Four Empire State University Students Receive SUNY Chancellor’s Award 

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Four Empire State University students have been selected as recipients of the 2026 SUNY Chancellor’s Award for Student Excellence. Lenti Aier, Muhammad Amirul Islam Fahim, Jessica Nivens, and Christol Wright will be recognized during a ceremony at the Albany Capital Center on April 27.  

The highest honor granted to a SUNY student, the SUNY Chancellor’s Award celebrates students with exemplary achievements in academics, leadership, civics and service, or performing arts, among other areas.  

“We are so proud of these extraordinary SUNY Empire students for all they have accomplished at the university and beyond,” said Empire State University President Lisa Vollendorf. “Their deep commitment to service is already making a meaningful impact in our communities. I look forward to seeing their many achievements still to come.” 

About the Winners: 

Lenti Aier

Lenti Aier

Lenti Aier is working toward her master’s in applied behavior analysis. This will be the second graduate-level degree for the Red Hook, NY, resident, who also has a master’s in psychology from a university in India.  

“I am passionate in my line of work and learning being a lifelong journey, I wanted to excel and grow in my profession,” she says of continuing her education. 

Outside of her studies, Aier devotes time to her service-focused nonprofit, Act of Kindness Society, which she has helmed as founder and president since 2015.  She also takes on volunteer work and is the winner of a 2025 Bluebird Award: a SUNY Empire honor that recognizes volunteerism, community building, and leadership. 

Aier’s latest accolade, the SUNY Chancellor’s Award, has come as a surprise, she says.  

“This recognition means a great deal to me, not only as an acknowledgment of the hard work I’ve put in, but also as a reminder that the effort we invest today can create a meaningful ripple effect in the future,” says Aier, who will graduate in May. “It brings me a deep sense of joy and fulfilment, while also inspiring me to continue growing, giving back, and nurturing the passions and commitments that brought me to this point.” 

Muhammad Amirul Islam Fahim

Muhammad Amirul Islam Fahim

 Muhammad Amirul Islam Fahim will graduate with his master’s in applied behavior analysis this fall.  He previously earned bachelor’s and master’s degrees in psychology at a university in Bangladesh.  

“I was inspired to pursue a college degree because I’ve always wanted to make a meaningful difference in people’s lives, especially for individuals with developmental disabilities,” says Fahim, who aims to become a board-certified behavior analyst. “Working in this field has shown me how powerful evidence-based interventions can be and has made me realize the importance of advanced training and education.” 

In addition to his role as a student, Fahim serves as a residential program specialist at Anderson Center for Autism. The Poughkeepsie resident is also certified as an instructor for Strategies for Crisis Intervention and Prevention (SCIP-R) by the state’s Office for People With Developmental Disabilities. Beyond his professional obligations, he has participated in SUNY Empire’s Student Government Association and book club, among other extracurriculars.  

Fahim says he feels “deeply honored and grateful” for his Chancellor’s Award win, and credits his professors and the university for the support he says “made this achievement possible.” 

“It is rewarding to see my time, effort, and commitment to my studies and professional growth acknowledged at such a prestigious level,” he says. 

Jessica Nivens

Jessica Nivens 

On track to graduate in May, Jessica Nivens is pursuing her bachelor’s in addiction studies. The degree complements her professional experience, which includes work as a credentialed recovery peer advocate, a certified addiction recovery coach, and a certified peer specialist.  

“My motivation [to enroll at SUNY Empire] came from both my personal and professional journey. I’ve seen firsthand how substance use and mental health challenges impact individuals, families, and communities,” the Schenectady resident says. “At a certain point, I realized that lived experience alone wasn’t enough—I wanted to deepen my knowledge and strengthen the work I was already doing.” 

When she’s not in class, Nivens—a mother of five—serves as treasurer of SUNY Empire’s criminal justice club. She also works as the prevention director at New Choices Recovery Center and runs Strive18, where she specializes in financial literacy coaching for underserved populations. 

For Nivens, receiving the SUNY Chancellor’s Award “was both humbling and affirming,” she says. 

“This recognition represents more than academic achievement—it reflects the journey, resilience, and purpose that brought me here,” she says. “It motivates me to continue showing up, leading with intention, and creating meaningful change in the communities I serve.” 

Christol Wright 

Christol Wright recently completed her master’s in social and public policy. It is the second degree the Rochester resident has undertaken at SUNY Empire, which awarded her a bachelor’s in community and human services in 2009.  

