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Hidden Figures of ��ԭ��: The Women Who Built a University

znegron@mercy.edu — Mon, 30 Mar 2026 20:46:00 +0000

Hidden Figures of ��ԭ��: The Women Who Built a University znegron@mercy.edu Mon, 03/30/2026 - 16:46 School of Education ��ԭ�� News

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Sisters of ��ԭ��. From left to right: the second, third and fourth individuals are Sister Mary Regina Haughney, Sister Mary Jeanne Ferrier, and Sister Mary Gratia Maher.

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Women’s History Month invites reflection. At ��ԭ��, that reflection runs deep, because the women at the center of this institution’s founding weren’t just participants in history. They made it.

On March 16, ��ԭ��’s School of Education hosted “Hidden Figures of ��ԭ��: Women Leaders Who Shaped Our Early Years,” a presentation by Dean Eric Martone. The event was part of ��ԭ��’s Women’s History Month programming and our 75th anniversary celebration — a year dedicated to honoring the people and decisions that brought this university into existence.

Martone, who co-authored “��ԭ�� College: Yesterday & Today” with Associate Professor Michael Perrota, has spent years reconstructing that story from letters, records and archival materials. What he’s found is a history more layered, more dramatic and more human than many Mavericks know.

In recounting the history of ��ԭ��, Martone highlighted a small group of “hidden” leaders from the 1950s and early 1960s who deserve renewed recognition. Among these figures were Sister Mary Regina, Sister Mary Jeanne Ferrier, and Sister Mary Salome White. Several factors contributed to their omission from the official narrative, he noted: the Sisters themselves, at times “embarrassed” by the college’s humble beginnings, tended to downplay this formative period. Moreover, the presidency in the 1950s was not a fully distinct executive role, as these women held the title by virtue of serving as Mother Provincial rather than as solely dedicated institutional leaders. A similar pattern can be seen in the early leadership of the Board of Trustees. The first two chairs — Sister Mary Regina Haughney and Sister Mary Constance Golden — are often overlooked, largely because a new board structure was established when ��ԭ�� transitioned to an independent, nonsectarian institution at the end of the 1960s.

The Foundation: Sisters of ��ԭ�� in Tarrytown

In 1892, the Sisters of ��ԭ�� left New York City for Westchester, acquiring the Kingsland Estate in Tarrytown — named for Ambrose Kingsland, a wealthy merchant and former mayor of New York City, best remembered for establishing Central Park. The property would become the Sisters’ home, orphanage, school and eventually, the start of a university.

Their mission was clear from the beginning. The Sisters believed that education was the most direct path out of poverty — and that poverty wasn’t only a material condition.

“They believed very much in this mission of trying to make education accessible to anyone who wanted to achieve it,” Martone said. “And that achieving higher education could help people get better jobs, become more cultured and more intellectual.” He continued, “That would then help them escape levels of poverty, including ignorance. So, escaping poverty was not just a material thing, it was also an intellectual thing. Escaping poverty meant not only overcoming financial hardship but also overcoming ignorance.”

Their neighbors on the hill happened to be the Rockefellers.

John D. Rockefeller Sr. had purchased roughly 400 acres in Tarrytown in the 1880s, eventually building Kykuit mansion, the family’s principal residence for decades. The proximity created an unlikely relationship. The Sisters, mostly from working-class backgrounds, were drawn to the Rockefeller gardens and occasionally wandered close to the family’s home. The Rockefellers responded with a polite but pointed letter requesting the Sisters to be more mindful about getting too close to the mansion and infringing on their privacy.

What followed was decades of an arrangement that neither party understood in the same way. The Sisters’ property was often in need of maintenance work, as the Sisters were often in need of extra funding. This prompted the Rockefellers to view the Sisters’ property as unkempt and the noise from the children’s orphanage and later school as disruptive. The Rockefellers spent decades, on and off, unsuccessfully trying to purchase the Sisters’ property and support their relocation. As an alternative, the Rockefellers’ solution, consistently, was to write a check to address whatever bothered them. They repaired the gate, repaired and painted the Sisters’ roof green to blend it into the hillside, relocated the noisy children’s playground to the far side of the property, and eventually paid to reroute an entire railroad line that ran through the Sisters’ land — not purely out of generosity toward the Sisters, but because, like the playground, the sound of it disturbed the serenity of their quiet country estate.

“The Rockefellers are doing all these things like this for the Sisters primarily to help them enjoy their own property better,” Martone noted, “but the Sisters started feeling like the Rockefellers were becoming their patrons.”

Over time, particularly through Nelson Rockefeller, who grew up with the Sisters as neighbors and later served as governor of New York and vice president of the United States, the family became one of the Sisters’ most reliable benefactors. Nelson had the most altruistic attitude toward helping the Sisters compared to his father and grandfather. He paid to plow their driveway, donated company stock to help them purchase tractors and helped fund gymnasium repairs.

Sister Mary Gratia Maher (1890s-1970): Building the College

By the late 1940s, the Sisters had been training their own members as teachers and paying other institutions to grant them academic credit. The arrangement worked — until the Sisters asked themselves why. Why were they paying outside institutions, which had been founded by men, to credential women the Sisters themselves were educating?

That question became ��ԭ�� Junior College. And Sister Mary Gratia Maher was charged with building it.

Maher was born in the 1890s to Irish-American parents and had spent her professional life as a teacher and administrator in the Bronx, most notably as principal of St. Catharine’s Academy — the same site that would host what would evolve into ��ԭ��’s Bronx campus. She held degrees from Fordham and the Catholic University of America and was completing her doctoral dissertation at the time she took on the task of creating a new institution of higher education. Her dissertation subject: women’s religious instruction at women’s Catholic colleges.

She drafted the curriculum. She handled every registration requirement. She managed every administrative process necessary to open and operate a college. She became ��ԭ��’s first dean — a position that would evolve into the provost — and held it from 1950 to 1962. ��ԭ��’s first classes were held September 18, 1950, the date recognized as the university’s founding and the reason Founders’ Festival falls in September.

“There was a movement among these women religious orders at that time,” Martone said, “to create a process to educate the women of their order themselves and to take that education out of the hands of other Catholic institutions.”

While still Dean, Maher simultaneously became the first president of ��ԭ�� College when it relaunched as a four-year institution at Dobbs Ferry in 1961 to 1962. Maher also holds the distinction of being ��ԭ��’s first president emeritus.

The inauguration of ��ԭ��'s Dobbs Ferry campus, starting from the left, the first person is Sister Mary Jeanne Ferrier, and the fourth is Sister Mary Regina Haughney. Cardinal Spellman is the man in the middle.

Sister Mary Jeanne Ferrier (1909-1996): The Negotiator

When the New York State Education Department (NYSED) determined that the Tarrytown property was insufficient for the college expansions that the Sisters envisioned, they issued a deadline: find a suitable site or lose your approval.

Sister Mary Jeanne Ferrier, Provincial of the ��ԭ�� community and the institution’s president at that time, took the assignment.

What followed was an extraordinary exercise in leadership under pressure. Ferrier surveyed ten potential properties before the Sisters secured the 85-acre Edwin Gould Estate in Dobbs Ferry in 1957 — the campus ��ԭ�� occupies today. Purchased in 1958 for $350,000, the property sits on land that was once a Native American village. Known as Agawam, the estate’s main house stood where ��ԭ�� Hall now stands, chosen for the same reason Edwin Gould chose it: it commands the highest point on the hill, with a clear view of the Hudson River.

Financing the move required selling the Tarrytown property, which meant negotiating directly with the Rockefellers. Ferrier initially secured $1.6 million for the estate, with Rockefeller setting a cap of $1.75 million with his attorney as a combination of the fair market value of the property and a charitable contribution to support their location. She also arranged for the Sisters to lease back the property for one dollar per year while construction on the new campus was completed.

Rockefeller Jr. then asked the Sisters for a “favor” of agreeing to delay the public announcement of the charitable gift until October. Nelson Rockefeller was running for governor that year, and the timing of this announcement would benefit Nelson with Catholic voters (since he was a Protestant) in the final stretch of the campaign. The Sisters ultimately received the capped amount of $1.75 million in shares of Standard Oil stock for their property. Nelson won the governorship and would eventually serve as vice president under President Ford.

Rockefeller Jr. described Ferrier as “wise, able, and gracious” and “quite the business lady.” Martone characterized their relationship as one of genuine mutual regard — developed through an extended correspondence that revealed a more private side of Sister Mary Jeanne’s leadership.

After negotiating the sale of the Sisters’ property in Tarrytown and the acquisition of the Gould Estate in Dobbs Ferry, she oversaw the architectural design and construction of the entire campus. The construction of the Dobbs Ferry campus was constantly behind schedule and wrought with challenges — so much so that ��ԭ��’s first classes had to be held at Our Lady of Victory Academy (now Victory Hall) because the Campus Building (Main Hall) was still being built.

“She did not want to share any of [her stress] with the members of her order,” Martone said. “She felt like she had to be strong, positive, and the one who unites everybody and not show any weakness or doubt. And she expressed her weakness and doubt to Rockefeller in letters, and he would give her little pep talks.”

Her final communication with him was an Easter card. She thanked him for everything he had done and addressed him as a friend and a benefactor.

