Scholars Across the University Look Back on 2025-2026 Term

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During the past year, Ian Reifowitz, SUNY distinguished professor, and Melissa Wells, associate professor and director of teaching, learning, and faculty development, have shared their scholarship across the Empire community as part of the Scholars Across the University program. The university selects two mentors for the initiative each year, which provides funding dedicated to sharing their research across the university across a variety of formats. As their term comes to an end, they reflect on their participation in the initiative, the scholarship they have shared with various constituency groups, and the significance of receiving institutional support for academic researchers.

What the Rhetoric Reveals

Reifowitz has frequently been featured in the media for his expertise on current political events.  The research he shared throughout his term pulls from his book, “Riling up the Base: Examining Trump’s Use of Stereotypes through an Interdisciplinary Lens.”

Reifowitz was thrilled to be selected for the initiative, adding: “Seeing that other Empire colleagues are conducting scholarship and achieving at a high level, not to mention getting support for doing so from the university, help motivate and encourage more people to pursue that path.” His words underscore the impact of such initiatives and of institutional support, which is key to conducting research while being an active faculty member.

Each of Reifowitz’s three presentations pulled from a chapter of his book, and participants chose which presentation they wanted to hear. For the professor, presenting his findings to colleagues provided valuable feedback. He saw and appreciated a deep desire to understand how political rhetoric molds the perceptions of its target audience.

Mapping Pathways to Improved Student Support

In her role at SUNY Empire, Wells is immersed in the study of accessibility in education, helping keep the university’s accessibility practices current. “My work has always centered on improving access, belonging, and success for students, particularly students with disabilities and those navigating online and adult-learning environments,” Wells says.

At an online university with a mission to serve as many students as possible, the importance of accessibility is paramount. “This work is deeply connected to the university’s commitment to equity, innovation, and student-centered learning,” says the associate professor, who was honored to be chosen for the initiative.

Wells focuses on investigating how to rethink systems of support to prevent students from running into barriers while pursuing higher education, including the areas of disability services, universal design for learning, artificial intelligence use, faculty development, and data-informed approaches to teaching and learning.  She presented her findings at SUNY Empire’s Annual Meeting earlier this year, also offering online professional development sessions throughout the 2025-2026 academic year.

At SUNY Empire, the implications of this research mean shifting “from reactive accommodations alone toward more proactive, inclusive course design and faculty support. The goal is to strengthen the student experience across modalities while supporting faculty in practical, sustainable ways,” Wells says.

Albany Commencement Student Speaker Kevin DiPalma on Dispelling Self-Doubt

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Hailing from Schenectady, Kevin DiPalma is a financial director, father, and a spring 2026 Empire State University graduate with an interdisciplinary studies degree. In his second go at higher education, DiPalma was able to secure his degree without taking a leave of absence from work. This accomplishment—and becoming the student speaker for SUNY Empire’s Albany commencement ceremony on May 29—have revolutionized his self-confidence.

Like many students at SUNY Empire, DiPalma juggled a mix of responsibilities throughout his time as a student: parenting, a high-stakes job as the financial director at Albany Medical College, and online coursework. “We were not just students. We were parents, professionals, caregivers, and partners,” the speaker emphasized to an audience of fellow graduates and proud loved ones.

For the student speaker, the experience of earning his degree online required “Finding that balance to get everything done and meet deadlines.” He highlighted “how much the SUNY Empire experience trusts you to be independent.”  In his commencement ceremony remarks, DiPalma acknowledged the hard work of his peers: “Online learning asked something different of us. It required discipline when no one was watching.”

Going into this degree program, DiPalma’s goal was simply reaching the finish line—though he wasn’t sure he could given his existing workload and personal responsibilities. To his surprise—and a testament to his hard work—even a role change at work didn’t derail him. “I made it through. Without taking a leave of absence or anything—just powered through, non-stop,” the graduate said.

