Cindy Bradley’s Chihuahua Inspired Research That Could Change Treatment for Epileptic Dogs

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Moxie the chihuahua has suffered from canine idiopathic epilepsy for three years, and pharmacological treatment isn’t helping. Cindy Bradley—her owner and a student at Empire State University—conducted research on alternative treatment methods for dogs who don’t respond to medication. She presented her findings at the National Conference on Undergraduate Research (NCRC) on January 25, 2026, with support from her mentor, Kevin Woo, professor and chair of the Department of Natural Sciences, and funding from the Student Activities Fund. The dog-loving undergraduate is earning her degree in science, technology, and mathematics with a concentration in biology.

What is canine idiopathic epilepsy?

Moxie’s illness is a form of epilepsy in dogs, but what does the term idiopathic mean? Bradley explains that it denotes an unknown cause or origin of a condition. Like in human epilepsy, canine epilepsy is a chronic neurological disorder causing sudden, repeated seizures. While it’s considered manageable, there is no permanent cure for it.

The first line of treatment is to provide anti-seizure medications; however, many dogs don’t respond to them. According to Bradley, approximately 20-40% of dogs with idiopathic epilepsy become refractory to medications, meaning that medication becomes ineffective. This leaves them in need of “adjunct therapies” to pair with the primary treatment.

The road less traveled

Medication is not the only treatment option, but it is the most thoroughly researched. Bradley explains that because of the lack of data surrounding “adjunct therapies,” they are not often recommended for patients by canine healthcare providers.

She names a few alternative treatments: dietary changes, medium chain triglycerides (MCT) oil, cannabidiol (CBD) oil, acupuncture, and vagus nerve stimulation. These can be used alongside medication or on their own.

Many dogs could benefit from a treatment plan that combines alternative treatments with medication, but veterinarians hesitate to go this route. There is a gap in veterinary research that, if addressed, could change the lives of many dogs suffering from idiopathic epilepsy, and their human caretakers. Bradley got the ball rolling to create a framework veterinarians could use when traditional medication doesn’t yield results: “I gathered all the research I could find on those extra therapies, and put together a plan that veterinarians could look at when treating a dog that’s having epileptic seizures.”

She ran into challenges while researching, including the limited scope of existing research on non-pharmacological therapies for the disorder. The studies that had been conducted had small sample populations and short observation periods. Generally, she noticed a real need for longitudinal studies—research studies that span months, if not years, through which scientists are able to monitor emerging patterns and draw more reliable conclusions. Alternative therapies could be game-changing for dogs with epilepsy, if they are thoroughly evaluated, Bradley reasoned.

Meet the researcher

Bradley officially enrolled at SUNY Empire in spring 2024, though she had been taking classes since the fall 2022 semester. Hailing from North Tonawanda, NY, she had previously earned a bachelor’s degree in teaching and music and a master’s degree in educational leadership. An established public school music teacher, Bradley provides formative music education to elementary-aged students.

 “When I was in high school, I wanted to become a veterinarian, but I was also a musician. I decided to pursue music instead of anything in the sciences, but I’ve always had this tremendous interest in veterinary and medical sciences,” Bradley shares. She began working summers as a veterinary assistant in 2020 and taking science courses across multiple universities to work towards her veterinary technician license, which she has since earned.

Eventually, Bradley made the decision to enroll at SUNY Empire—it came down to the flexibility of online coursework, ability to transfer previously earned credits, and freedom to tailor a degree to her needs. “I’ve taken classes at a lot of different colleges and found SUNY Empire to be the right fit for me,” she says.

With assignments and research projects that enable students to explore the topics they are drawn to, Bradley was able to dive into veterinary-related science and make progress into her desired field.

Moxie’s story

Bradley’s four-year-old chihuahua, Moxie, was diagnosed with canine idiopathic epilepsy at age one, and has suffered from seizures most of her life. “It’s been a very difficult road, because she is one of those dogs where we haven’t found the perfect treatment to slow down her seizure activity,” she says. Managing Moxie’s condition has proven difficult, especially given the unpredictable nature of epileptic seizures.

The experience motivated Bradley to investigate possible healthcare solutions to help other animals. “Seeing how managing the disease affected my own life made me want to do research and someday contribute to helping,” says Bradley.

Support from the university

Guidance from her mentor, SUNY Empire’s animal behavior, ecology, and conservation expert Woo, “was paramount to being able to do the research,” Bradley highlights. Woo provided insight into research methodology, helping Bradley develop and subsequently present the project at the NCRC.

Bradley’s attendance at the NCRC was made possible by the SUNY Empire Student Activities Fund. “It was one of the most amazing experiences I’ve had as a student,” she says brightly.

The NCRC provided an opportunity to interact with undergraduate researchers across disciplines from all parts of the world— “It was an international conference, so there were students from parts of Asia, Europe, Canada, and from all over the U.S. who came together to present their research. It was so impressive—that was my main takeaway, that the future is in good hands.”

