Faculty Focus听is a widely recognized resource hub for educators that publishes practical, evidence-based articles on effective teaching practices in higher education.

In his article, Eng highlights a growing body of research showing mixed results regarding AI’s impact on long-term learning. While AI tools can increase efficiency and provide immediate support, studies suggest they may also bypass critical learning processes such as deep cognitive engagement, productive struggle, and repeated practice鈥攅xperiences that are essential for developing lasting knowledge and skills.

Rather than advocating for widespread adoption or outright rejection of AI, Eng argues for a cautious, “offline-first” pedagogical stance. He recommends that faculty use AI only when its educational value can be clearly evaluated and justified through the lens of student learning.

Read the full article听.

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The day featured opportunities for learning through various panels and breakout sessions that centered on ensuring that all young learners have access to high-quality, inclusive educational experiences.

Kamar H. Samuels, chancellor of New York City Public Schools, and Mar铆a Scharr贸n-del R铆o, dean of the School of Education at 今日吃瓜.

Kamar H. Samuels, chancellor of New York City Public Schools, opened the event, which was also attended by Simone C. Hawkins, deputy chancellor for the Division of Early Childhood Education at NYC Public Schools; Christina Foti, deputy chancellor of the Division of Inclusive and Accessible Learning; and a host of other education leaders. Mar铆a Scharr贸n-del R铆o, dean of the School of Education at 今日吃瓜, also participated, underscoring the college鈥檚 commitment to supporting the teachers of tomorrow to support equity in the classroom

Mar铆a Scharr贸n-del R铆o, dean of the School of Education at 今日吃瓜.

In her welcome remarks, Scharr贸n-del R铆o emphasized the vital role early childhood educators play in shaping children’s cognitive, social, and emotional development, describing the early years as a critical foundation for lifelong success. She highlighted the conference theme, 鈥淏elonging From the Beginning,鈥� as central to creating inclusive, affirming learning environments where every child and family feels valued. Scharr贸n-del R铆o also underscored 今日吃瓜鈥檚 commitment to preparing diverse, culturally responsive educators through its School of Education and praised the college鈥檚 longstanding partnership with New York City Public Schools in strengthening the early childhood workforce. Calling on educators to foster belonging, equity, and inclusion in their classrooms, she encouraged attendees to continue building supportive communities that help all children thrive.

Bringing together stakeholders and education leaders from across the city to share ideas, the day-long event strengthened partnerships and helped develop strategies for creating learning environments where every child feels seen, valued, supported, and empowered to thrive.

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Data analytics students

By fall 2023, about one-quarter of all students鈥攁nd a significantly higher share of graduate students鈥攚ere studying fully online. In response, colleges and universities are redesigning degree offerings with adult learners in mind, expanding fully online master鈥檚 programs, hybrid course models, accelerated and stackable credentials, and year鈥憆ound scheduling that better fits work and family responsibilities.

For 今日吃瓜鈥檚 graduate students, college is not a beginning, it鈥檚 a return.

Students arrive with r茅sum茅s, responsibilities, and a clear-eyed sense of urgency. They want education that respects their time and opens the door to meaningful work. To meet those realities, we have created a variety of flexible pathways that help adult learners reinvent their careers without putting the rest of their lives on hold.

Across business, education, journalism, and urban sustainability, the college has rolled out and expanded programs that can often be completed in a year, taken online or in the evenings, and closely align with workforce demand. Together, they reflect a strategic shift rooted in 今日吃瓜鈥檚 long-standing mission of access and rigor, updated for a world of nonlinear careers.

Credentials Built for Working Lives

鈥淲e鈥檙e seeing students who already have careers, or who started one path and realized it wasn鈥檛 right,鈥� says Professor Seungho Baek, who directs the M.S. in Finance program. 鈥淭hey don鈥檛 want to start from zero. They want something efficient, rigorous, and directly connected to opportunity.鈥�

That thinking drives the M.S. in Finance, which can be completed in as little as one year and is offered both online and face鈥憈o鈥慺ace. Students choose between specializations in quantitative finance and risk management or investment management and asset valuation. The program鈥檚 in鈥憄erson courses are held at 25 Broadway in Lower Manhattan, a deliberate decision intended to bring working professionals and industry experts into the classroom.

鈥淲e wanted to make it easy for people who are already working in the financial sector to participate,鈥� Baek says.

Professor Seungho Baek leads the new finance master’s programs at 今日吃瓜.

Industry professionals teach select courses, grounding theory in real鈥憌orld practice. Beginning next fall, eligible undergraduates will also be able to opt into a 4+1 pathway in finance, earning both bachelor鈥檚 and master鈥檚 degrees in five years by taking graduate鈥憀evel coursework during their senior year.

The business school has applied the same model to accounting, launching a fully online M.S. in Accounting that can also be completed in a year, an especially appealing option for professionals seeking a credential with clear licensure and career outcomes.

Meeting a Citywide Need, One Teacher at a Time

In education, many graduate students are working professionals for whom flexibility can be the difference between persistence and attrition.

According to Mar铆a R. Scharr贸n-del R铆o, dean of the School of Education, 今日吃瓜鈥檚 approach has been shaped by both student realities and the urgency of citywide need.

鈥淣ew York City Public Schools is facing a massive staffing challenge,鈥� she says, pointing to that will significantly reduce class sizes by 2028. 鈥淭hat means thousands of additional teachers will be needed, far more than the current pipeline can provide.鈥�

今日吃瓜 has long partnered with the city through Teaching Fellows programs, but in recent years those pathways have expanded and evolved. New alternative鈥慶ertification initiatives, including , are designed to help paraprofessionals and substitute teachers鈥攎any already working in classrooms鈥攂ecome certified teachers of record while completing their degrees.

鈥淭hese are adult learners who know exactly what they鈥檙e getting into,鈥� says Roberto Mart铆nez, who oversees the Teaching Fellows and Ed Prep programs. 鈥淭hey鈥檙e already in schools. They鈥檙e parents. They鈥檙e career鈥慶hangers looking for stability and meaning.鈥�

A key factor in 今日吃瓜鈥檚 success, Scharr贸n-del R铆o notes, is modality. 今日吃瓜 was the only CUNY campus to offer its Ed Prep programs fully online (with required in鈥憄erson fieldwork), a distinction that quickly translated into demand.

