Introducing the 2025-2026 Scholars Across the University
(SARATOGA SPRINGS, NY – June 5, 2025) Empire State University has named two faculty members as the recipients of its annual Scholars Across the University award. Distinguished Professor Ian Reifowitz, Ph.D., and Assistant Professor Melissa Wells, Ed.D.—who also serves as the university’s director of teaching, learning, and faculty development—were selected for the 2025-2026 academic year. Supported by the SUNY Empire Foundation, Reifowitz and Wells will present their work to the university community beginning this September.
About the Scholars:
Ian Reifowitz
Ian Reifowitz will share material from his forthcoming book, “Riling Up the Base: Examining Trump’s Use of Stereotypes through an Interdisciplinary Lens,” which looks at the language President Trump has leaned on over the course of his political career.
“Given the importance of the position of President of the United States, and the particular expertise President Trump has demonstrated in using his public platform, my co-author Anastacia Kurylo and I felt it made sense to focus largely on his rhetoric, which relies heavily on stereotypes, and try to understand how and why this kind of rhetoric resonates with his base, which represents a significant segment of the American population,” Reifowitz explains.
“Since we are all active participants in American society, I thought this research would be relevant to all members of the [SUNY Empire] community, whatever their particular areas of interest,” he continues. “I hope [it] will give people a better understanding of how political rhetoric works, and in particular why using stereotypes can succeed in persuading and motivating some voters to support the candidates who use them effectively.”
Melissa Wells
Melissa Wells will present her research on Universal Design for Learning (UDL) and digital engagement strategies.
“My passion for UDL stems from its power to affirm all learners by making education both accessible and adaptive—especially for those who have historically been underserved. Integrating UDL principles with digital tools creates space for learners to engage on their own terms, without compromising academic rigor,” she says.
“Our institution has a long tradition of personalized education, and this research reinforces that legacy while offering new frameworks to ensure consistency, equity, and innovation in a digital age,” Wells adds. “I hope my findings will prompt faculty and staff to reflect on how course structure and teaching practices—especially in asynchronous settings—can either support or unintentionally hinder student success. Even small design decisions can impact belonging, accessibility, and engagement.”