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.

A Deep Dive with Noor Syed, Director of CAARES and Associate Professor

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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. Originally from Dix Hills, New York, and currently a Bethlehem, Pennsylvania resident, 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.

Did you have any childhood interests or passions that, in hindsight, link to your present-day work?

Syed: Reflecting on my childhood interests and journey, I have always loved working with children, which is funny because I was a kid. I’ve always loved teaching in some capacity and found so much joy in supporting children.

When I found ABA at SUNY Binghamton—at the time, it was one of the only programs in the United States for ABA, and I think the only undergraduate program—there was a lot of support for children, autistic children, children with intellectual and developmental disabilities, and neurodivergent children. I always think of it as the light at the end of the tunnel. There was a moment where I thought, “okay, this is what I want to do for the rest of my life.”

So, 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. Even in the U.S., especially at that time and into today, resources are limited, and they weren’t quite sure how to support him. 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, which was founded by my dear mentor, Dr. Ray Romanczyk, and is still there—they just celebrated 50 years. I had the opportunity to intern there. While interning, 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.

The person who brought me on, who was a big champion behind what was then known as the Center for Autism Inclusivity—my dean, Dr. Nathan Gonyea—and the president at the time—Dr. Jim Malatras—was also incredibly supportive of it. 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. How do we support human beings and treat everyone with dignity? Our students in the ABA program tend to support autistic learners and neurodivergent learners—how do we really instill that? 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. They said, “You are a behavior analyst.” And just 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. It was a valuable moment for me, it has led to today, so I’m very grateful for it.

That was the impetus for starting conversations with as many people as possible, which led to focus groups. We were holding town halls, and 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.

Also—I’m here talking about it, but this is the work of a village, and I just happen to have the honor to be here to represent it. I’m incredibly proud of the work that my colleagues at CAARES have done—they are phenomenal.

I feel proud because in the contiguous United States, only about 2% of colleges and universities support autistic students. The majority of them require disclosure or some kind of registration. And then, about 50% require additional payment. What we do at CAARES is completely free for everybody. Nobody has to disclose, nobody has to register. We’re trying to just help the culture and systems change.

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?

One of my favorite examples is curb cuts, which are the parts of the sidewalk that slope down to street level. They have not always been part of our environment in the United States—they are more recent. Those curb cuts are so important as a visual depiction of universal design and inclusivity, because they are beneficial for everybody. It is a low response effort, environmental modification that makes the environment better for everybody.

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.

You recently participated in a UN roundtable on technology and autism and were also named to the Scientific Council of the Organization for Autism Research. What does it mean to you to bring SUNY Empire and CAARES to these global conversations?

Syed: It’s an honor and privilege to be part of those conversations. It’s humbling, too. You enter those spaces and think even though there’s so much room for growth, how lucky we are that we are all championing inclusivity. We’re all championing equity.

A bit of background for my role in the Scientific Council is that we get the opportunity to vet grant proposals that come in. I take very seriously that a lot of our research in autism, psychology, and the sciences has been conducted by folks who might identify as part of the WEIRD population—that is Western, educated, industrialized, rich, and democratic.

Many of these organizations have had very few women-identifying executive directors, CEOs who are BIPOC—Black, Indigenous, people of color—so I look at that, and think about the research, and that it may not represent everybody. In the role that I have in the Scientific Council, it is a privilege to weigh in on who gets funding. I take that responsibility very seriously, and I’m excited to be part of those discussions.

With the United Nations, my role in that roundtable is to take everyone’s comments and put them together as a discussant. Everyone sitting at the table is representing folks who have not had as many resources or opportunities. That we get an opportunity to share ways that someone can engage in actions towards inclusivity that are affordable and translate across the world is an incredible experience.

What is a niche interest of yours that is completely unrelated to your work?

Syed: There is a studio down the road from me that does hot fitness. It’s not just like hot pilates, which is fabulous, but it’s hot high intensity interval training (HIIT) and hot weightlifting, and they kick the temperature up in there to 120 degrees Fahrenheit. That sounds nuts, but there is something about it where you just feel so accomplished and I love it. Those are my 5 a.m. workouts. I also love walking around and looking at houses.

Lastly, what is a piece of media you think everyone should check out?