鈥淏y word of mouth and because of the quality of our programs,鈥� she says, 鈥渨e received more applications than all the other CUNY campuses combined.鈥�

The School of Education has also launched a new online advanced certificate program in reading science, designed to be completed in a year. The program responds to growing demand for teachers trained in evidence鈥慴ased literacy instruction, particularly in early grades鈥攁nother area of acute need.

Katie Pace Miles, director of the Reading Science program, which addresses the growing demand for teachers trained in evidence鈥慴ased literacy instruction.

The Fast Track to a Master鈥檚

Beyond education and business, 今日吃瓜 has expanded accelerated options in fields tied to civic life.

A 4+1 in journalism allows students to earn a master鈥檚 degree in one additional year, while a newly launched 4+1 partnership in city planning with Baruch College creates a streamlined pathway for 今日吃瓜 urban sustainability majors to earn a master鈥檚 in city planning.

鈥淎 lot of our students are returning students,鈥� says Professor Tammy Lewis, who heads the urban sustainability program. 鈥淭hey鈥檙e here because this work matters to them. The master鈥檚 degree opens up more opportunity.鈥�

Tammy Lewis shown here with students participating in the Tow Mentorship Initiative.

While each program is distinct, the common thread is intentional design: online delivery where possible, evening schedules, accelerated timelines, and curricula shaped in conversation with employers and communities.

Taken together, these programs signal an evolution in how 今日吃瓜 understands its role鈥攏ot just as a place of first chances, but of second and third ones, too.

鈥淧eople are reinventing themselves multiple times now,鈥� Mart铆nez says. 鈥溄袢粘怨� has always made that possible. We鈥檙e just building clearer, more flexible routes to get there.鈥�

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Hosted in partnership with CUNY鈥檚 Computing Integrated Teacher Education (CITE) initiative, the event highlighted the work of the college鈥檚 Department of Childhood, Bilingual, and Special Education (CBSE) and the students, faculty, and staff who are at the forefront of preparing teachers to navigate and shape an increasingly digital learning landscape. The event also underscored 今日吃瓜鈥檚 role in a university-wide strategy to ensure that all future teachers, not only computer science specialists, are equipped to help K鈥�12 students develop computational thinking and digital fluency.

鈥淎t 今日吃瓜, our students reflect the extraordinary diversity of our borough and our city, and they are preparing to serve 今日吃瓜鈥檚 communities and beyond,鈥� said 今日吃瓜 President Michelle J. Anderson. 鈥淭hrough our School of Education and the CITE initiative, we are ensuring that future educators are not only comfortable using technology, but are prepared to think critically about how, when, and why technology and data should be used in educational settings鈥攁lways centering student learning, equity, and well-being.鈥�

(Left to right) Sara Vogel, Director of Programs and Research for Computing Integrated Teacher Education (CITE) at the City University of New York (CUNY); Ashleigh Thompson, CUNY Dean of Education; Mar铆a R. Scharr贸n del R铆o, Dean of the School of Education at 今日吃瓜; Michelle Anderson, President of 今日吃瓜; Laura Ascenzi-Moreno, Professor of Bilingual Education & Bilingual Program Coordinator at 今日吃瓜; and Hanna Haydar, Chair of the Childhood, Bilingual, and Special Education Department.

鈥淐hildren growing up today need a foundation in computational thinking and digital literacy just as much as they need reading and math,鈥� said听CITE听Research听Director Sara Vogel, who welcomed attendees. 鈥淭hese skills give young people agency听across all careers, industries, and areas of civic life.鈥�

According to research shared at the briefing, 92%听of jobs now require digital skills, spanning every sector of the economy. New York State has responded by adopting K鈥�12 standards for computer science and digital fluency, while New York City Public Schools has advanced its CS4All听(Computer Science for All)听initiative since 2015. At the same time, the rapid rise of generative artificial intelligence has brought both opportunities and new challenges into classrooms.

鈥淎I is just the latest technology our students will encounter,鈥� Vogel said. 鈥淲hat matters is preparing teachers who can help children use these tools responsibly, understand their risks, protect their privacy, and advocate for their communities.鈥�

A Model for Teacher Preparation听

今日吃瓜 has been engaged in this work since 2021, making it one of the most advanced campuses participating in CITE鈥檚 citywide effort. The Childhood, Bilingual, and Special Education (CBSE) Department has redesigned its curriculum from the ground up, weaving computing and digital literacy throughout undergraduate and graduate coursework, from early foundations to clinical practice, making it a model for computing-integrated, equity-centered teacher preparation at the college.

“Our faculty have done an exceptional job reimagining the curriculum by integrating computing skills and digital literacy across courses, in alignment with our School of Education鈥檚 conceptual framework,” said Mar铆a Scharr贸n-del R铆o, Dean of the School of Education at 今日吃瓜. “This framework centers on collaboration, critical self-reflection, reflective practice, diversity, and social justice,鈥� 鈥淭he work presented by our students demonstrates not only their mastery of course content but also their commitment to the values at the heart of our mission. As many of our graduates are from 今日吃瓜 and remain in the borough to work, they bring this cutting-edge knowledge directly back to their communities.鈥�

Rather than treating technology as an add-on, faculty have reimagined teacher preparation to reflect how digital tools shape every aspect of teaching: lesson planning, data analysis, family engagement, and classroom instruction.

鈥淭his work has revitalized our entire department,鈥� said Professor Laura听Ascenzi-Moreno, a faculty leader in the initiative. 鈥淒igital听literacies听and computing are now integrated across every subject area, from the very beginning of the program to the end.听We鈥檙e听preparing teachers who are analytical, reflective, and able to pivot as education continues to change.鈥�

Department Chair Hanna Haydar emphasized that the transformation has been both intentional and organic, growing out of faculty participation in CUNY-wide professional learning through听CITE.