Sister Mary Constance Golden (1916-1996): Steadying the Institution

After the Sisters relocated to Dobbs Ferry in 1961 and named the new complex Mount ��ԭ�� on the Hudson, a new generation of Sisters began to take then reigns as ��ԭ�� sought initial accreditation from Middle States. While Sister Mary Gratia Maher was honored with the presidency when the new campus opened, this was largely a ceremonial recognition given her declining health. Sister Mary Etheldreda Christie became ��ԭ��’s president, with Sister Maureen (Frances Mahoney) as dean. The head of its Board of Trustees became Sister Mary Constance Golden, who succeeded founding chair, Sister Mary Regina Haughney.

Golden had entered the order in 1936. She earned her bachelor’s degree from Manhattan College and her master’s and doctorate from Fordham University. Her career followed a path similar to Maher’s — teaching and administration in Catholic schools across New York City, including a posting under Maher at St. Catharine’s Academy. During her tenure at ��ԭ��, besides serving as head of the Board of Trustees, she would also hold the roles of dean of students and director of student personnel services.

She and her colleagues inherited a college operating under significant financial strain. The Sisters had to borrow funding to build its new complex and had recently taken out a $1 million loan to expand the College Building (Main Hall). Further, the inaugural freshman class had been awarded full scholarships — a decision rooted in institutional ambition, if not fiscal caution. ��ԭ�� was tuition-dependent and collecting none.

“They filled all their spots,” Martone said. “And they felt that the first graduating class, when they go out into the world, ��ԭ��’s reputation is going to rest on them.” Martone explained, “So they wanted to make sure they had a good class and graduated some great alumni, because that would then build the idea that ��ԭ�� is great because the alumni are really great. And that was their logic.”

The financial recovery was slow. By 1969, the Sisters relinquished institutional control and ��ԭ�� became nonsectarian in an effort to secure Bundy Aid to keep ��ԭ�� financially solvent. As part of this arrangement, the Board of Trustees was reconstituted to include nonsectarian members. Golden would later become an associate professor at Manhattan College from 1970 to 1986 and an archivist for the Sisters of ��ԭ�� from 1986 to 1994.

Knowing Where You Come From

At the close of the presentation, Dr. Amanda Gunning, professor in the School of Education and director of ��ԭ��’s Center for STEM Education, offered a reflection.

“The Sisters of ��ԭ�� started the college as a charitable organization. And although we’re no longer charitable, technically, we’re still serving needy populations.” Gunning continued, “We’re providing a level of education that you can’t get at this price anywhere else. So, I think that we’re still working within the mission and the original Sisters’ vision, so I feel like it’s important to know our roots.”

Jung Kang Miller, ��ԭ�� faculty member in the Literacy and Multilingual Department and associate aean for Academic Affairs at the School of Education, spoke about the which of the Sisters from Dean Martone’s presentation stood out to her the most or was her favorite.

“The same as [Dean Martone]’s favorite, Sister Mary Jeanne Ferrier,” Miller said. She explained: “Because of how much work she accomplished, and because she really provided all the foundation that current ��ԭ�� is built on. She did it all.”

Martone said his interest in this history began the moment he arrived at ��ԭ��. What started as curiosity about an institution without a fully written record became a book, and then this presentation.

“When I first started at ��ԭ�� as a faculty member, I was really interested in learning about the history of the institution. And there was not a real comprehensive history.” Martone said. He continued, “So, I worked with a colleague who was also a professor here, and we did a book on the history of ��ԭ��. Now that we’re having our 75th anniversary year, I thought it would be a good time to reflect on the stories that were only covered in part in that book and elaborate on them. And I just thought that this was a really good story to tell, and it’s also connected to women’s history.”

Asked if there was one surprising thing he learned in his extensive research, Martone was quick to answer.

“As I was kind of hinting in that presentation, Sister Mary Jeanne is a bit of my favorite here, and what was really surprising to me was the relationship that she had with Rockefeller Jr..” He continued, “I thought that was a very interesting thing, and that’s not something that’s well known publicly. And it’s kind of this mutual respect that they had for each other through their negotiations, it’s kind of amazing.”

That mutual respect — between a Sister of ��ԭ�� and one of the most powerful men in twentieth-century America — says something about who these women were. They didn’t ask for recognition. They negotiated from principle, built from nothing and quietly shaped an institution that has since educated generations of students who might not otherwise have had the opportunity.

Yonkers Times: ��ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program

znegron@mercy.edu — Tue, 23 Dec 2025 20:00:37 +0000

Yonkers Times: ��ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program znegron@mercy.edu Tue, 12/23/2025 - 15:00 School of Education ��ԭ�� in the News

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The Yonkers Times covered the launch of ��ԭ��'s Suzanne McGraw Scholars Program, made possible by a transformative philanthropic gift of more than $9 million from the Suzanne McGraw Foundation. The gift represents the largest in ��ԭ��’s history and will support a groundbreaking initiative to prepare highly skilled early childhood educators while addressing the urgent need for qualified early childhood educators in the region.

Read the article here

��ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program

znegron@mercy.edu — Thu, 18 Dec 2025 17:48:47 +0000

��ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program znegron@mercy.edu Thu, 12/18/2025 - 12:48 School of Education ��ԭ�� News Press Releases

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Seated from left to right: Dr. Teresa Quackenbush, special assistant to the Provost for Enhanced Student Outcomes and assistant professor for early childhood education, ��ԭ��; Bernadette Wade, former vice president for Institutional Advancement, ��ԭ��, Dr. Susan L. Parish, president of ��ԭ��; Trustee Valerie Mason-Cunningham, ��ԭ�� and Adam Castro, vice president for Enrollment Management and Student Engagement, ��ԭ��.

Standing from left to right: Matt Manfra, vice president for Institutional Advancement, ��ԭ��; Jennifer Miller, executive director of development, ��ԭ��; Dr. Kristin Greenwood, provost and senior vice president for Academic Affairs, ��ԭ��; Glenn Goldberg, Suzanne McGraw Foundation; John Carberry, Suzanne McGraw Foundation; School of Education Dean Dr. Eric Martone, ��ԭ��; Eileen Gabriele, Suzanne McGraw Foundation; Jane Faherty ’14, executive director, Stamford JCC JumpStart Program; Howard “Terry” Tuthill III, president, Suzanne McGraw Foundation; and Dr. Sudha Ramaswamy, professor and chair, Special Education, ��ԭ��.

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Today, ��ԭ�� announced the launch of the Suzanne McGraw Scholars Program, made possible by a transformative philanthropic gift of more than $9 million from the Suzanne McGraw Foundation. The gift represents the largest in ��ԭ��'s history and will support a groundbreaking initiative to prepare highly skilled early childhood educators while addressing the urgent need for qualified early childhood educators in the region.

“We are deeply grateful to the Suzanne McGraw Foundation for this extraordinary gift and partnership, which demonstrates our shared vision for educational access and community impact,” said Susan L. Parish, PhD, MSW, president of ��ԭ��. “The Suzanne McGraw Scholars Program will provide students with a combination of financial assistance, meaningful classroom experiences, and mentorship. This innovative model will create a sustainable, replicable model for aggressively addressing the region’s urgent teacher shortage. Scholars will graduate not only with degrees and experience but as prepared leaders ready to inspire in classrooms, communities, and beyond.”

“The Suzanne McGraw Foundation is excited to partner with ��ԭ�� to address the urgent need to attract and train students for careers in early childhood education, especially for children with special needs,” said the Board of the Suzanne McGraw Foundation. “By providing scholarships and valuable work experience, we hope to create a model for addressing the shortage of qualified early childhood educators and to eliminate the crushing burden of student loan debt.”

Launching in Fall 2026, the program will prepare 25 new early childhood educators each year through a structured, work-integrated degree program. Suzanne McGraw Scholars will receive comprehensive financial support, dedicated mentoring, and robust professional development as they pursue ��ԭ��'s B.S. in Teaching Students with Disabilities (PreK–Grade 12) program. Scholars will also have the opportunity to continue into an accelerated M.S. degree in Early Childhood Education at no tuition cost to the scholar.

A distinguishing feature of the program is its earn-while-you-learn model. Scholars will work in early childhood education classrooms throughout their studies, gaining invaluable hands-on experience while receiving financial compensation. Upon graduation, Scholars commit to working in the field for at least one year, ensuring sustained impact in early childhood education when it's needed most.

Applications for the inaugural cohort of Suzanne McGraw Scholars are currently open. For more information about the program and application requirements, visit /admissions-aid/financial-aid/scholarships-grants/suzanne-mcgraw-scholars-program.

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Event Photos

About ��ԭ��

��ԭ�� is an independent, coeducational institution serving more than 9,000 students each year across campuses in Westchester, the Bronx, Manhattan, as well as online. It is a federally designated minority-serving institution and the largest private Hispanic Serving Institution in the state of New York. ��ԭ�� offers more than 100 undergraduate and graduate degree programs and certificate programs within six schools: Business, Education, Health and Natural Sciences, Liberal Arts, Nursing and Social and Behavioral Sciences. ��ԭ�� was founded in 1950 by the Sisters of ��ԭ�� whose mission of transformative education remains strong. For more information, visit www.mercy.edu.

