On the Front Linesā€”in the Library

Practicums are the signature pedagogy of social work education, typically completed at a social services agency. Several years ago, the School of Social Work began to build out a new branch of practicum placements: libraries.

ā€œLibraries are embedded in their communities and are therefore an organic fit for practicums,ā€ said Livia Polise, director of field education at the School. She and her colleagues have successfully implemented partnerships with libraries throughout the tristate area, from Nassau County to the Hudson Valley.

Now these partnerships are becoming a ā€œlifelineā€ for communities, Polise said. ā€œLibraries continue to provide social work services in places when other models of service provision have been disrupted.ā€ As agencies downsize and shutter in response to executive orders, patrons can turn to library social workers for free, no-questions-asked help with housing, domestic violence, food security, healthcare, employment and mental health.

Micah Schneider, a faculty practicum liaison for the School, said the experience of a library placement has changed overnight. ā€œLast fall, my students were doing very typical work: filling out SNAP applications for patrons, facilitating staff trainings, sitting in on support groups.ā€ When the new executive orders began to take effect, however, library patrons began to panic, and social work students had to step up fast. Now, theyā€™re working on the front lines, right alongside their clients. ā€œStudents have been the first line of contact for people who are having mental health crises or canā€™t get a passport,ā€ Schneider said.

In libraries and other practicum placements, Adelphi students are undertaking work thatā€™s central to one of the Universityā€™s strategic goals: fostering stronger community ties while maximizing a shared purpose. ā€œOur interns have to walk around the library, talk to people, let people know theyā€™re there and how they can help,ā€ Polise said. ā€œIn essence, they have to build community.ā€

Providing Personalized Support in Tough Times

ā€œWe meet people where they are.ā€ Itā€™s a common phrase in the social work profession, one that honors a clientā€™s background, choices, and strengths and limitations alike. As students complete what Schneider calls ā€œincredibly difficultā€ placements, SSW faculty are granting them the same treatment.

For Schneider, whose students are holding ā€œvery heavy stories,ā€ a temperature check is always necessary. ā€œI make sure the student is grounded and feels safe where they are. Sometimes the weight of what theyā€™re seeing in the field right now is overwhelming. Thereā€™s so much fear, anxiety, loss.ā€

Many Adelphi students are dealing with the personal consequences that have come with the recent change of administrations, both out loud and in private. The University is meeting them there, too. ā€œWe donā€™t know the life experiences or circumstances that our community members carry with them each day,ā€ Polise said. ā€œBut Adelphi has to be a loud ally anyway. When weā€™re not explicit about inclusion, the implicit message is one of exclusion.ā€

Equipping and Empowering Students

On campus, School of Social Work faculty and staff are creating spaces to empower student action. This is also part of the Schoolā€™s learning approach: teaching students how to make an impact outside of one-to-one client work. As Polise said, ā€œSocial work isnā€™t always about sitting with a client. Sometimes itā€™s about ā€˜macroā€™ work, which is about engaging with systems and structures, being a good citizen and advocating for policy reform.

The School sponsors an annual, schoolwide social action activity that trains students to become advocates for social change. Practicum courses include professional development activities emphasizing antiracism, diversity, equity, inclusion and belonging, which have been expanded to include regular community engagement and action spaces. In these sessions, students learn more about recent political developments and how to effectively contact their legislative representatives. ā€œWe want to make sure students know what to expect and especially how they can incorporate their own stories,ā€ Polise said. ā€œWe donā€™t coach them to say anything in particular. We tell them, ā€˜Find something thatā€™s important to you and make a call.ā€™ā€

Poliseā€™s team is also hosting a series ofĢż professional development workshops that spotlight diverse communities. At a time when divisive rhetoric is on the rise, these workshops enable students to process lived experiences that differ from their own. But reflection is not the end goal, even if students are revisiting problematic assumptions or gaining cultural competency. ā€œThe point is to act,ā€ Polise said. ā€œThey should be thinking about how to better support people and communities in their work.ā€