“Attending SUNY Empire has been one of the greatest rewards of my life,” says Wright, who obtained associate degrees in addictions counseling and human services prior to enrolling at the online university. “Earning two degrees from this college has affirmed that I made the right decision to pursue higher education.” 

While at SUNY Empire, Wright participated in the Empire State Service Corps program, working with the university’s Office of Health and Wellness to provide resources to students experiencing food insecurity. She was also employed as both a substance abuse counselor and an AmeriCorps VISTA member with the Police Assisted Addiction & Recovery Initiative.  

Wright, who has been accepted to an MSW program, says that winning the Chancellor’s Award reflects her hard work and dedication. 

“This recognition motivates me to continue striving to uphold professionalism, as well as strong ethical and moral integrity, both as a student and as a member of my community,” Wright says. “It also inspires me to keep supporting and uplifting others.” 

Behind the Scenes with the Office of Human Resources

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Recruitment. Onboarding. Payroll. Benefits. These are just a few things that the Office of Human Resources manages for employees across Empire State University. Here, Director Lindsay Holcomb, HR Business Partner Christine Mansell, and Assistant to the Vice President Rebecca Monaghan offer a look at the team behind the work.  

How would you describe what your office contributes to the university?

Monaghan: It’s a funny question to answer because I think there’s a general understanding of benefits, payroll, employee relations, and the ways that we interact with other departments. But what I have realized coming from another department and into human resources about a year ago is just the depth of everything else—the life cycle of an employee that we touch from recruitment and onboarding to training and development to benefits, payroll, and compensation. Then there’s workforce development and how we serve our employees to serve the institution and our students. It has been incredible to experience our team navigating all those intricacies over the last year. I’m really impressed as someone that didn’t start in HR, so I always love to shout out our team and the amazing work they’re doing. 

Holcomb: I think from the outside looking in, it looks like we just process a lot of information. But there is a lot more to that in terms of, like Rebecca said, the life cycle of an employee and what is involved in that. It’s also the conversations we have with faculty, staff, supervisors, and leadership, whether it’s getting something off the ground, implementing something, or helping an employee through something. There’s a lot of different pieces to what each of us do that make up the team and the department.  

Mansell: We’re serving the employees who serve the students, and that’s the end goal of our mission here. We’re working in the background to keep things moving from beginning to end of employee life cycles, but also I think from my experience in HR in different companies and then in the university, there’s just so much that HR touches. There’s a lot going on that maybe people don’t see, but we’re involved in many different projects throughout the university. 

Why human resources? What made you want to do this work?

Mansell: I kind of stumbled into human resources. I didn’t know what it was at all because I was originally a teacher. That was my first career for a couple of years, and then I worked in marketing and slowly got into HR. I think what I liked was helping people, and there were actually a lot of skills that I used in teaching that related to human resources. You’re helping to run a company versus a classroom, but they’re so similar in many ways.  

Holcomb: I also fell into human resources several years ago. I initially was going to be a high school history teacher. I decided I didn’t want to do that, but I wanted to still work with people. For me, it’s about having a direct impact on people’s experiences at work. A lot of the time, we’re supporting them through difficult situations or we’re helping them solve a problem. The focus is to help and support the employee or the supervisor so you can ultimately help and support the institution or the organization that you’re working for. That’s why I’ve continued to stay with human resources. 

Monaghan: My background is in administrative support work. I like to know how things function. I like to know how I can connect the dots and make one thing work and how we can change it and improve it. I’m doing my master’s in organizational psychology right now with a focus on personnel and HR, and a lot of that has to do with what motivates our employees. What do they need in order to function well? What do they expect from their institution? The part of my brain that likes to organize things and know how they work meshes really well with the part of my brain that cares about people and wants to make things work smoothly. And that aligns really well in the office of HR. 

What does a typical day look like for you?

Holcomb: No day is the same. You might have similar conversations, but they’re never with the same people. I talk a lot to employees and supervisors trying to work through a concern the employee has or a concern the supervisor has. I try to help each side through it. My day is filled with a lot of union-related matters, but also I oversee payroll, benefits, recruitment, and performance management, so I get a little piece of those each day from the teams that support them.  

Mansell: I think every day is different. Especially after being here a year and a half, I’m still learning new things. This is my first job in higher ed. Previously I worked in the software industry, so this has been a whole new learning experience for me. This role is also a new one for the university, so it’s been growing and evolving since I started here and that keeps it interesting as well. A typical day would consist of update meetings with different individuals. I work on a lot of different projects and strategic initiatives. I’ve been partnering with searches and onboarding orientations, helping out with different work groups for different initiatives.  