About the Suzanne McGraw Foundation

The Suzanne McGraw Foundation supports organizations that advance educational opportunities, self-sufficiency, and health and wellness, especially for the most vulnerable communities. The Foundation also supports organizations that promote environmental conservation and the delicate balance between nature and its species.

��ԭ�� Professor Delivers Keynote at International Ocean Literacy Conference in Taiwan

znegron@mercy.edu — Mon, 15 Dec 2025 18:38:45 +0000

��ԭ�� Professor Delivers Keynote at International Ocean Literacy Conference in Taiwan znegron@mercy.edu Mon, 12/15/2025 - 13:38 School of Education ��ԭ�� News

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Meghan E. Marrero, EdD, a professor at ��ԭ�� and a recognized leader in marine science education, served as one of the keynote speakers at the 2025 International Ocean Literacy Conference hosted at the National Taiwan Ocean University (NTOU). The event, led by NTOU Vice President Dr. Ming-An Lee, convened educators, researchers and students to examine emerging issues in ocean literacy and innovative approaches to ocean-focused education.

Dr. Marrero has conducted extensive research in ocean literacy for teachers and students, including co-authoring a high school marine science textbook. She is co-director of ��ԭ��’s Center for STEM Education and serves as the national coordinator for USA Blue Schools, a program that promotes ocean literacy through authentic learning opportunities across multiple grade levels. She is also a past president of the National Marine Educators Association (2018–19).

She delivered a keynote address titled “Building Ocean Literacy in Classrooms: Research Findings from USA Blue Schools.” Her presentation highlighted recent findings on how schools participating in the USA Blue Schools initiative integrate ocean literacy concepts across K–12 curricula through place-based and inquiry-driven instruction.

“The conference brought together K–12 teachers who are working to integrate ocean literacy into their school curriculum,” Dr. Marrero said. “Additionally, teams of students had been working on ocean literacy projects and were tasked with creatively sharing what they had learned, which they did through games, demonstrations, posters and similar formats. Judges evaluated the projects and awarded prizes to winning teams, but as speakers we were able to interact with the students and learn firsthand from their work.”

She added that presenting internationally offered valuable perspective. “This conference was an opportunity to showcase my research in an international setting and gain insight into how similar work is being done in Taiwan.”

The International Ocean Literacy Conference continues to serve as a global platform for strengthening public understanding of the ocean and advancing effective practices that prepare the next generation of ocean-literate citizens.

Honoring History: ��ԭ�� Explores the Italian Roots of Verrazzano Hall

znegron@mercy.edu — Tue, 04 Nov 2025 14:15:00 +0000

Honoring History: ��ԭ�� Explores the Italian Roots of Verrazzano Hall znegron@mercy.edu Tue, 11/04/2025 - 09:15 School of Education ��ԭ�� News

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Front of Verrazzano Hall

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In celebration of ��ԭ��’s 75th Anniversary and Italian American Heritage Month, ��ԭ��’s School of Education invited the community to take a closer look at a familiar campus landmark, Verrazzano Hall, and the Italian-American history it represents. The presentation, led by SOE Dean Eric Martone, took place at ��ԭ��’s Westchester campus on October 13, 2025.

“History is always changing. History is subjective,” said Martone. “The events themselves don’t change, but the type of meaning we ascribe to those events of the past evolves over time.” Martone illustrated how the Italian-American experience in the United States reflects this evolution, tracing its roots from nineteenth-century New Orleans, where many Italians first arrived, to today. He described how early immigrants faced discrimination, exclusion and racial violence — most notably the 1891 New Orleans lynching, the largest in American history, which drew national attention and nearly sparked war with Italy.

Despite these hardships, Italian Americans preserved their traditions and identity through resilience and cultural pride. Their story, Martone noted, mirrors many others in the broader American experience: striving for belonging while holding onto heritage.

Martone went on to explore the evolution of Italian-American identity, from the origins of Columbus Day, which grew out of the response to that 1891 tragedy, to World War II persecution, when Italians in the US were required to register as enemy aliens, and finally to the rise of ethnic studies in the 1970s and the founding of Italian American Heritage Month.

“The goal of these months is to not have to have these months,” Martone said, emphasizing that awareness and inclusion about diverse groups' contribution to our nation's story should eventually be ingrained in how history is taught and understood.

He then turned to ��ԭ��’s own connection to this history through the establishment of the Verrazzano Institute in 1976, named after the Florentine explorer Giovanni da Verrazzano. Originally inspired by the vision of Verrazzano College, the institute found a permanent home at ��ԭ�� under the leadership of Professor Thomas Vesce and judge Dominic Massaro, an Italian-American Bronx community and civic leader, was the one who brought Verrazzano Institute to ��ԭ��. In the 1970s, Dobbs Ferry was home to one of the largest Italian-American populations in Westchester (approximately 85%), and many ��ԭ�� faculty were already deeply engaged in local and cultural history, making ��ԭ�� an ideal setting for an institute that linked heritage, education and community. It was housed in the historic Allen Mansion, which was named “Verrazzano Hall” in 1976 to commemorate the Institute’s launch.

Attendees reflected on the event’s impact and insight. “I actually learned what the origin of Columbus Day was,” said Peter Camodeo, first-year Doctor of Physical Therapy student. “As half Italian, half Puerto Rican, I really found this to be insightful.”

“I hope they took away knowledge about the Italian-American community and the history, which some of my students from my assessment class said resonated with them as students of color,” added Jack Simons, associate professor, counseling. “They didn’t know much about the history and the challenges that Italian Americans faced as immigrants here in the United States.”

As Martone concluded, the audience was reminded that the story of Verrazzano Hall is more than a name — it’s a symbol of ��ԭ��’s connection to global heritage and its continued role in celebrating a diverse community. “For me, in terms of the big picture, at ��ԭ�� we really celebrate this focus on diversity, being involved in the community, having initiatives that are reflective of who our students are and who the community is that we’re serving. This really represents one of ��ԭ��’s efforts to do that.”

Learn more about ��ԭ��’s 75th anniversary celebrations at mercy.edu/75.

Italian dignatories (2 papal dignataries and Dr. Michele Martone) meeting with former ��ԭ�� president Donald Grunewald and Dr. Thomas Vesce, then head of the Verrazzano Institute.

Bringing Education to the People: ��ԭ��’s 75-Year Journey of Access and Innovation

znegron@mercy.edu — Mon, 20 Oct 2025 16:31:37 +0000

Bringing Education to the People: ��ԭ��’s 75-Year Journey of Access and Innovation znegron@mercy.edu Mon, 10/20/2025 - 12:31 School of Education ��ԭ�� News

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Eric Martone, dean of the School of Education, discusses the origins of ��ԭ�� and its growth as part of the institution's 75th anniversary celebration.

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As part of ��ԭ��’s 75th anniversary celebration, Dr. Eric Martone, dean of the School of Education, hosted a historical discussion tracing the university’s remarkable evolution from a single Sisters of ��ԭ�� mansion in Tarrytown to a dynamic, multi-campus institution serving diverse communities across New York and beyond.

The event, “Bringing Education to the People: The Story of ��ԭ��’s Campuses and Communities,” explored the university’s enduring mission to expand educational access through innovation, community engagement and forward-thinking leadership.

From a Mansion to a Mission

Dr. Martone began by recounting the university’s origins in Tarrytown, where the Sisters of ��ԭ�� purchased the Kingsland estate, formerly owned by Ambrose Kingsland, a 19th-century New York City mayor instrumental in the creation of Central Park. Originally an orphanage, the property became Our Lady of Victory Academy in 1945 and later evolved to also include ��ԭ�� Junior College in 1950 under the leadership of Sister Mary Gratia Maher.

On September 18, 1950, ��ԭ�� Junior College held its first classes, a date still recognized as the university’s founding. Two years later, the New York State Board of Regents granted an official charter, and by 1959 ��ԭ�� had established itself as a center for teacher training and speech education.

As ambitions for growing enrollment gained momentum, so did the need for space. The Sisters of ��ԭ��, led by Sister Mary Jeanne Ferrier, negotiated with the neighboring Rockefeller family to sell the Tarrytown property for $1.6 million and relocate to Dobbs Ferry—purchasing the former Edwin Gould estate in 1958.

Building Mount ��ԭ��-on-the-Hudson

The new Dobbs Ferry campus, dedicated in 1962 by Cardinal Spellman with Governor Nelson Rockefeller in attendance, became the heart of ��ԭ��’s academic life. Known as Mount ��ԭ��-on-the-Hudson, the complex housed the college, convents and schools on an 85-acre property overlooking the river.

Early years were marked by generosity and vision—��ԭ�� offered full scholarships to its first class—but also financial challenges. In 1969, the college became a non-sectarian institution to qualify for state aid, a move that marked its transformation into an independent and inclusive center for higher education.

Expanding Beyond Dobbs Ferry

In the decades that followed, ��ԭ�� embraced an expansion model that brought education directly to communities. During the 1970s energy crisis, when travel was limited, ��ԭ�� opened branch campuses to make education more accessible.

Centers in Yorktown Heights, Peekskill, White Plains and Yonkers, soon followed. The Yonkers Center, famously located inside the Cross County Shopping Center, became known as “the shopping center college” and was part of ��ԭ��'s efforts hailed by the Carter administration that made it one of the most innovative higher education institutions in the nation.

