Commencement Corner: Elahni Ocean, 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 was your major here at SUNY Empire? 

I majored in business, management, and economics.

What was your favorite class, and why? 

My favorite class was Mental Health and Law because it opened my eyes to the connection between the legal system, mental health, and the impact both have on individuals and families. It deepened my passion for helping others and influenced the direction I want to take in my future career.

What did taking online classes teach you about yourself? 

Taking online classes taught me that I am far more disciplined and resilient than I ever realized. I was initially worried about balancing full-time military service, motherhood, pregnancy, school, and everyday family responsibilities. However, I learned that with faith, determination, tunnel vision, and the support of my family, I am capable of accomplishing anything I set my mind to.

What does becoming an alumna of SUNY Empire mean to you? 

Becoming a SUNY Empire alumna means everything to me. It represents overcoming years of starting and stopping, moments of self-doubt, and challenges that made completing my degree feel out of reach. Earning this degree is proof that persistence pays off, and it has become the stepping stone toward achieving even greater goals in my personal and professional life.

If you had to offer one piece of advice to future students, what would it be? 

Don’t let fear stop you, and don’t let doubt cloud your thinking. Once you push past those hurdles, you’ll realize your goals are much closer than they seem. Stay focused, trust yourself, and keep moving forward even when the journey feels difficult.

What are your future plans? 

My future plans include beginning my master’s degree in mental health counseling to combine my background in business, HR, and military service to better support service members and their families from a mental health perspective. I also hope to work with organizations to strengthen employee morale, improve workplace culture, and help develop leadership strategies that create stronger, healthier, and more mission-focused teams.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Meet Tatiana Spikes, ABA Program Graduate 

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When Tatiana Spikes decided to pursue a master’s degree at Empire State University, it felt like the natural next step in her budding behavior analysis career. Still, the Denver resident had her concerns about what a graduate program would be like.  

“I was always kind of terrified that it would be this harsh, straightforward ‘We’re not here to be your friend’ kind of deal. But it was the complete opposite, which was amazing,” she says. “If I could put it into words, it’d be like having a giant hug the entire time.”  

It’s with that support that Spikes has just completed her master’s in applied behavior analysis (ABA). Spikes, who holds a bachelor’s degree in psychology, says she chose SUNY Empire’s ABA program after the institution “kept popping up everywhere” in her grad school research. The university was also recommended to her by a coworker.  

“The number one thing that really sold me was the fact that SUNY Empire had such an affirmative and inclusive message,” she says. “That was really important to me especially because, one, [my husband is in the] military, so I move around all the time. And two, I have ADHD. It was good to know that people who are teaching me also understand me and can accommodate.”  

While enrolled, Spikes juggled her classes alongside a full-time position as a registered behavior technician—a job she’s held for the last five years. She also contended with medical issues, which occasionally impacted her schoolwork. Through it all, though, Spikes stayed the course with an assist from faculty.  

“Just being able to communicate with my professors and them being so kind and caring made all the difference,” she says.  

Now that her grad program is behind her, Spikes is focusing on completing the hours required to sit for the board-certified behavior analyst (BCBA) exam. She’s also reflecting on her time at SUNY Empire and offers future students this piece of advice:   

“Be kind to yourself. Give yourself grace, communicate, and remember that everyone’s rooting for you,” Spikes says. “Nobody wants you to fall behind; they want you to do as best as you can.” 

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.

Commencement Corner: LaRoy Nelson, 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?

My major at SUNY Empire is addiction studies—a field that’s not just academic for me, but deeply personal and connected to the work I do every day. I support individuals who are fighting to rebuild their lives, and this degree has helped me better understand how to walk alongside them in that process.

What was your favorite class, and why?

Evidence-Based Substance Abuse Counseling stood out the most. Every lesson connected directly to what I see in the real-world: people struggling, relapsing, trying again, and not giving up. This class didn’t just teach theory; it sharpened how I show up for my clients. It gave me tools, perspective, and a deeper sense of responsibility to do this work the right way.

What kept you motivated as you worked toward your degree?

It wasn’t motivation; it was discipline. As an Army veteran, discipline is something I rely on. I’m also a single father raising a teenager, working full time as a program manager for a transitional housing program, and running my own business. Life doesn’t slow down just because you have assignments due. There were nights I was exhausted, overwhelmed, and still had to log in and get the work done. Discipline meant showing up anyway. That’s what carried me through.

What is your go-to snack for study sessions?

Coffee, no question. Coffee got me through a lot of long nights. And when I really needed that extra push, I’d grab some Skittles and keep going.

What does becoming an alum of SUNY Empire mean to you?

It means everything. This degree represents years of starting over, not giving up, and finally finishing what I began. It represents the late nights, the pressure, the sacrifices, and pushing through all of it. But more than that, it’s about legacy. As a father, I wanted my son to see that no matter how hard life gets, you don’t quit. Now I can look at him and say, “I did this and you can too.”

What are your future plans?

This fall, I’m starting my MSW program with the goal of becoming a Licensed Clinical Social Worker (LCSW). I want to continue growing, continue leading, and continue showing up for people who feel like they’ve run out of chances. I’ve seen firsthand both in my work and in my own journey that change is possible when someone refuses to give up.

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.

Empire State University Celebrates Class of 2026 in Rochester Ceremony

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Empire State University celebrated the Class of 2026 on Friday, May 8 at the Kodak Center, where 200 graduates crossed the stage. Empire State President Lisa Vollendorf, New York State Assemblymember Sarah Clark, and SUNY Board of Trustees member Robert Duffy were in attendance. The university adds these recent graduates to its growing network of over 105,000 alumni worldwide.  

Members of the SUNY Empire class of 2026 collectively live in 61 different New York state counties, 24 U.S. states and territories, and 17 countries around the world. They span five generations, from ages 19 to 83. Over 80 graduates are military-affiliated students including active-duty Army, Navy, Air Force, Marines, National Guard, Reserve, veterans, spouses, and other dependents. 

The ceremony featured remarks from Empire State University President Lisa Vollendorf, Assemblymember Sarah Clark, SUNY Board of Trustees member Robert Duffy, faculty speaker and Assistant Professor Christopher Closson, and student speaker Jakeith Mosley. 

SUNY Empire President Lisa Vollendorf said, “Long after tonight, when the celebrations are over and the next challenge is in front of you, your experiences at SUNY Empire, including your ability to keep going, to adapt, and to finish what you started, will serve you well. Your future is only limited by the limits you place on yourself.” 

SUNY Empire Faculty Speaker and Assistant Professor Christopher Closson said, “As you move forward to your next endeavor, think of your actions as a pebble dropped into a pond. You may never see how far the ripples travel—or whose life they touch—but they matter. A small act of kindness, encouragement, or service can shape someone else’s future in ways you may never fully know.” 

SUNY Empire Student Speaker Jakeith Mosley said, “To me, this moment is more than just a college graduation. This is fulfillment. This is proof that when you put in the effort, stay consistent, and refuse to give up, anything is possible.” 

Assemblymember Sarah Clark said, “What you’ve done takes a different kind of discipline. It takes patience. It takes the ability to keep going without immediate rewards. And it takes a belief, sometimes a quiet one, that this effort is going to lead somewhere meaningful.” 

SUNY Board of Trustees member Robert Duffy said, “Nobody here followed a straight path to your degree. You work, you sacrifice, you are parents, caregivers, working professionals. Tonight is a culmination of your hard work, your perseverance, and your grit.” 

A recording of the ceremony can be found on the university’s commencement webpage. 

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.