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 可乐视频, 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 可乐视频 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

可乐视频鈥檚 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 可乐视频鈥檚 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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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 可乐视频, an interdisciplinary workforce development and service expansion effort funded by the Brooklyn 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 Brooklyn Health; and Robert T. Robinson, senior director of Intergovernmental Affairs at Community Health Center of Richmond.

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and published author who brings more than three decades of public-school teaching experience to her work with pre-service and in-service educators at the college. Known for her deep commitment to justice-rooted, heart-centered pedagogy, Noble integrates contemplative practices, mindfulness, and equity-focused approaches into teacher education.

Ah! A Heartbook for Teaching | Learning with Love invites educators to reconnect with love, presence, and compassion as essential foundations for teaching and learning. Blending reflective practices with lived classroom wisdom, the book addresses educator well-being, social-emotional learning, trauma-informed teaching, and community care鈥攐ffering guidance for sustaining both teachers and students in complex educational environments.

Noble鈥檚 scholarship reflects 可乐视频鈥檚 mission to advance equity, educational leadership, and holistic learning. Her work contributes to ongoing conversations in teacher education around mindfulness, contemplative pedagogy, and the role of emotional and spiritual awareness in fostering just and humane classrooms.

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Bringing a child into the world is often seen as one of the most joyous moments in a mother’s life. But for many, moments of bliss are overshadowed by the silent, yet powerful, presence of perinatal mental health (PMH) disorders.

These conditions span a vast and often devastating spectrum of mood, anxiety, and related disorders that can take hold during pregnancy or within the first year postpartum鈥攔anging from depression and anxiety to obsessive-compulsive disorder, substance use disorder, and postpartum psychosis.

Their impact is not confined to mothers; they ripple outward, deeply affecting fathers, families, and the fragile foundation of early parenthood. What should be a time of love, bonding, and new beginnings can instead become a relentless battle against crushing stress, isolation, and despair.

At their most severe, these disorders do more than steal joy鈥攖hey take lives.

According to a recent report by the New York City Department of Health and Mental Hygiene, the leading cause of pregnancy-associated deaths was attributed to mental health conditions. And when you add that Black women in New York City were on average nine times more likely to die from pregnancy-related complications than their White counterparts, the ability to identify and intervene is nothing short of a matter of life and death in communities of color.

While there has been a growing awareness of the need to address PMH, the system to screen, diagnose, and treat remains fragmented and inconsistent. This is especially true in Brooklyn and other underserved communities, where educational and other resources are scarce.

A Powerful PMH Partnership

Antonio Reynoso and Michelle J. Anderson

To help make meaningful and lasting change in the neighborhoods it serves, 可乐视频 connected with Brooklyn Borough President Antonio Reynoso and the New York City Department of Health and Mental Hygiene to develop the first credit-bearing advanced certificate program in perinatal mental health in New York State. The program will educate and train mental health, health care, and early education/early intervention professionals to work with pregnant mothers and birthing parents.

In collaboration with Borough President Reynoso鈥檚 Maternal Health Task Force and experts from the New York City Department of Health and Mental Hygiene, a multidisciplinary team from 可乐视频 developed innovative coursework on perinatal mental health to ensure a comprehensive and interdisciplinary approach to this important area of education.

鈥淎s one of the Borough鈥檚 longstanding anchor institutions, we are honored to partner with President Antonio Reynoso and his Maternal Health Task Force in this vital mission, and we deeply appreciate his steadfast support of the PMH program,鈥� 可乐视频 President Michelle J. Anderson said. 鈥淲e are thrilled to develop this innovative curriculum, which seamlessly combines academic excellence with tangible, real-world impact. This initiative is a testament to our unwavering commitment to providing compassionate, community-driven education and training that truly makes a difference.”

This spring, two pilot courses are underway, and the full certificate program will launch in the 2025鈥�26 academic year.

The program鈥檚 coursework was specifically designed for licensed professionals or those pursuing careers in fields such as mental health counseling, social work, clinical and counseling psychology, midwifery, doula work, nursing, OB-GYN, and pediatrics, as well as in the area of early childhood/early intervention. The program presents a one-of-a-kind opportunity to transform academic learning into meaningful, real-world change.