Staying Committed to the Road Ahead

With so many methods, practices and systems in flux, SSW students are building a new foundation, digging deep into the roots of their profession. ā€œItā€™s innately political,ā€ Schneider said. ā€œOur role is to protect the marginalized. But my students know that. Thatā€™s why theyā€™re still doing this, even when itā€™s difficult.ā€

Professor Elizabeth Palley, JD, PhD, director of the School of Social Work PhD program, who has taught at Adelphi for more than 20 years, said students today are far more politically engaged than they once wereā€”a product of the Universityā€™s efforts to diversify its student body. ā€œThere are fewer students coming in because they want to be private therapists,ā€ Dr. Palley said. ā€œTheyā€™ve felt the impact of policy on their communities firsthand.ā€

Even as the current federal administration seeks to eliminate programs aimed at diversity and inclusion, Dr. Palley notes that the . ā€œIn order to reapply for accreditation, we still have to demonstrate how weā€™re addressing DEI and antiracism,ā€ she said. ā€œWeā€™re working to comply with the CSWEā€™s requirements.ā€

While the future of social work is unclear under the current federal administration, School of Social Work students and faculty remain committed to the schoolā€™s mission: living out social justice in everything they do. In fact, Schneider, who formerly served as the Schoolā€™s assistant director of practicum education, elected to leave their full-time role at Adelphi last year and join a nonprofit organization. ā€œI was so moved by the stories I was hearing daily from students in the trenches with their clients,ā€ they said. ā€œI found myself longing to be there with them, side by side.ā€

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ā€œThe field of social work is rapidly growing, and the demand for advanced practitioners who can develop socially just policies and practices is more critical than ever,ā€ said Beth Counselman-Carpenter, PhD ā€™14, associate professor and director of the DSW program at Ā鶹ֱ²„. ā€œOur program is designed to meet the needs of professionals who are seeking to deepen their practice and take on leadership roles in a field thatā€™s vital to addressing todayā€™s most urgent social issues.ā€

The demand for social workers is projected to increase in the coming years. According to the , the field is expected to expand by 7 percent through 2033, outpacing the average growth rate for all occupations. Graduates of “”»å±š±ō±č³ó¾±ā€™s School of Social Work are highly sought after in this growing market.

Flexible and Accessible for Busy Professionals

“”»å±š±ō±č³ó¾±ā€™s DSW program is distinguished by its flexibility, featuring a part-time, hybrid structure designed for working professionals. This format accommodates busy schedules while fostering a collaborative and supportive learning environment. Monthly in-person classes at the Hudson Valley campus provide opportunities for students to connect with peers and faculty, while online components allow coursework to be completed on their own time.

ā€œThe hybrid approach strikes a balance between the flexibility of online learning and the collaborative, community-based approach that is central to the social work profession,ā€ said Dr. Counselman-Carpenter.

Preparing Leaders With Trauma-Informed Practices and Social Justice Skills

With six specialized courses in trauma-informed practice, leadership, research and social justice, students gain the expertise to address the systemic challenges of oppression, violence and intergenerational trauma in social work. The program prepares graduates to confront structural inequalities and advocate for social justice.

ā€œSocial work professionals must be prepared to tackle both individual challenges and the broader issues that affect entire communities,ā€ said Dr. Counselman-Carpenter. ā€œOur program trains social workers to be leaders who advocate for social justice and implement meaningful change.ā€

The program culminates in a yearlong capstone project, allowing students to apply their learning in real-world settings and advance their professional development. Graduates of the program will be well-equipped to address the complex issues facing social work today. Social workers with doctoral degrees can expect to earn significantly higher salaries, with DSW holders earning an average of $20,000 to $25,000 more annually than those with only an MSW. Whether they are pursuing clinical work, executive leadership or roles as educators, DSW graduates will be poised to make lasting contributions to their communities.

A Vision for the Future of Social Work

As social work continues to adapt to the evolving challenges of the 21st century, “”»å±š±ō±č³ó¾±ā€™s DSW program was created to prepare graduates to lead within this rapidly changing landscape.