This was not the only unexpected element of his time as a college student. DiPalma did not foresee his favorite moment from his time at the university to be a literature elective on fairy tales and storytelling, but looking back, it was. “If all the classes could be like that, I would be in heaven,” the graduate joked.It made him reflect on keeping journals in high school, which revealed a lifelong appreciation for words and expression carried into the present day.

At the end of his SUNY Empire journey, he elected to walk in the Albany commencement ceremony to punctuate the experience. To DiPalma, suddenly being done with school “was very anti-climactic. I need the full experience here—to have closure. So, let’s do this graduation!” he said. Applying to be a student speaker, and being selected, is another unexpected turn for DiPalma, who confessed: “I am a self-doubter. I know I come across as confident and secure in myself, but I’m really not.”

Having struggled with undiagnosed ADHD growing up came with many challenges, but obtaining treatment changed the game, and “school came kind of like second nature to me,” DiPalma said. Finishing the program with a near 4.0 GPA illustrates the graduate’s aptitude and dedication.

What follows commencement is still being decided, but DiPalma is eyeing a doctorate degree in financial education. He currently leads financial literacy courses for students at Albany Medical College and is interested in furthering his credentials.

The student speaker shared some words for anyone on the fence about enrolling: “Don’t think you can’t … because you’re like, ‘I’m not going to make it through.’ If I did it, anyone can do it.”

Spring Graduate Joseph Caroselli Is Building a Career on His Own Terms

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Technology, education, and determination are all at the core of Joseph Caroselli’s journey at Empire State University. The graduate received his degree in business this spring, though the Middletown native is also immersed in the IT world. Caroselli works as a building technician at an elementary school in the Pine Bush School District and interned with SUNY Empire’s ITS department in his final semester.

The spring graduate shared that he is blind, which “made for some challenges along the way.” He added: “I am happy to say that the professors, Office of Accessibility Resources and Services, and the ITS groups I interned with were all open to collaborating with me to navigate any hurdles.” He is graduating with valuable IT experience under his belt.

Though his degree is in business, Caroselli has always had an affinity for and interest in technology. “I’ve always had an aptitude for taking things apart, putting them back together, and generally approaching things from an analytical standpoint,” the graduate explained. When he was in high school, he ran the soundboard for theater productions and briefly considered making a career out of it before he was hired at the Pine Bush School District.

Once he was employed, Caroselli wanted to take the step into higher education, but hoped to do it without pausing work. “It didn’t make sense to me to stop earning income while I went to earn my degree. What made SUNY Empire appealing was that I could get the work done and have my courses be flexible around my day job,” the graduate shared. He also highlighted the university’s flexibility in accepting transfer credit and giving credit for prior learning.

This spring, Caroselli is completing an internship with ITS, where he rotated across four units: the service desk, technical support services (TSS), cybersecurity, and network operations. “In some areas it reaffirmed practices that I use day-to-day as a technician. In other areas, it taught me new ways of doing things and it gave me new perspectives that I hadn’t previously considered,” he said.

The experience enabled him to draw parallels between the K-12 environment where he works and the ITS setup in higher education. “I’m seeing what’s happening behind the scenes and seeing how what I do day-to-day in the K-12 setting largely translates to how higher ed works,” said Caroselli. Ultimately, the graduate has learned that his skillset is one that translates to a variety of environments.

So, why choose a business degree? Caroselli did this intentionally to have a flexible path that combines the discipline with the technical know-how of IT. “I see them as a unified path. Individually, they offer me the flexibility to go in a variety of different directions if my career requires it,” he explained. For the spring graduate, it was also a strategic choice to progress into managerial positions later in his career. “I’m walking away with the knowledge, at least in theory, of how to manage a team, and the IT exposure to be a valuable technician,” said Caroselli.