In 1975, what became ��ԭ��'s Bronx Campus launched as an extension site ��ԭ�� at St. Catharine Academy, where Sister Mary Gratia Maher had once served as principal, By the 1980s, they had over 1,600 students so they purchased a larger location at Anton Place. Enrollment continued to grow exceeding the facility’s capacity. In 2004, ��ԭ�� opened a new, state-of-the-art Bronx Campus at the Hutchinson Metro Center, which it has occupied for over 20 years.

��ԭ�� also established a bilingual education program in Miami’s Little Havana in the late 1970s to serve Cuban refugees seeking U.S. credentials in their professions—an early example of the university’s commitment to immigrant and bilingual education.

In the 1990s, President Jay Sexter’s administration opened a new branch campus in Manhattan at St. Michael Academy. In 2010, ��ԭ�� moved to its current Herald Square location, with a massive renovation and expansion in 2019.

Innovation in Higher Education

��ԭ��’s expansion was not limited to geography. Under President Donald Grunewald, the university became known for its bold use of marketing and technology to reach students from working-class and underrepresented backgrounds.

In the 1970s, ��ԭ�� pioneered the use of direct mail marketing, a strategy so effective that it was recognized along with other innovations by President Gerald Ford and the Academy for Educational Development making ��ԭ�� as one of the most innovative institutions in American higher education.

��ԭ��’s partnership with Long Island University (LIU) also broadened graduate offerings and academic collaboration through the LIU–Westchester Campus, which operated on ��ԭ��’s grounds until 1998.

A Leader in Distance Learning

Well ahead of the digital curve, ��ԭ�� began experimenting with distance learning in the 1970s via correspondence courses and transitioned to online instruction in the early 1990s. Today, that legacy continues through ��ԭ��’s robust online degree programs, which serve students across the country and around the world.

The Modern ��ԭ��

Today, ��ԭ�� operates three main campuses—Dobbs Ferry, the Bronx, and Manhattan, while remaining true to its founding mission: expanding access to higher education for first-generation and underserved students.

Reflecting on the university’s journey, Dr. Martone emphasized that ��ԭ��’s story is not just one of buildings and expansion, but of purpose and persistence.

“From a small college in a Tarrytown mansion to a university with multiple campuses and a global reach, ��ԭ�� has always stayed true to its mission—to bring education to the people,” said Martone. “That commitment to accessibility and innovation is what defines us.”

Empowering Success for All Learners: ��ԭ�� Hosts Inspiring Panel on Culturally Responsive Education

znegron@mercy.edu — Tue, 15 Apr 2025 03:23:29 +0000

Empowering Success for All Learners: ��ԭ�� Hosts Inspiring Panel on Culturally Responsive Education znegron@mercy.edu Mon, 04/14/2025 - 23:23 School of Education ��ԭ�� News GRAD-PRO

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From left to right: Dara Joseph, Layla Munson, Josefa Martinez, Madeline Diamond, Keturah Proctor

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In April, ��ԭ��’s School of Education welcomed educators, alumni and students to the Westchester Campus for “Empowering Success: Supporting All Learners,” a dynamic evening focused on culturally responsive and sustaining education. The event featured a panel discussion and poster presentation, culminating in a powerful dialogue about inclusive practices that celebrate diverse identities and foster student success.

Hosted in the Rotunda, the workshop was designed to highlight real-world strategies for building inclusive, high-impact classrooms.

Moderator Dr. Keturah Proctor, director of leadership and equity at Putnam Northern Westchester BOCES, asked thoughtful questions of the panel of education leaders, inviting them to explore ways to transform learning environments. She periodically paused to invite the audience to share recollections of their own childhood learning experiences.

“We need to recognize that even our youngest students have experiences worth sharing,” Dr. Proctor concluded. “Effective learning happens when student voices are genuinely heard and valued, not just as listeners but as co-creators.”

Kristina Sarr, a special education teacher at Sleepy Hollow High School, shared a slide presentation that illustrated her creative use of “academic circles” as a tool to foster deeper engagement in her English classes. Her approach builds on the practice of “restorative circles” that encourage equity and collaboration.

Dara Joseph, Superintendent of Greenburgh-Graham UFSD and ��ԭ�� alumna, emphasized the importance of integrating culturally responsive principles into all district practices, not just individual classrooms, schools or programs. “Culturally responsive education is not a program. It’s a mindset shift,” she said.

Dr. Madeline Diamond, director of human resources for Public Schools of the Tarrytowns, revealed strategies to foster a more inclusive and equitable hiring process. “The goal is to see candidates’ full potential and to value their unique contributions to education, not just their years of experience,” she said.

When it comes to creating more engaging learning experiences for very young students, panelist and ��ԭ�� alumna Josefa Martinez had much to share about her practices. “We are building trust with students as well as their families,” she said, adding that in her Pre-K classroom she insists on a safe, affirming space where “it’s okay to make mistakes.”

“Commitment, communication, collaboration, and consistency,” was the takeaway message from Dr. Layla Munson, director of literacy for Ossining UFSD. She advised supporting diverse learners in understanding their own progress—where they are and where they’re going. “It’s important to provide varying levels of support that allow students to apply skills,” she said.

Among the attendees were several SOE students who expressed deep interest in learning new approaches to classroom teaching. Michael Petrellese ’25, a graduate student studying to become a teacher of history in secondary education, revealed his lifelong dream of teaching and his excitement about the panelists’ views. “I’m hearing lots of great resources here, and I’m hoping to take away at least one skill to implement right away,” he said.

The event was co-sponsored by two grants: the BranchED Grant, led by Dr. Sudha Ramaswamy and Dr. Roseanne Vallice Levy, and the GRAD-PRO Grant, headed by Principal Investigator Dr. Elena Nitecki, professor in Childhood Education. “It was inspiring to witness how hard these educators work to meet the needs of every student at every grade level, and to guide them to success, even with the challenges they face,” she said. Dr. Ramaswamy concurred, “Our event created a vital space for shared learning-where students, teachers, administrators and professors came together to listen, reflect, and grow in our commitment to culturally responsive teaching that truly serves all students."

Throughout the evening, Dr. Proctor encouraged educators to commit to ongoing growth and reflection. “I’m excited about young people being able to name what they want for their future,” she said. “Together, we’re building a more inclusive future for education.”

From left to right: Dr. Aki Ohseki, Dr. Elena Nitecki, Dr. Sudha Ramaswamy, Dr. Roseanne Vallice Levy, Jennifer San Diego, Ahmed Almadami and Shoshana Peterson.

From left to right: panel speakers Dara Joseph, Madeline Diamond Josefa Martinez and Layla Munson.

Educators Showcase Innovative STEM Projects at ��ԭ�� Symposium

znegron@mercy.edu — Wed, 09 Apr 2025 14:51:39 +0000

Educators Showcase Innovative STEM Projects at ��ԭ�� Symposium znegron@mercy.edu Wed, 04/09/2025 - 10:51 School of Education ��ԭ�� News Center for STEM Education

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Dr. Meghan Marrero addresses the audience at the Westchester STEM Ambassadors Symposium.

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Teachers and education specialists from seven public school districts across Westchester County came together on March 25 to present their innovative work at the Westchester STEM Ambassadors Symposium, held at ��ԭ��’s Westchester Campus in Dobbs Ferry.

The event marked the culmination of an eight-month professional development program hosted by the ��ԭ�� Center for STEM Education. The initiative, supported by a Smart Start grant from the New York State Department of Education, aims to expand access to high-quality STEM learning in public schools by equipping educators with cutting-edge tools and student-centered teaching strategies in computer science, engineering, and educational technology.

Over the course of the program, more than 35 educators from Bedford Central, New Rochelle, Ossining, Peekskill, Port Chester, the Tarrytowns and White Plains school districts collaborated in vertical professional learning communities. These educators, called "STEM Ambassadors,” explored classroom innovations, tested new technologies and shared best practices in fostering critical thinking, collaboration and creativity among students.

“The symposium is a culmination of eight months of hard work,” said Dr. Meghan Marrero, professor of secondary science education and co-director of the ��ԭ�� Center for STEM Education. “We asked these professionals to dabble in new technologies, apply research to practice, and be vulnerable as they reflect with others on their classroom practice. The night’s presentations showcased the excellent work these dedicated teachers are doing to bring meaningful STEM experiences to young learners.”

Ambassadors received stipends to support the purchase of STEM education materials for their classrooms. Presentations at the symposium highlighted a wide range of innovative topics—from virtual field trips and growth mindset strategies to engineering challenges and brain breaks that support focus and engagement.

Highlights from the symposium presentations:

Bridging the Mind: STEM & Movement Breaks the Concrete-to-Abstract Problem-Solving Journey
Teachers explored how movement and reflection enhance problem-solving as students transition from hands-on experiences to abstract concepts. This approach encourages critical thinking and creativity in STEM learning.

The World is One Click Away
Presenters showcased how virtual field trips can connect students, especially those from low-income backgrounds—to global experiences and real-world applications of computing technology.

Brain Boosts in Motion: Energizing Learning with Movement
Educators demonstrated how incorporating short movement breaks into lessons enhances focus and supports digital literacy, particularly in activities involving research and keyword use.

Engaging the Minds of Students – Growth Mindset
This project engaged students in breaking down complex tasks into manageable steps. Through collaborative problem-solving and reflection, students built confidence across different subjects and grade levels.