ā€œThe future of social work depends on practitioners who are not only experts in their field but also deeply committed to social justice and ethical leadership,ā€ said Dr. Counselman-Carpenter. ā€œOur DSW program prepares students to respond to the complex needs of todayā€™s world with a solid foundation of knowledge, skills and compassion.ā€

Applications are open for the DSW programā€”prospective students are invited to visit Ā鶹ֱ²„ā€™s website for more details and to submit their applications.

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ā€œ“”»å±š±ō±č³ó¾±ā€™s Commencement speakers are selected because they are inspirational figures whose work aligns with important aspects of our University mission,ā€Ģżsaid Christopher Storm, PhD, Ā鶹ֱ²„ provost and executive vice president. ā€œWe are grateful to Adm. James Stavridis and Joseph Moscola for playing such an important role in our 129th Commencement, inspiring “”»å±š±ō±č³ó¾±ā€™s Class of 2025 and their guests with their wisdom, success and positive impact on society.ā€

Adm. James Stavridis,Ģż Retired U.S. Navy Four-Star Officer and Former Supreme Allied Commander

Adm. James Stavridis, PhD, is partner and vice chair of global affairs for and chair of the . Previously, he spent five years as dean of The Fletcher School of Law and Diplomacy at Tufts University. A retired four-star officer in the , he led the NATO alliance in global operations from 2009 to 2013 as supreme allied commander, with responsibility for Afghanistan, Libya, the Balkans, Syria, counterpiracy and cybersecurity. Adm. Stavridis also served as commander of the U.S. Southern Command, with responsibility for all military operations in Latin America from 2006 to 2009. He won the Battenberg Cup for commanding the top ship in the Atlantic Fleet and the Navy League John Paul Jones Award for Inspirational Leadership, along with more than 50 U.S. and international medals and decorations, including 28 from foreign nations.

Adm. Stavridis earned a PhD in international relations from Tufts University and has published 15 books on leadership, character, risk, the oceans, maritime affairs and Latin America, as well as hundreds of articles in leading journals. His books include the novel (Penguin, 2021), a New York Times bestseller, and (Penguin, 2022). His most recent book, (Penguin, 2024), was published in October 2024.

Joseph Moscola, MBA ā€™06, Northwell Health Executive VP for Shared Services Strategy and Operations

Joseph Moscola is executive vice president for shared services strategy and operations at , New Yorkā€™s largest health system, which cares for more than 2 million people each year and employs more than 85,000. For 25 years, he has been a transformational leader, driving culture, innovation and outcomes on the provider side of health delivery.

In his role as executive vice president, Moscola leads the strategy and execution of critical functions that drive and the care that team members provide, including digital transformation, facilities and property management, construction, real estate, and oversight of the enterpriseā€™s centralized budget and resources. He also creates and leads strategic business initiatives that drive down costs while generating new revenue for the health system. In his previous role as chief people officer, Moscola led the organization to a 40 percent jump in team member engagement and a spot on and. Previously a cardiothoracic surgery physicianā€™s assistant, he brings a unique customer perspective to his executive leadership roles.

Moscola has served on the Ā鶹ֱ²„ Board of Trustees since 2023, providing crucial leadership and ensuring that Adelphi continues to deliver a transformative education to our students.

Learn more about “”»å±š±ō±č³ó¾±ā€™s 2025 Commencement ceremony.

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The Fellows Program: Giving Back, Paying Forward

Demitrieusā€™ desire to share the lessons heā€™s learned along the way inspired his next big idea: the Ā鶹ֱ²„ Leadership Fellows Program. He wanted to connect with current students and offer leadership and career advice to future executives. Partnering with “”»å±š±ō±č³ó¾±ā€™s Office of Advancement and External Relations, Demitrieus helped lay the foundation for the Fellows Program, which launched in Fall 2024. A select group of students, known as Student Leadership Fellows, enjoy opportunities to interact with prominent alumni, or Executive Fellows. This collaboration has already made a lasting impact on the students and alumni involved.