Groundbreaking Curriculum

Haroula Ntalla, Jacqueline Shannon, and Michelle J. Anderson

This spring, Clinical Professor Haroula Ntalla led one of two groundbreaking pilot courses, Parent-Child Dyad Relational Health, a deep dive into the roots of mental well-being within the parent-child bond鈥攂eginning prenatally and extending through the child鈥檚 first year of life. The course explored how early relational experiences shape lifelong mental health, emphasizing the powerful connection between parents and infants.

The second pilot course, Biopsychosocial Aspects of the Perinatal Period, was co-taught by Nina Newman, and Ira Glovinsky 鈥�68. This interdisciplinary course examined the intricate interplay of biological, psychological, and social factors that influence the perinatal experience鈥攆rom pre-pregnancy through childbirth and beyond.

鈥淧erinatal mental health is not just a Brooklyn issue鈥攊t鈥檚 a New York City crisis,鈥� Ntalla said. 鈥淗owever, Brooklyn has been at the epicenter of alarming trends. Recent maternal mortality cases at Brooklyn hospitals underscore the urgent need for intervention, as mental health plays a significant role in these tragedies. Without proper intervention, these factors contribute to poor health outcomes for both mothers and their children, reinforcing cycles of trauma and instability within families.鈥�

Professor Laura Rabin, who initiated the curriculum design with Rona Miles, said 可乐视频鈥檚 PMH curriculum directly addresses a public health crisis in perinatal care.

鈥淥ur goal is to improve maternal and child outcomes throughout New York City, and this program will enhance professionals’ clinical skills and help address maternal perinatal mental health problems, including perinatal mood and anxiety disorders (PMADs) and substance use disorders,” Rabin said.

Ntalla and Associate Professor Jacqueline Shannon leveraged existing expertise from 可乐视频鈥檚 early childhood education and early intervention training and curriculum. They realized that mental health was often at the center of many of the issues they were teaching. The need for this specific curriculum became obvious, allowing them to build on the PMH curriculum design initiated by Rabin and Miles.

Shannon, who directs the PMH program, added: 鈥淲e are excited to offer this specialized curriculum that not only bridges academic learning with real-world impact but also reflects our commitment to a compassionate, community-centered approach to perinatal care with a clinical focus on supporting maternal mental health across professions.”

Leading the Change

Keema Wiley and Georgina Gooden

Georgina Gooden and Keema Wiley were seemingly destined for the frontlines of early intervention and perinatal mental health advocacy.

Gooden moved to Brooklyn from Jamaica in 2015 to be closer to family. She had her son in 2018, and while living in Brownsville, she began paying closer attention to the struggles that mothers, including herself, and their families faced. She started volunteering, first as a community member, and then as a dedicated advocate.

As an Early Intervention Ambassador Assistant with United for Brownsville, Gooden found a platform to address early childhood disparities, particularly in accessing early intervention services for Black and Brown children. Her firsthand experience with the PMH issues in the New York City health system led her to enroll in the pilot courses offered in 可乐视频鈥檚 PMH program.

鈥淚 realized our voices, our lived experiences, could drive real change. The data supported what we already knew鈥攐ur communities weren鈥檛 getting the same access to mental health resources,鈥� Gooden said. 鈥淭his is a crisis, and yet, until now, there were no structured graduate-level programs dedicated to tackling it. 可乐视频 changed that.鈥�

Now, as she also pursues her master鈥檚 degree in early childhood education from 可乐视频, Gooden is seeing the direct impact of her work. She follows expectant mothers through their pregnancies, gaining hands-on experience that connects research with reality.

鈥淥ne of the most heartbreaking things is that many mothers are afraid to admit they鈥檙e struggling. They fear being judged because of the stigma, or worse, having their children taken away. The system isn鈥檛 built to support them鈥攊t鈥檚 built to punish them.鈥�

A Different Kind of Front Line

Working as a trained doula, Wiley offers emotional, physical, and informational support to mothers and their families before, during, and after childbirth. She also works at United for Brownsville, serving as the Strategy and Improvement Manager and leading the Women, Infants, and Children (WIC) Equity Initiative while enrolled in 可乐视频鈥檚 PMH courses.

Wiley鈥檚 journey into maternal and infant health has been anything but conventional.

After graduating high school in 2009, she initially pursued college but was deterred by the financial burden. Instead, she enlisted in the New York Army National Guard in 2010. Over time, her interest in health care grew, leading her to explore midwifery. However, during the COVID-19 pandemic, she realized that becoming a nurse-midwife would place her on the front lines as both a soldier and a civilian鈥攁 challenge she wasn鈥檛 ready to undertake.