Monaghan: A lot of my work is very project-based as well. So I help when we’re trying to implement a new system or transition information. I work with various teams and partnerships on anything we’re trying to get off the ground to make things easier for our employees. My work also supports Sharon Butler as our VP, so I’m navigating her schedule and making sure she has what she needs to be effective. As much as I can, I make sure her day goes smoothly and that this team has what they need in order to be successful. 

What’s one resource, service, or initiative you wish more people knew about?

Mansell: I think in my role it’s just that I’m here. I’m a resource. I’m branching out and getting involved in projects throughout the university, such as the pilot program that we launched for higher-level searches. We’re working on higher-level orientations and overall onboarding for the university. If there are any strategic initiatives that supervisors may have in mind, HR ideas, or even issues they’d like to discuss, I’m here. 

Holcomb: We’ve spent and are spending a lot of time reviewing our current processes and working to streamline them and make them more efficient—not necessarily for us, but for the rest of the institution. For instance, how much more quickly can we get the process flow working for Interview Exchange, or onboarding or recruitment? We’ve had a lot of conversations over the last year, and we’ve started working on overhauling these types of processes so we can do them better and more efficiently. 

Monaghan: We put out as much as we can—opportunities for folks to engage with us, ask questions, and provide insights into what they’re experiencing so that we can make the appropriate improvements to various processes. What people will see a lot in our bimonthly communication from the Office of HR are times to sign up to talk to Benefits if they’ve got questions, or to chat with Sharon or Lindsay about performance management. We’re also going to start inviting folks to sign up for career coaching to work on their own professional development. So as people see those opportunities pop up in either their email or on Teams, I really want people to grab onto them and sign up. It’s 15 or 30 minutes to get the conversation started so that we can improve their experience as employees. 

What’s something you love about your job?

Holcomb: Our team and those relationships that have been built outside of the HR team—the challenges and the connections made on a daily basis. Also, being able to see, and to be a part of, the university’s growth and transformation over time.  

Monaghan: I really love how curious this team and this institution are. I think that as an online, state institution, we’re providing something really unique to the state of New York and to its online learners. The work that gets done every day at SUNY Empire is really intentional and creative, so I love being a part of it. This team is doing their utmost to think outside the box and to make things better in situations where there isn’t always a right or an easy answer. Being a part of a team and a community that’s trying really hard every day to do good work for a good reason feels awesome.  

Mansell: Of course I’ll agree with the team part. I think that has made my role more enjoyable since I started here, just being able to rely on a team that is always there if I have a question. I’ve really appreciated that community. Also, I’m comfortable working in an environment that’s growing and changing. I think we’re very innovative here at SUNY Empire, and I’ve always been drawn to those types of work environments. I like that we’re trying new things and we’re always thinking, we’re always changing. It’s a fun time to be here for sure. 

CAARES Helps Launch New Training to Support Neurodivergent SUNY Students 

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The Center for Autism Advocacy: Research, Education, and Supports (CAARES) strives to create inclusive environments for neurodivergent people at Empire State University. Now, thanks to a new collaboration, the organization has an opportunity to expand its reach to students throughout the SUNY system.  

CAARES has partnered with Universal Design for Learning at SUNY and the SUNY Center for Professional Development on creating a system-wide training that will help faculty, staff, and student leaders better support neurodivergent individuals on their campuses. The asynchronous, online program—titled “Supporting Neurodiversity Across SUNY: Practical Strategies for Our Campus Communities”—will cover topics such as digital accessibility standards, legal frameworks, and supporting neurodivergent students in both classrooms and residence halls.

“The vision is to make a more inclusive SUNY—a SUNY that is better prepared to meet neurodivergent students where they are,” says Aley O’Mara, CAARES program associate and training coordinator. “Research has shown that while more Autistic students are going to college, there’s also still a pretty high drop-off rate for neurodivergent students, which definitely affects attrition across all institutions of higher education. If we can build experiences that are more intentional in meeting the needs and supporting the talents of neurodivergent students, that will be a benefit to students and workers as well.” 

The training, which also features work from experts at Buffalo State University, will be officially launched on April 30. To mark the occasion, SUNY is hosting a kick-off event from 9 a.m. to 12 p.m. that day. Attendees can expect a keynote talk from Dave Thompson, visiting scholar and program manager at Vanderbilt University’s Frist Center for Autism and Innovation, and an expert panel featuring O’Mara and other speakers. The event will also include a demonstration of the training, which O’Mara says has been a few months in the making.  