Student Leadership Fellows got the chance to listen to the lessons Demitrieus shared over a meal he cooked for them in his New York City apartment. ā€œI love working with students,ā€ Demitrieus said, and his enthusiasm for listening to their stories is contagious. It is the conversations shared and relationships formed that have allowed the Fellows Program to take shape.

The first in his family to graduate high school, Demitrieus recalls the challenges he faced as he connects with other first-generation students who aspire to their own business success. Bridging what can be a ā€œgap between book smarts and street smarts,ā€ he notices that the students heā€™s met in the Fellows Program remind him of himself at that age. They are ā€œhardworking and driven,ā€ and he encourages them to learn from any experience life might throw at them.

Meaningful Mentor Relationships

Demitrieus arrived at Adelphi as a transfer student from SUNY Cortland in the late 1960s on a lacrosse scholarship, and soon discovered that teamwork, an entrepreneurial spirit and a game-winning attitude could take him to the highest levels of corporate success. Heā€™s eager to share the credit for his success with mentors he was lucky enough to connect with during his career. Those relationships helped him build effective strategic teamsā€”teams he is also quick to credit for contributing to his success. ā€œMaking myself available as a mentor and perhaps a role model to aspiring students was an easy and a quite natural extension of my everyday endeavors,ā€ Demitrieus explained.

Roller Coaster Ride to Success

His career path didnā€™t exactly follow a straight line and, he said, was more like ā€œsitting in the front seat of a roller coaster.ā€ Demitrieusā€™ journey was never boring: from working at a Big Five accounting firm, to exploring the oil and gas industry, to heading up commodities trading at a major investment banking firm. He was tapped for management positions in Asia, which he recalls as a ā€œtransformationalā€ time in his lifeā€”an opportunity he used not only to lead, but also to listen and learn. He worked to restructure the multinational SK Group and, soon after, his management career accelerated in the American high-tech and telecom sector at Ixnet, Frontier Communications and in industrial services engineering, where he served as CEO of Toronto-based Alumna Systems. After serving as president of Sherwood Valves and Harsco, Demitrieus diversified his corporate experience into biometrics and was eventually named CEO at EyeLock. Now, as managing director of Jameson Associates, an investment management and financial advisory firm, he leverages his extensive operating experienceā€”and his listening skillsā€”to provide clients with strategic and funding guidance.

At every turn of his journey, Demitrieus cultivated relationships and focused on ā€œpeople-driven leadership,ā€ which are the lessons he imparts to business and finance students in Adelphi’s Robert B. Willumstad School of Business. His own experience in college centered on the connections he made as an and as a student, and the relationships that sustained himā€”most importantly, his marriage to high school sweetheart and Adelphi alumna Lynn, MA ā€™72, and his long friendship with lacrosse teammate Tom ā€œMoTownā€ Motamed ā€™71. The Adelphi community , and Demitrieusā€™ latest involvement with Adelphi is a tribute to their unique fellowship.

Demitrieus is a true coach and a mentor to Adelphi students, as he encourages them to think deeply about engaging and collaborating in ā€œpeople-to-people environments.ā€Ģż ā€œThereā€™s a difference,ā€ he notes, ā€œbetween someone whoā€™s really smart and someone whoā€™s really effective,ā€ and, often, itā€™s a willingness to truly listen and learn. His openness to lifelong learning reflects an important goal not only for the newest Adelphi Leadership Fellows, but for everyone: ā€œto go home smarter than you were when you started the day.ā€

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As Program Director, Counselman-Carpenter played a key role in establishing the new Doctor of Social Work (DSW) program at Adelphi, which will prepare practitioners to address complex social issues with leadership and practice-based skills. Through a trauma-informed lens, the program equips graduates to become effective, ethical leaders in agencies, nonprofits, academic institutions, and beyond.

Dr. Counselman-Carpenter is the editor of a new textbook, An Intersectional Approach to Human Behavior in the Social Environment: Decolonizing Theory to Practice, which explores human development through a lens of equity and inclusion. The work reflects her commitment to empowering marginalized communities and advancing critical resources for social work. Dr. Counselman-Carpenterā€™s interdisciplinary approach bridges real-world challenges with education, inspiring students and colleagues alike to create meaningful, lasting impact in the communities they serve.