Form and Function – Utilizing Brain Breaks
Teachers examined how brain breaks can be effectively paired with engineering lessons to increase student engagement and comprehension. The approach was adapted across various age groups.

Flexibility Meets Security
This presentation focused on the impact of flexible seating in classrooms, and how students can maintain data security while using tech tools in more adaptable learning environments.

Mindfulness in Computer Science
Educators explored integrating mindfulness strategies into computer science lessons to help students manage stress and break down complex tasks across subjects, supporting both emotional and academic growth.

Empowering Communication and Collaboration Through Digital Tools
Presenters discussed how specific, effort-focused praise can boost collaboration and outcomes when students use digital tools in group projects—especially in middle school settings.

Teaching Grit – Empowering Students for Lifelong Learning
This project promoted resilience by having students solve real-world problems through engineering challenges, like building classroom tools or designing playgrounds. Upper-grade students embraced the concept of GRIT: Growing Resilient Innovative Thinkers.

Educators shared glowing feedback about the program’s impact on their teaching and their students’ experiences.

Angelica Dardon, a first-grade dual-language teacher in Bedford, described the program as “a really enriching experience,” especially for students who may not otherwise have access to real-world learning opportunities. “We give those students that experience and help them understand that computers are a way to connect with the world,” she said.

Margaret Browning Barnickel, a technology coordinator in Bedford, emphasized how the program bridged general and special education, saying, “I liked that the program gave us the freedom to do what would work for us.”

Cristina Fonte, a sixth-grade STEM and math teacher in Ossining, was impressed by how hands-on the experience was. “We had a lot of time to work with different robots—Spheros, drones, Bee-Bots. Seeing it all come to life was so fulfilling,” she said.

Peekskill pre-K teacher Jaclyn Echevarria also praised the collaborative atmosphere, adding, “Seeing the enthusiasm and excitement makes me eager to get back in the classroom and implement these for my kiddos.”

K-12 Students Showcase Ocean Advocacy Projects at Long Island Sound Symposium

znegron@mercy.edu — Tue, 08 Apr 2025 16:44:19 +0000

K-12 Students Showcase Ocean Advocacy Projects at Long Island Sound Symposium znegron@mercy.edu Tue, 04/08/2025 - 12:44 School of Education ��ԭ�� News

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Approximately 250 elementary, middle and high school students from eight public schools across New York and Connecticut gathered at The Maritime Aquarium in Norwalk, Connecticut this spring to share their efforts to protect local watersheds and promote ocean literacy. The event, part of the Long Island Sound Schools Network (LISSN), gave elementary, middle, and high school students a platform to present their ocean advocacy work to the public.

The student symposium was the culmination of a year of hands-on environmental education supported by the U.S. Environmental Protection Agency’s Long Island Sound Study through a $200,000 grant. The program is facilitated by ��ԭ�� and the Connecticut Sea Grant and is modeled on NOAA’s Ocean Guardian Schools initiative and the international Blue Schools network.

“This was a wonderful opportunity for students to learn what other youth are doing to learn about and protect our shared waterways,” said Dr. Meghan Marrero, professor of secondary science education and co-director of the Center for STEM at ��ԭ��, who co-leads the program. “We had elementary, middle, and high school students learning from each other, plus enjoying a day at the aquarium.”

Participating schools—all within the Long Island Sound watershed—included Jefferson and George M. Davis Elementary Schools in New Rochelle, PS583 in the Bronx, Susan E. Wagner High School in Staten Island, Sound School High School in New Haven, Thomaston High School, House of Arts Letters and Science Academy in New Britain and Walter Fitzgerald Campus in Southport.

Each school set up posters around the aquarium floor among exhibits, sharing projects such as watershed mapping, organizing fishing clinics for younger students, and analyzing pollution sources in the Sound. Students also took part in aquarium-led educational programs and explored marine exhibits, making the event both enriching and fun.

“Attending the symposium was a truly transformative experience for my students,” said Francesca Pertarico, teacher from the Davis School in New Rochelle. “It gave them the chance to step beyond the classroom and see themselves as young scientists, advocates, and changemakers. Watching their confidence grow as they shared their knowledge, engaged with others, and realized that their voices matter was incredibly inspiring. This experience didn’t just teach them about the environment, it showed them that they have the power to make a difference.”

Students from Davis School echoed her enthusiasm:

Rauf, a 5th grader, shared: “Walking into the large cafeteria filled with colorful posters, students from other schools, and environmental experts was both exciting and a little nerve-wracking. Seeing so many people passionate about protecting the environment made me realize how important our work is. It was amazing to be part of something so big, and knowing that our efforts contribute to protecting the Long Island Sound—and even the entire ocean—made me feel really proud!”

Ava, a 3rd grader, said: “I absolutely loved it! It was such a fun and exciting experience. My favorite part was seeing the big shark tank—it was amazing! Seeing all the other schools there was really cool, but I have to admit, I felt a little nervous talking to students from different schools. But once we started sharing our projects, it was great to connect with others who care about the environment just like we do!”

Isabella, also in 3rd grade, added: “It was the best experience ever! My favorite part was getting to touch the sea animals—it was so cool! I was a little nervous about talking to students from other schools at first, but it was really interesting to hear about their projects and what they’re doing to help the environment.”

PS583 teacher Carmelia Rodriguez agreed: “The symposium was a wonderful event. Our students enjoyed presenting their work as advocates of the Long Island Sound. We learned so much from other schools as well and we are honored to be a part of a team that cares for the ocean around us.”

Student from PS583 reacted with enthusiasm to the event as a whole: “We love the sea”; “PS583 advocates for ocean awareness”; “Very good trip – bring me back!” and “It was valuable because we need to keep our oceans clean.”

Dr. Meghan Marrero speaks to one of the students about their poster.

A student presents his work.

K-12 students walk into The Maritime Aquarium for the LISSN Student Symposium.

��ԭ�� Hosts Awareness Event on Human Trafficking Prevention

znegron@mercy.edu — Mon, 03 Feb 2025 23:55:16 +0000

��ԭ�� Hosts Awareness Event on Human Trafficking Prevention znegron@mercy.edu Mon, 02/03/2025 - 18:55 School of Education School of Social and Behavioral Sciences ��ԭ�� News

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The event included a panel discussion moderated by Lucia Alfano, Ed.D., M.A., RN, director of Clinical Affairs for the School of Nursing (far left). Panelists included (from left to right) Konrad Motyka, executive director for Campus Safety and Emergency Management at ��ԭ��; Lisa Gerstmann-Boyle, sexual assault forensics examiner at Westchester Medical Center University Hospital; Gina Cueno Ramos, co-founder of Casa Esperanza para Mujeres y Niños; Carol Bennett-Speight, D.S.W., M.S.W., professor and program director of Social Work at ��ԭ�� and Helene Dill, director of the Traditional Nursing Program at ��ԭ��.

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Students, faculty, staff and healthcare professionals came together on January 31, 2025, for “A Conversation on Human Trafficking,” an event to raise awareness about human trafficking within the ��ԭ�� community during National Human Trafficking Prevention Month. The event was co-hosted by the School of Nursing, the School of Social & Behavioral Sciences, Campus Safety and local community partners, the National Association of Hispanic Nurses and Thrive.

The United Nations defines human trafficking as the act of recruiting, transporting, or harboring people through force, fraud, or deception for the purpose of exploitation. “We know that trafficking is a global crisis that affects millions of people—men, women, and children—who are exploited and deprived of their basic freedoms. It is a challenge that demands our collective attention, action, and commitment to justice,” said Carol Bennett-Speight, D.S.W., M.S.W., professor and program director of Social Work at ��ԭ��. “Today, we gather not only to raise awareness but to engage in meaningful dialogue, share knowledge, and explore solutions to combat one of the gravest injustices of our time.”

The event kicked off with a fireside chat featuring Gina Cueno Ramos, DNP (c), MS, FNP- BC, RN, co-founder of Casa Esperanza para Mujeres y Niños and Lisa Gerstmann-Boyle, RN, sexual assault forensics examiner at Westchester Medical Center University Hospital. Each brough valuable insights and perspectives on human trafficking. They discussed what human trafficking entails and what forms it can take, including forced labor or services, sexual exploitation, such as forced marriage or prostitution and slavery or practices similar to slavery. They also talked about their experiences with victims of human trafficking and how nurses and healthcare professionals can play an important role in helping identify potential situations.

“Nurses are at the front lines of healthcare and are in a position to see triggers when assessing patients to realize they are being held against their will,” said Cueno Ramos. “Tattooing, branding, old injuries that are suspicious [are all signs], so it is important to talk about this.”

Gerstmann-Boyle agreed. “I think it is a matter of focus in care. Keeping people healthy, keeping them safe will enable them and it is something nurses can do,” she said.

When asked what advice they could offer to the nursing and social work students as well as the healthcare professionals in attendance, both concurred that self-care and compassion are key when doing this type of work because there will be good days and there will be bad days.

The event concluded with a panel discussion moderated by Lucia Alfano, Ed.D., M.A., RN, director of Clinical Affairs for the School of Nursing. Panelists included Konrad Motyka, M.A., executive director for Campus Safety and Emergency Management at ��ԭ��, Helene Dill, DHSc, MS, RN, CNM, director of the Traditional Nursing Program at ��ԭ��, Cueno Ramos, Gerstmann-Boyle and Bennett-Speight.