“It is a practical training that is research-based and based in the lived experience of neurodivergent people like myself,” O’Mara adds. “Everybody who takes the training is really getting the best of both worlds. [It will] help everybody who’s in a position of leadership build their confidence, competence, and compassion in creating a student experience that everybody can benefit from.” 

Empire State University Student and Professor Co-Publish Article 

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For Empire State University student Amile Cominotti, the opportunity to work with Assistant Professor Cailyn Green on a scholarly article seemed like more than a stroke of luck: Given the subject matter, they say, it felt like fate.  

“When I sat down with Dr. Green for the first time and she told me about her plan to write about neurodivergence in the context of substance use and mental health treatment, it was a little mind-blowing… I have lived experience of both contexts. I am a neurodivergent person in long-term recovery,” says Cominotti, a community and human services major from Buffalo. “Landing in a project focused on making substance use services more accessible for neurodivergent people felt like pure serendipity—like something that had been waiting for me all along.” 

Cominotti first connected with Green during the fall 2025 semester, when they secured a position as the educator’s work-study student. Together, the pair researched and wrote “Letter to the Editor: How to create a safe clinical space for neurodivergent clients seeking substance use treatment.” The paper was recently published in Journal of Substance Use. 

“It was honestly thrilling,” Cominotti says, recalling the moment they learned their work had been accepted for publication. “I felt so proud.” 

The article focuses on ways clinicians can make tangible changes to the places where substance abuse clients are treated. A key takeaway? While these modifications are designed to enhance the experience of individuals who are neurodivergent—”an umbrella term for people whose minds work differently than the systems around them were built to accommodate,” Cominotti explains—they actually improve the clinical environment for everyone.   

“Many of the changes that make a space more accessible for neurodivergent people, like reduced noise, clearer signage, or more comfortable seating, are things that put anyone more at ease,” they say. 

The paper—just one in a series of articles Green and Cominotti have co-authored—yielded other lessons too. Cominotti says working on the project helped them refine their writing and research skills. (They credit Green, who they call “a genuinely patient mentor.”) The experience has also bolstered their faith in what they can achieve academically.  

“It showed me I could accomplish something I had always dreamed of, but never truly believed possible,” Cominotti says. “And perhaps most importantly, it has given me the confidence to dream a little bigger than I was before.” 

SUNY Empire Spotlight: March 2026

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The latest news on research efforts, awards, grants, and media appearances from Empire State University faculty, staff, and leadership.       

Lauren Allen, assistant professor and assistant director of CAARES, appeared on the 1 in 31: Autism Today podcast. 

Veronica Barrios, associate professor, delivered the keynote address for the Latinas en Acción annual conference at Montclair State University. 

Kjrsten Keane, lecturer, gave a presentation at the annual Early Childhood Symposium, held at the Strong National Museum of Play in Rochester. Twenty-one students and faculty—including lecturer Kim Avery, professor Tracy Galuski, assistant professor Lynn Lubecki, assistant professor Chris Closson, associate professor Melissa Wells, visiting assistant professor Charles Infurna, and College of Education Dean Kjersti VanSlyke‑Briggs—attended the event, held on March 14. 

Lynn Lubecki, assistant professor, was named one of Rochester Business Journal’s 2026 Women of Excellence honorees. 

Andrea Piazza, assistant director of accessibility resources and services, attended a rally event hosted by the New York State Disability Services Council in Albany to show support for increased funding for students with disabilities in higher education. 

Dianne Ramdeholl, professor, received the Outstanding Faculty Member in Adult and Higher Education Award from the Adult Higher Education Alliance.  

Ian Reifowitz, SUNY distinguished professor, appeared on France 24 to discuss Bill and Hillary Clinton, the Epstein files, and the political strategy behind having the Clintons testify to Congress. He also spoke with ARC Rochester about the history of relations between the U.S. and Iran and President Trump’s threat to seize Cuba. 

Erica Sharpe, assistant professor, was featured on the Age Better with Barbara Hannah Grufferman podcast. 

Carrie Steinman, assistant professor, assistant professor Cailyn Green, and professor Thalia MacMillan co-authored a new book titled “Guide to Career Planning for the Addictions Field.” 

Gayle Stever, professor, was quoted in an article by Rolling Stone about GoFundMe campaigns for celebrities.  