Interested in being featured?

ContactĢżLeeann Mello at FCPEĢżto learn how you can be part of an upcoming Faculty Fridays issue.

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Dr. Garner: Well, there had been an honors program at Adelphi since the late 1970s. The program remained small for many years, but in the early 1990s, the University decided to begin giving it more resources.

The Honors College opened in the fall of 1994 with a class of between 50 and 60 students. It was built on the solid foundation provided by the honors program, but with students living together on campus in Earle Hall. We soon began adding more seminars along with many more cultural trips to the city each semester.

Does the College primarily attract students in the humanities?

Dr. Garner: Actually, we have always had more science students. Biology was always our largest major, and the number of English and history majors decreased over the years I was there. The number of nursing students exploded, as the need for nurses, and the reputation of “”»å±š±ō±č³ó¾±ā€™s nursing program, grew. I was very happy for there to be lots of well-educated nurses out there in the world.

Dr. Dinan: The number of STEM students in the program is continuing to grow, which I also think is a good thing. We give them a very solid liberal arts education, helping them learn to read complicated texts and think deeply about them. And that really helps the students develop strong critical thinking skills, hone their analytical abilities, and communicate more effectively when speaking and writing. For instance, 91 percent of the Honors College students who applied to medical school in 2024 were accepted. There is something in the Honors College program that is making undergraduates better thinkers and communicators.

We recently had a healthcare panel for our students that brought three alums back to talk about their careers in healthcare. Dr. Kris Mahadeo [’99, MD], professor of pediatrics at Duke University School of Medicine; Dr. Pranay Sinha [’09, MD], assistant professor of infectious diseases at Boston University Chobanian & Avedisian School of Medicine; and Dr. Peter Vellis [’96, DDS], an oral and maxillofacial surgeon at New England Oral & Maxillofacial Surgery, agreed that the education they got in the Honors College is foundational for who they are. It taught them how to communicate effectively with a range of very different people, which is essential for success in the field.

How has the makeup of the student body changed?

Dr. Dinan: The student body has grown more diverse in terms of where families are coming from. We have a lot of students from very different backgrounds and very different belief systemsā€”and they are almost always profoundly respectful of one another. Theyā€™re willing to engage in class and informally in the Honors College lounge in Earle Hall, which helps them build an incredibly important skill in collaborating and communicating between cultures.

Dr. Garner: I think this was helped very much by the fact that we draw many of our students from Queens [New York City], which has the most diverse population in the United States. Lots of these students are the first in their family to go to college and spoke languages other than English at home.

All of our students take a class called The Modern Condition, which encourages expression of attitudes and beliefs from a great range of cultural backgrounds. Students have often said the discussions in class were the first time they faced challenges to their own beliefs. They were grateful for that, as it made them think things through.

Dr. Dinan: The students bring their perspectives from their majors, too. So the discussions in class can be very dynamic, and students have to grapple with different methods of interpreting texts. They never know what the person next to them is going to say.

Dr. Garner: Yes, the Honors College has a sort of natural diversity.

Have changes in the student body led to changes in the curriculum?

Dr. Dinan: Yes, it has in some ways. Another course that we have always had, The Human Experience, is a great books class. Our students still begin with The Iliad and The Aeneid, but they now read The Persian Book of Kings and The Tale of Heike from Japan. So, theyā€™re still reading epics, but the works aren’t all from the Western tradition. We want to retain canonical texts, but we also want to broaden the voices at the seminar tableā€”those of the authors and of the students.

The cultural trips to New York City are a big part of the Honors College program. How important are they to the studentsā€™ experience?

Dr. Garner: One of the great things about Adelphi is having Manhattan right near us, and we try to take the very best advantage of it and give them very special experiences. I took students into the boardroom at the to talk with conductor Kurt Masur before a Philharmonic concert. I was able to take students into the on a day when it was closed to see special exhibits, so they could just have the museum to themselves and not have to fight the crowds. The has these Works in Process events in a beautiful little theater downstairs at the museum where students met artists and heard them talk about their creative process.