“I have taken care of patients going through human trafficking and have found that there is lack of knowledge and of recognizing this in our communities,” said Alfano.

The panelists agreed on the importance of awareness, education and action.

“We talk about these issues in our classes because nurses need to understand this and learn about the different kinds of trafficking, sex trafficking, labor trafficking and domestic trafficking, said Dill. “It is important that they have the understanding to make the correct referrals. We also want to make sure our students and nurses have the skills to advocate for their patients.”

Bennett-Speight added that in her social work classes, she covers human trafficking policies and the importance of advocating for more resources to make a difference. “A lot of times, as social workers, we go and advocate for that individual and for that group, and when we advocate we help students, families and individuals learn to use their voice.”

Human trafficking can happen anywhere, even in college campuses, and to anyone who is vulnerable, so it is important to have these conversations.

“One of the most important things I have learned is that this can happen to anyone on any day. Anyone can be vulnerable,” said Gerstmann-Boyle. “It is super important to have a very broad recognition of what it can be. Strangers are able to recruit people very easily. They can generate trust and be good at what they do. It can happen to anyone we know. “

Motyka agreed on the importance of education on this topic. As head of the FBI Organized Crime Task Force between 1990 and 2000, he saw a lot of criminal activities centered on human smuggling and trafficking, which still generates billions of dollars a year for criminal organizations. So, how can we protect our students, faculty and staff. “It is really no different at school than in society,” said Motyka. “If you see something, say something. We have resources available. Campus safety is open 24/7. We have nurses, counselors available.” Whether it happens on campus or off campus, ��ԭ��’s campus safety staff, counselors, nurses, are there to assist, he added.

By holding events such as these, the ��ԭ�� community is taking a critical first step in raising awareness on this serious issue.

“I learned a lot today,” said Michelle Edwards, a senior and president of the Student Nursing Association. “I had misconceptions as to what human trafficking was and this event cleared up a lot of my questions and concerns. It was very informative, and it also provided a lot of resources for students and faculty.”

��ԭ�� Professor Joins Prada's Tokyo Panel to Champion Ocean Preservation and Education

znegron@mercy.edu — Fri, 20 Dec 2024 17:38:11 +0000

��ԭ�� Professor Joins Prada's Tokyo Panel to Champion Ocean Preservation and Education znegron@mercy.edu Fri, 12/20/2024 - 12:38 School of Education ��ԭ�� News

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From left to right, ��ԭ�� Professor Meghan E. Marrero; Enzo Barracco, Emmy-nominated environmental photographer and climate artist; Joanna Philippoff, board member of the National Marine Educators Association and Francesca Santoro, UNESCO-IOC senior program officer.

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��ԭ�� Professor Meghan E. Marrero, EdD participated in a recent installment of Prada Group's Possible Conversations series hosted at the Prada Aoyama Epicenter in Tokyo, Japan. Marrero joined a panel of experts to discuss the urgency of ocean preservation, environmental stewardship, and the role culture plays in inspiring action. She was joined by Joanna Philippoff, a fellow board member of the National Marine Educators Association (NMEA); Enzo Barracco, Emmy-nominated environmental photographer and climate artist; and Francesca Santoro, UNESCO-IOC senior program officer.

“It is critical that we are continuing to discuss the importance of ocean literacy with broad audiences, because the health of our ocean ultimately affects human health," said Marrero, who has done extensive research in ocean literacy for teachers and students. She is also co-director of ��ԭ��’s Center for STEM Education and the national coordinator for USA Blue Schools, a program that promotes ocean literacy through authentic learning opportunities at multiple grade levels

During the Tokyo event, Prada Group announced its support of educational initiatives in the framework of SEA BEYOND to develop the next generation of stewards for our one ocean. After a first collaboration with NMEA that has put 16 schools in the Tri-State area on the path to becoming “Blue Schools”, 10 additional schools in Hawaii will now benefit from the same opportunity.

“Prada’s generous funding is now supporting 26 American schools to become Blue Schools, ensuring that thousands of K-12 students will be out in their watersheds conducting hands-on stewardship projects aimed at improving ocean health,” said Marrero. “I’m thrilled to lead the USA Blue Schools and work with students and teachers to improve ocean literacy in their communities."

Read more about the Prada Possible Conversations here https://www.pradagroup.com/en/news-media/news-section/24-12-11-prada-possible-conversations-tokyo.html

School of Education Hosts Panel on Mental Well-Being in Schools

znegron@mercy.edu — Wed, 30 Oct 2024 19:04:06 +0000

School of Education Hosts Panel on Mental Well-Being in Schools znegron@mercy.edu Wed, 10/30/2024 - 15:04 School of Education ��ԭ�� News

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Pictured from left to right are ��ԭ�� Education faculty Aki Ohseki, Elena Nitecki, Roseanne Vallice Levy, Jennifer San Diego and Ahmed Almadami.

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On October 24, the ��ԭ�� School of Education hosted a panel, Voices from the Field: Promoting Mental Health and Well-Being in Our Schools. The event brought together over 60 Pre-K-12 educators, principals, administrators, as well as ��ԭ�� Education faculty and graduate students, addressing urgent mental health needs in Pre-K-12 education.

The event was co-sponsored by two grants: the U.S. Department of Education Promoting Postbaccalaureate Opportunities for Hispanic Americans (PPOHA) Program GRAD-PRO Grant and the BranchED Grant, both providing financial support for various projects and initiatives aimed at meeting schools’ needs.

The purpose of the event was to cultivate discussions about one of the most pressing issues in schools today: mental well-being and issues of mental health, which have been on the rise since the pandemic. The panel featured experts from our partner schools in the New York City metropolitan area with speakers including Elizabeth Heilakka, therapeutic support teacher in the Bronx; Nicole A. Tine, NYC principal; Danielle Moore, a social workers with New York City Public Schools; and Julie Bucci, elementary school teacher in Ossining. Dr. Teresa Quackenbush, professor in the ��ԭ��’s Childhood Education Department, served as moderator, facilitating the discussion on prevalent mental health challenges in schools today, interventions strategies, community connections and what schools and colleges can do to partner more effectively to address these serious challenges.

“This panel brought to light so many critical issues facing our schools, students and families today. Our hope is that continuing collaboration with our partner schools and a little grant support can make a difference,” said Dr. Elena Nitecki, professor in Childhood Education and principal investigator for the GRAD-PRO Grant.

Dr. Roseanne Vallice Levy, assistant professor in secondary education and co-principal investigator of the BranchED Grant, added, “Tonight’s event provided us with the opportunity to gather as a community and discuss mental well-being and issues of mental health within our K-12 schools in a safe space. Our panelists and attendees contributed greatly to these important conversations.”

The participants in attendance represented multiple districts in the Bronx and Westchester County, including full-time faculty and adjuncts from the ��ԭ�� School of Education, many of whom work in schools as teachers and administrators. Graduate students in attendance included the inaugural cohort of the “Education Scholars,” a two-year, grant-funded fellowship led by Dr. Aki Ohseki, from the Childhood Education Department. The program offers mentorship and advanced professional development to ��ԭ�� graduates, aiming to improve teacher preparation and produce effective educators equipped to handle the challenges of tomorrow’s schools.

Learn more about ��ԭ��’s School of Education and the GRAD-PRO Grant.

��ԭ�� and BloomBoard Partner to Create Accessible Teaching Pathways to Address New York's Teacher Shortage

znegron@mercy.edu — Thu, 08 Aug 2024 15:44:56 +0000

��ԭ�� and BloomBoard Partner to Create Accessible Teaching Pathways to Address New York's Teacher Shortage znegron@mercy.edu Thu, 08/08/2024 - 11:44 School of Education ��ԭ�� News Press Releases

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��ԭ�� to offer on-the-job bachelor's degree in teaching students with disabilities with Erie 2-Chautauqua-Cattaraugus BOCES signing on as the first to bring the program to districts.

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��ԭ�� and BloomBoard, a leading talent development provider for K–12 school districts, have announced an innovative new partnership to help address the teacher shortage in New York. Together, they'll support New York school districts in providing an on-the-job delivery pathway for ��ԭ��'s Bachelor of Science in Teaching Students with Disabilities, B-12 program, to bring more highly qualified special education teachers into New York classrooms. The program removes traditional barriers to earning a bachelor's degree in teaching, creating a more accessible pathway for aspiring teachers. This is the first in a plan to deliver several on-the-job programs to develop and advance New York teachers.

"By partnering with BloomBoard, ��ԭ�� can create innovative pathways for future educators and tackle the teacher shortage," said Eric Martone, dean of the School of Education at ��ԭ��. "This new learning model for aspiring special education teachers provides on-the-job accessibility so participants can earn their degree while they're working in an

In New York, as in the rest of the country, special education teaching candidates are in high demand. According to a 2022 NCES study, 40% of U.S. public schools struggled to fill open special education teaching positions. And in 2023, NYC Public Schools reported that the district faced a critical shortage of special education teachers. This innovative new bachelor's degree program offered by ��ԭ�� aims to help school districts sustainably grow a pool of highly-qualified educators for these hard-to-fill positions.