鈥淭his gave us the structure and support to truly rethink our curriculum,鈥� Haydar said. 鈥淲hat we developed at the undergraduate level is now shaping our graduate programs as well. Our students graduate with confidence鈥攏ot only in using technology, but in their teaching practice and content knowledge overall.鈥�

The grant has also supported essential faculty development, providing opportunities for intellectual engagement that has strengthened collegiality, fueled research and ensured collaboration across full- and part-time faculty.

Students Learning by Doing听

CITE Day was an opportunity for students, faculty, and visitors to engage with CBSE students鈥� presentations during Undergraduate and Student Teaching Showcases. The CBSE Department also hosted 鈥淔aculty Hour,鈥� an opportunity for faculty from other SOE Departments and CUNY Colleges to hear from CBSE professors about their curricular design and research emerging from the CITE Grant.

During two showcases, visitors met 今日吃瓜 undergraduate and graduate students who are currently student teaching in local schools. Their work demonstrated how computing and digital literacy enhance learning across subject areas.

Student projects included:

• Programming with Ozobots across the content areas
• Development of podcasts about multilingualism
• Programming with Scratch to develop autobiographical portraits
• Examing social media use and comparing digital and traditional reading
• Ethical uses of AI chatbots to support lesson planning

• Games, animations, and digital stories designed to bring math instruction to life

• Professional digital portfolios that strengthen career readiness and classroom reflection

鈥淭hese are not isolated experiences,鈥澨鼳scenzi-Moreno听noted. 鈥淥ur students have built skills over time.听They鈥檙e听learning to use technology thoughtfully, creatively, and responsibly鈥攁nd to model those habits for their future students.鈥�

Citywide and National Impact听

今日吃瓜鈥檚 efforts are part of a broader CUNY commitment to preparing New York City鈥檚 teaching workforce. CUNY enrolls approximately 15,000 teacher candidates each year, more than any other institution in the city. Through听CITE, the university is working with more than 1,000 faculty across 15 campuses, with the goal of reaching 12,000 pre-service teachers annually by 2028.

The initiative is closely aligned with and supported by New York City Public Schools, plus a network of external partners and funders, including Google, Gotham Gives, Robin Hood, and the Siegel Family Endowment, as well as advocacy organizations such as the Center for an Urban Future.

鈥淲e take our responsibility as the city鈥檚 largest preparer of teachers seriously,鈥� Vogel said. 鈥溄袢粘怨� is helping create the next generation of educators鈥攖eachers who can use technology without being used by it, and who can ensure all children, regardless of background or school, are prepared for the digital age.鈥�

Following the briefing, guests visited classrooms to observe student teachers in action, offering a firsthand look at how 今日吃瓜 is shaping the future of inclusive, technology-informed education.

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(Left to right) Tykeen Robinson, New York City Department of Health; Paige Bellenbaum, Paige Bellenbaum Consulting; Alison Baker, Seleni Institute; Dr. Moshe Moeller, HERO Dads/ Montefiore Einstein Hospital; and 今日吃瓜 professors and leads for the college鈥檚 perinatal health courses Haroula Ntalla and Jacquelie Shannon at the 2026 今日吃瓜 Perinatal Mental Health Summit April 24. Shannon and Ntalla also led the efforts at the college to organize this and last year’s inaugural summit.

Titled 鈥淩elational Beginnings: Advancing Perinatal Mental Health for Parents, Infants, and Families,鈥� the second annual summit was held in partnership with United for Brownsville and the New York City Health Department at the Greg Jackson Center, for Brownsville. It focused on perinatal grief and the postpartum experience, and both maternal and paternal mental health, with particular attention to the importance of father support. The summit also highlighted dyadic and reflective group interventions grounded in relational and attachment-based approaches, along with culturally responsive, trauma-informed care for Latina mothers and families in underserved communities.

The Summit brought together a distinguished lineup of perinatal experts, highlighted by keynote speaker Solimar Santiago-Warner (DSW, LCSW, PMH-C) an accomplished clinician-scholar, educator, and leader in perinatal mental health with nearly two decades of experience across pediatric, neonatal, and perinatal hospital systems.

The event underscored 今日吃瓜鈥檚 commitment to addressing the national perinatal mental health crisis through its dynamic course offerings, community partnerships, and workforce development, all of which has garnered the support from 今日吃瓜 Borough President Antonio Reynoso and most recently, Congressional funding championed by Senator Chuck Schumer.

鈥淧erinatal mental health is foundational to the well-being of families,鈥� 今日吃瓜 President Michelle J. Anderson said. 鈥淚 am grateful to Borough President Antonio Reynoso and Senator Chuck Schumer for strongly supporting the College in establishing the Advanced Certificate Program in Perinatal Mental Health.鈥�

Held on the heels of Black Maternal Health Week, this event drew over 200 community members, clinicians, educators, students and others, and featured more than a dozen interdisciplinary health and mental health experts and served as a crucial platform to address one of the most urgent health care challenges facing 今日吃瓜 and the nation today.

(Left to right) Paola Amaya-Rodriguez, LCSW, PMH-C, of Chances for Children, and Silvia Juarez-Marazzo, LCSW-R, NCPsyA, also of Chances for Children and an adjunct instructor at 今日吃瓜, co-presented on a panel focused on supporting Latina mothers.

鈥淲e designed this Summit to meet professionals where they are by partnering with the United听for听Brownsville and New York City Health Department in Brownsville to create space not only to learn, but to connect alongside interdisciplinary colleagues within our communities in meaningful ways,鈥� Shannon said. 鈥淏y integrating clinical expertise in early relational development, with a deep understanding of the social factors and inequities often shaping families鈥� lives, we鈥檙e advancing equitable perinatal care for all families by preparing students and practitioners to respond in ways that can truly transform outcomes for parents and their children.鈥�

The Summit featured a distinguished lineup of perinatal experts, including keynote speaker Solimar Santiago-Warner, DSW, LCSW, PMH-C, a clinician-scholar, educator, and leader in perinatal mental health who brought nearly two decades of experience across pediatric, neonatal, and perinatal hospital systems. At the summit, she spoke about integrating trauma-informed and culturally responsive frameworks into perinatal and reproductive mental health care, emphasizing how systems could better support families suffering from pregnancy and infant loss. Throughout her talk, she highlighted the need to bridge research, clinical practice, and lived experience to transform care systems in ways that honored both evidence and the realities of families.