You canā€™t do these kinds of things at any university that isnā€™t located in or close to Manhattan.

Dr. Dinan: I cannot overstate the importance of having a budget that allows us to do several trips each semester, because at other institutions Iā€™ve worked for there was only enough money for one trip a semester. The funds we have for culture allows us to expand the horizons of as many students as we possibly can and provide an array of different experiences.

We are able to go to plays and musicals on Broadway, as well as concerts and dance performances. Our Modern Condition course takes students to when the subject is modernism, and Assistant Professor Ben Serby, [PhD], who teaches this class every year, has developed this brilliant scavenger hunt that takes students throughout the museum to identify works of art. They have to reflect on a number of questions and even, at one point, write a poem related to an artwork in a room. So students not only experience the art, theyā€™re stretched to think creatively.

And these experiences are utterly transformative for some of our students. We had a young woman whose family came from Haiti when she was small and never went into the city. She was a sponge and wanted to know everything. Shortly after the theaters reopened after Covid, we went to see the Tony Kushner musical Caroline, or Change. When the show ended and people stood to applaud, she was still sitting, just awestruck by what she had seen. And now she goes to as many cultural events as she can. She has also brought her family to museums and to see a play she first saw with Nicole Rudolph, [PhD], the College’s associate dean for student engagement, in one of our trips to Manhattan. These experiences have changed the way our students think about their relationship to the city and what is available to them, their families and their communities.

How is the Honors College celebrating its 30th anniversary?

Dr. Dinan: Weā€™ve created a big 30th anniversary website that celebrates the College, our students and our alumni. It has profiles of 30 of our students with links to articles that have been about them, links to articles about the 33 students who have received 10 Under 10 Awards for their achievements after graduating, and a guide to upcoming events, including group trips to see Moby Dick at the and Othello at the Barrymore Theatre.

One of the biggest features on the website is a list of 30 critical, thought-provoking texts that our students have read over the years that we hope everyone might read in the next year. Weā€™re also hoping to draw a large number of alums back to campus for Spirit Weekend in October, which will include a Dean’s Circle reading group facilitated by Craig Carson, [PhD], the College’s associate dean for academic affairs.

Dean Dinan, youā€™re a past president of the National Collegiate Honors Council [NCHC], so youā€™re familiar with honors programs around the country. What makes “”»å±š±ō±č³ó¾±ā€™s Honors College stand out?

Dr. Dinan: Yes, NCHC has a membership of over 800 honors colleges and programs. We have a really impressive program at Adelphi. The curriculum is very challenging, and the cocurricular activities we offer are outstanding, thanks to the support we get from the University. The interview process we have for applicantsā€”which Richard startedā€”is rare. Itā€™s something youā€™ll find only at very small, very elite programs.

We interview every student who applies. Some of them are top high school performers. Theyā€™re great, but theyā€™re just not curious. Theyā€™ll do well in college, but they will be unhappy in the Honors College. Then there are other students who donā€™t look great on paper, but when we bring them in, they just blow us away. They’re really curious, really engaged and really excited. We are looking each year to cultivate a group of 90 to 100 students who have those qualities.

Dr. Garner: I have to say that, when I was thinking of retiring, I would tell people that I couldnā€™t imagine that anyone would continue the interview process I set up. Itā€™s so draining. But it is so crucial to forming a group of students who love reading, who want this sort of education, and who are ready for it.

Dr. Dinan: I agreeā€”it is draining, especially as the number of applications and interviews goes up every year. Luckily, weā€™ve been able to bring in alums to help. They love being on the other side of the table and speaking with prospective students over the course of a 10-hour day. Our alumni who dedicate their time to the interview process do us an immense service, and they tell me they are joining us because of how much their experience in the Honors College means to them.

And, of course, I also agree that our emphasis on the interview is critical. I canā€™t overstate how important it is in shaping our program and helping make it what I believe is one of the most rigorous honors colleges in the country.