Noor Syed, associate professor and director of CAARES, was the keynote speaker at the Association of Professional Behavior Analysts convention. She was also recently selected for the Hudson Valley’s Top Forty Under 40 Mover & Shaker Award. 

Cathryn Thurston, associate professor, spoke with Political Pulse about the war in Iran.  

Five-Minute Feature: Tiffany Williams, Administrative Assistant 2 for the Office of Communications 

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Get to know the Empire State University community through this rapid-fire interview series that bridges professional accomplishments and personal interests. What makes Empire State University exceptional? The unique people behind the work. Five minutes—starting now! 

What led you to your career path? 

I actually answered an ad on my college’s student union bulletin board for a temp position that was supposed to last just the summer. The Office of Student Accounts turned out to be such a welcoming place that I ended up staying. Over the years, I’ve been fortunate to work in many offices and departments as I’ve grown in my career. While it wasn’t the career path I originally imagined, I found that I really enjoy this kind of work and that it suits my personality. It also plays to my strengths in organization, communication, and problem-solving, and I particularly enjoy supporting the team and keeping things running smoothly behind the scenes, without needing to be out front. 

What is your favorite thing about SUNY Empire? 

The people are definitely what make this place what it is. From the students we celebrate at commencement to the staff, faculty, and administrators who support them along the way, the human side of this institution is my favorite thing about SUNY Empire. 

What’s one moment in your career that you’re especially proud of? 

Last year, I was one of two people selected for the Excellence in Support Services award from the Empire State University Foundation, which I’m very proud of. But my proudest moments often come from completing a project or task, whether big or small. There’s a real sense of accomplishment in seeing something through and knowing you helped bring it across the finish line. 

March is Women’s History Month, and International Women’s Day is celebrated on March 8. Who is one well-known woman (historical or contemporary) that you’d like to chat with, and why? 

I’d choose Ruth Bader Ginsburg because of her lifelong commitment to fairness and the steady, thoughtful way she worked to expand equality under the law. I relate to that drive for fairness in my role as a union representative, advocating for colleagues and helping ensure everyone is treated equitably. I’d love to hear about the experiences that shaped her perspective and what kept her motivated throughout her career. 

What is your “comfort” TV show or movie that you watch over and over? 

I rarely turn the TV on these days, but my favorite childhood movie was “The Wizard of Oz.” I could watch it over and over. There’s something about the adventure, the journey, and finding your “tribe” along the way—and realizing you already have what you need to make it through—that really stuck with me from a young age. 

Empire State University Alum Wins Norman R. McConney Jr. Award 

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Empire State University alumnus Daniel Shy ‘25, a recent graduate of the human services program, has received this year’s Norman R. McConney Jr. Award for Student Excellence. The Brooklyn resident is one of 49 students in SUNY’s Educational Opportunity Program (EOP) to take home the honor, which celebrates EOP students for academic achievement and perseverance. Named for the late Norman R. McConney Jr., a former assistant dean at SUNY who helped establish the EOP in 1967, the annual award was conferred in a ceremony on March 9.  

“I was lost for words,” Shy says of the moment he learned he won the award. “It was surreal.” 

Shy began his studies at SUNY Empire in the fall of 2023, three years after he earned an associate degree in general education at SUNY Broome Community College. He credits a friend with encouraging him to pursue his bachelor’s and helping him find the online institution. Once he enrolled at SUNY Empire, Shy says the university made it possible for him to attend classes while maintaining a job.  

“They helped me work around my schedule,” he recalls. “That’s how I was able to get acclimated at SUNY Empire.” 

Now that he’s finished his degree, Shy plans to continue his role as a youth care advocate for a nonprofit that helps young adults access supportive housing and other services. He’s also looking ahead to the future; formerly a paraprofessional, Shy aims to work in a school system as a student advisor or counselor.  

“I’ve been working with kids for 10 years now,” he says. “I feel like that’s where my passion is.” 

Empire State University Student Leads Dancing Club for Older Adults 

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Daniela Del Giorno has been a ballroom and Latin dance instructor for more than two decades. But in recent years, she’s set her sights on educating what she feels is a very special population: adults over 55. That’s the focus of New York City’s Silver Shoes Dance Club, founded by the Bronx-based Empire State University student in 2019.  

“It’s really a health and wellness program that uses social dance classes as a way of improving and encouraging longevity, creativity, community, and connection in older adults,” says Del Giorno, an undergraduate majoring in community and human services. “I really believe that social dancing is a viable form of preventative care socially, emotionally, and physically.” 