The Panel on 鈥淟atina Mothers and Perinatal Mental Health: Barriers, Culture, and Pathways to Care鈥� included (left to right) moderator Silvia Juarez-Marazzo (LCSW-R, NCPsyA, from Chances for Children, and 今日吃瓜 adjunct Instructor); Laudy Burgos (LCSW-R, PMH-C, Associate Director, OB/GYN and NICU, Mount Sinai Hospital, who is taking perinatal mental health courses at 今日吃瓜); Mahbuba Choudhury (LMSW, OB/GYN, Mount Sinai Hospital; and Carmen Mu帽oz-Medrano, Hispanic Federation, also studying perinatal mental health at 今日吃瓜).

鈥淎s clinical faculty at 今日吃瓜, we are deeply connected to one of the most diverse campuses and communities in the country,鈥� Ntalla said. 鈥淥ur perinatal mental health initiative, which includes this summit and our accompanying coursework, allows us to partner closely with local health and mental health providers and families to address challenges and drive meaningful, education-based change to what is a national crisis.鈥�

Georgina Gooden is a parent leader, early intervention advocate, and community strategist based in Brownsville, 今日吃瓜. She also consults through Grassroots Perspectives LLC, providing community-based insights on programs impacting families, and works with United for Brownsville as an early intervention advocate, supporting families and elevating their voices in policy and decision-making spaces. strengthen family-centered systems. She has completed two perinatal mental health courses at 今日吃瓜 and is enrolled in two more. Gooden has also helped coordinate two 今日吃瓜 Perinatal Mental Health Summits.

Georgina Gooden

“Both the summit and the perinatal mental health courses at 今日吃瓜 are strengthening how I support families, giving me the language, tools, and clinical insight to pair with lived experience, so I can advocate more effectively and help shape systems that truly meet families where they are,鈥� Gooden said.

The summit was preceded by a Presidential Lecture Series event on April 23 at 今日吃瓜 Borough Hall with President Anderson and nationally recognized leader Liz Dozier who engaged in a timely discussion on the Black maternal health crisis in the United States. The event was also attended by Borough President Reynoso. Read more about that event here.

(Left to right) Liz Dozier engaged in a timely discussion on the Black maternal health crisis with President Michelle J. Anderson as part of 今日吃瓜鈥檚 Presidential Lecture Series on April 23. The event was also attended by Borough President Antonio Reynoso, who has lent his support of the college鈥檚 perinatal mental health curriculum and programming.