The recent graduate has found that the combination of being a student while working and interning helped provide more context for the projects he was completing. “Instead of just knowing about these things in theory on the page, I was able to connect them to real-world practical scenarios that I run into at work—situations where the concepts being learned are actually what I’m dealing with day-to-day,” said Caroselli.

After commencement, the technician plans to remain in education, preferably within Pine Bush School District, where he sees opportunities for professional growth.  Caroselli noted that he appreciates the human connection that comes with working at schools. “I think that there is an impact in being able to support [students] from the sidelines, and the staff and teachers that are directly working with them,” he said.

Caroselli’s success in balancing work, school, and his internship did not come easy—he had to learn how to pace himself to see it through. That is why the recent graduate recommended that new students “take the time to find two things: what drives them and what resets them, because burnout can be very real.”

For Caroselli, a good friend at work was a relevant example that doing school, life, and work simultaneously is possible—and that it’s never too late to pivot in your career. This made him reflect on how to sustainably pursue his business degree. “It was important to occasionally step away from the work and reset. Sometimes that meant just five minutes sitting in front of my piano, but that was enough for me to keep pushing forward,” he shared. Caroselli added that he was motivated by the thought that he was “working hard now to hopefully better myself for my future.”

Celebrating Spring 2026 Dual-Degree Graduates and Partnership Renewal with UNAPEC

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For 20 years, Empire State University and Universidad APEC (UNAPEC) have worked together to help learners earn two degrees by the time they graduate—one from the Dominican Republic, and the other from the United States. This spring, three dual-degree students walked the stage at the university’s Manhattan commencement ceremony to receive their SUNY Empire degrees. UNAPEC Rector Erik Perez Vega attended the ceremony to commemorate the renewal of the partnership between the universities at the two-decade mark.

Lorette Calix, academic program director of the Santo Domingo, Dominican Republic program said this partnership is “an example of SUNY Empire’s commitment to making higher education accessible and affordable.” She also highlighted the experience as a gateway for SUNY Empire and UNAPEC students alike to have meaningful cultural exchanges.

In past years, the dual-degree program was restricted to students earning degrees in the field of business. With the partnership renewal, the opportunity is now accessible to students of all disciples at UNAPEC. Calix describes this change as “a wonderful way to celebrate our 20 years of working together.”

Perez Vega said, “This enduring alliance reflects a shared commitment to preparing ethical, competitive, and globally minded leaders capable of responding to the challenges of an increasingly interconnected world.” The rector added: “This cherished partnership remains a beacon of hope and inspiration, promising even greater achievements for future cohorts of talented Dominican leaders.”

Ahead, the spring 2026 dual-degree graduates share their experiences.

Lia Elena Arias de la Cruz, Business Management and Economics Graduate

Photo courtesy of Lia Arias.

When Lia Arias hit a wall with her goal of studying abroad, she found a creative way to nourish her desire for international learning experiences—earning an American bachelor’s degree in business management and economics by means of the dual-degree program.

Arias feels confident in her decision to study business, which she arrived at through outside guidance. “Looking back, I can confidently say it was one of the best decisions I have made, because it led me to a field that I truly enjoy and see myself growing in,” she said.

Two degree programs and a job were not easy to juggle. “It was definitely challenging, but it taught me discipline, perseverance, and how to manage my time effectively,” said Arias, who is already shaping her next stepping stone. The dual graduate shared that a master’s degree in Spain may be in her future, where she hopes to finally fulfill her dream of studying abroad.

“Trust yourself and stay consistent, even when the process feels difficult. Always keep your long-term goals in mind, because every sacrifice will be worth it in the end,” counsels Arias. Following commencement, she plans to continue looking out for new experiences and opportunities to gain more knowledge in her field.

Williangie Dumet, Marketing Graduate

Photo courtesy of Williangie Dumet.

Williangie Dumet from Santo Domingo earned a bachelor’s degree in business with a concentration in marketing through the dual-degree program. Driven by her goal of building an international career, she balanced full-time work and coursework from two universities at the same time.