The road ahead

Once she finishes her studies at SUNY Empire, Bradley will continue to pursue biology and veterinary science studies. She loves teaching and learning, and intends to continue exploring animal health and neurological diseases. “I hope that in some way, my work will benefit animals—and people that love them,” she says.

Empire State University Alum Wins Norman R. McConney Jr. Award 

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Empire State University alumnus Daniel Shy ‘25, a recent graduate of the human services program, has received this year’s Norman R. McConney Jr. Award for Student Excellence. The Brooklyn resident is one of 49 students in SUNY’s Educational Opportunity Program (EOP) to take home the honor, which celebrates EOP students for academic achievement and perseverance. Named for the late Norman R. McConney Jr., a former assistant dean at SUNY who helped establish the EOP in 1967, the annual award was conferred in a ceremony on March 9.  

“I was lost for words,” Shy says of the moment he learned he won the award. “It was surreal.” 

Shy began his studies at SUNY Empire in the fall of 2023, three years after he earned an associate degree in general education at SUNY Broome Community College. He credits a friend with encouraging him to pursue his bachelor’s and helping him find the online institution. Once he enrolled at SUNY Empire, Shy says the university made it possible for him to attend classes while maintaining a job.  

“They helped me work around my schedule,” he recalls. “That’s how I was able to get acclimated at SUNY Empire.” 

Now that he’s finished his degree, Shy plans to continue his role as a youth care advocate for a nonprofit that helps young adults access supportive housing and other services. He’s also looking ahead to the future; formerly a paraprofessional, Shy aims to work in a school system as a student advisor or counselor.  

“I’ve been working with kids for 10 years now,” he says. “I feel like that’s where my passion is.” 

Empire State University Educator Spotlights Multilingual Learners in New Children’s Book

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Assistant Professor and TESOL/Bilingual Coordinator Gloria Kramer’s new book “It’s Raining Fish” is challenging perceptions about multilingual education by uniting storytelling, cultural responsiveness, and classroom strategies to aid educators. Kramer, who joined Empire State University in 2022, aimed not only to shed light on the impacts of cultural and linguistic misunderstandings on English language learners, but to provide actionable paths for educators to explore.

The Story

Manuel is a young boy from Honduras attending school in the United States, and he’s an English language learner (ELL). His class is learning about figurative speech—particularly idioms—which are often a challenging area for ELLs. In an attempt to engage with the lesson, Manuel shares a story about fish raining from the sky, which his teacher dismisses.

This narrative is, in part, a cautionary tale not to put all of one’s eggs in the machine translation basket. Manuel tries to decipher his homework assignment by using translation tools and receives an incorrect translation, causing him to misinterpret the assignment. Kramer is not attacking these tools, but rather, pointing out that they can’t always guarantee accurate translations, and figurative language is often translated directly.

The thing is, Manuel’s story about fish raining down is real. In Yoro, Honduras, waterspouts lift fish from their habitats and cause them to drop from the sky during severe storms. When Manuel’s teacher pauses to listen, she is able to understand what her student is trying to convey. Kramer’s story encourages readers—learners and teachers alike—to listen with an open mind, and to dig deeper in service of understanding one another.

Write What You Know

Kramer has amassed years of classroom experience as an English as a second language (ESL) teacher, dual language school principal, department chair, TESOL coordinator, and assistant professor. Her time in education has made her realize that many students are “experiencing exactly what I went through as a child,” she says.

Drawing on a career centered on the needs of multilingual learners, Kramer wrote “It’s Raining Fish,” to raise awareness that “we do have multilingual learners in our classrooms, and they do share such rich cultural knowledge and experiences,” she explains.

The fish-scattering phenomenon isn’t the only element of the story with a real-life counterpart. Kramer’s own upbringing inspired the events of “It’s Raining Fish.” Her own difficulties with figurative language mirror those of many ELL and multilingual students she has taught.

The author had a bilingual upbringing herself. Raised by an Ecuadorian father and Salvadoran mother, Kramer’s first language was Spanish. She later took on English at school. “Figurative language is very difficult for language learners—myself included. That’s why I wrote about this,” she says, explaining how her own story inspired Manuel’s. She adds humorously, “Idioms, to this day, mean absolutely nothing to me.”

During the COVID-19 pandemic, Kramer sat down to write. “I always wanted to write a children’s book, but never had the time,” she says. 24 hours later, she had completed the first draft of her now-published book. Over the following five years, Kramer made edits to ensure the book would be the transformative resource she envisioned. “It was not an easy process, it was a learning experience,” she comments.

Storytelling Aside…

Much to the benefit of educators with ELL and multilingual students, “It’s Raining Fish” is not only a story, but a workbook full of classroom strategies and activities teachers can offer to students in the day to day. “I think this book belongs in everyone’s hands,” says Kramer.

The topics covered in the strategies and activities Kramer included extend beyond language learning and literature. Yes, English language arts are covered, but geography, science, history, and technology also form part of the repertoire.

