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 可乐视频鈥檚 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 可乐视频, our students reflect the extraordinary diversity of our borough and our city, and they are preparing to serve Brooklyn鈥檚 communities and beyond,鈥� said 可乐视频 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 可乐视频; Michelle Anderson, President of 可乐视频; Laura Ascenzi-Moreno, Professor of Bilingual Education & Bilingual Program Coordinator at 可乐视频; 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

可乐视频 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 可乐视频. “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 Brooklyn 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 可乐视频 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

可乐视频鈥檚 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. 鈥溈衫质悠� 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 可乐视频 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 可乐视频 professors and leads for the college鈥檚 perinatal health courses Haroula Ntalla and Jacquelie Shannon at the 2026 可乐视频 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 可乐视频鈥檚 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 Brooklyn Borough President Antonio Reynoso and most recently, Congressional funding championed by Chuck Schumer.

鈥淧erinatal mental health is foundational to the well-being of families,鈥� 可乐视频 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 Brooklyn 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 可乐视频, 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 可乐视频 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 可乐视频); Mahbuba Choudhury (LMSW, OB/GYN, Mount Sinai Hospital; and Carmen Mu帽oz-Medrano, Hispanic Federation, also studying perinatal mental health at 可乐视频).

鈥淎s clinical faculty at 可乐视频, 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, Brooklyn. 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 可乐视频 and is enrolled in two more. Gooden has also helped coordinate two 可乐视频 Perinatal Mental Health Summits.

Georgina Gooden

“Both the summit and the perinatal mental health courses at 可乐视频 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 Brooklyn 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 可乐视频鈥檚 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 可乐视频 perinatal health curriculum leaders Jacqueline Shannon and Haroula Ntalla, Early Childhood Education/Art Education Department, 可乐视频.
• 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, 可乐视频; 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 可乐视频; Kimberly Polanco, MSW, PMH-C, Birth and Abortion Doula and Childbirth Educator, OB/GYN, Mount Sinai Hospital, also studying perinatal mental health at 可乐视频 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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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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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 可乐视频鈥檚 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 可乐视频鈥檚 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 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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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 Brooklyn 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 可乐视频. 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 Brooklyn 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�

可乐视频鈥檚鈥�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 可乐视频鈥檚 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 可乐视频 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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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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When ChatGPT launched in 2022, few expected that a simple text box would trigger a global debate about artificial intelligence. Today, AI is no longer a novelty; it鈥檚 a force reshaping how we learn, create, and work. At 可乐视频, we鈥檙e committed to meeting this moment with thoughtfulness and integrity鈥攅quipping our students and faculty with the knowledge, tools, and ethical foundation they need to navigate and lead an AI-driven world.

Designing the Future Together

This fall, 可乐视频 convened 32 students, staff, faculty members, alumni, and industry partners for a one-day visioning workshop focused on career readiness in the age of AI. The workshop, structured as a charrette, invited participants to co-design a framework for how 可乐视频 should respond to the rapid evolution of this technology.

A charrette is more than a meeting鈥攊t鈥檚 a creative, inclusive process that brings diverse voices together to tackle complex problems. Led by the National Charrette Institute, the session marked a critical first step in understanding the scope of AI鈥檚 impact and the need for sustained, cross-sector collaboration.

Provost and Senior Vice President for Academic Affairs April Bedford explains, 鈥淥ur goal is to ensure AI serves as a meaningful complement, and not a substitute, for human scholarship and instruction. Faculty are developing course materials that include clear guidelines on the responsible use of generative AI tools, along with expectations for transparency and disclosure. This empowers students and faculty to engage ethically and thoughtfully with emerging technologies while preserving the integrity of academic work.鈥�

Participants in the charette discuss AI.

What We Learned

The conversations revealed urgency about AI鈥檚 role in education and society. Participants noted that even middle school students now understand concepts like 鈥渉umanizers鈥濃�攖ools that make AI-generated text sound more natural. They agreed that critical thinking is more essential than ever and that 可乐视频 must help students become creators, not just consumers, of technology.