Earlier in her career, Del Giorno concentrated on teaching children, working as a dance instructor in elementary schools throughout the city. Within the last eight to 10 years though, the New Yorker shifted her “priorities,” she says, to older students.  

“I just really connected with them in a new and different way,” says Del Giorno, who has also worked with adult learners as an instructor at an Arthur Murray studio. “To see them feel like they had a place to go, to see them build new connections, build new friendships, and to look forward to coming to class every week, I knew that I had to keep doing this work.” 

Recognizing both the benefits of dance and the financial burden imposed by traditional classes, Del Giorno sought a way to offer free instruction for adults in her community. And thus the idea of Silver Shoes Dance Club was born. Supported by grants, the club—which meets in various locations, depending on the availability of funding—is always free of charge to members.  

“For me, it’s important to remove that barrier to participation,” Del Giorno explains. “We need to provide viable, creative preventative care opportunities for older adults, and I don’t think economics should get in the way of that.” 

When she has funding for a class, Del Giorno teaches an average of up to 32 students at a time. The sessions are held in 6- to 12-week increments (“if I’m lucky, it’s longer,” she notes) and are designed to be sequential. 

“They’re meant to grow skills week to week. This is really a learning experience for older adults,” she says. “That’s what I want it to be because we should be challenged as we age. It shouldn’t be that we’re done learning.” 

Learning is important for Del Giorno, too. While she’s used to playing the role of teacher, Del Giorno embraces her studies at SUNY Empire, intentionally choosing classes like Aging and Society that will help her better serve her students.  

“Increasing my knowledge of social services and working with this demographic is supporting the work I do now,” she says.  

Five-Minute Feature: Derrick Siler, President of the Black Male Initiative

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Get to know the Empire State University community through this rapid-fire interview series. What makes SUNY Empire exceptional? The diverse stories, achievements, and dreams of our students. Five minutes—starting now!  

Meet Derrick Siler, a digital media major and president of the university’s Black Male Initiative.    

What are you studying at SUNY Empire? 

I’m a digital media major with a concentration in communications and marketing. Everything I’m studying connects to storytelling, branding, and building platforms that actually move people. I genuinely feel that what I do is not just about creating content but more about creating impact. I’m intentional about learning how media shapes perception, culture, and opportunity, especially for people of color navigating professional spaces. 

What inspired you to study that subject? 

I’ve always been a creative at heart. Photography, branding, leadership, and public relations honestly all live in the same space for me. I realized that the media holds power. It’s voice. It’s legacy. Studying digital media allows me to sharpen what I already do naturally and turn it into a strategy. I understand that I’m building something sustainable, something that lasts. 

How have your experiences with the Black Male Initiative impacted you as a student? 

The Black Male Initiative has reminded me that I don’t have to navigate higher education alone. Being a man of color in an academic space can feel isolating, especially when you’re balancing leadership, work, and life. BMI has provided community, accountability, and affirmation. It’s powerful to be in spaces where excellence is expected of you, but you’re also supported as a whole person. It’s helped me stay grounded and focused on finishing strong. 

How is the Black Male Initiative celebrating Black History Month? 

This year, the Black Male Initiative is hosting a Black History Month Celebration that intentionally honors Black women in law enforcement. We are bringing together high-ranking Black female executives for a powerful panel discussion where they will share their personal journeys, the challenges they’ve faced, and the triumphs they’ve earned in a field that remains largely male-dominated. For us, celebrating Black history means being intentional about who we highlight. It means creating space for Black women leaders whose stories deserve to be heard, respected, and uplifted. This event is about visibility, representation, and continuing a legacy of excellence. 

What do you like most about SUNY Empire? 

The flexibility and the autonomy. SUNY Empire respects that many of us are adult learners, professionals, leaders, and creatives. The structure allows me to show up fully as a student, but also as someone building businesses, leading organizations, and developing professionally. It meets you where you are, but it also pushes you to elevate. 

How do you like to unwind when you’re not studying or working? 

Honestly? I create. Photography and creating content are therapy for me. I also value quiet time to reflect, journal, and reset. I’m also a gamer, so when the PS5 is on, I am locked into my peace. I work hard, so when I unplug, it’s very intentional. 