Kramer explains that an activity might prompt teachers to dedicate class time to exploring idioms, mapping the geography and history of Honduras, studying weather phenomena, or discussing cultural experiences, among others. “It’s Raining Fish” targets pre-K to sixth grade, though Kramer notes that the content can be adapted to serve older students.

Looking beyond Manuel’s story, and activities to base lesson plans on, Kramer’s book aims to propagate the message that education can only be enriched by integrating more cultures and modes of learning. This is why she made her book “culturally responsive”—it reminds educators of the importance of weaving in the lived experiences, cultures, and languages of their students.

For the author, this book is not only the culmination of many years of work as an educator, but also a tribute to the multilingual students that have shaped her career. “It’s Raining Fish” is a reminder that their stories deserve to be heard.

Empire State University Student Leads Dancing Club for Older Adults 

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Daniela Del Giorno has been a ballroom and Latin dance instructor for more than two decades. But in recent years, she’s set her sights on educating what she feels is a very special population: adults over 55. That’s the focus of New York City’s Silver Shoes Dance Club, founded by the Bronx-based Empire State University student in 2019.  

“It’s really a health and wellness program that uses social dance classes as a way of improving and encouraging longevity, creativity, community, and connection in older adults,” says Del Giorno, an undergraduate majoring in community and human services. “I really believe that social dancing is a viable form of preventative care socially, emotionally, and physically.” 

Earlier in her career, Del Giorno concentrated on teaching children, working as a dance instructor in elementary schools throughout the city. Within the last eight to 10 years though, the New Yorker shifted her “priorities,” she says, to older students.  

“I just really connected with them in a new and different way,” says Del Giorno, who has also worked with adult learners as an instructor at an Arthur Murray studio. “To see them feel like they had a place to go, to see them build new connections, build new friendships, and to look forward to coming to class every week, I knew that I had to keep doing this work.” 

Recognizing both the benefits of dance and the financial burden imposed by traditional classes, Del Giorno sought a way to offer free instruction for adults in her community. And thus the idea of Silver Shoes Dance Club was born. Supported by grants, the club—which meets in various locations, depending on the availability of funding—is always free of charge to members.  

“For me, it’s important to remove that barrier to participation,” Del Giorno explains. “We need to provide viable, creative preventative care opportunities for older adults, and I don’t think economics should get in the way of that.” 

When she has funding for a class, Del Giorno teaches an average of up to 32 students at a time. The sessions are held in 6- to 12-week increments (“if I’m lucky, it’s longer,” she notes) and are designed to be sequential. 

“They’re meant to grow skills week to week. This is really a learning experience for older adults,” she says. “That’s what I want it to be because we should be challenged as we age. It shouldn’t be that we’re done learning.” 

Learning is important for Del Giorno, too. While she’s used to playing the role of teacher, Del Giorno embraces her studies at SUNY Empire, intentionally choosing classes like Aging and Society that will help her better serve her students.  

“Increasing my knowledge of social services and working with this demographic is supporting the work I do now,” she says.  

Ginger Alvarez’s “Suitcase Full of Dreams”

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Ginger Alvarez is a mother of four determined to finally fulfill her career dreams, which she began pursuing in Guayaquil, Ecuador before moving to the United States in 2011. When she arrived, the possibilities she had access to were more limited in scope than she had imagined—with a family to maintain, she had to chart a new course that took her far from her aspirations to work in the aviation industry, until now.

Alvarez’s eldest son, who works in higher education in Manhattan, heard about Empire State University’s Spanish Bachelor of Business Administration—an opportunity that would allow his mother to earn a degree in her native language and advance her career while she continued developing her English-language skills. Alvarez enrolled, seeing a gateway back into her desired field that played to her strengths.

She is one of many whose academic and career progress has been slowed by language barriers, which is why SUNY Empire launched its business administration degree intended for native Spanish speakers. Already, the university specializes in serving diverse student populations with competing responsibilities in their personal and professional lives. For busy parents like Alvarez, the flexibility of online learning is essential to academic success and accessing new career possibilities.

Today, she lives in Queens and works as a cashier at a money transfer business while doing e-commerce, but Alvarez’s story began with “humidity and heat” in Ecuador’s largest coastal city. In 2000, when she began college, Alvarez declared a business administration major while simultaneously pursuing pilot training with the support of her parents. “At that time, my mom got cancer. They couldn’t continue paying for the programs, so I had to leave. Instead, I started working at the airport for Avianca Airlines,” she recounts. Alvarez held her job for almost eight years until her paperwork to relocate to the U.S. was finalized by which time she had two children, ages five and seven.

“I arrived in this country with a suitcase full of dreams. I thought I would keep doing airport work, but the language is very different, and it holds you back,” she says. Despite her years of experience in a different industry, Alvarez began working at a money transfer company, and eventually at restaurants. “It was the first time I’d ever worked in one, but here, you have to do everything. I liked the dining industry, and I’ve kept working in it,” she adds. Alvarez was aware that language was impeding her from obtaining jobs she was otherwise trained to do, and set out to change that.