Career readiness emerged as a priority, with calls for strategies that span departments and embed AI literacy into core learning. The emphasis shifted from product to process: understanding how to think, not just what to produce. Participants warned against complacency鈥擜I is not infallible, and without understanding how it works, educators and students risk misusing it.

Grounded in Empathy

Faculty stressed that AI integration must be rooted in human values.

Norman Eng, a doctoral lecturer in childhood, bilingual, and special education, put it this way: 鈥淲ith AI, we probably won鈥檛 go wrong if we focus on the experiences, motivations, and feelings of our students鈥攅specially those marginalized by this technology.鈥� Quoting Jurassic Park鈥檚 Dr. Ian Malcolm, he added, 鈥溾�榊our scientists were so preoccupied with whether or not they could, they didn鈥檛 stop to think if they should.鈥� It鈥檚 no different with AI. We want our students to question and reflect on the 鈥榮hould.鈥欌��

Eng advocates embedding digital literacy and AI ethics into every course: 鈥淎I has shifted education toward process and performance. Instead of grading lesson plans, we analyze and improve AI-generated ones. Students develop meta-learning skills鈥攍earning how to learn鈥攕o they can adapt and thrive. Ultimately, it鈥檚 not AI itself, but how students use it, that will define their success.鈥�

Norman Eng

Practical Leadership

Mariya Gluzman, an instructional designer at the 可乐视频 Library & Academic IT Department and champion of AI literacy, leads practicums for staff and faculty to explore AI tools for course design and assessment.

鈥淭he reality is that AI is already part of the academic landscape and students are using it, often without proper guidance. Many industries are rapidly adopting generative AI. Given who we serve as a public university and our mission, it鈥檚 crucial we help our students succeed in today鈥檚 job market. They need to be just as prepared as applicants from brand-name colleges who鈥檝e had every opportunity to work with cutting-edge technology,鈥� said Gluzman.

Mariya Gluzman leading a workshop on AI for staff and faculty.

Training Creators, Not Consumers

For students, AI offers opportunities to build practical skills.

Anna Belenko, a computer science major, recently attended a hackathon at Columbia University, where her team built an AI agent prototype in 24 hours鈥攚inning $2,000 in company credits and earning the 鈥淏est AI Agent Use鈥� award.

As president of the Computer Science Club, she鈥檚 now organizing a 可乐视频 hackathon for the spring semester. 鈥淲e need to use AI tools to empower students鈥攁nd give them the freedom to become creators of AI, not just consumers,鈥� Belenko said. 鈥淎s a computer science student, it鈥檚 essential to be AI literate, especially in a field that鈥檚 evolving so quickly.鈥�

Looking Ahead

As AI continues to redefine education and work, 可乐视频 is not only preparing students to navigate the AI era, but to shape it. Success will belong to those who can adapt, reflect, and lead with both technical skills and human insight.

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Then came the ask: Will you give the opening remarks at an upcoming rally that Sen. Bernie Sanders was hosting on campus?

鈥淢y heart left my body,鈥� he recalled. 鈥淚 didn鈥檛 say yes immediately; I called my mom. She said, 鈥楧o it. You worked your whole life for opportunities like this.鈥欌��

Still, Lucero-Tacuri had never dreamed of a moment like this.

He was born and raised in Brooklyn on the edge of Borough Park. His parents sold Ecuadorian food out of a truck, and because they couldn鈥檛 afford child care, Lucero-Tacuri and his older sister spent afternoons and nights with them doing homework in the food cart, translating, and taking small orders.

The experience taught him about hard work and kept him connected to a culture he didn鈥檛 see reflected at his school. It also sometimes led to friction with his teachers, many of whom never fathomed that the sleepy kid in class was up late because his parents didn鈥檛 have other options.

鈥淭o constantly get yelled at for being tired just made me feel embarrassed and ashamed,鈥� he said. 鈥淣obody thought to ask what was going on at home. Looking back, I think that鈥檚 a big part of what pushed me to work in education. I want to be the person who gets to know the whole child.鈥�

The Counselor He Never Had

Lucero-Tacuri ended up following his older sister, now a teacher, to 可乐视频 and studied childhood education as an undergraduate. But during student teaching, something didn鈥檛 fit. He watched a student鈥攐ne of the only Black students in the classroom鈥攃onstantly get scolded for missing homework. It took him back to his own childhood.