Instead, she discovered that the nursing prerequisites overlapped with public health, and she pivoted her focus.

Through her studies at Hunter College, she quickly honed in on maternal and child health. Her research was deeply personal鈥攕he had a smooth, uncomplicated birth experience in 2015, but many of her friends did not.

This stark contrast drove her to investigate how to improve birth outcomes for women who looked like her and shared her background. She recognized that too many mothers and babies in her community were suffering preventable complications, and she became determined to be part of the solution.

Wiley was introduced to the program at 可乐视频 through a professional connection at United for Brownsville. Recognizing the importance of mental well-being during and after pregnancy, she eagerly enrolled.

Through her doula practice and public health initiatives, Wiley is working to normalize conversations about mental well-being during pregnancy and postpartum.

鈥淭here鈥檚 this expectation that pregnancy and new motherhood should be the happiest time of your life,鈥� she says. 鈥淏ut for so many women, that鈥檚 just not the case. And if they feel like they can鈥檛 talk about it, they suffer in silence.鈥�

A Summit for Innovation and Impact

Dr. Ashanda Saint-Jean

To spark real change and elevate awareness around the PMH crisis, 可乐视频鈥攁longside Borough President Reynoso, the New York City Department of Health and Mental Hygiene, and United for Brownsville鈥攈osted the college鈥檚 first Perinatal Mental Health Summit on April 4.

The groundbreaking event brought together over 200 attendees and a dozen leading voices in health and mental health, forming a powerful coalition to tackle one of the most urgent and overlooked issues in Brooklyn鈥攁nd across the country.

The audience filled the space, united by a shared mission: to confront the perinatal mental health crisis head-on. The event, driven by the leadership of Shannon and Ntalla, didn’t just highlight the problem鈥攊t delivered real talk, real solutions, and real resources for families and care providers navigating these challenges every day.

The summit featured bold, thought-provoking discussions led by a lineup of interdisciplinary experts. At the heart of it was keynote speaker Dr. Ashanda Saint-Jean, M.D., a leader in the fight for maternal health equity. A board-certified OB/GYN, faculty member at New York Medical College, and a leader on both the New York City and New York State Maternal Mortality Review Boards, Dr. Saint-Jean brought her deep experience鈥攁nd even deeper passion鈥攖o the stage.

Among those helping to bring the summit to life were Gooden and Wiley, who took on vital roles in organizing, marketing, and presenting.

鈥淭his isn鈥檛 just an academic exercise,鈥� said Gooden. 鈥淭his is about life and death. Mothers are dying. Families are being broken apart. For children, that鈥檚 their whole world. We need systemic change鈥攁nd we need it now.鈥�

可乐视频鈥檚 PMH Program At a Glance
The full certificate program will launch in the 2025鈥�26 academic year.

• Yearlong, online synchronous program that offers six interdisciplinary perinatal health and mental health courses.
• 120 in-person clinical hours in the PMH field, which include hours of individual and/or group work with diverse individuals, in addition to case presentations, reflective practice, and supervision by licensed professionals.
• Graduates will be competitive candidates for employment within the broad perinatal field and will be prepared to take Postpartum Support International鈥檚 perinatal mental health exam.
• The 可乐视频 curriculum team includes:
  • Associate Professor Rona Miles and Professor Laura Rabin
  • Assistant Professor Garumma Feyissa
  • Associate Professor Jacqueline Shannon
  • Clinical Professors Haroula Ntalla, Nina Newman, and Ira Glovinsky 鈥�68, 鈥�72 M.S.Ed.

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Brooklyn Borough President Antonio Reynoso and 可乐视频 President Michelle J. Anderson at Borough Hall on April 3.

To raise public awareness and drive meaningful change, 可乐视频, in partnership with Brooklyn Borough President Antonio Reynoso, the New York City Health Department, and United for Brownsville, hosted the Inaugural Perinatal Mental Health Summit on April 4. This landmark event 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 Brooklyn and the nation today.

The daylong event鈥攕pearheaded by 可乐视频 and led by Associate Professor of Early Childhood Education/Art Education Jacqueline Shannon and Clinical Professor Haroula Ntalla鈥攚as attended by more than 200 people and highlighted the growing crisis, discussed tangible solutions, and offered resources to support families and health care providers alike.