In 2018, Alvarez earned her GED, which she pursued as a pathway to improving her English-language skills. She enrolled in LaGuardia Community College to continue learning the language under the CUNY Language Immersion Program (CLIP), “so that from there, I could move on to the degree I wanted: a business administration degree,” she explains. “It felt endless,” the 43-year-old comments regarding her journey to English fluency.

It was at this point, discouraged and facing the financial pressure that came with enrolling in CLIP, that Alvarez’s son turned her attention towards the Spanish BBA at SUNY Empire. “I thought maybe I wouldn’t be able to handle it. At my age, you have so much in your head. But I took a chance,” she shares.

Online learning has been an adjustment for Alvarez, but it’s one she is navigating with the support of attentive faculty members. “I like how they run the courses, how they care. Professors will tell you, ‘If you can’t reach me through email, here is my phone number.’ They’re always present,” she says.

Besides the resources at the cohort’s disposal, Alvarez enjoys the way each subject connects with the next: “I like e-commerce, which is what Professor Claudia Lovegrove is teaching right now, and it connects with what Professor Luis Camacho teaches us, which is ethics.” The ability to think through course material in Spanish has been a great benefit—“It’s my language, so I can develop ideas faster,” she points out.

Now in her second semester of the program, Alvarez often feels motivated by her assignments, like creating a mockup of the footwear business she would run. Her professors’ what-if scenarios are engaging— “they really make you think,” she laughs, noting that she appreciates the challenge. With growing business acumen, Alvarez is starting to let herself imagine what possibilities the Spanish BBA degree might unlock. “I’m happy because I’m moving forward,” she says.

To Alvarez, the late nights poring over homework assignments after work are worth it—her dreams are becoming tangible, whether she makes her footwear business a reality, or applies her skills in the aviation industry. “This university understands who we are, our purpose to move forward. That’s why they give us flexibility,” she says, adding, “I’m confident that at some point I’m going to reach my goal.”

Empire State University Partners with AMAT Healthcare Institute to Support Healthcare Workforce Development 

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SUNY Empire announced a partnership with AMAT Healthcare Institute based out of Queens, NY, that will address healthcare workforce development needs in the New York City area. This collaboration will expand access to Empire State University’s programs for AMAT Healthcare Institute diagnostic medical sonography and medical assistant students and grant credit for their prior clinical learning.   

The partnership comes at a time when healthcare systems nationwide continue to face staffing shortages across clinical and allied health roles. By creating an academic bridge for AMAT Healthcare Institute students to continue their education, Empire State University is helping accelerate the development of qualified professionals ready to step into essential positions in hospitals, clinics, imaging centers, and specialty practices. 

“We’re excited to partner with AMAT Healthcare Institute to create new pathways for students and graduates to continue their education with SUNY Empire,” said Assistant Vice President for Enrollment Management and Marketing Dan Fogarty. “By recognizing credit for prior learning and professional credentials, we’re helping healthcare employers retain skilled staff and strengthen their workforce through upskilling and degree completion opportunities.” 

“AMAT Healthcare Institute graduates bring valuable hands-on clinical experience,” said Visiting Professor of Nursing Maureen Kroning. “We are excited to welcome them into our degree programs and support their academic and career advancement.” 

Five-Minute Feature: Cherrelle Hall, Assistant to the Vice President of Enrollment Management and Marketing

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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?

My path into higher education wasn’t planned, but it turned out to be exactly where I was meant to be. I’ve been fortunate to gain broad, meaningful experience across the field, and I’m proud of the impact I’ve been able to make in every role I’ve held.

What is your favorite thing about SUNY Empire?

What I appreciate most about this organization is that every day brings a new opportunity to learn and grow.

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

I’m especially proud of completing my Ed.D. It represents a significant personal and professional milestone, and the program has had a meaningful impact on my career journey in higher education.

What’s a habit you’re currently trying to build (or break)?

Reading for pleasure. Now that my studies are complete, I’m excited to get back to reading simply for enjoyment.

If you could relive one ordinary day, which would you choose?

If I could relive one ordinary day, I’d choose a day from my trip to Europe last summer. I visited France, Germany, and Belgium, and it was wonderful to take in the sights, enjoy the atmosphere, and be fully present in the moment.

Behind the Scenes with the B.S. in Biology

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The B.S. in Biology has experienced rapid growth in registration, enrollment, and faculty size since its launch in January 2025. The program includes at-home lab work for hands-on experience that is crucial to students looking to enter graduate schools and professions in the sciences, setting it apart from other online alternatives where students access labs virtually.

The faculty are active researchers who extend opportunities for students to get involved. Ahead, three of them share their experiences for a peek behind the curtain: Julie Parato, B.S. in Biology program director and assistant professor, Matt Schmidt, visiting assistant professor, and Kevin Woo, professor and chair of the Department of Natural Sciences. Parato joined Empire State University in 2020—at the height of the COVID-19 pandemic. Schmidt has been with the university for 31 years, and Woo is nearing the 16-year mark.