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The orchestrated a remarkable year, concluding the season with a 26-8 record. Under the guidance of Head Coach Dave Duke, the clinched their first NE10 regular-season championship since the 2011ā€“2012 season, marking a significant milestone in the programā€™s history. This achievement propelled them into the NCAA Tournament, their first appearance under Duke and the programā€™s first since 2012, when they were led by James Cosgrove, now an NCAA Division III National Champion at Trinity College in Connecticut.ā€‹

Individual accolades further underscored the teamā€™s success. ā€™s defensive prowess earned him the NE10 Defensive Player of the Year title. ā€™s exceptional leadership was recognized with his first NE10 Coach of the Year award, making him the first Adelphi menā€™s basketball coach to receive this honor. Offensively, both Andres Fulgencio and Dayshaun Walton were named NE10 First Team All-Conference, with Walton also securing a spot on the NABC All-District First Team.ā€‹

Menā€™s Lacrosse: Eyes on the Prize

The began its national title defense with high expectations, bolstered by its No. 1 preseason national ranking. A significant highlight leading up to the season was goaltender , making him the first Adelphi menā€™s lacrosse player to earn consideration for what is considered the Heisman Trophy of menā€™s and womenā€™s college lacrosse. Renner was also honored by USA Lacrosse Magazine as its . The Panthers have already begun imparting their dominance with a 9-0 start to the seasonā€”making them one of only three teams in the country to still possess an undefeated record.

Swimming and Diving: Kakimseitā€™s Stellar Splash

The made waves this season, powered by the . His outstanding contributions were pivotal in “”»å±š±ō±č³ó¾±ā€™s historic runner-up finish at the 2025 NE10 Championship in February, the programā€™s best since joining the league in the 2009ā€“2010 season. Kakimseitā€™s individual point total of 60 earned him the prestigious NE10 Menā€™s Swimmer of the Meet honor. Then in March, he added to his trophy case by picking up his second-consecutive Swimmer of the Year award. He wasnā€™t the only aquatic Panther to win top awards from the conference, though. Freshman was honored as the NE10 Rookie of the Year, becoming the third Adelphi swimmer in four years to win the award, following Kakimseit in 2024 and in 2022. ā€™sĢżelection as Coach of the Year for the second-straight year completed “”»å±š±ō±č³ó¾±ā€™s domination of the conferenceā€™s major awards.

Womenā€™s Basketball: A Resilient Run

Under the leadership of alumna Head Coach Sade Jackson ā€™14, the Adelphi showcased resilience and determination. They advanced to the NE10 semifinals for the first time since their impressive 27-3 run in 2020, concluding the season with a balanced 15-15 record.

Softball: A New Chapter Begins

The Adelphi ushered in a new era with the appointment of Katie Apostolopoulos as the 10th head coach in “”»å±š±ō±č³ó¾±ā€™s storied softball history. Apostolopoulos aims to build upon the solid foundation established over the past six seasons under Carla Campagna, who departed for Division I Iona University last summer. The teamā€™s future looks promising as they strive to continue their legacy of success.Ģż

A Testament to Excellence

These accomplishments have propelled Ā鶹ֱ²„ to a close second place in the through the winter season, reflecting the collective success of its athletic programs. As the Panthers continue to excel, they embody the spirit of champions, inspiring pride and anticipation for future triumphs within the Adelphi community.

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Dear Garden City Adelphi Community,Ģż

The Science Building (SCB) on our Garden City campus is currently closed to all classes and community traffic due to a reported chemical spill being investigated and managed by the Garden City Fire Department and “”»å±š±ō±č³ó¾±ā€™s Department of Public Safety.ĢżĢż

On Thursday, March 27, some classes in the SCB have been reassigned or cancelled. Students should contact their instructors, who have been informed of any classroom changes.

We will keep the community notified of any further updates or when SCB reopens.

Additionally, the Hagedorn Hall of Enterprise (HHE) building is only accessible via the north entrance, facing the Ruth S. Harley University Center, due to Fire Department and Public Safety activities.

Carol Ann Boyle, MBA
Vice President of Facilities and Information Technology

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