“The inaugural summit on perinatal mental health exemplifies the strength of partnerships united by a common cause,” said 可乐视频 President Michelle J. Anderson, who also participated in the event. 鈥淏rooklyn Borough President Antonio Reynoso is a leader in tackling maternal health disparities and a vital ally in our mission to serve the community and improve health outcomes.”

可乐视频 Associate Professor of Early Childhood Education/Art Education Jacqueline Shannon.

鈥淲e were proud to host this important event and provide a platform for experts from Brooklyn鈥檚 diverse communities to share the latest research, best practices, and real-world experiences in perinatal mental health,鈥� Shannon said. 鈥淚t also served as a bridge, fostering crucial dialogue between academia and frontline community-based professionals to drive meaningful change through innovation and collaboration.鈥�

As one of the speakers, Ntalla emphasized the deeply troubling and tragic reality that each year, 700 women in the United States lose their lives due to complications related to pregnancy and childbirth. As alarmingly, around one in seven women experience postpartum depression鈥攁 condition that can have devastating consequences, not only for the mother鈥檚 health but also for her entire family, leaving enduring emotional and psychological scars that too often become intergenerational.

President Michelle J. Anderson and Summit keynote speaker Dr. Ashanda Saint-Jean

The event was ignited by thought-provoking discussions, spearheaded by a distinguished panel of experts. Among them was keynote speaker, Dr. Ashanda Saint-Jean, M.D., a board-certified OB/GYN, and Fellow of the American College of Obstetricians and Gynecologists.

Also a faculty member at New York Medical College’s Department of Obstetrics and Gynecology, co-chair of the New York City Maternal Mortality Review Board, and appointed member of the New York State Maternal Mortality Review Board, Dr. Saint-Jean is known for her ground-breaking work as an advocate for equitable health care for underrepresented minority women that champions a holistic, patient-centered approach. During her lecture, she highlighted that perinatal mental health issues are now the leading cause of maternal deaths. She also emphasized the severe lack of support systems, particularly for women of color in Brooklyn, urging immediate action and a reevaluation of current approaches.

(Left to right) Two students who are enrolled in 可乐视频’s pilot Perinatal Mental Health program courses, Keema Wiley and Georgina Gooden, participated in the Summit.

A day earlier on April 3 at Brooklyn Borough Hall, President Anderson joined Reynoso to unveil New York State鈥檚 first 鈥攁n initiative overseen by Shannon and Ntalla 鈥攖o address the growing need for specialized training in perinatal mental health.

In collaboration with Reynoso鈥檚 Maternal Health Task Force and experts from the New York City Department of Health, a multidisciplinary team from 可乐视频 developed innovative coursework on perinatal mental health to ensure a comprehensive and interdisciplinary approach to this important area of education.

The 可乐视频 team included:

• Associate Professor Rona Miles and Professor Laura Rabin, Psychology
• Assistant Professor Garumma Feyissa, Health and Nutrition Sciences
• Associate Professor Shannon and clinical professors Haroula Ntalla, Nina Newman, and Ira Glovinsky (鈥�68, 鈥�72 M.S.Ed.) Early Childhood Education/Art Education.听

This spring, two pilot courses are underway, with the first full cohort set to launch in fall 2025.

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可乐视频鈥檚 new advanced certificates in reading science (one for emergent readers and one for all grades) provide comprehensive knowledge to teachers on best practices of reading.

Katie Pace Miles, associate professor of early childhood education/art education

The two fully online programs address new requirements for literacy licenses that teachers need in New York State. The training also prepares teachers to improve literacy rates for historically underserved students鈥攁 gap that has only widened since the COVID-19 pandemic.

The program owes much to the efforts of Katie Pace Miles, who has been instrumental in its launch. Miles is the co-founder and principal investigator of CUNY Reading Corps, which improves preservice teacher training and provides free high-dosage tutoring to historically underserved New York City students.

Enter The Literary Specialist

One of Miles鈥� former students, Rea Bowen 鈥�21, 鈥�24 M.S.Ed. took classes in what has now become part of these two new programs. Today, Bowen teaches at P.S. 40 George Washington Carver School in Bedford-Stuyvesant, Brooklyn.

We spoke with Bowen about her journey into teaching and why it鈥檚 crucial for educators to learn the science of reading.