What do you teach?

Parato: Mostly biology classes, with a focus on upper-level neuroscience courses because it’s my background.  

Schmidt: Most of us have a wide array of things we teach. For me, it’s genetics, evolution, and microbiology, among others.

Woo: I teach animal behavior, ecology, conservation, biology, evolution, and various courses in organismal and ecological-level biology. Occasionally, I’ll do things in environmental science like the Ecology and Earth Systems Field Research course.

What does a day in your life look like?

Parato: It’s a bit all over the place! When we teach, since we are an online university, the professors act as a facilitator. We give the students feedback while they are learning on their own time. I’m active in my field, so right now, a huge chunk of my time is spent trying to get some projects up and running that are supposed to start in March—which terrifyingly, is only next week.

Schmidt: Being one of the old-fashioned types, I spend about half of my teaching doing Teams meetings with students one-on-one or in small groups—just because that was the way it used to be before all the fancy technology.

Woo: I would say two thirds of what I do right now are dedicated to department chair work. The best part of it is thinking about investment in faculty. They come to me with questions about operations, scholarship, service, and it’s about finding ways to support faculty in various opportunities. I get a number of student queries, which we try to triage before they escalate. I act as a sort of go-between for student issues and assess whether they need the Dean’s attention. Then, there are a gazillion committees that the department chair needs to sit in on. When I get to teach, I primarily do independent studies and virtual study groups, and mentor as well.

How would you describe the program’s culture, and what makes it feel like a community?

Parato: The B.S. in Biology was the first structured program that Natural Sciences offered. When we were told we could begin to offer structured programs, biology seemed like a good choice because I was thinking about what our students would need to be successful in applying to graduate school and getting jobs. We made this program because we thought it would be more easily understood by the outside world.

In terms of making it feel like a community, it’s thanks to people like Matt and Kevin who run these independent studies and virtual study groups. Many of our courses have a discussion board component to them, and there’s a chunk of students who take those interactions very seriously. It’s nice to watch them start to make friends with each other. We build community that way.

Students also get to talk about labs with each other. They’re working with their hands, not only reading and studying—doing that laboratory component and talking about it also fosters a sense of community.

Schmidt: As far as community goes, I think all the different modalities go together. The faculty community is very strong, supportive, and friendly. I’ve had group meetings with students who are pursuing similar things, and I feel that they really appreciate it because while it’s great to be the master of your own destiny, it can potentially be isolating if you’re not interacting with anybody.

Woo: The B.S. in Biology has certainly been a long time coming, and it’s something we needed as a department and university. One of the main features is accessibility—SUNY Empire has a long history of distance learning in the online environment. The sciences used to be thought of as a service area for a long time. We had primarily only done general education courses. But we were hearing from students that they sincerely wanted careers in the sciences.

The biology program was the fastest-growing program during the 2025-2026 academic year. We’ve seen significant growth in the number of registrations—we had a growth of almost 12% across all our natural sciences courses. Our faculty has also grown 50% within the last two years, and I think that is a culmination of student interest and the desire to be professionals in the sciences. It’s encouraging locally and federally to see students seeking professional opportunities in STEM fields.  

Biology is often thought of as a very hands-on, lab-based discipline. How does the B.S. in Biology bring that dimension into online learning?

Parato: This is a real strength of the program. There are distance learning online biology programs that only offer virtual labs, but as an educator and researcher, it’s incredibly important that students learn how to actually do a laboratory experiment—how to set things up, how to troubleshoot.

Labs are heavily interspersed throughout the foundational classes, because that’s really where students have to learn what I call having a “lab-smart” sense—learning how to use their hands, figuring out written instructions and turning them into an actual experiment. This is important for students who go on to join a lab or a graduate program. The fact that we do this is a benefit to the students because it makes our degree transferable to graduate schools that aren’t looking for online-only laboratory experience.

There are biological supply companies, like Carolina, that we use for our lab kits. We work with Carolina to set up the supplies that students need into one kit, and then students can purchase it and have it sent to their home. Students complete the labs at their homes and document their work through pictures. Carolina has tutorial videos on how to set things up. We are also working on making some additional recordings to put into our courses. And, of course, we have excellent tutors who are always willing to work with students who have questions.

Woo: The ways we do the labs are evolving. We are trying to think outside the box about how else we can be helpful to students engaging with the laboratories so they can execute them from beginning to end.

What usually draws students to this program, and how is the department prepared to help them thrive?

Parato: We get a mix of students. Historically, our student population was thought to be students who were returning to school or adult learners. But in our biology program, we get students who have just left high school. Part of that may be that people got used to online learning during COVID, and they realize they can do an undergraduate degree online now. These are more traditional students who want to pursue a biology degree to go to graduate school.

We have people who have earned associate degrees at other schools and work in a more clinical field, but they are not able to progress in their career without a bachelor’s degree. SUNY Empire is good about taking transfer credit, but we also intentionally built the biology program to accommodate these students who have taken lower-level coursework at other institutions, and it feeds nicely into our program.