Syed: A dear colleague, Cathy Mazak, has a podcast called Academic Writing Amplified. The things that she has taught me have been so valuable. I also love the book “The Alchemist” by Paulo Coelho.

Commencement Corner: Stephen Bernhardt, 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 am graduating with a Master of Science degree in Applied Behavior Analysis.

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

I enjoyed a lot of classes at SUNY Empire, but my favorite would have to be APPL 6035 – Supervision and Staff Training. The course focused on developing the supervisory and leadership skills needed to be an effective BCBA, which was an area I initially felt less confident in. It really helped me grow professionally and gave me a stronger sense of confidence in my ability to lead and support others in the field.

What is your favorite moment from your time here?

My favorite moment from my time at SUNY Empire would have to be passing my capstone project defense. The presentation marked the culmination of over a year of hard work and research for both myself and my colleagues, so getting to learn about everyone’s unique projects and seeing the enthusiasm each person had for their research made the experience especially rewarding. It was a very gratifying conclusion to a challenging but worthwhile process.

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

Becoming an alum of Empire State University means a great deal to me because it represents not only an academic accomplishment, but also the support and opportunities that helped me grow along the way. I’m extremely grateful to now be part of such an extensive community and network of alumni that will continue to have a meaningful impact on my personal and professional development post-graduation.

One thing you want to keep doing post-graduation:

Post-graduation, I would like to stay active in the SUNY Empire community by continuing to build and maintain the strong personal and professional relationships I developed during my time in the program. 

What are your future plans?

My plans for the future are to gain experience as a BCBA, ideally continuing in a school-based setting, and eventually pursue a doctoral degree in either ABA or behavioral psychology. Long term, I hope to teach at the university level while continuing to contribute to the field through clinical work.

CAARES and SSPL Partner to Create Welcoming Spaces in Local Community

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Monthly gatherings at a local library are reimagining what inclusion looks like for neurodivergent youth and their families. Since 2023, Empire State University’s Center for Autism Advocacy: Research, Education, and Supports (CAARES) has collaborated with the Saratoga Springs Public Library (SSPL) to host self-directed, activity-based events for children and teens to foster inclusion. Three years since the partnership’s inception, CAARES remains responsive to the interests and preferences of event attendees, making sure programming is relevant and facilitating community connections.

Assistant Director of CAARES Lauren Allen was at the library when she spotted a poster calling for community program ideas. “Libraries are hubs of access in communities—and who doesn’t love libraries?” says Allen. She shortly after connected with Children’s Librarian Kate Lambert, who facilitated the library’s contributions to the partnership. Recently, the collaboration has expanded to include programming for adults, and professional development for library staff is forthcoming, according to Allen.

The Neurodiversity Club, which Allen describes as “a monthly program that aims to bring together children and teens of all neurotypes,” was the initial launch of the partnership. In 2023, the Southern Adirondack Library System named it Program of the Year. It also garnered some media attention, including a feature in the Times Union. Allen explains that CAARES set out “to create inclusive spaces that foster a sense of belonging, ensuring attendees can be their authentic selves.”

Authenticity and autonomy are pillars of the CAARES philosophy, and the foundation upon which they designed the programming now delivered at SSPL. “Attendees are able to self-direct what, how, and with whom they want to engage during the program,” explains Allen. Though CAARES is an autism and neurodiversity-focused center, the programming delivered in collaboration with the public library is inclusive of all neurotypes, echoing both the center’s and SUNY Empire’s deep commitment to universal design.

To ensure events are accessible, each one’s descriptive online blurb contains sensory information, a list of available supports, and what participation might look like, so attendees can know what to expect. Some of the accommodations provided include noise-cancelling headphones and fidgets. Blurbs clearly express that movement and stimming are welcome, and additionally, anyone can choose to observe rather than participate, join after the event has started, or leave the event early to make attendance feel as low-pressure as possible.

“We try to cultivate welcoming spaces by valuing all forms of communication, supporting sensory experiences, celebrating areas of interest and passion, and welcoming movement and stimming,” says Allen.

This collaboration has yielded outcomes like adopting inclusive program descriptions across all library programming—not just CAARES-sponsored events. “Although we love the opportunity to collaborate on specific programs, CAARES’ values strongly align with this initiative by ensuring that the inclusivity of all programs is enhanced,” Allen explains. She offers a preview of what is on the horizon: new adult-focused offerings and neurodivergent author talks are in the works and set to launch in the fall.  