Tell us a bit about your background.

I鈥檓 from the beautiful island of Grenada, known as the Isle of Spice in the Caribbean. I spent most of my youth there, from preschool to high school. I started teaching in Grenada first, in a program where they trained us to become teachers. Then I migrated to London and attended Uxbridge College for two years. I returned to teach in Grenada again in 2009. I came to live in the United States permanently in 2014.

What brought you to the States?

Living in the Caribbean, we had little to no knowledge about how to deal with children with special needs. That was my main focus because I wanted to understand how to reach them. They didn鈥檛 have the right facilities and experience in Grenada to work with them and meet their needs. When I was teaching, my brain kept ticking, and I wondered what could be done. I told my mother, 鈥淚鈥檓 not going to college here. I鈥檝e got to go into the wide world. I鈥檝e got to see what is out there for me.鈥� And she said, 鈥淚 don鈥檛 know where you鈥檙e going to get the money, but I don鈥檛 have it for you.鈥�

I said, 鈥淚t鈥檚 okay, God is going to provide. I鈥檓 going to work hard and save.鈥� I was so fortunate that my aunt in England sent for me. When I saw how children, especially those with special needs, are dealt with in other countries, that opened up my eyes. But I needed to learn more.

When I learned about America鈥檚 federal Individuals with Disabilities Education Act, it made me feel so warm inside. It is up to educators to understand how we can meet students in the classroom. Moving to New York is when I knew I was about to get the ball rolling and really push.

What grade levels do you teach?

I鈥檝e worked with kindergarteners and first- and second-graders for the past three years. Most of the time, the class will be mixed with all three. I worked for at least two years at the daycare center at Downstate Hospital in Brooklyn. I worked with one- and two-year-olds. It鈥檚 wonderful to see them develop through the different milestones.

I took reading science courses with Associate Professor Katharine Pace Miles, while earning my master鈥檚 degree, and I was teaching at a public school at the same time. As part of the course, we participated in Reading Corps. Learning the system used in Reading Ready and Reading Go! showed me why it was so difficult to read when I was a child in Grenada. To learn to read correctly, you need to be exposed to the printed letters and their sounds. Connecting them and graphing phonemes is critical. I have a big 鈥渟ound wall鈥� in my classroom and I do a lot of dictation.

Seeing a child finally 鈥済et it鈥� when it comes to reading and understanding must be very fulfilling.

Oh yes. There was one student in particular during my first year of teaching who had been diagnosed with an intellectual disability. She couldn鈥檛 read at all. She couldn鈥檛 sound out letters. By the second year of tutoring, she had mastered phonics and was able to read at her grade level. She鈥檚 in third grade now, and I always check in on her. I鈥檒l go on her lunch break and sit with her, let her pull out pieces of her work because I want to make sure that everything she has mastered is with her and she鈥檚 using it.

Students have to be able to read and understand what they are being asked to do, no matter the subject鈥攚hether it鈥檚 a science experiment, math problem, or social studies project. Teaching students to read, write, and comprehend should be a skill every educator has.

Read our full interview with Rea Bowen here.

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Cofounded by Associate Professor Katharine Pace Miles, Reading Corps, which includes tutoring programs Reading Ready and Reading Go! (formerly Reading Rescue), provides literacy intervention for students at the K颅鈥�2 level.

Bowen graduated with a double major in early childhood education teacher (birth to grade 2)鈥攅arly childhood education teacher/special education and psychology, and later with an M.S.Ed. in early childhood education teacher [Birth-Grade 2]. Today, she teaches at P.S. 40 George Washington Carver School in Bedford-Stuyvesant, Brooklyn, and continues one-on-one tutoring through Reading Corps.

As the School of Education prepares to launch a pair of Advanced Certificate programs in reading science this fall, we spoke with Bowen, who was spending some time in Grenada this summer. She talks about what she gained at 可乐视频, the joy of helping struggling students succeed at reading, and why she thinks it鈥檚 crucial that education students of all disciplines make learning to teach literacy the proper way a part of their course work.

You鈥檝e moved around a bit in order to attain your goal of becoming a special education teacher.

I鈥檓 from the beautiful island of Grenada, known as the Isle of Spice in the Caribbean. I spent most of my youth there, from preschool to high school. I started teaching in Grenada first, in a program where they trained us to become teachers. Then I migrated to London and attended Uxbridge College for two years. I returned to teach in Grenada again in 2009. I came to live in the United States permanently in 2014. Two years later, I started my education journey at Kingsborough Community College.