Sometimes we get students who want a change in their career—I have a student right now who has a master’s degree in a non-science field and is also a lover of paleontology. He’s a researcher at heart, but he needs to get a more foundational college degree in biology before he can move forward. We get a variety of students, and it’s excellent that we’re able to help such a diverse group of learners coming to our university.

Schmidt: I love that we’re seeing younger students enroll. Certainly, the pandemic was not a good thing, but I think in a strange way it gave some validity to online learning that people had not embraced before then.

Woo: Many of our faculty are engaged in active research, so students who are seeking graduate placement might want that kind of research experience, like conference presentations or publications. We are carving out these opportunities where students can work with faculty of the Department of Natural Sciences on research projects.

We are lucky to have been recently awarded a grant that supports student presentations at conferences, and that’s coordinated in conjunction with the Dean of Students, Melissa Aponte.

What is a resource you recommend to students or rely on as a faculty member?

Parato: PubMed is an excellent resource. It’s a search engine for biomedical articles—both review articles and experimental articles. It’s a resource that students can use even after they graduate if they are interested in reading more about a topic in biology, medicine, health science, and more.

Schmidt: While not strictly related to Biology, I like to have students browse Scientific American. There are many fascinating articles there.

Woo: We have been employing more open educational resources (OERs) to both significantly reduce the cost and increase accessibility of these tools within our courses. For Animal Behavior, we might use Behayve or ZooMonitor to conduct and record behavioral observations and automate data organization. For data, students and I would use Jamovi when conducting analyses relevant to experimental and observation projects.

What is your favorite part about being involved with the program?

Parato: Seeing students graduate. What makes me the happiest are those emails where they say: “Just checking in, but I’m on my way out. Thanks for everything.”

Also, echoing what we’ve already said, we talk a lot about our programs at department meetings and with each other. There’s such a synergy among the faculty—I think everyone is motivated to make sure this program is successful, and that our students can leave here with the opportunities that they want. In part, I think it’s because we are a great group.

Schmidt: Not unpredictably to those who know me, the best part for me is when I’m meeting one-on-one with a student. It’s not like, “here’s the professor, and here’s the student.” It’s more of a collaborative learning experience where two or three minds are exploring together.

That’s the reason I went into biology in the first place. Many times, a question they ask or an observation they make might lead me a bit deeper into my own thoughts, things that I might have left out, or things that I forgot about for a while. So, that moment of “wow, this really is important to understanding the world around me and my own life” that reverberates back and forth is very fulfilling to me.

Woo: I look forward to commencement. I think SUNY Empire has the best graduations of any institution I’ve ever been at. You get a sense of sincere appreciation and accomplishments from students who have worked so hard—students who have families taking care of children, taking care of elderly relatives, working two to three additional jobs. They’re doing all the work they need to do, and meeting expectations among all their personal commitments as well. When they arrive at the end, there is a grander sense of achievement.

Once they cross the stage, and they’re seeking professions in STEM, they’re the representatives and stewards of the university. They’re going out there with the SUNY Empire name, and we have to ensure that they are not only fulfilled by their time here, but that they can say to others that the university has a great B.S. in Biology program. I think that circular approach creates a sort of positive feedback loop. It’s not only great for the program itself, but also for the future of the sciences.

Five-Minute Feature: Derrick Siler, President of the Black Male Initiative

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Get to know the Empire State University community through this rapid-fire interview series. What makes SUNY Empire exceptional? The diverse stories, achievements, and dreams of our students. Five minutes—starting now!  

Meet Derrick Siler, a digital media major and president of the university’s Black Male Initiative.    

What are you studying at SUNY Empire? 

I’m a digital media major with a concentration in communications and marketing. Everything I’m studying connects to storytelling, branding, and building platforms that actually move people. I genuinely feel that what I do is not just about creating content but more about creating impact. I’m intentional about learning how media shapes perception, culture, and opportunity, especially for people of color navigating professional spaces. 

What inspired you to study that subject? 

I’ve always been a creative at heart. Photography, branding, leadership, and public relations honestly all live in the same space for me. I realized that the media holds power. It’s voice. It’s legacy. Studying digital media allows me to sharpen what I already do naturally and turn it into a strategy. I understand that I’m building something sustainable, something that lasts. 

How have your experiences with the Black Male Initiative impacted you as a student? 

The Black Male Initiative has reminded me that I don’t have to navigate higher education alone. Being a man of color in an academic space can feel isolating, especially when you’re balancing leadership, work, and life. BMI has provided community, accountability, and affirmation. It’s powerful to be in spaces where excellence is expected of you, but you’re also supported as a whole person. It’s helped me stay grounded and focused on finishing strong. 

How is the Black Male Initiative celebrating Black History Month? 