Behind the Scenes with the Office of Diversity, Equity, and Inclusion

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Whether it’s managing Duolingo licenses, sharing resources on cultural awareness, or producing Reason and Respect events, Empire State University’s Office of Diversity, Equity, and Inclusion contributes to the SUNY Empire community in many ways. Ahead, Assistant Vice President of Diversity, Equity and Inclusion and Chief Diversity Officer Xiomara Giordano, Program Manager Ade Byron, and Administrative Assistant Theresa Higgins weigh in on their work. 

What does “diversity, equity, and inclusion” mean to you? 

Byron: That is a big question, but I think for me the word that is sometimes tacked on at the end of “diversity, equity, and inclusion” is “belonging.” I love that word, and I think that how I approach a lot of the work—and how our office approaches a lot of the work—is by trying to create a community where everybody has a space and a voice and feels a part of something bigger than themselves. 

Higgins: For me, diversity, equity, and inclusion really just comes down to belonging. It’s about creating a space where people do not just show up, but actually feel comfortable being themselves and feel seen and heard. In my role, I help make that possible in practical ways. I keep things organized, coordinate meetings, manage logistics, and sometimes just serve as a sounding board when someone needs to talk through an idea. I see myself as part of the behind-the-scenes structure that helps the bigger work move forward. I have worked in places that felt very different from this, so I genuinely appreciate the culture we are building. We are intentional about being welcoming and respectful, and I am proud to play a part in that. 

Giordano: As Chief Diversity Officer (CDO), I can say that when I think about diversity, equity and inclusion, I think it is sometimes focused a little disproportionately. Diversity exists; diversity is a fact. The more important words for me are “equity” and “inclusion.” We live in a world where there’s all kinds of people—all kinds of difference. Now, how do we make sure that every person has access to what they need—not the same things, but what they need? The equity part is not that everybody gets one cookie. It’s that everybody gets what they need specifically to be successful, to bring their full selves to this space. And then how do we ensure that those parts of diversity—those parts of difference—are honored and respected and included in decisions, in our traditions, and in the ways that we move as a whole body.  

There are words that are traditionally added onto the acronym, so it’s “diversity, equity, inclusion, social justice, and belonging.” Those are also important things. We as an access institution have a duty to stand up and ensure that we are being who we say we are and we’re holding space for the things that are right and that we know are right—that when we invite someone into our community, whether that be a student, a faculty member, a staff member, or a guest, we are holding out for them the opportunity to be fully engaged in this space. I’ve noticed people get really confused with equity and equality, and those are not synonymous. They are not the same thing. We try to remind people that each human in this space brings a gift. And for that gift, we give them a platform. That platform is going to look different for each person, but we hold ourselves to that standard to ensure that we do that as much as we can. 

What does a typical workday look like for you? 

Higgins: No two days are the same, which I honestly love. I handle scheduling, travel, budgets, purchasing, and a little bit of everything to keep the office running smoothly. A big part of what I do is thinking ahead. I try to anticipate what might be needed and take care of details before they become issues. I am also someone people bounce ideas off of, and I do my best to keep things steady and positive, especially when it gets busy. At the end of the day, my job is about removing roadblocks so the important work can happen. 

Byron: One of the things that I love about the office is that no two days ever look the same. So much of our work is these initiatives that we’re building, but it’s also responding to what the community needs in that moment. I spend a lot of time responding to emails or meeting with people who have questions about either the work we’re doing or about skills like civil discourse and communicating with one another. We spend a lot of time talking people through those things. I also spend a lot of time planning content for skill building related to civil discourse and cultural awareness, depending on the different workshops we’re offering. Right now we’re working on micro credentials, so I’m building out content for those. I do some research trying to find different resources to share with people and also research to include in what we are teaching the community. Then there’s planning events. Theresa and I both do a lot of reaching out to different people in the community to see if they want to be a panelist on some of the existing programming we have or work with us to plan new programming. I also am a co-advisor for the peer mediation student group. Similarly working with students, we have two student interns in our office, and we have a student who is employed through Empire State Service Corps who works with us. I meet with them regularly.  

Giordano: I have my regular slate of meetings with colleagues and the Office of the President, trying to shuffle ideas around. But then I do a lot of work externally. I work with my professional organization. I’m on the board, so I go out and get information that I bring back—best practices, ways that we should be thinking about moving and shifting. I do a lot of work with SUNY System Administration and the CDOs there to try and figure out what our sister campuses are doing, how we can help them, and how they can help us. I also do a lot of research. I hear about a policy, read the law about the policy, and connect with people who are doing the work around it to make sure that what we’re doing fits our environment. That’s really important. And then I spend as much time as I can getting to know the people in our community, whether that’s through a Teams meeting or walking around the building. You can see me hamster-ing around all the time, up and down the stairs, making sure that I am having human connection so that my work has shape and form—so I remember who I’m doing this work for. 

