Four Empire State University Students Receive SUNY Chancellor’s Award 

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

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

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

About the Winners: 

Lenti Aier

Lenti Aier

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

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

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

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

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

Muhammad Amirul Islam Fahim

Muhammad Amirul Islam Fahim

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

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

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

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

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

Jessica Nivens

Jessica Nivens 

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

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

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

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

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

Christol Wright 

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

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

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

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

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

Behind the Scenes with the Office of Human Resources

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

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

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

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

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

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

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

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

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

What does a typical day look like for you?

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

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

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

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

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

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

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

What’s something you love about your job?

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

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

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

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%.

Charles R. Wood Foundation Awards Nursing Grant to Empire State University 

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Empire State University has received a grant from the Charles R. Wood Foundation that will help address the nursing shortage in New York’s North Country.  

The Charles R. Wood Nurse Educator Pathway Program will support three nurses employed at the University of Vermont Health Network’s (UVMHN) North Country hospitals who want to pursue a Master of Science in Nursing Education (MSN) degree online at SUNY Empire.  

The grant for $24,000 will provide $4,000 in scholarship funding annually for three MSN students working at UVMHN’s Alice Hyde Medical Center or Champlain Valley Physicians Hospital (CVPH) locations. Additional support is being provided by UVMHN and their affiliated hospitals, so students have no out-of-pocket tuition costs.  

Through a dual service agreement with area nursing programs, UVMHN will pay the MSNs their clinical practice salary while they are in school. In exchange, MSN graduates will agree to serve part-time as adjunct nursing faculty for at least two years after graduating from the program.  

The program will make it easier to get an advanced nursing degree, expand access to nursing education, and increase the pipeline of qualified nurses entering the workforce. The program will ultimately enhance the delivery of healthcare in the North Country and improve the health of people living in these communities.  

“We are so grateful to the Charles R. Wood Foundation for this grant, which will help grow the nursing workforce and expand access to care in New York’s North Country,” said SUNY Empire President Lisa Vollendorf. “The scholarship funds will remove barriers for nurses looking to advance into educator roles, without disrupting the critical care they are providing in area hospitals.” 

The nursing shortage in New York state is well documented. Projections show a shortfall of nearly 40,000 nurses statewide by 2030, with rural areas disproportionately affected. UVMHN currently has many nursing positions that are filled with costly traveling nurses.  

The crisis is compounded by a lack of qualified nurse educators. Interested nursing students are often turned away due to faculty vacancies caused by a limited number of educators. Those interested in earning an advanced degree must often choose between earning a salary in clinical practice and paying for higher education. 

“Our partnership with SUNY Empire is a major step forward in strengthening the nursing workforce in northern New York,” said Carly Haag DNP, chief nursing officer at CVPH. “By creating a pathway for our nurses to advance into educator roles, we’re building the local teaching capacity that Alice Hyde and CVPH need to grow. This collaboration also gives nursing colleges the clinical instructors they urgently need, expanding their ability to educate more students.”  

In addition to working in their full-time hospital roles, students selected for the Charles R. Wood program will serve as clinical instructors in nursing programs for SUNY schools after graduation.  

The Charles R. Wood Foundation was established in 1978 to support nonprofits in the Lake George region, with an emphasis on programs for children, healthcare and the arts. The foundation’s Special Healthcare Initiative focuses specifically on efforts to improve population health.  

CAARES Helps Launch New Training to Support Neurodivergent SUNY Students 

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

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

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

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

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

Empire State University Students Inducted Into Alpha Sigma Lambda Honor Society 

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Empire State University held an induction for the Alpha Sigma Lambda honor society on April 7, 2026. This ceremony marks the first time that graduate students have been inducted into SUNY Empire’s chapter of the honor society.  

Alpha Sigma Lambda is the oldest and largest national honor society for non-traditional students who meet exceptional academic standards and leadership requirements. During the ceremony, held virtually, 415 students were inducted into the Omega Tau chapter.

“I am so proud to be part of a university that believes — not just in words, but in actions — in the power of lifelong learning, and supporting and celebrating adult learners,” President Lisa Vollendorf said. “I am also so proud that you all have chosen to make Empire State University part of your academic journey.” 

Congratulations to the new Empire State University inductees! 

Five-Minute Feature: Kristina Papa, Academic Learning Coach and Opportunity Programs Academic Support Specialist

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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 come from a family of teachers. Both my parents were English teachers in their home country, and my aunt was studying to be an early education teacher at the same time we moved to the United States.

One of my earliest memories as a child was “playing school” at my aunt’s house while she was filming for her certification. She’d set up a classroom in her living room where she’d read me books and have me discuss a text and its important themes. I’d take what I’d learned and immediately want to read to my younger brother once I got home. 