"We are excited to partner with ��ԭ�� to provide a high quality, accessible education for aspiring teachers while also helping New York school districts solve a critical staffing challenge," said Sanford Kenyon, CEO of BloomBoard. "This new partnership supports our mission to revolutionize educator preparation and advancement pathways."

Candidates who have an associate degree and are currently working in a school can enroll in the program as part of a cohort sponsored by a school district. Candidates earning this bachelor's degree and passing all required certification assessments are eligible for New York's Students with Disabilities (All Grades) certificate.

BloomBoard will support New York school districts and BOCES in implementing ��ԭ��'s program within their own school systems. The company will help identify funding sources and build program support for effective delivery and student success. New York's Erie 2-Chautauqua-Cattaraugus BOCES (E2CCB) has signed on as the first BOCES to bring this innovative program to its school districts.

"This program can go a long way towards solving an unmet need in the state of New York," according to Laurie LiPuma, Executive Director of Human Resources at E2CCB. "School districts are looking for teachers, and often the best candidates are already working there in support roles. This program enables teaching assistants, aides, and other qualified support staff who have faced barriers to advancement to become great special ed teachers while they're working alongside students and getting paid."

School districts interested in participating in this program in the fall or beyond can learn more by contacting Michelle Licata of BloomBoard (michelle.licata@bloomboard.com). Click here for more information.

See News 12 Westchester coverage here.

About ��ԭ��

��ԭ�� is an independent, coeducational institution serving more than 9,000 students each year across campuses in Westchester, the Bronx, Manhattan, as well as online. It is a federally designated minority-serving institution and the largest private Hispanic Serving Institution in the state of New York. ��ԭ�� offers more than 100 undergraduate and graduate degree programs and certificate programs within six schools: Business, Education, Health and Natural Sciences, Liberal Arts, Nursing and Social and Behavioral Sciences. The institution also provides non-credit courses and certificates for adult learners looking to acquire new skills through CERTiFi by ��ԭ��. ��ԭ�� was founded in 1950 by the Sisters of ��ԭ�� whose mission of transformative education remains strong. For more information, visit http://www.mercy.edu.

About BloomBoard

BloomBoard is a talent development provider that enables K-12 school districts to grow, advance and retain educators by making professional education a benefit of employment. The company offers turn-key programs for school districts to move educators forward at all points of their professional journey. Their platform connects districts to higher education institutions that offer certification and degree programs using a unique, on-the-job instructional model. Visit http://www.bloomboard.com to learn more.

Verizon STEM Program at ��ԭ�� Empowers 138 Bronx and Westchester Middle Schoolers

znegron@mercy.edu — Mon, 05 Aug 2024 16:57:08 +0000

Verizon STEM Program at ��ԭ�� Empowers 138 Bronx and Westchester Middle Schoolers znegron@mercy.edu Mon, 08/05/2024 - 12:57 School of Education ��ԭ�� News Center for STEM Education

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This summer, 138 middle school students from 75 schools across the Bronx and Westchester County got the chance to participate in the Verizon Innovative Learning STEM Achievers summer program at ��ԭ��. This free summer program, funded through Verizon Innovative Learning, empowers middle school students from under-resourced schools to build STEM and entrepreneurship skills through hands on instruction using next gen technology. It creates a more diverse pipeline for future careers in science, technology, engineering, and math. Aimed at middle school students in fifth, sixth and seventh grades, the program took place July 1, 2024 - July 19, 2024.

“What makes this program so important is that it gives students from under resourced communities and from diverse backgrounds opportunities they would otherwise not have access to,” said Daniela Martinez, programs facilitator, ��ԭ�� Center for STEM Education. “Everyone is welcome. At the end of the day, we make sure kids have the best learning experience possible.”

Verizon Innovative Learning STEM Achievers is one of Verizon’s education initiatives that help address barriers to digital inclusion under Citizen Verizon, the company’s responsible business plan to help move the world forward for all. ��ԭ�� is the only NY location for this program. This is ��ԭ��’s second year participating in this program.

“When we started this program in 2015, a huge goal for us was to ensure that every student had access to the best cutting edge STEM opportunities in the summer months,” said Dr. Brittany Chambers, senior manager, Corporate Social Responsibility for Verizon.

Throughout the three-week program, which took place at ��ԭ��’s Bronx and Westchester campuses, students learned about coding, 3D design and printing, augmented reality, robotics, social entrepreneurship, and mentorship.

“The kids learned from simple coding to more complex coding like designing games and encrypting messages,” said Elizabeth Mojica, coding instructor. “They also learned how coding goes beyond the classroom. We visited ��ԭ��’s nursing simulation lab where they saw first-hand how things need to be wired and coded correctly and how simple code can help nursing students learn in the simulation lab.”

Mojica was really impressed by the children and how much they learned. For their final projects and presentations, some of the students programmed robots, ring tones and one even did Morse code. “I was amazed at what the students came up with,” she added.

“The students gained important problem-solving skills, which you need for any type of technology program,” said Brittany Concannon, digital product innovations instructor. “Those skills apply for any technology programs, whether they are laser-cutting, 3D printing or coding.”

The students also got the chance to visit Five Island Park in New Rochelle to observe an underwater rover and engage in environmental activities, and they got to hear from Verizon guest speakers about career pathways in STEM.

For more information on the Verizon Innovative Learning STEM Achievers Program, visit /academics/center-stem-education/center-stem-education-news.

Read latest article about the program in the Hudson Independent here https://thehudsonindependent.com/mercy-and-verizon-provide-stem-training-for-kids-from-under-resourced-schools/

��ԭ�� Partners With Teach For America to Offer Graduate Program Benefits to Aspiring Teachers

znegron@mercy.edu — Wed, 31 Jul 2024 18:09:04 +0000

��ԭ�� Partners With Teach For America to Offer Graduate Program Benefits to Aspiring Teachers znegron@mercy.edu Wed, 07/31/2024 - 14:09 School of Education ��ԭ�� News Press Releases

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This collaboration underscores ��ԭ��'s commitment to addressing the teacher crisis in New York State by putting high-quality, passionate educators in front of the classroom.

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Today, ��ԭ�� announced a new partnership with Teach For America (TFA) to enhance educational pathways for TFA alumni and employees seeking to advance their careers through education. This collaboration underscores ��ԭ��'s commitment to addressing the teacher crisis in New York State by putting high-quality, passionate educators in front of the classroom.

Through this partnership, TFA alumni, employees, and corps members will have access to tuition benefits when enrolling in select ��ԭ�� graduate programs to support their continued academic and professional growth.

“We are proud to partner with Teach For America to bring more qualified and passionate individuals into schools and communities to teach our young people,” said Adam Castro, vice president for enrollment management at ��ԭ��. “��ԭ�� is a leader in educating future and current teachers in New York State and this partnership will allow TFA alumni and employees a great opportunity for professional and career development.”

“For 35 years, Teach For America has found and developed more than 6,500 alumni and staff across New York State to be equity-oriented leaders working to transform education and expand opportunity for all children,” said Tia Morris, executive director at Teach For America New York. “This legacy would not be possible without partners like ��ԭ�� which continuously provide new opportunities for educators to further their impact and provide kids with the excellent education they deserve.”

As part of the agreement, ��ԭ�� will offer a reduced per-credit tuition rate and registration fees for full-time or part-time employees, corps members, and alumni of Teach For America who enroll in the following graduate programs:

School Building Leadership Certificate
School District Leadership Certificate
Bilingual Extension Advanced Certificate
Teaching English to Speakers of Other Languages (TESOL) Advanced Certificate

Additionally, full-time or part-time employees, corps members, and alumni of Teach For America who matriculate as full or part-time students in other ��ԭ�� Graduate and Undergraduate programs will receive a 15% tuition-only discount.

Teach For America will disseminate information about these offerings through its online platform, the TFA Alumni HUB, and other internal distribution channels. The Alumni HUB will serve as a central resource for TFA alumni, providing access to partnership details, special promotions, and new opportunities at ��ԭ��. For more information, visit https://alumni.teachforamerica.org/organizations/mercy-university/.

###

About ��ԭ��

��ԭ�� is an independent, coeducational institution serving more than 9,000 students each year across campuses in Westchester, the Bronx, Manhattan, as well as online. It is a federally designated minority-serving institution and the largest private Hispanic Serving Institution in the state of New York. ��ԭ�� offers more than 100 undergraduate and graduate degree programs and certificate programs within six schools: Business, Education, Health and Natural Sciences, Liberal Arts, Nursing and Social and Behavioral Sciences. The institution also provides non-credit courses and certificates for adult learners looking to acquire new skills through CERTiFi by ��ԭ��. ��ԭ�� was founded in 1950 by the Sisters of ��ԭ�� whose mission of transformative education remains strong. For more information, visit www.mercy.edu.

About Teach For America

Teach For America works in partnership with communities across the country to expand educational opportunities for children. Founded in 1990, Teach For America finds, develops, and supports a diverse network of leaders who expand opportunity for children from classrooms, schools, and every sector and field that shapes the broader systems in which schools operate. Today, Teach For America is a force of over 70,000 alumni, corps members, Ignite fellows, and staff working in pursuit of profound systemic change so that one day every child has an equal opportunity to learn, lead, thrive, and co-create a future filled with possibility. Teach For America is a proud member of the AmeriCorps national service network. For more information, visit www.teachforamerica.org.