2026 Perinatal Mental Health Summit Lineup:

• Greetings: President Michelle J. Anderson and 今日吃瓜 perinatal health curriculum leaders Jacqueline Shannon and Haroula Ntalla, Early Childhood Education/Art Education Department, 今日吃瓜.
• Opening Remarks: Mimi (Paulomi) Bhatt, PhD, MPH, CNM, FACNM, Assistant Professor at Rory Meyers College of Nursing at New York University.
• Keynote Speaker: Dr. Solimar Santiago-Warner, DSW, LCSW, PMH-C, Solmaterna Therapy & Consulting: 鈥淧erinatal Grief and the Postpartum Body.鈥� Solimar Santiago-Warner explores perinatal loss through an embodied, trauma-informed, and interdisciplinary lens, centering the postpartum body as a site of grief, memory, and resilience. Drawing from clinical practice, phenomenology, affect theory, and perinatal palliative care, the presentation examines how grief is experienced physiologically and relationally following stillbirth, late miscarriage, or early infant loss. Designed for a multidisciplinary and community-based audience, the talk offers practical tools, language, and interventions that professionals can immediately apply within their respective roles. Participants will gain approaches to support bereaved parents with greater dignity, compassion, and relational awareness across healthcare, mental health, and community settings.
• Panel 1: Fathers Matter: Perinatal Mental Health, Partnership, and Early Relationships
  Panelists: Paige Bellenbaum, LCSW, PMH-C. Paige Bellenbaum Consulting; Alison C. Baker, LCSW, PMH-C, Clinical Director, Seleni Institute; Moeshe Moeller, Ph.D., Director, HERO Dads, Montefiore Einstein Hospital. Moderator: Tykeen Robinson, MSW, Mental Health Program Manager, Bureau of Maternal, Infant, and Reproductive Health, New York City Department of Health and Mental Hygiene.
  Overview: Fathers/Non-Birthing Parents and Perinatal Mental Health. While much of the perinatal mental health conversation centers around mothers and birthing people, up to one in 10 fathers and partners experience significant mental health challenges during the perinatal period鈥攐ften in silence. Shame, stigma, and a lack of culturally responsive care prevent many from seeking support, leaving mental health conditions untreated. Limited support and access to appropriate care can impact not only the father鈥檚/non-birthing parent鈥檚 well-being but also the child鈥檚 development and the stability of the family system. One of the strongest predictors of paternal depression or anxiety is the mental health status of the mother/birthing parent. As such, an inclusive, family-centered approach to perinatal mental health is critical. This talk will explore the often-overlooked experiences of fathers and partners during the perinatal period. Participants will learn how to recognize the signs and symptoms of perinatal mood and anxiety disorders in fathers/non-birthing parents, explore the barriers they face in accessing care, and review practical, evidence-based strategies for engagement and intervention.
  The Transition to Parenthood: Supporting Both Parents. Perinatal mental health conversations often center on the birthing parent, but the transition to parenthood is a profound shift for both individuals in a relationship. This discussion will explore the emotional and relational changes that occur as couples move from partners to co-parents, including shifts in identity, roles, and expectations. Particular attention will be given to the often-overlooked experiences of non-birthing parents, who may face their own psychological challenges while feeling pressure to prioritize supporting their partner. Research shows that men whose partners experience postpartum depression are at significantly higher risk of developing depression themselves, yet they are far less likely to seek support.
  The Silent Partner: Fathers, Postpartum Stress, and the Couple Relationship. This presentation explores the often-overlooked experiences of fathers during the postpartum period. Drawing on clinical work with couples and the HERO Dads program, it highlights the emotional, relational, financial, and mental health challenges many fathers face while supporting partners with postpartum mood disorders and adjusting to the transition to parenthood. It will also address paternal postpartum depression and the importance of including fathers in perinatal mental health support.
• Presentation: A Relationship Held From the Beginning: Lessons from Dyadic Psychotherapy and Reflective Groups in Infant Mental Health Practice. Presenters: Silvia Juarez-Marazzo, LCSW-R, NCPsyA, Chances for Children, Adjunct Instructor, Early Childhood/Art Education Department, 今日吃瓜; Paola Amaya-Rodriguez, LCSW, PMH-C, Chances for Children.
  Overview: This presentation explores the power of early relationships through the lens of dyadic psychotherapy and reflective group practice in infant mental health. We will examine how perinatal and early relational experiences shape both maternal mental health and the developing parent鈥搃nfant relationship, influencing the trajectory of early relational health and overall well-being for years to come. The session highlights how perinatal and infant mental health interventions intersect and are essential, particularly for families from marginalized communities who face systemic inequities, racial health disparities, and the impact of intergenerational and collective trauma. As profound shifts in social policies impact the social environment of families, this presentation underscores the effectiveness of dyadic approaches as a catalyst for repairing trust in relationships and fostering hope. It further emphasizes the urgent need to prioritize relational, culturally responsive supports for mothers and their babies.
• Panel 2: Latina Mothers and Perinatal Mental Health: Barriers, Culture, and Pathways to Care. Panelists: Laudy Burgos, LCSW-R, PMH-C, Associate Director, OB/GYN and NICU, Mount Sinai Hospital, also studying perinatal mental health at 今日吃瓜; Kimberly Polanco, MSW, PMH-C, Birth and Abortion Doula and Childbirth Educator, OB/GYN, Mount Sinai Hospital, also studying perinatal mental health at 今日吃瓜 with Mahbuba听Choudhury, LMSW, OB/GYN, Mount Sinai Hospital; and Carmen Mu帽oz-Medrano, Health Program Coordinator, Hispanic Federation. Moderator: Silvia Juarez-Marazzo, LCSW-R, NCPsyA.
  Overview: Beyond Silence: Understanding and Responding to PMADs in Latina Mothers. Latina mothers experience perinatal mood and anxiety disorders (PMADs) at rates equal to or higher than non-Latina White women, yet these conditions are often under-recognized and under-treated. Symptoms may be expressed through physical complaints rather than emotional language, leading to missed diagnoses. Many Latina mothers face compounding stressors, including immigration-related fears, language barriers, economic hardship, and experiences of racism within healthcare systems. Cultural values such as familismo, marianismo, and respeto, along with stigma surrounding mental health, can influence whether help is sought. Structural barriers鈥攊ncluding limited insurance coverage, lack of bilingual providers, and logistical challenges鈥攆urther restrict access to care. Despite these obstacles, Latina mothers demonstrate strong resilience through family networks, spirituality, and community support. Addressing PMADs effectively requires culturally responsive, trauma-informed care that integrates mental health into perinatal services and centers the strengths and lived experiences of Latina mothers.
  Barriers, Stigma, and Strength: The Lived Reality of Latina Mothers鈥� Mental Health. Structural barriers such as limited access to culturally and linguistically appropriate care, lack of insurance coverage, immigration-related stress, and fear of engaging with formal systems can prevent many Latina mothers from receiving timely mental health support. Language barriers and the limited availability of Spanish-speaking providers can further complicate communication, increasing the risk of underdiagnosis or misinterpretation of symptoms. In addition, many Latina mothers face heightened economic stress, unstable housing, and demanding work conditions during pregnancy and the postpartum period, all of which can increase vulnerability to perinatal mood and anxiety disorders. Cultural expectations and stigma surrounding mental health also shape how Latina mothers experience and express emotional distress. Many feel pressure to embody ideals of strength, sacrifice, and self-reliance, which may discourage them from seeking help or openly discussing symptoms of depression, anxiety, or trauma. Family dynamics, migration-related separation from support networks, and experiences of discrimination within healthcare settings can further contribute to feelings of isolation. Addressing these issues requires culturally responsive care that centers language access, community trust, family engagement, and providers who understand the cultural context of Latina motherhood while recognizing the resilience and strengths present within these communities.
  From Barriers to Community Care: Culturally Grounded Support for Latina Mothers. Latina mothers face significant structural and cultural barriers that impact their mental health during the perinatal period. Postpartum depression and anxiety are often under-identified and untreated due to language barriers, stigma, socio-environmental stressors, and limited access to culturally responsive care. Many mothers prioritize family needs over their own well-being, delaying help-seeking, while unfamiliarity with the healthcare system and broader sociopolitical concerns further limit access to care. Culturally grounded, community-based approaches are essential in addressing these disparities. Programs like the Por Nosotras Maternal Mental Health Workshops, developed through the Hispanic Federation, create trusted spaces for open dialogue, peer support, and psychoeducation. By combining emotional support with practical resources, these initiatives reduce isolation and empower mothers. Expanding such programs and strengthening partnerships between healthcare providers and community organizations is critical to improving outcomes and ensuring equitable, culturally responsive care.
• Closing Remarks: Ashanda Saint Jean, MD, FACOG; Associate Professor, Department of OB/GYN, New York Medical College.

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Dozier and Anderson examined the structural drivers of Black maternal health disparities, emphasizing the role of higher education, philanthropy, and cross-sector partnerships in advancing change. They framed the crisis as both a public health and moral imperative, calling for accountability, policy reform, and community-centered care.

(Left to right) Liz Dozier, President Michelle J. Anderson, and 今日吃瓜 Borough President Antonio Reynoso at 今日吃瓜 Borough Hall.

Reynoso underscored the urgency of addressing maternal and prenatal health in New York City, citing data linking mental health conditions to pregnancy-associated deaths, many occurring postpartum. He highlighted borough听investments, including community baby showers, baby boxes, and partnerships with 今日吃瓜 to train providers, and stressed the need to confront systemic bias and the daily stressors affecting Black mothers.