On our walks to the park, my dad would “quiz” me on historical facts while my mom would recommend new books to read. They each modeled what a good teacher was and eventually lead me to study secondary English education.  They sparked a desire in me to to help students reach their own potential. I love helping others share different perspectives and ideas.

What is your favorite thing about SUNY Empire?

I really love that SUNY Empire has built such a supportive community, something that can be tough to do in an online environment. Although we are spread across many different locations, everyone still shows up for each other in any way that they can. I know I can truly depend on my coworkers if I need to. 

Working for the center for Academic Support and the Office of Opportunity Programs, I see firsthand how dedicated and genuinely kind everyone I work with is. I am lucky to be a part of departments that share the same goals and commitments to the population we serve.  

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

I have two. One moment I am very proud of is working as an adjunct professor at CUNY Queens College. This is where I received both my bachelor’s and master’s degrees, and where I gained my confidence as a teacher. Teaching at a high school level prior to adjuncting really helped me develop my own philosophy on the teacher I wanted to be, so going back and teaching college students was so exciting!  

Another moment that is very special to me was working with SUNY Empire’s CAARES team during my first year here. I worked closely with Noor and Lauren to develop professional training on neurodiversity and strategies for tutoring students with autism for my staff. I am someone that likes to push myself to try new things and grow in my career, and this seemed scary to me at first because this was the first time I’d ever led professional development sessions on my own. Having a place like SUNY Empire where I felt comfortable and supported meant a lot to me. This taught me so much about advocacy and the need for resources and support programs.

What’s one way you try to show kindness day-to-day?

When I am on site in our Manhattan location, I love to knock on my coworker’s office doors and say good morning. I always try and make it a point to have little conversations with staff whenever I can because connection is so important. I also try to be very optimistic and a listening ear to staff and students.

Name one movie you can quote way too well.

I was involved in the theater department at CUNY Queensborough (where I also eventually taught) and auditioned for a play using a monologue from Dirty Dancing. This is one of my favorite movies, and was one of my favorites growing up, because just like “Baby,” I love to stand up for people and support them in any way I can.

Empire State University Student and Professor Co-Publish Article 

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

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

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

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

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

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

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

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

Behind the Scenes with the Bachelor of Business Administration

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Attracting students from a range of backgrounds, Empire State University’s Bachelor of Business Administration (BBA) helps students certify the knowledge they’ve gained through work experience, gain foundational skills that are applicable industry-wide, and specialize in their areas of interest to pursue their dream careers. Whether learners are looking for an entry point into further education, entrepreneurship, corporate careers, or to transition into higher-paying roles with a business degree, the BBA’s faculty provide the necessary knowledge and counsel each student on their unique journey.

Dongho Kim, department chair for business, international business, and marketing, Sue Epstein, department chair for management and human resource management, and Nazik Roufaiel, department chair for accounting, economic finance, management information systems (MIS), and academic coordinator for accounting, represent the program. Kim joined the university in 2010 and Epstein in 2011. Roufaiel initially came on board as a part-time consultant in 2000, transitioning into a full-time tenure-track associate professor and area coordinator in accounting and finance in 2006.

What do you teach?
Kim: I normally teach Business Statistics, Introduction to Business, Business Ethics, and International Business.

Epstein: I primarily teach Leadership—both a 15-week and an 8-week version of that course. I’ve also taught Women in Management.

Roufaiel: I regularly teach courses in accounting, finance, and design. Recently, my primary focus has been on the courses Federal Income Tax I: Individual Income Tax, Federal Income Tax II: Business Income Tax, and Principles of Fraud Examination & Financial Forensics. In addition to my teaching, I am actively engaged as a practitioner in accounting and taxation consulting.

How is the Bachelor of Business Administration designed for students who are already working in business-related industries?

Kim: That was the purpose of developing this degree program. We developed the Bachelor of Business Administration degree for students coming from business industries. They have a lot of knowledge in business, but they haven’t transferred that knowledge into academic areas.

The Bachelor of Science requires 60 credit hours for liberal arts and sciences. However, the BBA only requires 30 credit hours in that area. People coming in from business industries apply individualized credit for prior learning (iCPL) and get many of the non-liberal arts and sciences credit hours through their work experience.

Epstein: Throughout our courses, students have a lot of opportunities to use their real-world experiences and apply theory in the course assignments and discussions. That’s a way in which the program and our courses are really designed for that kind of student. In the BBA, there are lots of opportunities for our students to get a real breadth of industry-related knowledge either through iCPL or by taking the courses and seeing in real time the range of information that they can use in the world—which they may not have had before.