So you transferred to 可乐视频.

Actually, I came to 可乐视频 first, but they encouraged me to go to community college and then return. I never regretted going to Kingsborough because it prepared me more than ever to be ready for 可乐视频. Then I came to Brooklyn to finish my undergraduate work in early childhood education. I had studied business and marketing at Uxbridge, but I also volunteered to tutor in schools. So teaching was never out of my zone; I always worked with children.

What brought you to the States to begin with?

Living in the Caribbean, we had little to no knowledge about how to deal with children with special needs. That was my main focus because I wanted to understand how to reach them. They didn鈥檛 have the right facilities and experience in Grenada to work with them and meet their needs. When I was teaching, my brain kept ticking, and I wondered what could be done. I told my mother, 鈥淚鈥檓 not going to college here. I鈥檝e got to go into the wide world. I鈥檝e got to see what is out there for me.鈥� And she said, 鈥淚 don’t know where you’re going to get the money, but I don鈥檛 have it for you.鈥�

I said, 鈥淚t鈥檚 okay, God is going to provide. I鈥檓 going to work hard and save.鈥� I was so fortunate that my aunt in England sent for me. When I saw how children, especially those with special needs, are dealt with in other countries, that opened up my eyes. But I needed to learn more. I needed to get deeper into working with children with special needs. When I learned about America鈥檚 federal , I was so taken aback. It made me feel so warm inside. It is up to educators to understand how we can meet students in the classroom. Moving to New York is when I knew I was about to get the ball rolling and really push.

What grade levels do you teach?

I鈥檝e worked with kindergarteners and first- and second-graders for the past three years. Most of the time, the class will be mixed with all three. I worked for at least two years at the daycare center at Downstate Hospital in Brooklyn. I worked with one- and two-year-olds. It鈥檚 wonderful to see them develop through the different milestones.

I took reading science courses with Dr. Miles while earning my master鈥檚 degree, and I was teaching at a public school at the same time. As part of the course, we participated in Reading Corps. The Reading Corps was helpful because I could reach out to them for the finer points of teaching their way, including the five pillars of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Learning the system used in Reading Ready and Reading Go! showed me why it was so difficult to read when I was a child in Grenada. To learn to read correctly, you need to be exposed to the printed letters and their sounds. Connecting them and graphing phonemes is critical. I have a big 鈥渟ound wall鈥� in my classroom, and I do a lot of dictation.

可乐视频 is offering two new reading science advanced certificates.

Yes. One for emergent readers and one for all grades. They鈥檙e for post-master鈥檚 professionals and they address the new requirements for literacy licenses in New York State. The course work covers K鈥�12. I have taken three courses that will be included in the program: Literacy Curriculum in Early Childhood, Practicum in Literacy for Struggling Readers and Writers: Pre-Kindergarten to Grade 2, and Literacy Assessment. My particular focus is learning to teach children with special needs.

Seeing a child finally 鈥済et it鈥� when it comes to reading and understanding must be very fulfilling.

Oh yes. There was one student in particular during my first year of teaching who had been diagnosed with an intellectual disability. She couldn鈥檛 read at all. She couldn鈥檛 sound out letters. By the second year of tutoring, she had mastered phonics and was able to read at her grade level. She鈥檚 in third grade now, and I always check in on her. I鈥檒l go on her lunch break and sit with her, let her pull out pieces of her work because I want to make sure that everything she has mastered is with her and she鈥檚 using it.

I highly, highly recommend that students in the School of Education take reading science courses, because literacy covers every subject in a school. Students have to be able to read and understand what they are being asked to do, no matter the subject鈥攚hether it鈥檚 a science experiment, math problem, or social studies project. Teaching students to read, write, and comprehend should be a skill every educator has.

The post A Literacy Specialist appeared first on 可乐视频.

Could you tell us a bit about your background?
When my parents immigrated to New York from Guyana, they settled in the Norwood听section of the Bronx. Though I am a practicing Hindu, I was raised in a multi-faith family and taught to be tolerant of other religious听beliefs.听I am the first in my family to complete a graduate degree.

Was it your plan to go into special education?