Dumet shared: “Graduating with two degrees means a lot to me because it represents years of sacrifice, discipline, and balance … there were many moments where I doubted myself or felt overwhelmed, but earning both degrees reminds me that consistency, resilience, and determination truly pay off.”

Her initial interest in international business stemmed from the field encompassing many of Dumet’s interests, such as marketing, logistics, supply chain management, and strategic planning. “I love logistics, and what I do, I do it with passion and purpose,” said the graduate.

Dumet’s time in the dual degree program was a balancing act: two institutions and one full-time job requiring international travel all demanded her attention. “Being able to give 100% at work while also giving 100% to both universities was one of the hardest but most rewarding things I’ve ever done,” she acknowledged.

The diplomas she earned are meaningful to the recent graduate, though Dumet sees even greater value in witnessing herself grow and change. “Looking back and seeing how much I’ve evolved, the knowledge I’ve acquired, and the person I’ve become makes me incredibly proud of myself,” she explained.

Dumet’s plans include even more personal and professional growth— “One of my biggest dreams is to eventually have my own company,” shared the marketer. Her philosophy is simple and has shaped her success thus far: “Do everything with love. Everything done with love eventually flourishes. Never give up on something with great long-term potential just because you cannot handle the stress of the moment.”

Ambar Torres, Accounting Graduate

Photo courtesy of Ambar Torres.

Ambar Torres has deep roots in Santo Domingo—a street there is named after her great-great-grandfather. This year, she graduated from UNAPEC with an accounting degree, and also earned a bachelor’s degree from SUNY Empire.

After a 17-year immigration process, Torres was granted U.S. residency halfway through her undergraduate degree. At the same time, the dual-degree program she had heard of became available for her cohort. “It almost seems like a godsend, because the timing was weird. I’d been pursuing this for three years, and then randomly, [it happened] when I needed it the most,” said the graduate.

She has known accounting is her calling since a challenging four-hour high school exam in that discipline that was satisfying for her to ace. “I finally cracked the thing, and I was like: this is it!” she shared. It comes as no surprise to anyone who knows Torres—a highly motivated student—that she would charge headfirst into working towards her dream and do it twofold.

The twice-graduate embraced the challenge of earning two degrees while balancing extracurriculars, work, and personal life. “Everybody told me, ‘Are you crazy?’ I was doing a lot. It just felt like it was the right thing to do,” she shrugged—a testament to the determination that fueled her efforts. Torres offers hard-won wisdom to future students about keeping their workload manageable: “One [thing] at a time.” The dual-degree graduate is now looking forward to well-deserved rest and leisure time following Manhattan commencement.

Roadmap to Success: Meet Spring 2026 Graduate and Employee Gabby Damis

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At 4:30 a.m. most mornings, Gabby Damis would wake up and get started on coursework before clocking into her role as a marketing analytics coordinator in Empire State University’s Office of Enrollment, Technology, and Engagement. The MS in Marketing Analytics graduate has been working towards her professional degree at the same institution at which she works.

Born in Port-au-Prince, Haiti, Damis also lived in Tortola before relocating to Spring Valley, New York. She earned a bachelor’s degree in media communications from the University at Albany, which was the gateway into her work at SUNY Empire, originally contributing to the university’s social media presence. “It was my first job out of college,” she said. In February 2024, Damis transitioned into her current role interpreting data across marketing campaigns to better communicate with audiences.

The graduate explained her duties as a marketing analytics coordinator: “I see what the data is, I come to a conclusion, and then we make decisions based on those conclusions.” She analyzes email and social media campaigns using tools like Google Analytics, Power BI, and custom URL campaign codes that track the patterns of prospective students when they access Empire State University’s site. Damis also does a fair share of presentations to showcase her findings to the department. Some of the conclusions Damis might derive are things like: “If the subject line is not compelling enough, then obviously it’s not getting people to open it.”