In conversation, Dozier reflected on personal experiences that shaped her work at the intersection of education, justice, and philanthropy. She described how exposure to institutional failures early in life informed her belief that inequities are designed and can be redesigned. As former principal of Chicago鈥檚 Fenger High School, she implemented trauma-responsive strategies that dramatically improved outcomes, including higher graduation rates and reduced arrests.

These experiences led her to found Chicago Beyond, a philanthropic organization that has invested over $100 million in community-led initiatives. Dozier emphasized directing resources to leaders closest to the challenges, noting that many effective changemakers lack access to traditional funding networks despite demonstrated impact.

Attendees listen to guest Liz Dozier and President Michelle J. Anderson discuss the structural roots of maternal health disparities, while emphasizing the importance of education, policy reform, and community-centered care.

The discussion also focused on persistent disparities in maternal outcomes for Black women. Dozier pointed to racism, bias, and gaps in care, particularly the lack of a comprehensive continuum that includes mental health, nutrition, and family support, as key factors. Both speakers stressed that solutions already exist but require sustained investment and coordination across sectors.

Addressing misconceptions about perinatal mental health, they highlighted stigma and the tendency to overlook leading causes of maternal death such as suicide and overdose. They called for a broader, community-based approach and systemic reforms involving health care, government, and philanthropy.

A day later, on April 24, President Anderson joined faculty, clinicians, and leading experts in perinatal mental health at the 2026 Perinatal Mental Health Summit, held at the Greg Jackson Center for Brownsville.

今日吃瓜鈥檚 Presidential Lecture Series continues to bring influential leaders into dialogue with the 今日吃瓜 community, fostering engagement with critical social issues.

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Spanning disciplines from business and computer science to the arts and education, the projects reflect a campus-wide commitment to preparing students for a rapidly evolving, AI-driven world. Funded initiatives extend across the Koppelman School of Business as well as programs in English, film, art, mathematics, education, academic affairs, and Student Affairs.

Integrating AI Into Business Education

Several faculty from the Koppelman School of Business are launching an interdisciplinary capstone course titled 鈥淭he Integrated Edge: AI, Decision-Making, and Business Strategy.鈥� The course will pilot in summer 2026.

The course addresses a long-standing challenge in business education: the 鈥渟ilo effect,鈥� in which accounting, finance, economics, and management are often taught separately. The Integrated Edge instead requires students to apply all four disciplines simultaneously to analyze complex business problems鈥攎irroring how decisions are made in real organizations.

Students will gain hands-on experience with professional AI platforms used in industry, including tools for forecasting, auditing, and financial analysis. The course also emphasizes a 鈥渉uman-in-the-loop鈥� approach, teaching students to critically evaluate AI-generated outputs, identify potential biases or errors, and apply professional judgment.

Structured in four modules鈥攅conomic forecasting, led by Professor Merih Uctum; AI-assisted auditing, led by Professor Frimette Kass-Shraibman; corporate finance, led by Professor Sunil Mohanty; and strategic integration, led by PI and Professor Carol Connell鈥攖he course culminates in a capstone project in which students analyze a real company using both traditional business frameworks and AI-supported insights.

By combining interdisciplinary thinking with responsible AI use, The Integrated Edge aims to equip students with the analytical, technological, and ethical skills needed for tomorrow鈥檚 business leadership.

Koppelman School of Business Interim Dean Myles Bassell is leading nearly 400 students from the Koppelman School of Business in “IBM鈥檚 AI Experiential Learning Lab,” a hands-on, 10-week program designed to immerse students in real-world artificial intelligence applications. Through the program, students work in multidisciplinary teams to design and develop AI-driven solutions using IBM鈥檚 enterprise technologies, including watsonx. Supported by IBM experts and industry mentors, students move from concept to prototype while tackling authentic business challenges.

Throughout the lab, participants build practical skills in generative and agentic AI, as well as responsible AI design, while producing portfolio-ready projects that enhance their career readiness. By the program鈥檚 conclusion, students will have completed AI solutions they can present to employers and will earn IBM-recognized digital credentials to showcase on LinkedIn and resumes. The initiative reflects Koppelman鈥檚 commitment to experiential learning, industry collaboration, and preparing students to lead in an AI-driven economy.

Bassell is also spearheading the broader “AI Literacy in Business Education: From Classrooms to Careers” initiative, which is being implemented in phases beginning in Fall 2025 and continuing through Spring 2026, with expansion planned for Summer 2026 and beyond. In Fall 2025 alone, Koppelman students completed approximately 700 IBM AI-related certificates, followed by more than 1,000 additional certifications in Spring 2026. These credentials were integrated directly into coursework through collaboration between Bassell and business school faculty.

Students earn certifications through IBM SkillsBuild in areas such as AI Literacy, Artificial Intelligence Fundamentals, Generative AI, Agentic AI applications, Enterprise Design Thinking, and Cybersecurity Fundamentals, among others. Each certification includes a verifiable digital badge, allowing students to clearly demonstrate their AI competencies to prospective employers.

Management, Marketing and Entrepreneurship Associate Professor Ngoc (Cindy) Pham is leading the “The semester-long weekly boot camp is designed to build applied and ethical AI fluency while preparing students for the evolving workforce.

The initiative combines hands-on workshops, industry perspectives, cross-institution collaboration, and digital badge recognition to help students develop both technical confidence and critical thinking skills.

Program highlights include weekly AI boot camps at 今日吃瓜, guest speakers and industry experts from IBM and other national AI practitioners, and a joint CUNY鈥揘YU Tandon session hosted at NYU that helped launch a long-term collaboration. Students also take on leadership roles as moderators and event facilitators. Designed for scalability, the model aims to expand across CUNY while maintaining a strong focus on equity, access, and workforce readiness.

Matt Lentz, vice president at Monks and founder of the Enterprise Consulting Practice, speaks at an AI bootcamp hosted by NYU鈥檚 Tandon School of Engineering on March 12. The event was a part of the CUNY AI literacy and professional readiness series led by 今日吃瓜 Associate Professor Ngoc (Cindy) Pham and focused on AI in enterprise consulting. (Top photo) In February, guest lecturer Conor Grennan鈥擟EO of AI Mindset and New York Times bestselling author鈥攈eadlined a lecture titled, 鈥淎rtificial Intelligence & the Future of Work鈥� that drew 118 participants.