What do you find most rewarding about your work? 

Giordano: What I find the most rewarding about this work, specifically at SUNY Empire, is going to commencement and being able to see not only the students, because the students are amazing, but also our colleagues cross the stage and support students and their families. It’s truly a community event.  

I was recently speaking to a colleague about Dr. Martin Luther King and his Beloved Community, and I wanted to remind her that it’s not just the big thing. We don’t all have to be in Selma putting our bodies in danger. When you remember someone’s pronouns, you are creating the Beloved Community. When you are helping somebody who needs assistance, you are creating the Beloved Community. I see the embodiment of that big, beautiful work at SUNY Empire every day—people who are taking steps to make things better so we can have the pathway to that Beloved Community. That’s what’s rewarding to me. 

Byron: One of the things that Xiomara said to me before I started working here was “Wait until you see a commencement.” Day to day, when I’m interacting with students, you don’t always see the impact that you’re having. And then you go to commencement and you get to actually talk to them and see them. It’s amazing when they come up and give you a big hug, and they’re like, “Oh my gosh, you did this thing for me.” For me, that thing was maybe an hour out of my day, but they are getting ready to walk across the stage and their whole family is there, and they remember an interaction they had with me because it made their life a little bit better. That’s amazing. I’ve never made it through a commencement without crying. It’s just awesome to see that.  

The other thing that’s rewarding is meeting up with faculty and staff online or in person. I love being able to be thought partners and think about all the things that we could do. Maybe there are things that logistically we can’t put into place, but just being able to dream and collaborate on different initiatives is exciting. I always leave those conversations feeling really full and excited about the work that we do. 

Higgins: Commencement always means a lot to me, and I really enjoy the student conference too. Seeing students excited, engaged, and reaching milestones, especially when we have supported them along the way, makes everything feel worth it. I also take pride in processing grants and honoraria that directly impact students and faculty. A lot of my work happens behind the scenes, but knowing it leads to real opportunities is incredibly rewarding. 

What’s something about your work that might surprise people? 

Higgins: People might be surprised by how much I touch across the institution. Between travel, budgets, purchasing, scheduling, grants, and honoraria, I get to see how a lot of different systems connect. Because of that, I am usually able to troubleshoot quickly and help guide things when questions come up. It is a role that requires flexibility and attention to detail, and I like being someone the team can rely on to keep things moving forward. 

Giordano: One of the things that people don’t realize about this work is that it really is, first of all, about everyone. And while we are the facilitators of this work, we are not the people who make the most impact all the time. There is work for everyone to do, and we can all contribute something valuable. Unfortunately, a lot of people think that diversity, equity, and inclusion is a very binary thing—that it’s just for one group or another. But there’s value and importance in everyone’s story. This is not just about the exoticized identity.  

Byron: Similar to our office not being for one person or one group of people, I think that a lot of times people underestimate the scope of the work we do as well. When you say “diversity, equity, and inclusion,” people automatically think about bias incidents and things like that. We do that work and we do a lot of education around bias and cultural awareness, but one aspect of diversity, equity, and inclusion that gets overlooked that our office is really leaned into is civil discourse and skill building: the conversations and—especially important for SUNY Empire—connection among people. We focus on building spaces for our community to intentionally connect with each other and supporting affinity groups that give people an opportunity to be in community, to learn from one another, to share resources, but also to just be humans with one another. 

Giordano: The affinity groups are spaces where employees come together either through allyship or affinity to share ideas and offer feedback not only to my office, but to the Office of Human Resources about ways that people who have this shared identity might feel better supported. That’s a big part of belonging. We currently have four groups, and we’re always open to offering more opportunities for people to fully engage. We’re always looking for ways to think about how we can bridge those communication gaps. One of the hardest parts of this work is that right now we’re living in an era where people are kind of pulled to poles—they’re really stuck in polarity. We’re in this information overload, but we’re never verifying, we’re not confirming, we’re not leaning in, we’re not being curious. I want to work with our community to figure out how we get curious. That’s really important. Any way that people want to contribute to that conversation about how we build that curiosity muscle, how we lean in, how we feel safe to do that—we’re always excited to hear about that.