Commencement Corner: Brittany Stansfield, 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 my master’s in applied behavior analysis (ABA). 

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

My favorite class at SUNY Empire was Ethics in ABA. The BACB Code of Ethics is really important and something I need to know 100% every day in my career, so it was very informative. I also loved the content and the way the course was run. We went over different case studies every week that challenged me to dissect the ethical wrongdoings in the case and what ethical codes were violated. It was a lot of fun. 

What is the most valuable skill you learned while earning your degree? 

This is going to sound silly, but honestly, the most valuable skill I learned while earning this degree is managing my time and professional/personal aspects of my life. I started my degree with a newborn and managed to earn it while helping her grow and working full time. It was no easy task, but well worth it! 

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

Becoming an alum of SUNY Empire means carrying the lessons, experiences, and most importantly relationships from my program into the next steps of my personal life and career. It also means becoming a larger part of a professional community that values learning, leadership, and service. As an alum, I hope to use the knowledge and skills I gained to make a powerful impact in my field while continuing to grow personally and professionally. Most importantly, becoming an alum is a big reminder that hard work and dedication can lead to new opportunities. 

If you could give a shoutout to someone who supported you throughout your academic career, who would it be and why? 

Dr. Noor Syed, hands down. Dr. Syed was my advisor as well as an instructor for some of my courses. She didn’t just celebrate me in my highest moments; she lifted me up and supported me in my lowest as well. Dr. Syed truly showed me what it was like to have someone in your corner at all times, and I am forever thankful for her! 

What are your future plans? 

My future plans include becoming a licensed and board-certified behavior analyst and continuing to work for the organization where I started out as a behavior technician. When the time is right, the future may also include a doctoral degree! 

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.

A Passion for the Planet: John L. Turner ’85

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John L. Turner ’85 has spent a lifetime protecting and preserving nature on Long Island. He became a birdwatcher as a child, joined his high school’s environmental club, and at 18, co-founded the Long Island Pine Barrens Society. The organization went on to spearhead the passing of New York’s landmark 1993 Pine Barrens Protection Act, which preserves over 100,000 acres in Suffolk County. 

His latest battle? Skip the Stuff, a bill proposed by NYS Assemblywoman Rebecca Kassay that would make it illegal for restaurants to toss plastic utensils into takeout meals without a customer asking for them. 

Turner, who has a B.S. from SUNY Empire in environmental science, also works part-time as a conservation policy advocate for the Seatuck Environmental Association. As the conservation co-chair of the Four Harbors Audubon Society, he leads annual nighthawk watches during migration season in the late summer and early fall.

In celebration of Earth Day on April 22, we spoke to Turner about his career, his writings, and what we all need to do to protect our planet. 

What inspired you to become an environmental advocate?

I had two spark moments. The first happened when I was 5 or 6 and living in Smithtown, NY. It was snowing, my dad had just stocked the feeders, and there were bluejays, cardinals, chickadees, and titmice. Suddenly, this flock of yellow and black birds swooped in. They were evening grosbeaks. It was a living rainbow. And I remember thinking, ‘Wow, I love birds,’ and I’ve been a birder ever since. 

The other moment happened when I was about 9. I was playing stick ball when my brother crushed a ball into the oak woods. I went looking for the ball and came across several dozen pink lady slippers. I was blown away by this exotic looking plant with its pendulous sack and the beautiful deep pink color. And I said, the heck with going after the ball. I was more interested in this plant.

What are your three proudest moments?

Well, the Long Island Pine Barrens Protection Act is one. It was a five-year David and Goliath battle that began when we filed a major lawsuit to block development. When we finally won, it made a profound impact on protecting the flora and fauna of Long Island, as well as the groundwater system underneath.
 
In the mid-1980s, I worked for Defenders of Wildlife, and we helped the state government pass the Wild Bird Conservation Act, which bans the import of wild birds like parrots and parakeets. New York passed its law in 1985, which led to the passage of federal law in 1992.

I also played a leading role in preserving what was left of the Oak Brush Plains on the western end of Long Island. We were able to retain it and transfer it to the New York State Department of Environmental Conservation as a state preserve where you can now enjoy hiking and other recreational activities. 

How do you convince people that the environment matters? 

I’m a firm believer in ripples from a pond. If you expect people to want to protect something, they have to know about it, right? 

I’ve written two books: a children’s book called “Waylon’s Wandering Waterdrop,” which teaches kids about the lifecycle of water, and “Exploring the Other Island: A Seasonal Guide to Nature on Long Island.”
 
In addition, I write a monthly column about nature in the Times Beacon Record, lead nature walks, and appear on WUSB, the Stonybrook University radio station to talk about the environment. It’s all about public education and protecting the planet. 

This year’s Earth Day theme is “Our Power, Our Planet.” What can people do to take back our power and preserve our planet?

They should reflect on their lifestyle and try to live as lightly as they can. I recommend recycling, composting, and growing native species of plants that attract local pollinators and support the local ecosystem. 

I also encourage people to get involved in the political process. If you care about the environment, pick an issue. Once you learn about that issue, you become the real expert. And if you have passion and meet with your elected officials with a specific ask, you’d be amazed at what you can achieve.

Other than recycling, composting, and growing native plants, do you do anything special?

I have 26 solar panels on my roof. I also pick up aluminum on the road and turn it in for scrap metal. Then I use the money to buy window stickers so birds don’t fly into glass they can’t see.

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!

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.