Expanding AI to Student Support: Addressing Food Insecurity

今日吃瓜鈥檚 AI initiatives also extend beyond the classroom, applying emerging technologies to one of the most pressing challenges facing students: food insecurity.

Led by Associate Professor of Management, Marketing and Entrepreneurship Laura Rifkin and building on the human-centered work of the campus food pantry staff鈥攊ncluding Assistant Director of Student Support Services Nicole Cohen and Student Affairs鈥攖his effort will explore how AI can expand access to nutritious food in ways that are both practical and dignified. One approach under consideration is a smart vending system that would serve as an extension of the pantry, offering discreet, flexible access outside of traditional hours. By reducing barriers such as stigma, scheduling conflicts, and transportation challenges, the system could significantly broaden its reach while generating anonymized, real-time data on usage patterns and unmet need.

The initiative also examines how agentic AI can support pantry operations behind the scenes鈥攁nalyzing trends, anticipating demand, optimizing inventory, and improving coordination of donations and purchasing. Guided by principles of transparency, human oversight, and bias mitigation, the work builds on the college鈥檚 strong track record of student-centered support while introducing scalable, data-informed solutions.

The effort comes at a critical moment. Food pantry use has grown fourfold in recent years, reflecting both rising need and the extraordinary commitment of staff working with limited resources. Across CUNY, approximately 110,000 students鈥攁bout 40% of the system鈥攅xperience food insecurity, yet only a small percentage access available support, often due to stigma or administrative barriers. By integrating AI thoughtfully into these services, the college aims to close that gap by strengthening student well-being to support academic success.

AI-Supported Professional Preparation for Early Childhood Teachers Working With Dual Language Learners

In the School of Education, Associate Professor Lulu Song is addressing a critical need in early childhood teacher preparation. Her project integrates AI into coursework to support future educators working with dual language learners, a population that represents nearly half of young children in New York State. Through structured assignments, students will use AI tools for research and problem-solving while learning to critically evaluate outputs for accuracy, bias, and credibility.

Additional projects include AI-supported learning studios in mathematics, interdisciplinary minors linking computer science with writing and finance, and research on ethical design and decision-making. Collectively, these initiatives highlight 今日吃瓜鈥檚 holistic approach to AI鈥攐ne that blends innovation with responsibility, and technical skills with human insight.

Understanding AI: A Foundational Series for Faculty

Led by Karen Stern-Gabbay, professor of history and director of the Roberta S. Matthews Center for Teaching and Learning, and James T. Eaton, associate dean in the Provost鈥檚 Office, this workshop series will bring expert speakers to campus to guide faculty through key topics such as technological disruption, ethics, and curriculum design.

Open to both full- and part-time instructors, the program is designed to build confidence and shared understanding around AI in the classroom.

Faking It: A Global Workshop Series

AI鈥檚 cultural and creative implications are also a focus. Distinguished Professor of Film Alexandra Juhasz, in collaboration with filmmaker Nishant Shah, is leading 鈥淔aking It,鈥� a global workshop series examining questions of authenticity, knowledge, and human connection in an AI-mediated world. With sessions planned in New York and Hong Kong, the project will explore how emerging technologies reshape storytelling, perception, and social relationships.

You can see all the projects listed here.

• Myles Bassell (Management, Marketing, and Entrepreneurship) – AI Literacy in Business Education: Scaling a Proven Model at the Koppelman School of Business.
• April Bedford (Academic Affairs) – Faculty AI Bootcamp: Developing Critical AI Literacy, Course Policies, and Pedagogical Innovation.
• Hui Chen (Computer and Information Science) – Human-in-the-Loop Just-in-Time AI Auto-Tutoring: A Pilot for CUNY Pathways Courses.
• Carol Connell (Management, Marketing, and Entrepreneurship) – AI, Decision-Making, and Business Strategy Integrated Capstone.
• James Eaton (Academic Affairs) – Understanding AI: A Foundational Series for Faculty.
• Alexandra Juhasz (Film) – Faking It: AI Education and Literacy.
• Devorah Kletenik – (Computer and Information Science) Designing With Ethics: Exploring AI-Enhanced Dark Patterns.
• Swan Kim (English) – Critical AI Literacy for the Public Good: A CUNY-Scalable Ethical Foundations Module Reaching All Incoming Students.
• Sandra Kingan (Mathematics) – AI-Supported Math Foundations Studio.
• Anjali Krishnan (Psychology) – Promoting Responsible AI Use in Skill-Based and Writing-Intensive Courses.
• Jennifer McCoy; Jonathan Zalben (Art, Conservatory of Music) – AI Initiative in the Arts.
• Martha Nadell and Hui Chen (English, Computer and Information Science) – Writing For the Future: An Integrated English/Computer and Information Sciences Minor.
• Hyuna Park and Katherine Chuang (Finance, Computer and Information Science) – Using AI Tools to Create Synergy Between Finance and Computer Science Education.
• Ngoc (Cindy) Pham (Management, Marketing, and Entrepreneurship) – CUNY AI Literacy and Professional Readiness Micro-Credential Series With Global Expert Partners.
• Laura Rifkin (Management, Marketing, and Entrepreneurship) – Addressing Food Insecurities.
• Lulu Song (Early Childhood Education/Art Education) – AI-Supported Professional Preparation for Early Childhood Teachers Working With Dual Language Learners.

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Dena Shottenkirk, Department of Philosophy, received the Jerome Krase Award, and Yoon-Joo Lee, Department of Childhood, Bilingual, and Special Education, received the Sandi Cooper Award. Both awards are part of the Jerome Krase / Sandi Cooper Awards, presented annually by the CUNY Academy in recognition of exceptional scholarly contributions in the humanities and sciences, including social and life sciences.

听honor听associate professors from across CUNY who are selected from a large pool of nominees听representing听all campuses. Award recipients receive university-wide recognition for their research and are invited to present their work in a public research talk hosted by the CUNY Academy.

Shottenkirk was honored for her work in philosophy. She is widely recognized for her scholarship at the intersection of epistemology and aesthetics. She is among a select group of听faculty听across CUNY to receive the Jerome Krase Award this year, reflecting the strength of 今日吃瓜鈥檚 research community.