For the duration of her degree program, Damis managed full-time employment and graduate coursework. “I would often wake up at 4:30 or 5 a.m. to get my work done and then go to work because my brain functions better in the morning,” she said. Some days, Damis would also dedicate her lunch break to doing homework, leaving her evenings open for exercise, social activities, and rest.

Naturally, her professional career and academic studies intersected a great deal—she learned how to use Power BI in her first graduate course, which became a helpful tool on the job. “It was such a good tool to have, especially with my presentations, so I can create visualizations for my stakeholders. It helps them because some people are more visual,” Damis explained.

A project using new tools to track how prospects first encounter SUNY Empire and follow their interactions with university content throughout the enrollment pipeline is one of Damis’ proudest achievements. She explained how it functions: “I can tag each and every student, and then I can see a lot more information about them. When they first started completing a form, if they took a break, and if they came back to it or if did not come back at all.”

Though she enjoys her current work, the path to it was not linear—Damis once wanted to be a lawyer. Her higher education journey began at community college, where she was an honors student during the COVID-19 pandemic.

“When you’re an immigrant, you don’t have paths set up for you, because this is your parents’ first time being here. The process of life is so much different than for somebody who has already had a path created for them,” Damis shared. She now holds two degrees and a full-time job, and she did it all without a roadmap. Her advice? “Do it. Start small, but still get it done. Where there’s a will, there’s a way.”

Student Speaker Desiree Charles on What Grads Earn Beyond the Diploma

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From Far Rockaway, Queens, Desiree Charles is a Class of 2026 Master of Science in Nursing Education graduate—and was the student speaker for the second night of commencement ceremonies in Manhattan on May 21. Charles is the first nurse in her family. She is also a mother, entrepreneur, aspiring keynote speaker, current Long Island resident, and working nurse at Northwell Health. ” I want to show my girls that even if you don’t know which way to go, just have an idea, set a goal,” she said.

Like many SUNY Empire students, Charles enrolled with a specific goal: to become a better educator and mentor for nursing students. Her coaching business, Nurses Will Pass, provides mentorship and resources to women and girls in the nursing field. A colleague’s recommendation led her to enroll at the university, where her GPA has thrived with her hard work alongside supportive staff and faculty members who pride themselves on meeting students where they are. “I’ve been in school my entire adult life and I feel like this is my best experience,” said Charles, who was even inducted into Sigma Theta Tau International Honor Society of Nursing.

The road to a nursing career is paved with sacrifices. During clinical rotations—an essential component of nursing degrees—Charles had to divide her capstone hours between the Northwell Health Institute for Nursing and the Diabetes Education Center at Long Island Jewish Medical Center to obtain crucial patient care hours. Though she was initially reluctant because of the scheduling challenges it posed, the experience became her favorite moment from her time at SUNY Empire. “I was so proud to be a nurse. Sometimes, you don’t want to do something, and it could be the greatest thing you’ve done,” Charles said.

During her commencement address at the New York City Center, Charles acknowledged the strength that it takes to be on a nontraditional student path. “Most of us didn’t take this journey on a clear road. We took it on a road that was already full. Full of responsibility, full of people who needed us before we could need ourselves,” she said.

The student speaker commended every graduate who made the continued decision to create space in their lives for learning. “That is not a credential. That is character,” she said. In the room full of new alums, she underscored the importance of making the decision to show up, again and again. “Momentum is a decision,” Charles said. She encouraged her fellow graduates to hold onto the drive and resolve they’ve honed while earning their degrees: “That version of you doesn’t disappear when this ceremony ends. That’s who you are now.” 

Looking ahead, Charles will continue to mentor women and girls as she works towards growing her platform as a public speaker. “I want to inspire people like me. When I think about when I started to now, I’m so amazed. Hard work pays off. You just have to stay the course and get it done,” she said.

