 2020 in Kenya with Anne Mungai, PhD, now associate provost for strategic initiatives and graduate studies, who was then running Adelphi’s Global Studies Program. Reddin taught a course at an orphanage there, and even though the class wasn’t for credit, the international studies bug bit her. Reddin wanted to see the world and do good on a global scale.

“My experience in Kenya was amazing,” she says. “It made my application to Fulbright much stronger because I had a global connection to service work. Without the support of Adelphi and Dr. Mungai, I wouldn’t have taken this chance.”

Reddin said her Fulbright experience will help make her better at her work in the United States, too. “Different cultures have the same family problems that we have, and understanding how they approach them could offer good solutions to bring back here,” she explained. “Looking at another culture may make us realize we’re doing this all wrong and that we need to do things differently.”

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“I am elated to have won this scholarship and gain the opportunity to conduct ophthalmological research in Canada this summer under the Fulbright grant,” said Gupta. “I am excited to see how science and society work across borders, cultures and disciplines.”

Gupta’s project will focus on developing tools to use Optical Coherence Tomography (OCT) and OCT-Angiography imaging for studying retinal disease pathogenesis from a 3D perspective. This research will help to provide new insight into retinal diseases, leading to improved diagnostics and patient care.

“Through this opportunity, I hope to observe key successes of the Canadian healthcare system and aspects that need further development enabling me to become a well-rounded and globally competent physician,” said Gupta.

The supports the larger Fulbright goals of advancing knowledge and understanding in the world by promoting international study, research and ambassadorship.

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I AM OFFICIALLY DR. MONIQUE MOHAMMED, OD, MS!!!!

This all-caps note from graduate Monique Mohammed ’14, MS ’16, OD, to Chotsani West, MA ’07, the founder of Adelphi’s mentoring program and now executive director of diversity, equity and inclusion, shows Dr. Mohammed’s excitement at achieving her academic goals. But behind the excitement is a story of how tough it can be for a woman of color to earn a “Dr.” in front of her name.

Dr. Mohammed, who earned her Doctor of Optometry degree at the State University of New York (SUNY) College of Optometry in Manhattan in May 2020, was the only Black graduate in her class of 100 students.

“I didn’t have anyone that looked like me in my class, and that made it harder,” she said.

The 27-year-old said she couldn’t have become a doctor without the support she received in Adelphi’s Mentoring Program, led by West, and its Collegiate Science and Technology Entry Program (CSTEP).

“I owe them everything,” she said. “I learned so much about myself.”

Dr. Mohammed, who earned her bachelor’s degree in biology from Adelphi in 2014 and a master’s degree in biology with a concentration in molecular biology from Adelphi in 2016, got involved with the University’s CSTEP in her first year and its Mentoring Program in her junior year.

Learning From Connections, Not Google

Her mentor was Terry Ann Joseph ’04, MS ’15, a senior residence hall director at Adelphi.

“One of the greatest things about the mentoring program is your mentor doesn’t have to be in the field you’re going into,” Dr. Mohammed explained. “You just need someone to make you accountable. Terry Ann helped me stick to my study schedule. She would check in at least once a week and make sure I had done what I was supposed to do.”

And Joseph, a Black woman, understood the unique challenges Dr. Mohammed faced.

“Even the most educated people have implicit biases,” Dr. Mohammed said. “Facing people who say they’re color-blind and are unwilling to see your culture and you as an individual is a challenge. It’s good to hook up with someone who has shared your experiences.”

Adelphi’s Mentoring Program also offered workshops that brought students and their mentors together to hear speakers on topics ranging from time management to leadership. Dr. Mohammed was able to build a network of peers and professionals who helped prepare her for success by teaching her life lessons one can only learn from another person.

“There are things I have learned from other people that you cannot Google, things you can only get from meeting someone who has experienced them.” Things like how to tackle her board exams and how to manage in a profession with few Black practitioners.

Dr. Mohammed was so pleased with her experience in Adephi’s Mentoring Program that she joined a mentoring program at SUNY College of Optometry. She was paired with Camille Cohen, OD, a Brooklyn optometrist, whom she credits with helping her study for and pass her board exams. Dr. Mohammed said her mentors at both the undergraduate and graduate level also helped her identify her strengths and weaknesses and gave her advice customized for her.

“I’ve struggled with self-doubt and my mentors brought that to my attention,” she said. By making her aware of her tendency to question herself, her mentors helped her work on the issue and improve.

“When someone has invested their time in my life, it makes me feel valued as a person,” she said. “That made a tremendous difference for me. I have a lot more confidence now.”

Realizing What’s Possible

Adelphi’s CSTEP program, which aims to increase the number of students from under-represented groups in mathematics, science, technology and health fields, helped Dr. Mohammed learn about, and prepare for, professional school. Through the group, she met other students interested in STEM fields, as well as working professionals.

“Being exposed to people already in the field helped me understand what’s possible,” she said.

A CSTEP internship at SUNY College of Optometry sparked her interest in the field. “I always knew I wanted to pursue a health profession,” she said, “but after spending time at SUNY and meeting the students, I could see myself there.”

CSTEP paid for her Optometry Admission Test (OAT) practice books, which she returned to the program after taking the test so other students could use them. And CSTEP took Dr. Mohammed and her fellow students on a trip to visit optometry schools around New York state.

Giving Back

Now that she’s reached her goal of becoming an optometrist, Dr. Mohammed is ready to give back to the CSTEP and Mentoring Program at Adelphi. She’s signed up to be a mentor to a minority student at Adelphi this fall. She gave a presentation this summer on time management and goal setting for high school students in a CSTEP program. She’s passionate about getting more minorities into STEM careers, and she figures mentoring is the way to make that happen.

“I wouldn’t have gotten here if I hadn’t gotten a lot of support from other people: my parents, friends, fellow students,” Dr. Mohammed said. “Because I know I got help, it’s important for me to give back. You need to raise other people up.”

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