鈥淚 realized I cared most about the social-emotional piece,鈥� he said. 鈥淭he why, the barriers at home, the resources students need.鈥�

He added psychology as a second major and pivoted to school counseling for his graduate studies. He鈥檚 currently interning at both an elementary and a high school鈥攈e was awarded a Marge Magner internship stipend for the experience鈥攁nd frequently uses his Spanish to connect with students and families.

鈥淚 want to be the counselor I didn鈥檛 have鈥攖he adult who asks, 鈥楢re you okay? What do you need?鈥欌�� he said. 鈥淪tudents aren鈥檛 checklists. They鈥檙e whole people with families and stories, and sometimes they鈥檙e carrying more than we can see. I want to meet them there.鈥�

Work Ethic, Family First, Resilience

听His college years have been full of new and exciting experiences: Presenting at a conference in Poland with three of his school counseling peers; working as a social media assistant at CUNY TV; participating in the NYC Men Teach program; being elected to lead the GSO, a perch that made him鈥攖he child of immigrants with an American dream story to tell鈥攁 great choice to introduce the political giant.

He wove his story into his remarks. On the ride to campus, he and his sister reflected on how far they were from those food truck days.

鈥淚 kept reminding myself: you鈥檙e not terrified; you鈥檙e excited. When I finally spoke, it felt like a blur,鈥� he said. 鈥淚 never imagined that one day I鈥檇 be introducing a sitting U.S. Senator in front of a huge crowd. It was a dream I didn鈥檛 know I had.鈥�

His parents had always told him and his siblings that if they wanted a better life, education was key. 鈥淭hey would tell me, 鈥榮tudy hard so you don鈥檛 end up like us,鈥欌�� he said. 鈥淚 thought about that a lot recently. The thing is, I want to be just like them: Strong work ethic, family first, resilient.鈥�

It鈥檚 a realization that taught him that success isn鈥檛 just about titles and academic or career accomplishments. It鈥檚 about values. That鈥檚 a lesson he hopes to impart to the students he works with.

鈥淓ducation is about鈥reparing the next generation to lead with knowledge, integrity, and compassion,鈥� he said from the stage that night. 鈥淓ducation doesn鈥檛 just open doors, it transforms lives, families, and futures.鈥�

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鈥淲e are proud that鈥�Forbes鈥痟as recognized the extraordinary quality and value of a 可乐视频 education,鈥� said President Michelle J. Anderson. 鈥淏eing ranked first among colleges with the highest payoff affirms 可乐视频 is a transformative investment. This achievement reflects the dedication of our faculty, the determination of our students, and the strength of our alumni network.鈥�听

Forbes鈥� ranking includes a list of the 25 schools that give students the best bang for their buck鈥攈igh earning potential without breaking the bank. To figure out which colleges offer the best return on investment, Forbes looked at two key factors:听

• Price-to-earnings premium鈥攁 calculation by the think tank Third Way that shows how many years it takes graduates to earn back the net cost of their education (after grants and scholarships).
• Debt-to-percent-borrowed index鈥攁 Forbes-created measure that looks at how many students take on debt and how much they graduate with.

可乐视频 rose from being ranked seventh in 2024 to first in 2025 and joined seven other that made this list.听

Forbes wrote in its ranking: 鈥淎fter graduation from the public university nestled in Kings County, 可乐视频 students make up the net cost of their education in just over half a year, according to Third Way data. CUNY 可乐视频 sends graduates out with high earnings potential and minimal debt. Only 7% take out federal loans to attend鈥�.If you鈥檙e a New York resident attending CUNY 可乐视频, tuition will cost you less than $10,000 per year, before aid. If you鈥檙e an out-of-state student, it costs $15,000 per year. Alumni’s median income 20 years after graduation is an impressive $121,600, according to Payscale. Admittedly, New York City鈥檚 cost of living is high, but it鈥檚 also a city filled with plenty of job prospects and opportunities to network.鈥�听

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