Fast Track to the Classroom

jbailjr@mercy.edu — Fri, 26 Jul 2024 17:43:04 +0000

Fast Track to the Classroom jbailjr@mercy.edu Fri, 07/26/2024 - 13:43 School of Education Maverick Magazine ��ԭ�� News

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Page Sections

Fast Track to the Classroom

How ��ԭ�� is meeting the nation's growing demand for teachers.

It’s no secret that New York State is facing a shortage of teachers across various disciplines. State education officials estimate that New York will need up to 180,000 new teachers in the next decade. At the same time, sources indicate the state’s population is expected to increase by 61,000 students within five years.

The looming crisis begs one to ask: How will New York support and sustain the next generation of teachers?

To answer this vital question, ��ԭ�� is poised to launch two new undergraduate programs in education. A Bachelor of Science in Early Childhood and Childhood Education, with concentration in science, technology, engineering and mathematics or STEM, and a “4+1” combined bachelor’s and master’s degree designed to create dual certified teachers in special education and early childhood, childhood or adolescent education. Both are enrolling for fall 2024.

A key feature of the 4+1 BS/MS program in teaching students with disabilities and early childhood, childhood or adolescent education is that it allows students to take 15 graduate education credits as part of the undergraduate degree. These credits can be applied to both bachelor’s and master’s degrees.This streamlines the teacher preparation program and enables students to earn the necessary credentials in less time and for a lower cost than is typical for a master’s degree, which is required for maintaining certification as a teacher. Best of all, Martone said, “Students have four years to decide on which MS option they prefer to pursue for the ‘+1’ year. These programs offer the most flexibility, with more choices in how you learn and more options after you graduate.”

Until now, the quickest way to obtain teaching credentials at ��ԭ�� has taken five years, followed by additional certifications. “Our new program prepares new students to teach in as little as four years. That means more teachers in classrooms, sooner,” Martone said. He added that ��ԭ��’s well-established relationships with elementary and secondary schools across the region provide a host of opportunities for student teaching as well as the potential for jobs right after graduation.

Enrollment in the two programs is relatively smooth for students transferring or changing majors, especially if they have 60 credits or less. “We’re also working on several articulation agreements with other colleges as incentives for releasing some of their students to attend ��ԭ�� without losing credits,” Martone said.

The new programs create ongoing opportunities for earning multiple certificates that address a variety of district needs. With the added incentives of continued support and new certification pathways, program graduates can look forward to continuing their educational journey with ��ԭ�� for as long as they need.

��ԭ��’s nationally recognized programs in education are best known for small class sizes, skilled mentoring and stellar clinical and fieldwork experiences. “We believe our two new bachelor’s degrees will be a huge draw for students interested in teaching. ��ԭ�� is not only preparing future educators but also contributing to the betterment of the community,” Martone said. “Think of the difference they can make in the lives of young children and their families.”

Read the Full Magazine

Celebrating ��ԭ�� College Faculty Excellence

Anonymous — Thu, 01 Jun 2023 20:28:55 +0000

Celebrating ��ԭ�� College Faculty Excellence Anonymous (not verified) Thu, 06/01/2023 - 16:28 School of Business School of Education School of Health and Natural Sciences School of Liberal Arts School of Social and Behavioral Sciences ��ԭ�� College News

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��ԭ�� College Assistant Professor of English Laura Proszak, Ph.D. holding the Teaching Excellence Award.

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On May 12, ��ԭ�� College held the 2023 Faculty Recognition Ceremony to celebrate faculty members receiving promotions, tenure, and awards. Approximately 100 people attended the event on the Dobbs Ferry Campus.

“The work faculty members do is incredibly important. It is intellectually challenging and multifaceted, requiring skills in teaching, research and service — and often administration too,” said Linda Bastone, Ph.D., associate provost for faculty affairs. We can’t do enough to celebrate the faculty and recognize their work. And of course, their impact on students can’t be overstated,” said Bastone.

The first portion of the ceremony featured 40 faculty poster presentations focused on pedagogy and research. The ceremony began with opening remarks by Provost and Vice President for Academic Affairs Eva Fernández, Ph.D., President Tim Hall and President of the Faculty Senate Matthew Hyland, Ph.D.

“From A to Z, you oversee everything, from gateway programs to experiential education,” Fernández said in compliment to ��ԭ�� faculty. “You’re moving forward to mastery and dedicated to the success of our students.”

Hall’s remarks echoed those of Fernández. “I commend you for your work and wish you every success,” he said.

“You all deserve to be appreciated,” said Hyland, in his address to the faculty. “Thank you for your passion for ��ԭ�� College, a very special place.”

Then, the dean of each school honored faculty members who received promotions and tenure and those retiring. Finally, various administrators presented awards for faculty excellence, innovation and research.

Peter West, Ph.D., dean of ��ԭ��’s School of Liberal Arts, cited the recognition ceremony as one of his favorite events of the year. “It really is a great time where faculty get to recognize their peers and where they get to be recognized for their full dedication to every aspect of teaching and scholarship.”

Congratulations to the following faculty for achieving important career milestones and recognitions.

Promoted to professor:

Saliha Bava, Ph.D.
Amanda Gunning, Ph.D.
Nannette Hyland, Ph.D.
Kathleen Kenney-Riley, Ed.D.
JungKang Miller, Ph.D.
David Wang, Ph.D.

Promoted to associate professor:

Ben Abelson, Ph.D.
Dana Horton, Ph.D.
Maureen MacLeod, Ph.D.
Astrid Mel, Ph.D.
Chun Zhou, Ph.D.

Awarded tenure:

Matthew Hyland, Ph.D.
Chun Zhou, Ph.D.
Dana Horton, Ph.D.

Honored at retirement:

Diana D’Amico Juettner, J.D.

Teaching Excellence Award:

Deborah Mumford, Ed.D.
Laura Proszak, Ph.D.

Faculty Innovation Award:

Elise Arnold-Levene, Ph.D.

Faculty Fellow:

Haley Collazo, MS, L.IS, M.A.

Online Teacher of the Year:

Laura Policar, Ed.D.

Outstanding Research Award:

Marc Palmieri, MFA, M.A.

William F. Olson Chair Award:

Caitlin Wiesner, Ph.D.

Texaco Research Endowment Award:

Narasimhaswamy Banavara, Ph.D.

Honorary Master of Pedagogy Degrees:

Marc Campo, Ph.D.
Joshua Gaetjen, MFA
Kevin Kulic, Ph.D.
Peter Minorsky, Ph.D.
Stacey Senita

News

Hidden Figures of ����ԭ��: The Women Who Built a University

Yonkers Times: ����ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program

����ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program

����ԭ�� Professor Delivers Keynote at International Ocean Literacy Conference in Taiwan

Honoring History: ����ԭ�� Explores the Italian Roots of Verrazzano Hall

Bringing Education to the People: ����ԭ��’s 75-Year Journey of Access and Innovation

Empowering Success for All Learners: ����ԭ�� Hosts Inspiring Panel on Culturally Responsive Education

Educators Showcase Innovative STEM Projects at ����ԭ�� Symposium

K-12 Students Showcase Ocean Advocacy Projects at Long Island Sound Symposium

����ԭ�� Hosts Awareness Event on Human Trafficking Prevention

����ԭ�� Professor Joins Prada's Tokyo Panel to Champion Ocean Preservation and Education

School of Education Hosts Panel on Mental Well-Being in Schools

����ԭ�� and BloomBoard Partner to Create Accessible Teaching Pathways to Address New York's Teacher Shortage

Verizon STEM Program at ����ԭ�� Empowers 138 Bronx and Westchester Middle Schoolers

����ԭ�� Partners With Teach For America to Offer Graduate Program Benefits to Aspiring Teachers

Fast Track to the Classroom

Fast Track to the Classroom

How ����ԭ�� is meeting the nation's growing demand for teachers.

Celebrating ����ԭ�� College Faculty Excellence

Hidden Figures of ��ԭ��: The Women Who Built a University

Yonkers Times: ��ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program

��ԭ�� Receives Historic $9 Million Gift to Launch Suzanne McGraw Scholars Program

��ԭ�� Professor Delivers Keynote at International Ocean Literacy Conference in Taiwan

Honoring History: ��ԭ�� Explores the Italian Roots of Verrazzano Hall

Bringing Education to the People: ��ԭ��’s 75-Year Journey of Access and Innovation

Empowering Success for All Learners: ��ԭ�� Hosts Inspiring Panel on Culturally Responsive Education

Educators Showcase Innovative STEM Projects at ��ԭ�� Symposium

��ԭ�� Hosts Awareness Event on Human Trafficking Prevention

��ԭ�� Professor Joins Prada's Tokyo Panel to Champion Ocean Preservation and Education

��ԭ�� and BloomBoard Partner to Create Accessible Teaching Pathways to Address New York's Teacher Shortage

Verizon STEM Program at ��ԭ�� Empowers 138 Bronx and Westchester Middle Schoolers

��ԭ�� Partners With Teach For America to Offer Graduate Program Benefits to Aspiring Teachers

How ��ԭ�� is meeting the nation's growing demand for teachers.

Celebrating ��ԭ�� College Faculty Excellence