Originally designed to create spaces that welcome all, the partnership has benefited individuals, families, and the Saratoga Springs community at large. “As a parent, I know how meaningful it is to know that my children are welcomed and wanted in a place, and that their perspectives and ways of being will be valued and celebrated,” shares Allen. The Neurodiversity Club has given attendees a window to form genuine connections and has sent the message “that in this community, neurodivergent people are welcomed and valued,” says Allen.

The next Neurodiversity Club event featuring bubble painting will be hosted at SSPL on Tuesday, May 12, from 4:30 to 5:30 p.m. To receive more information regarding upcoming CAARES events, sign up for the center’s monthly mailing list.

Behind the Scenes with SUNY Empire’s Online Library

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An exemplary embodiment of Empire State University’s access mission, the Online Library serves students, staff, and faculty, delivering information virtually and boosting the affordability of course reading materials.

For a behind the scenes look, Jennifer Collins, scholarly communications and OER librarian, Sara Hull, collaborative projects, reference, and outreach librarian, and Heather Shalhoub, web services, user experience, and systems librarian share their experiences. Collins joined SUNY Empire two years ago, Hull joined 19 years ago, and Shalhoub has been with the university for 18 years.

What does the Online Library contribute to SUNY Empire?

Collins: Scholarly communications is an umbrella term for assistance with research, course resources, open educational resources (OERs), and it also holds information about our affordability program.

To me, one of the most impressive things about our library is that because we’re online, collection development looks different for us—we don’t have a physical library. Our students are scattered all over the world—literally. Instead of going for that approach, we have a collection of online materials that includes e-books, newspaper articles, journals—everything you’d think of in a traditional library.

The other thing we’re able to support is the affordability program. Essentially, any textbook we’re able to purchase, we purchase online licenses, so students access their textbooks for free. We remove that burden from students as much as possible.

It’s been impressive to see how it’s grown. We’ve saved students over $7 million. In fall 2025, 74% of our textbooks were available. We’ve just kept increasing those numbers. From an online library standpoint, that’s one of the things that’s unique about us and how we function.

Hull: In my area, we function as a sort of translation service. Students come to us with assignments and they don’t necessarily always understand all the jargon that’s associated with them. Working with a librarian, or through some of the self-help materials we’ve developed, like our tutorials and FAQ, students can gain knowledge about what all those terms associated with research mean.

We have outreach services to make sure students are aware of what’s available to them through the library, whether it’s the resources themselves, or working directly with a librarian through a variety of mediums.

We also collaborate with other student-facing units across the university. For example, we’ll have a panel discussion this month to talk in-depth about what it looks like to get a student to the correct resources they need, whether it’s a handoff from the library to writing peer tutors or learning coaches, or taking to someone at student success.

Shalhoub: Usually, with the systems and web resources, I focus on collaborating with other departments like accessibility services and digital accessibility to make sure library resources and our web content is as accessible as possible. We’ve been doing usability testing of our website once a year and making improvements to our homepage and navigation. The biggest thing I’ve been doing is making updates to all our web content for Title II and accessibility.

Collins: I would say a lot of librarianship functions like ducks on water—you want smooth operation on top, and frantic movement on the bottom.

How does having an online campus shape the way the library delivers services?

Collins: It’s quite different. In an online library space, we have to consider things like accessibility for our students. And also, the idea that people have that it’s not a physical space, so do the students feel there’s a human connection?

We end up interacting with students for longer and more meaningful stretches of time, because a student has to make the decision, in an online space, to approach us and have that discussion. They can’t just walk by the desk and say, “Well, I’m here anyways. I’m just going to ask.” Because they’re seeking us out, these interactions tend to be more thought out from the get-go.

Hull: Living in an online space has been both a blessing and a curse. In some ways, we are invisible because we’re online and we’re not that building that students go to in their pajamas to study and get away from noisy roommates. [Being online] makes the outreach portion of my job a challenge.