Student Speaker Robyn Guzman: Sowing, Growing, and Flowing at Empire State University

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Spring 2026 graduate Robyn Guzman is leaving SUNY Empire with a master’s degree in adult education. That, and the honor of delivering a commencement address, which she almost didn’t apply for. The lifelong learner, twice-published author, coach, and upcoming commencement student speaker found her purpose through completing her degree and will be sharing her insights with her fellow graduates and their families at the New York City Center on Wednesday, May 20.

Born and raised in Queens, NY, Guzman relocated to the Hudson Valley and has now lived there for almost two decades. “It’s beautiful. We can go kayaking or sit by the river on any given day,” she said.

Before landing in the field of adult education, Guzman studied secondary education. With an academic trajectory spanning 20 years, the graduate sees her SUNY Empire degree as the culmination of a long journey—both personally and professionally. Parallel to her online academic life, Guzman also runs a business called Coaching Courageous.

In reflecting on her time at the university, she recalls her first contact with SUNY Empire being a phone call with Professor Emeritus Meg Benke, who later became her advisor. “We had a wonderful phone call—it was so encouraging. I went forward and submitted my application. It gave me confidence that this would be a good degree program for me,” Guzman explained.

Faculty mentorship is a cornerstone of Guzman’s experience at SUNY Empire. According to Guzman, Benke and other professors “encouraged me, and told me that I had the interest, the passion, and the skills to pursue what I was pursuing—and even go further, higher.”

Outside the virtual classroom, Guzman attended student government meetings, participated in the university’s health and well-being programming, and found a fulfilling sense of community among her capstone peers. “A lot of gratitude, persistence, and resilience—that encapsulates SUNY Empire students,” she observed.

The student speaker also became a twice-published author in a peer reviewed journal on the way to earning her master’s degree, fulfilling a lifelong goal. One publication establishes a “sow-grow-flow” framework originated by Guzman that facilitates collective flourishing, which she shares inspired her commencement speech.  

Following commencement, Guzman will continue her coaching business and plans to keep conducting research and writing. She is also toying with earning a Ph.D., the confidence for which she says comes “from my experience. Not that I didn’t ever have the dream, but the confidence that under the right circumstances and program, I could do that.”

As she prepares to give her commencement address to fellow graduates of the Class of 2026, Guzman reflects on her journey: “This accomplishment isn’t just about a degree. It’s about investing in myself, taking a chance, and finding the right place where I can grow and thrive. It was worth it. It turned out even better than I imagined.” She adds: “We don’t do it alone. Even a little support and encouragement can go a long way. I’m so proud of SUNY Empire.”

Rochester Student Speaker Jakeith Mosley: “What I’m Building Isn’t Just for Me Anymore”

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With commencement season underway, it’s time to meet the graduates that have been handpicked to address their peers and attendees at each of Empire State University’s four ceremonies throughout the month of May.

Rochester-born Jakeith Mosley, who currently resides in Cary, North Carolina, was selected to address graduates and attendees at the Rochester commencement ceremony on May 8. Mosley is graduating with a bachelor’s degree in psychology, one of the two big-picture goals he has fulfilled throughout his time at SUNY Empire. The other? Being a commencement student speaker. “Being the Rochester speaker meant so much to me and I’m honored that I was chosen,” he said. The graduate made a trip to New York to attend the ceremony.

Mosley highlights the accessibility of SUNY Empire’s online model as a key component of his experience with the university. “This has suited my personal life balance well,” he noted. The student speaker also emphasizes the importance of the support faculty and staff members provided. “SUNY Empire professors are phenomenal! The staff is extremely helpful and responsive. I loved my entire journey at this school,” he shared. For Mosley, the university’s support went hand in hand with his hard work and dedication. “This is proof that when you put in the effort, stay consistent, and refuse to give up, anything is possible,” he said at the podium during his speech.

Commencement tied everything together for Mosley. “Everyone seemed so genuine and made it feel extremely important and special,” he commented about the bustling energy at the Kodak Center, where graduates, families, and university employees gathered to celebrate the Class of 2026.