This year, the Black Male Initiative is hosting a Black History Month Celebration that intentionally honors Black women in law enforcement. We are bringing together high-ranking Black female executives for a powerful panel discussion where they will share their personal journeys, the challenges they’ve faced, and the triumphs they’ve earned in a field that remains largely male-dominated. For us, celebrating Black history means being intentional about who we highlight. It means creating space for Black women leaders whose stories deserve to be heard, respected, and uplifted. This event is about visibility, representation, and continuing a legacy of excellence. 

What do you like most about SUNY Empire? 

The flexibility and the autonomy. SUNY Empire respects that many of us are adult learners, professionals, leaders, and creatives. The structure allows me to show up fully as a student, but also as someone building businesses, leading organizations, and developing professionally. It meets you where you are, but it also pushes you to elevate. 

How do you like to unwind when you’re not studying or working? 

Honestly? I create. Photography and creating content are therapy for me. I also value quiet time to reflect, journal, and reset. I’m also a gamer, so when the PS5 is on, I am locked into my peace. I work hard, so when I unplug, it’s very intentional. 

Behind the Scenes with the Office of Diversity, Equity, and Inclusion

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Whether it’s managing Duolingo licenses, sharing resources on cultural awareness, or producing Reason and Respect events, Empire State University’s Office of Diversity, Equity, and Inclusion contributes to the SUNY Empire community in many ways. Ahead, Assistant Vice President of Diversity, Equity and Inclusion and Chief Diversity Officer Xiomara Giordano, Program Manager Ade Byron, and Administrative Assistant Theresa Higgins weigh in on their work. 

What does “diversity, equity, and inclusion” mean to you? 

Byron: That is a big question, but I think for me the word that is sometimes tacked on at the end of “diversity, equity, and inclusion” is “belonging.” I love that word, and I think that how I approach a lot of the work—and how our office approaches a lot of the work—is by trying to create a community where everybody has a space and a voice and feels a part of something bigger than themselves. 

Higgins: For me, diversity, equity, and inclusion really just comes down to belonging. It’s about creating a space where people do not just show up, but actually feel comfortable being themselves and feel seen and heard. In my role, I help make that possible in practical ways. I keep things organized, coordinate meetings, manage logistics, and sometimes just serve as a sounding board when someone needs to talk through an idea. I see myself as part of the behind-the-scenes structure that helps the bigger work move forward. I have worked in places that felt very different from this, so I genuinely appreciate the culture we are building. We are intentional about being welcoming and respectful, and I am proud to play a part in that. 

Giordano: As Chief Diversity Officer (CDO), I can say that when I think about diversity, equity and inclusion, I think it is sometimes focused a little disproportionately. Diversity exists; diversity is a fact. The more important words for me are “equity” and “inclusion.” We live in a world where there’s all kinds of people—all kinds of difference. Now, how do we make sure that every person has access to what they need—not the same things, but what they need? The equity part is not that everybody gets one cookie. It’s that everybody gets what they need specifically to be successful, to bring their full selves to this space. And then how do we ensure that those parts of diversity—those parts of difference—are honored and respected and included in decisions, in our traditions, and in the ways that we move as a whole body.  

There are words that are traditionally added onto the acronym, so it’s “diversity, equity, inclusion, social justice, and belonging.” Those are also important things. We as an access institution have a duty to stand up and ensure that we are being who we say we are and we’re holding space for the things that are right and that we know are right—that when we invite someone into our community, whether that be a student, a faculty member, a staff member, or a guest, we are holding out for them the opportunity to be fully engaged in this space. I’ve noticed people get really confused with equity and equality, and those are not synonymous. They are not the same thing. We try to remind people that each human in this space brings a gift. And for that gift, we give them a platform. That platform is going to look different for each person, but we hold ourselves to that standard to ensure that we do that as much as we can. 

What does a typical workday look like for you? 

Higgins: No two days are the same, which I honestly love. I handle scheduling, travel, budgets, purchasing, and a little bit of everything to keep the office running smoothly. A big part of what I do is thinking ahead. I try to anticipate what might be needed and take care of details before they become issues. I am also someone people bounce ideas off of, and I do my best to keep things steady and positive, especially when it gets busy. At the end of the day, my job is about removing roadblocks so the important work can happen. 

Byron: One of the things that I love about the office is that no two days ever look the same. So much of our work is these initiatives that we’re building, but it’s also responding to what the community needs in that moment. I spend a lot of time responding to emails or meeting with people who have questions about either the work we’re doing or about skills like civil discourse and communicating with one another. We spend a lot of time talking people through those things. I also spend a lot of time planning content for skill building related to civil discourse and cultural awareness, depending on the different workshops we’re offering. Right now we’re working on micro credentials, so I’m building out content for those. I do some research trying to find different resources to share with people and also research to include in what we are teaching the community. Then there’s planning events. Theresa and I both do a lot of reaching out to different people in the community to see if they want to be a panelist on some of the existing programming we have or work with us to plan new programming. I also am a co-advisor for the peer mediation student group. Similarly working with students, we have two student interns in our office, and we have a student who is employed through Empire State Service Corps who works with us. I meet with them regularly.  