Our students have access to all our resources that are online 24/7, 365 days a year. That’s not just the ebooks—that’s contact with a librarian, because we participate in the Ask Us 24/7 consortium of librarians. What that means is we answer questions for other universities and colleges, students, and faculty around the globe for several hours a week. Anytime we are unavailable to live chat with our users, there are other librarians at other institutions around the globe who are logged in, and they’re going to answer our users’ questions for them.

Making our resources and services available 24/7 is a huge blessing, because with nontraditional learners, they could be working well into the night after kids have gone to bed or they’ve finished their night shift.

Shalhoub: I think because I worked at other SUNYs and community colleges before I was here, the interactions we have with students are often more meaningful because they’re reaching out to us when they have a research or information need, whereas in person, it’s giving directions to the bathroom and fixing the printer a lot of the time. We need to be aware of everything at the university to know where to direct our students, or how to help them at a point of frustration.

In the last three years, we have expanded certain services like the interlibrary loan (ILL).  Now, we can get online articles, some ebook chapters, and occasionally, a full ebook.  We’re connected to many libraries across the world, not just across SUNY, so there’s a lot more available to our students. There’s a lot of behind-the-scenes setup that goes into making it work, and a lot of testing, which I’m involved in.

Research support can mean very different things to different students. How do you meet people where they are, whether they’re in the early stages of higher education or earning an advanced degree?

Collins: Libraries have changed significantly. When we have a brand-new student, I usually start with level setting, and say: “Have you done a library database search before? What is your experience looking in libraries?” A lot of times, a new student will have the same needs as a returning student, who will tell me: “Last time I did this, it looked like this. You did it this way, and now it looks totally different—I don’t know what I’m doing.”

Sometimes people don’t even know what they’re looking for, they have a kind of vague idea, and you can proceed through the interaction, so the idea develops.

Hull: It’s about conducting what we call a reference interview; we try to tease out what parts of the assignment or question the student understands, what they need further help with, and what they know about how the library tools and resources work.  

Shalhoub: There’s the research aspect of it, and also the navigation of our resources that I think plays into it a lot. Most of our users will go directly to OneSearch, which searches most of the library at one time—but that’s not always the best avenue.

We have other options like resources by subject, because we have 128 databases of articles, ebooks, and various resources including videos. Sometimes it’s better to go to those resources that are best for a certain subject area instead of using intense keyword combinations. It will weed out the extra stuff.

Hull: One of the big pieces in Heather’s job is conducting usability studies. When she talks about navigating the library, she’ll sit there and watch new users or new grad students try to find something. She’ll tell them to look for a database on a specific topic, see how they respond, where their impulses take them, and based on what she learns from watching those interactions, figure out the best way to make the library more accessible to the students trying to navigate it.

Shalhoub: A big part of that is tracking our usage and traffic. If there’s something we think is very beneficial that isn’t getting used, that’s often how I’ll test it. I’ll make up a scenario for the tests and see if students can find it, that way we know how to point students to it and promote it better.

If a student has never reached out to the library before, what would you want them to know and how can they get in touch?


Collins: Come to us before you’re frustrated. There are so many avenues for communication. You can sign up for a consultation time with us. You can email us. You can chat message us. You can message the library, and it will go through a triage system where the appropriate librarian will pick up your question and answer it. We’re here, we’re flexible, we want to help.

Hull: We can save you a ton of time. We know the tips and tricks to get through these kinds of challenges. The sooner you reach out to us, the sooner we can share them with you and make your academic life much easier.

Shalhoub: Don’t be scared of us. We’re not going to judge you because you’re asking a question. You’re probably asking a question hundreds of other students have also asked, even if you feel like you’re the only one.

Five-Minute Feature: Lauren Allen, Assistant Director for CAARES & Assistant Professor

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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? 

The power of education has never been lost on me! I knew for a long time that I wanted to do something in the education space because my mother was a teacher, and I was always reflecting on my own schooling experiences, considering what was working and what could be better. Then, in high school, I became more interested in working with people with disabilities and promoting more inclusive contexts. As a result, I pursued school psychology and applied behavior analysis, which allowed me to pursue innovations in schools and in support of students with disabilities.

While pursuing my graduate degree, I worked as a behavioral consultant in a rural school district in Mississippi. This was a transformative experience, as it allowed me to work both at the systems level or district-wide level, as well as in specific classrooms and with specific students and teachers. I have been and continue to be fascinated by how small changes on a big, systems level can meaningfully impact student experiences in learning, autonomy, and belonging. These small changes happen through more education, training, and support—with professionals in schools!