In his remarks, the speaker shared: “It took me seven years to get here. And somewhere along that journey I became a father.” Mosley spoke about the resilience needed to stay on track, something which most SUNY Empire graduates have had to cultivate as they balance competing priorities. “What I’m building isn’t just for me anymore: it’s for her,” said the spring graduate about his daughter, who gave him the strength to show up consistently and remains his motivation to excel.

Looking ahead, Mosley plans to pursue a master’s degree at a CACREP-accredited university. Becoming a licensed mental health counselor is the recent graduate’s new North Star. To close his commencement address, he cheered on SUNY Empire’s newest alums: “Take the next step into your purpose and give it everything you got.”

Commencement Corner: Mizuho Johnson, Spring 2026 Graduate

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Meet our soon-to-be-alumni, in their own words. This series spotlights graduates on their way to cross the stage—discover what they’re proudest of, and what comes next.

What is your major here at SUNY Empire?

I completed an MA in educational technology and learning design, along with an Advanced Certificate in instructional design and emerging technologies.

What was your favorite class at SUNY Empire, and why?

If I have to choose, it would be Media Literacy in Emerging Technology with Professor Jolie Kennedy. This course was my very first course at SUNY Empire and it had a great impact on both my learning and teaching. As a foreign language teacher at a college, I was not sure how to use AI and other emerging technologies effectively and meaningfully, as they have been significantly changing the way foreign languages are taught. Learning about media literacy and building a solid foundation for how to approach these changes in teaching helped me move forward. This course gave me a strong start in pursuing my degree.

Which assignment or project will you brag about for years?

I had the opportunity to work with the Career Services team at SUNY Empire to help build their Career Toolkit course on Brightspace from scratch as part of my internship.

This was a very meaningful experience for me, and I was able to apply what I learned in the program while gaining hands-on experience as an instructional designer in my final semester. It was truly authentic learning in a real-world context. The Career Toolkit course has not launched yet, but it will be available to the SUNY Empire community in the near future. The fact that this project will help support future SUNY Empire students makes it very special for me!

What does becoming an alum of Empire State University mean to you?

I feel that becoming an alum means continuing to be a part of the SUNY Empire community. Learning online does not always make it easy to feel a sense of community, yet we all supported each other throughout the experience, and it was very meaningful. I would like to stay connected and continue engaging with the community as an alum.

Share your top studying hack:

Canva and Notebook LM are very helpful tools. In many courses, I created mind maps using Canva to visually organize information and ideas. It was quick and easy to use. Google’s Notebook LM was amazing. When I needed help understanding difficult concepts, it explained them in plain English in multiple formats. I especially liked the audio feature, where two hosts explain topics as if they are having a podcast conversation. It helped me understand concepts very quickly. I also used text-to-speech apps to listen to reading materials during my daily commute, which was a great way to use my time more efficiently.

What are your future plans?

While I want to continue improving my teaching practice to better support my students, I also hope to become an instructional designer, where I can design and develop various courses.

Director of CAARES and Associate Professor Noor Syed Shares Her Personal Journey to Advocacy

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This excerpt is taken from “A Deep Dive With Noor Syed.” Read the full story.

Noor Syed, associate professor of applied behavior analysis (ABA) and the Susan H. Turben director of autism advocacy for the Center for Autism Advocacy: Research, Education, and Supports (CAARES), has worked at Empire State University since 2020. Syed provides guidance and support to CAARES, including oversight of initiatives, strategic planning, and sustainability development, besides her duties as a faculty member for the ABA program.

What was it that first drew you to ABA?

Syed: Being the child of immigrants is important and powerful because coming to this country, English was not my parents’ primary language—and a lot of what is shared in this country, understandably, is in English.