Yes. I came to 可乐视频 after applying and being accepted to Teach for America. I knew when I entered that I would pursue a graduate degree in teaching students with disabilities. I had a transitional teaching license, and Helen Spencer, the certification officer at the School of Education, helped me greatly in obtaining my permanent licenses, including one to teach secondary social studies. She was always responsive and eager to help.

[Adjunct Lecturer] Edward Marzano鈥檚 courses helped me grow as a young teacher. Every week he required us to reflect, in writing, on our teaching practice, student learning, and classroom management. We then had to connect it to our course work. There are times, even now, that I refer to entries from my journal to improve my teaching practice.

What do you think are the most immediate needs for students with disabilities?

We must shift our thinking and recognize that special education is a service. Students are not supposed to be in special education their entire lives. There are exceptions, but most should be able to join their general education peers, have access to advanced classes, and more.

So, postsecondary planning addresses the issue of transitioning special education students?

Yes. My colleagues and I hold seminars where we bring in colleges to show students many possible majors and career fields. We are concentrating on students with disabilities under the Individuals with Disabilities Education Act (IDEA). Those students need extra attention and care because once they are enrolled in college, we still need to ensure they are eligible for the appropriate services and programs. It鈥檚 a combination of finding a college that relates to their career interests and will provide for the services they need.

You are a district leader for the 81st Assembly in the Bronx.

I became the first queer Guyanese district leader elected in New York State last year. There are two district leaders. We serve on the executive committees of the Bronx Democratic party. We oversee poll sites, making sure they are staffed and accessible for those with disabilities. We nominate judges to serve the Bronx. Equally important, we are working with the community to address issues such as food insecurity. We also have brought in people to train residents how to administer Narcan. We鈥檝e been seeing a spike in drug overdoses. Our motto is 鈥済o from being a bystander to being an upstander.鈥� We鈥檙e planning financial literacy workshops. Many folks in the district are immigrants who need access to resources. We want to see them excel.

You were also the director of civic engagement for the Caribbean Equality Project, which works with community partners to amplify 鈥淏lack and Brown, Queer and Trans Caribbean voices.鈥� Do you think it has made a difference since its founding in 2015?

Yes. I oversaw the Mash-Up De Vote campaign, a Caribbean-centric voter-engagement drive to ensure disenfranchised communities are engaged in the electoral process. Since its founding, I believe the project has been gradually changing the hearts and minds of members of the Caribbean diaspora who have difficulty accepting LGBTQIA+ individuals. The project does this through social and cultural听programming听and creating a safe space for LGBTQIA+ community members.

I grew up in a Guyanese household, where in my parent鈥檚 home country there are laws that criminalize being gay, so I didn鈥檛 come out until my twenties, first to my siblings, then to my friends, then to everyone. When I came out I was the freest I鈥檝e ever been. I hope one day, we will not still be fighting for acceptance, and that everyone in the LGBTQIA+ community can feel as free as I do.

Do teaching and politics intersect for you?

Yes. I teach social studies, specifically courses in participation in government. Politics play a major role because I鈥檓 teaching students how to engage in the political system and become civic participants. Politics have come into the classroom much more today with book bans, underfunding听schools, and contract fights, to name a few issues. I teach my students that political decisions can have a real impact on them, whether they choose to participate or not. When the school day ends, I leave and go to work at my second 鈥渏ob鈥� working with my local community board or engaging constituents of my assembly district. It鈥檚 practicing what I teach.

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听Mendoza will graduate this spring with a dual bachelor鈥檚 degree in both areas of study and is proud to be the first person in her family to earn a college degree. This budding teacher is excited to educate and engage children鈥�and to play a critical role in their future success.听听

听What did you study at 可乐视频, and what inspired you to pursue that path?听

听Teaching has been a career I have wanted to pursue for as long as I can remember. I want to be a role model and impact children’s lives the way many of my teachers influenced and shaped me into who I am today.听听

听What motivated you to become a preschool teacher?鈥�听

听I have so much passion for children, and I want to nourish their minds through teaching and mentoring. I want to help every child learn regardless of race, socioeconomic status, and language barriers.听

听During my academic journey and experience as a nanny, I realized that the first five years of a child’s development are critical. I want to make a difference in the lives of our future generations; as an educator, I am their first exposure to school. I love reading, arts and crafts, and learning through play.鈥�听