Prior to coming to SUNY Empire, I served as a program director in a K-12 special education setting which further highlighted the importance of systematic, collaborative, and high-quality education, training, and support for educators to meaningfully impact student outcomes.  This experience advanced my interest in moving into higher education where I would have the opportunity to support future behavior analysts, who could then become change agents in their institutions, and support their expertise in neuro-affirming, culturally responsive, and affirming practice.  

What is your favorite thing about SUNY Empire?

Its values around access, equity, and inclusion. I am proud to be a member of a dedicated team who is deeply committed to student success and well-being, and is willing to collaborate and innovate to enhance student experiences. Equally, the students at our university are the best. I grow more and more impressed each time I have the opportunity to learn more about my students and advisees—their goals, their rich lives, and all the experience and expertise they are bringing to their current higher education experience. I am confident that our graduates’ commitment to access and equity will have far-reaching implications for so many others. 

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

It has been joyful to build authentic, trusting relationships with my students and advisees. Watching their progression from entering the program while they navigated their own lives with their beautiful families, work, and other responsibilities, through graduation and remaining in contact with them post-graduation, having them reach out to share achievements and ask questions—it’s an experience I don’t think I will ever take for granted!

What’s something you’ve learned from a colleague here?

This is a particularly hard question—I learn from my brilliant and committed colleagues every time I interact with them. I’ll share only one that I have had the fortune to experience repeatedly across my career at Empire: the value of collegial mentorship and support. I am endlessly grateful for the encouragement, guidance, and grace that my colleagues continually offer to me, and I hope to pay those kindnesses forward. 

Sweet or savory—what wins every time?

Well, I will use the evidence of the chocolate wrappers sitting on my desk currently that it must be sweets for me!

Mother Works 84 Hours a Week While Earning Degree (in Spanish): “At SUNY Empire, It’s Possible”

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42 years old and from Peru, Lidia Lizarraga is an Empire State University student balancing an intense work schedule, motherhood, and the unpredictability of living with a chronic health condition while pursuing a Bachelor of Business Administration degree in her native language. “I decided to continue chasing my dreams despite my age,” shares Lizarraga. “Starting is easy. But finishing or staying consistent is what’s hardest,” she points out.

Lizarraga is from Pucusana, a coastal town south of Lima where most people work in the fishing industry, including her father and brother. “I grew up watching my mother continue her studies while working and raising four children, eventually becoming a literacy teacher,” she recounts. “This example deeply impacted my view of education as a tool for betterment,” she adds. Her older brother’s commitment to his education also inspired Lizarraga— “He would teach me and help me prepare for exams at school,” she says.

At the end of elementary school, her family life was turned upside down. Lizarraga’s parents separated, which affected her academic performance. “That turning point made all the difference—I went from being a very good student to an average one,” she explains.

It wasn’t until later in life, once she was already a mother raising young children, that Lizarraga obtained a banking certificate in Peru, graduating first in her class. “My main motivation was my children. I think with academic studies, like with anything one does, you always have to find your motivation to do things,” she reflects. Her hard work resulted in being awarded a scholarship to continue her studies.

Unfortunately, her exceptional academic standing was not the only factor. Because her commute to campus spanned such a great distance, “transportation costs and my responsibilities prevented me from doing it,” she explains. Lizarraga declined the offer, taking comfort in the thought that “at some point, my opportunity will come,” she tells.

Lizarraga’s mother’s status as a U.S. citizen facilitated their family’s migration to the U.S., where Lizarraga has since lived as a head of household. “I am the main support of my home,” says the mother and student. She works as a home attendant, holds a real estate license, and does tax preparation. “I always worked at night, so during the day, I would do courses and certificates,” she explains. “I work seven nights a week, 84 hours—it’s a lot,” says Lizarraga.

She found herself constantly in search of educational opportunities in Spanish, as it’s “the language in which I can give 100%, because it’s my first language, the one in which I can best express myself … English hasn’t come easily to me yet,” Lizarraga shares. Her responsibilities at home, English proficiency in-progress, and her age are all factors that made any career pursuits more challenging— “I competed with people who had none of those responsibilities, and they spoke English,” she says. Nonetheless, she took every free moment to browse YouTube for any learning she could engage with in Spanish.