Where my parents were from, especially at the time, there were very few resources in support of children with disabilities or other support needs. I had a cousin who sadly passed away a few years ago, but he was born where my dad is from, which is Pakistan, with what at the time was diagnosed as profound to severe mental retardation. We don’t use that diagnosis anymore, but essentially, really significant disabilities.

In that geographic region, there were no resources for that whatsoever, and beyond that, there was a significant stigma and shame that was attached to disabilities. My cousin was sort of hidden away while growing up, and my aunt and uncle—who were, and are, incredibly well-intentioned, kind, compassionate people—just didn’t know how to help him. So, they brought him to the United States and he lived with us for some time when I was a child. I have these beautiful memories of us laughing and playing together and creating that bond.

My aunt and uncle were finally able to come to the U.S. looking for resources and supports. They found a highly reputable hospital in the country who claimed they could help their son and suggested they enter him into an experimental surgery. 

English was not my family’s primary language, and we’re from a culture where when an authority figure says to do something, you trust them—you don’t question it. They were in a major power differential; they didn’t feel comfortable asking questions, nor would they potentially have understood the answers to those questions. So my family said yes. They entered him into the surgery, and they didn’t understand its potential negative ramifications.

After this procedure, my cousin ended up losing all of his skills and became a ward of the state. This was heartbreaking for my family—extraordinarily heartbreaking.

Fast forward to my college years—I loved working with children and felt like it would be teaching for me. At SUNY Binghamton, there is the Institute for Child Development. There was a learner—a boy—who was someone people were a bit afraid to work with because he was tall and engaged in some aggressive behaviors.

When we were working together, I was sitting with him and working on colors. I said, “Hey, can you find red?” I distinctly remember that he looked down at all the different colors, found red, and looked up at me with the biggest smile on his face, and this incredible amount of pride. It was that moment when I thought: this is what I want to do. I want to help children—who might learn in different ways—learn and be proud of themselves.

In thinking about what my family experienced, I want to support those who may not have a voice, or who might not have been historically represented in decision-making with the power to advocate—to be empowered with knowledge and do that in a way that’s culturally responsive.

Let’s jump ahead a bit. Can you share the story behind how you founded CAARES, and what need you were aiming to fill?

Syed: I was incredibly honored six years ago to have been introduced to Empire State University and hear that they were interested in launching a Master of Science in ABA and an autism center. I was honored and fortunate to have been hired as the person to help start the autism center and the master’s program. They conceptualized a center that was essentially focused on education, research, and practice.

I was working on the Master of Science in ABA, and kept thinking about the importance of affirming, compassionate practice. Our students in the ABA program tend to support autistic learners and neurodivergent learners. As we were conceptualizing CAARES, it was important to ask: how do we support the autistic and neurodivergent community? And more importantly, how do we support them in the way that they want to be supported?

We had pushback from the autistic community. A bit of background is that there is a history of controversy in the autism community about behavior analysis. So they said, “I don’t feel comfortable with someone who’s a behavior analyst spearheading this type of initiative.”

That was a really pivotal moment for me—I could either disregard the feedback we were getting and just focus on what I thought was important, or I could take this moment to stop, listen, and learn from the autistic community and hear what they need.

That was the impetus for starting conversations with as many people as possible. What we heard overwhelmingly was: rather than asking people to change, how can the environment change to be as supportive for as many people as possible? That was how the mission, vision, and heart of CAARES were born, and it has really shaped the ABA program.

For colleagues who are just getting started thinking about neurodivergent inclusive teaching, what is one shift in mindset or practice that tends to make a big difference?

Syed: I want to credit Dr. Lauren Lestremau Allen with what I’m about to say. At CAARES, we feel so strongly about universal design—how does an environment change to be as supportive for as many people as possible?

For those thinking about supporting neurodivergent students and inclusivity, our ask is always: what’s one thing you can do right now that’s low response effort that could benefit everyone? Closed captioning videos, or transcripts for lectures could be an easy way to support our students.