听As I engaged in these activities, I realized how much it impacts children’s learning and understanding of the world and brain development. I love working with children; they are like sponges. I love my interactions with my preschoolers as I want to impact their lives the way many of my teachers have affected who I am today. I enjoy being a shaper of critical thinkers and encouraging my students to believe in their potential to succeed, giving them the tools and strategies that they can use inside and outside the classroom.鈥�听

听What was your favorite course you took at the School of Education?听

听I have a few favorite courses that I have enjoyed, which are Mathematics in Education, Teaching Mathematics, and Student Teaching. All these classes have helped me by providing strategies and articles on how I can improve as a teacher. I learned from these courses immensely, making me a better teacher as I can now cater to all my students’ needs and meet them where they are because each child is unique and processes things differently.鈥�听

Did you have a staff or faculty mentor at the college who had a particularly significant influence on your academic career?鈥�听

听My educational journey has helped me in my academic career. Professors Phillip Reid and Katie Rose Hejtmanek taught me so many strategies on how I can help children learn and grow. They have been instrumental in providing me with valuable teaching strategies that I implement in my classroom to ensure students are learning and have the hands-on experience and tools they can use inside and outside to learn about the world.鈥�听

What are your favorite memories of 可乐视频?听

听My favorite memories at 可乐视频 are having a community of friends from my education classes. We formed WhatsApp groups and helped each other whenever we had questions. It has been helpful knowing that they were there to help. I also will never forget the lily pond; it was a scenic place and epitomizes all the things I enjoy doing, like sitting outside in the beautiful weather, turtles, and watching the beautiful foliage in the fresh air.鈥�听

What are your plans after graduation?鈥�听

听I am hungry for the opportunity to become the education director at my present school. I would also like to write a children’s book. Additionally, I would love to create a mentorship program and podcast for fatherless children, as this issue is near and dear to my heart.听听

I noticed one of my preschoolers struggled when his father became absent from his life. Our community is in dire need of ensuring fathers are active in their children’s lives because they never asked to be born in this world. I want to be an advocate for children as this epidemic of fatherlessness adversely affects our youth. I never want a child to lack anything that can hamper them from having positive experiences, development, and growth. Minor changes are needed to help our children grow and be the best; nothing is impossible to achieve.鈥�听

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听鈥淢y love of teaching,鈥� says Leopold-Chaparro, 鈥渋nspired me to turn the tables and become a student.鈥� She decided to enroll in college when she was 47 and is now graduating with a B.A. in early childhood education. She has been on the Dean鈥檚 List every semester she has been enrolled at college. 鈥淚t just goes to prove it鈥檚 never too late to learn,鈥� she says, 鈥渆ven for a teacher.鈥�听

Before Leopold-Chaparro decided to enroll in the School of Education, she spent 10 years running her own business, Goodiebites. At Goodiebites, she created custom-designed cake pops for a wide variety of clients, including MTV, Google, Fendi, and Hill鈥檚 Science Diet. Even while Leopold-Chaparro was producing creative confections for high-profile clients, she was still teaching. She led classes on cake-pop design at her studio and taught gelato-making at a Manhattan ice cream shop. She also assisted with culinary classes at the retailer Sur La Table.听

听Leopold-Chaparro loves to play, whether it be with her four cats, a game of Skee-Ball with her family at the arcade, or along with Jeopardy! contestants from her couch. And she believes that playing and learning go hand in hand in the early childhood classroom. 鈥淚 know that education never has to be boring,鈥� she says.听听

听Leopold-Chaparro found that her coursework helped her to understand each child鈥檚 individuality and how that individuality can inform and enrich teaching techniques. She looks for inspiration from early 20th-century education psychologist Lev Vygotsky, whose ideas on the way teachers can guide child development鈥攂uilding on what children already know to help them gain independence鈥攔esonate strongly with her.

The holistic approach to childhood education that has characterized her coursework will inform Leopold-Chaparro鈥檚 future teaching methods and allow her to be a true partner in the educational journeys of her students. 鈥淯sing the knowledge I鈥檝e gained at 可乐视频 benefits not only myself,鈥� she says, 鈥渂ut also my future students.鈥�听

Leopold-Chaparro was awarded the Guttman Transfer Scholarship, offered to outstanding CUNY community college students after she graduated from Borough of Manhattan Community College two years ago. Upon receiving her B.A., she will continue at 可乐视频 in the early childhood education graduate program. She plans to work with at-risk students in public schools.

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