That is where she found out about Empire State University, and the Spanish Bachelor of Business Administration (BBA). A promotional video explaining how the program works and how it was designed to serve Spanish speakers immediately piqued Lizarraga’s interest. She comments that she remembers thinking “I am going to do everything humanly possible to enroll at this university” as soon as she saw it and contacted the university that same day. “It was very difficult, but it was achieved,” says Lizarraga, who faced many obstacles while obtaining the necessary paperwork from her former institutions in Peru.

Among the many support staff that eased Lizarraga’s transition into SUNY Empire, she names Armando Flores, bilingual enrollment and partnership outreach officer, and Maria Vega, bilingual student success coordinator. “I never became discouraged,” says Lizarraga.

Since enrolling in the Spanish BBA, Lizarraga has continued maintaining her family and work responsibilities. “You are the one who has to put in the discipline,” she says, adding: “I have managed to stay focused on my goals.” The online delivery of the program requires discipline, as Lizarraga has to balance school, work, family life, and a chronic health condition, which sometimes affects her ability to study. “There are days when I cannot continue,” says the student. “But the flexibility of the program makes me understand that I will be able to do this,” she adds.

Looking ahead, Lizarraga feels that obtaining the Spanish BBA will be a game changer for her— “I think opportunities are for those who know how to take advantage of them,” she comments, emphasizing that she sees the degree as a catalyst for professional growth. Motivated to be a role model for her children, Lizarraga asserts: “I need to prove to myself that I can achieve everything I set out to do.” The 42-year-old plans to continue improving her English as she earns the Spanish-language business degree. Cheerfully, she adds, “At SUNY Empire, it’s possible.”

Five-Minute Feature: Aley O’Mara, Program Associate and Training Coordinator for CAARES

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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 got onto this career path through a series of fortunate events! After graduating with my English Ph.D. in the dodgy job market of 2021, I spent a year working four part-time jobs simultaneously. One of those jobs was with a virtual tutoring organization, where I worked with high school students in home-hospital programs. The role gave me formal experience in directly mentoring and advocating for students with academic accommodations, which was my gateway to becoming the academic success coordinator at the SUNY College of Environmental Science and Forestry (ESF). ESF has a high population of neurodivergent students that I really clicked with as a neurodivergent person myself, and I had the opportunity to develop neuroinclusive programming for students and neuroinclusive training for students and professional employees. Because of these experiences, my role as program associate and training coordinator for CAARES at SUNY Empire absolutely feels like it was meant to be! I love my CAARES team!

What is your favorite thing about SUNY Empire? 

I am so grateful for the proactive and inclusive approach towards Universal Design that shows up in many ways in the culture at SUNY Empire. I have not found that general understanding at any other institution of higher education that I have had contact with. There is always more work to do towards learning, growing, and shaping systems at any institution, but our work at SUNY Empire starts from a place of greater preparation and appreciation for implementing Universal Design.

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

Designing the module for student leaders in the new “Supporting Neurodiversity Across SUNY: A System-Wide Training” has been a big moment for me. Seeing the work I started at SUNY ESF and have continued at SUNY Empire now come full circle at the SUNY System level is really special. I am grateful for the workers and student leaders at SUNY ESF—many of whom are themselves neurodivergent—who enthusiastically took the original training that inspired this module and asked such smart and heartfelt questions. Revisiting that material with my new experience at CAARES to build a practical training that all student leaders across the SUNY system can learn from will, I hope, help more students become confident, competent, and compassionate leaders in supporting more neuroinclusive higher education experiences.

Share a niche skill or talent that you have:

I am apparently good at crocheting cat toys. My partner’s and my cats go wild for the crochet pickle kick toys I make them. Years ago, I crocheted a long black snake for my Halloween costume prop and gave it to my best friend’s cat, who would snuggle with it; today, her current cats love to fall asleep on it. (This is the most important review I’ve ever received!)

What emoji best describes your personality? 

I think the 💯 emoji accurately represents my total lack of chill about anything. I have a really passionate personality, in both my likes and my dislikes—I am even committed to my apathies! Whatever it is, I am in 100%.