Taking a class is an opportunity for them to learn something and put it into practice in their workplace. There’s a great range of information that students get across business topics.

Roufaiel: Regarding international students, of which we have a good volume that join online from different countries, they focus more on specialized content. Having a BBA with less focus on liberal arts—half the usual credit hours—allows this kind of student to transfer more credit into our program, which expands content, including all managerial functions of business. The program is focused on the professional careers of its students.

The program covers a wide range of disciplines. How do you help students build bridges between different areas?

Kim: The BBA degree incorporates business management, economics, accounting, and finance courses. It covers every single aspect of business, including marketing and human resource management. This is a true business degree, which covers all areas of the discipline.

Epstein: Kim set me up perfectly to add that there is a course delivered through the human resource management department, which is the capstone in the program that students take in their final semester. That’s when they bring together all that knowledge and they have a chance to fully see how it fits together and is complementary.

Roufaiel: The degree covers all functions of business. It has a variety of courses related to marketing, management, human resources, accounting, economics, business law, and covers quantitative analysis through business analytics and statistics. At the upper levels, students will be able to combine all these disciplines that any basic business administrator will need to use.

What does “meeting students where they are” look like for you in the day-to-day?

Roufaiel: SUNY Empire is student-oriented, it really focuses on what they are interested in and what they need, not just now but in the future—how students are prepared to carry out their goals and objectives.

Close communication with their faculty and mentor brings them closer to their target. For example, if a student says they’re an adult with overwhelming responsibility, I say, “Guess what? I’m an adult, a mother, I’m married, I have family obligations, and I am also a practitioner. Let’s talk about time management and what to do.” Because the majority of us pass through all that, we feel for our students and we believe in them and the sacrifices they are making.

Epstein: When we think of ourselves as faculty members, we’re teaching and mentoring. Similar to what Nazik said, it’s about making students feel comfortable where they are, feel accepted, feel like we see the value in their past experiences—whether professional or educational—and that we also believe in their future.

That might mean discussing the transfer credit they’re bringing in, sharing different paths that they can move forward with or what degrees they can pursue. It might mean, in a classroom setting, understanding where they are with learning the material and showing them ways to enhance their learning, or better showcase it.

Kim: The College of Business reflects the mission of SUNY Empire; we’re being flexible with all our degrees. If there’s a student with no college credits, we have a degree program for them. Or, a student with non-business credits—we have a degree for them. We have everything we need to be flexible and accommodate anybody, at any level, and any place, today, tomorrow, and in the future. We continue to improve our degree programs and offerings.

What is the most rewarding part of your work?

Epstein: When students feel that they have been successful. Whether they feel that way because they’ve completed a semester and their GPA is great, or they’re completing a degree they didn’t think they were going to have the opportunity to do, or they’re in a course and see how theory impacts their professional and personal development. You see that they change, and it’s a feeling of success for them, which I think is great.

Roufaiel: When they come to me and say “I made it. I never thought I was going to make it. I’m the first one in my family to have a college degree,” or “Guess what? I am continuing with a graduate program,” which has happened a lot recently.

Their feeling of achievement and success—that is our satisfaction regardless of the amount of time we spend with our students to support them in reaching their goals. That’s the ultimate success.

Kim: For me, it’s the students who had doubts pursuing higher education and then continuing. When I see them continuing, it makes me so happy.

What are some real-world outcomes a student could pursue with this degree?

Roufaiel: The business administration program prepares students for a career in all managerial and business functions—whatever a student’s particular interests are can lead to a more specialized focus, but they can be a generalist as well.

Epstein: Because the curriculum is so broad, it gives students a lot of different entry points into the business world because they have familiarity with a lot of topics. There are lots of places within an organization where they will have enough information to enter conversations or apply for certain jobs.

Once there, because they had that breadth of information, it gives them the ability to make connections between the work being done in department A and department B. They’ll understand that broader, bigger picture.

Kim: The program equips students with all the foundational knowledge in business, which means they can jump right into the industry or pursue an MBA degree.

What would you want prospective students to know about what this program can do for them?

Kim: They can apply the knowledge and business skills gained here to their career or educational objectives going forward.

Epstein: Adding to that, if they’re a transfer student, the degree program is transfer-friendly—especially if they’re coming in with an associate degree in business, because of the range of offerings. Some of the courses are likely to have been completed at their prior institution.

Roufaiel: It prepares them to be a business manager, to be a marketing executive, human resource specialist, financial analyst, sales manager, or entrepreneur. They will know all the functions that are needed to carry out their entrepreneurship. They can go on to graduate school and hone leadership skills. They can develop their own business, or choose which career or industry they would like to pursue work in.