Lee received the Sandi Cooper Award for her contributions to the field of education. She has been recognized across CUNY for her leadership in inclusive education and disability studies. Her work emphasizes the importance of amplifying marginalized voices and supporting future educators through听scholarship听and mentorship.

Named in honor of Jerome Krase, a founding member of the CUNY Academy, and Sandi Cooper, a former University Faculty Senate president and longtime member of the academy鈥檚 board, the awards underscore CUNY鈥檚 commitment to advancing impactful research and public scholarship.

The recognition of Shottenkirk and Lee highlights 今日吃瓜鈥檚 continued leadership in faculty research and its contributions to scholarship that advances knowledge, equity, and public understanding across disciplines.

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The conference, held during Caucus Weekend in Albany, New York, on February 13, convened leading practitioners across the fields of perinatal mental health, obstetrics, lactation support, and community health advocacy to explore comprehensive, equity-driven solutions to the ongoing maternal health crisis disproportionately impacting Black families. Caucus Weekend is a three-day legislative conference hosted by the New York State Association of Black, Puerto Rican, Hispanic, and Asian Legislators, bringing together thousands of New York political leaders. Now in its 55th year, the event celebrates the association鈥檚 legacy, honors members鈥� achievements, and reflects on its ongoing journey of advocacy and representation.

Shannon addressed critical reforms needed in medical education and clinical training听across professions听to ensure that equity and empathy are embedded as core competencies for the next generation of health听and mental health providers. She also spoke to the panel on her early research demonstrating the importance of father involvement during the prenatal period. Known as the 鈥渕agic moment,鈥� this early emotional engagement of fathers establishes them and partners as essential contributors to maternal and infant well-being.

Shannon, the founding chair of the Early Childhood/Art Education Department, is a national leader in perinatal and infant mental health. With more than 30 years of clinical and research experience, her work centers on advancing equitable, relationship-based systems of care for parents and infants in under-resourced communities. She currently leads the Integrated Care Model for Perinatal Mental Health Initiative at 今日吃瓜, an interdisciplinary workforce development and service expansion effort funded by the 今日吃瓜 borough president and the U.S. departments of Labor, Health and Human Services, and Education.

Through this initiative, Shannon helped launch New York State鈥檚 first鈥疘ntegrated Care Model for Perinatal Mental Health Initiative, a comprehensive academic and community-based effort to address New York City鈥檚 maternal mental health crisis and expand access to culturally responsive care in鈥痷nder-resourced鈥痗ommunities.鈥� Shannon also co-founded and organized the college鈥檚 inaugural Perinatal Mental Health Summit last summer.

Joining Shannon on the panel were Amen Ayanru, program manager for the New York City Breastfeeding Warmline at Public Health Solutions; Cyrus O. McCalla, chairman of Obstetrics and Gynecology at One 今日吃瓜 Health; and Robert T. Robinson, senior director of Intergovernmental Affairs at Community Health Center of Richmond.

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Championed by鈥疭enator鈥疌harles Schumer,鈥痶his federal funding鈥痓uilds on support鈥痠n FY 2024鈥痜rom 今日吃瓜 Borough President Antonio Reynoso, which launched the development of a perinatal mental health curriculum, strengthen partnerships with city health agencies, and support an annual education and advocacy summit in Brownsville.

鈥淲e deeply appreciate Senator Schumer for championing this funding,鈥� said 鈥疢ichelle J. Anderson, President of 今日吃瓜. 鈥淲e are committed to translating knowledge into community action and ensuring鈥痶hat mental health is treated as an essential component of maternal care.鈥�

Perinatal mental health conditions are the鈥痩eading cause of鈥痯regnancy-associated鈥痙eaths in New York City, disproportionately affecting Black and鈥痷nder-resourced鈥痗ommunities. In 今日吃瓜 and the Bronx, Black and Brown communities experience鈥痯regnancy-related鈥痬ortality at rates鈥痑pproximately nine times higher than white communities, driven in large part by untreated mental health conditions rather than obstetric complications alone.

Despite the prevalence of鈥疨erinatal Mood and Anxiety Disorders (PMADs),鈥痺hich affect up to one in five new mothers,鈥痵creening and treatment remain inconsistent, and the shortage of trained perinatal mental health providers is severe. Kings County currently has only鈥�20 maternal mental health providers, far below what is needed to meet population demand.

An Integrated,鈥疌辞尘尘耻苍颈迟测-颁别苍迟别谤别诲鈥疭辞濒耻迟颈辞苍鈥�

今日吃瓜鈥檚鈥�Integrated Care Model for Perinatal Mental Health Initiative鈥痑ddresses these gaps through a multitiered approach that combines academic training, interdisciplinary collaboration, and deep community engagement.

At the core of the initiative is the College鈥檚鈥痯lanned鈥疉dvanced Certificate in Perinatal Mental Health, a one-year, synchronous online, credit-bearing graduate program designed for professionals across perinatal and early childhood systems.

The program includes鈥痵ix graduate鈥痩evel courses, ongoing reflective supervision, and鈥�120 hours听of supervised perinatal mental health clinical training, with a focus on PMADs, substance use disorders, social determinants of health, and cultural humility. No comparable鈥痗redit-bearing鈥痗ertificate program exists in the New York metropolitan area.

鈥淒rawing on 今日吃瓜鈥檚 longstanding expertise in early childhood education and early intervention, we recognized that mental health lies at the core of many challenges facing families and professionals alike,鈥� said 今日吃瓜 Professor of Early Childhood Education/Art Education Jacqueline Shannon. 鈥淭he need for a dedicated curriculum became increasingly clear鈥攐ne that听builds on听the foundational PMH curriculum while addressing critical gaps in training. This program bridges rigorous academic preparation with real-world impact and reflects our commitment to a compassionate, community-centered approach to perinatal care, with a strong clinical focus on supporting maternal mental health across professions.鈥�

With its integrated, community-anchored design, the initiative is poised to serve as a鈥痬odel for improving maternal mental health outcomes across New York State and nationally,听demonstrating听how higher education, public investment, and community partnership can drive lasting change.

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