Giordano: I have my regular slate of meetings with colleagues and the Office of the President, trying to shuffle ideas around. But then I do a lot of work externally. I work with my professional organization. I’m on the board, so I go out and get information that I bring back—best practices, ways that we should be thinking about moving and shifting. I do a lot of work with SUNY System Administration and the CDOs there to try and figure out what our sister campuses are doing, how we can help them, and how they can help us. I also do a lot of research. I hear about a policy, read the law about the policy, and connect with people who are doing the work around it to make sure that what we’re doing fits our environment. That’s really important. And then I spend as much time as I can getting to know the people in our community, whether that’s through a Teams meeting or walking around the building. You can see me hamster-ing around all the time, up and down the stairs, making sure that I am having human connection so that my work has shape and form—so I remember who I’m doing this work for. 

What do you find most rewarding about your work? 

Giordano: What I find the most rewarding about this work, specifically at SUNY Empire, is going to commencement and being able to see not only the students, because the students are amazing, but also our colleagues cross the stage and support students and their families. It’s truly a community event.  

I was recently speaking to a colleague about Dr. Martin Luther King and his Beloved Community, and I wanted to remind her that it’s not just the big thing. We don’t all have to be in Selma putting our bodies in danger. When you remember someone’s pronouns, you are creating the Beloved Community. When you are helping somebody who needs assistance, you are creating the Beloved Community. I see the embodiment of that big, beautiful work at SUNY Empire every day—people who are taking steps to make things better so we can have the pathway to that Beloved Community. That’s what’s rewarding to me. 

Byron: One of the things that Xiomara said to me before I started working here was “Wait until you see a commencement.” Day to day, when I’m interacting with students, you don’t always see the impact that you’re having. And then you go to commencement and you get to actually talk to them and see them. It’s amazing when they come up and give you a big hug, and they’re like, “Oh my gosh, you did this thing for me.” For me, that thing was maybe an hour out of my day, but they are getting ready to walk across the stage and their whole family is there, and they remember an interaction they had with me because it made their life a little bit better. That’s amazing. I’ve never made it through a commencement without crying. It’s just awesome to see that.  

The other thing that’s rewarding is meeting up with faculty and staff online or in person. I love being able to be thought partners and think about all the things that we could do. Maybe there are things that logistically we can’t put into place, but just being able to dream and collaborate on different initiatives is exciting. I always leave those conversations feeling really full and excited about the work that we do. 

Higgins: Commencement always means a lot to me, and I really enjoy the student conference too. Seeing students excited, engaged, and reaching milestones, especially when we have supported them along the way, makes everything feel worth it. I also take pride in processing grants and honoraria that directly impact students and faculty. A lot of my work happens behind the scenes, but knowing it leads to real opportunities is incredibly rewarding. 

What’s something about your work that might surprise people? 

Higgins: People might be surprised by how much I touch across the institution. Between travel, budgets, purchasing, scheduling, grants, and honoraria, I get to see how a lot of different systems connect. Because of that, I am usually able to troubleshoot quickly and help guide things when questions come up. It is a role that requires flexibility and attention to detail, and I like being someone the team can rely on to keep things moving forward. 

Giordano: One of the things that people don’t realize about this work is that it really is, first of all, about everyone. And while we are the facilitators of this work, we are not the people who make the most impact all the time. There is work for everyone to do, and we can all contribute something valuable. Unfortunately, a lot of people think that diversity, equity, and inclusion is a very binary thing—that it’s just for one group or another. But there’s value and importance in everyone’s story. This is not just about the exoticized identity.  

Byron: Similar to our office not being for one person or one group of people, I think that a lot of times people underestimate the scope of the work we do as well. When you say “diversity, equity, and inclusion,” people automatically think about bias incidents and things like that. We do that work and we do a lot of education around bias and cultural awareness, but one aspect of diversity, equity, and inclusion that gets overlooked that our office is really leaned into is civil discourse and skill building: the conversations and—especially important for SUNY Empire—connection among people. We focus on building spaces for our community to intentionally connect with each other and supporting affinity groups that give people an opportunity to be in community, to learn from one another, to share resources, but also to just be humans with one another. 

Giordano: The affinity groups are spaces where employees come together either through allyship or affinity to share ideas and offer feedback not only to my office, but to the Office of Human Resources about ways that people who have this shared identity might feel better supported. That’s a big part of belonging. We currently have four groups, and we’re always open to offering more opportunities for people to fully engage. We’re always looking for ways to think about how we can bridge those communication gaps. One of the hardest parts of this work is that right now we’re living in an era where people are kind of pulled to poles—they’re really stuck in polarity. We’re in this information overload, but we’re never verifying, we’re not confirming, we’re not leaning in, we’re not being curious. I want to work with our community to figure out how we get curious. That’s really important. Any way that people want to contribute to that conversation about how we build that curiosity muscle, how we lean in, how we feel safe to do that—we’re always excited to hear about that.