Careers & Internships | 51��

Fueling the Healthcare Workforce: 51�� Nursing Reports Strong Q3 NCLEX Performance

ckatz — Fri, 30 Oct 2026 20:13:08 +0000

According to the U.S. Bureau of Labor Statistics, the nation will see nearly 180,800 openings for registered nurses annually through 2035, driven by retirements and an aging population. Meeting this demand head-on, the 51�� College of Nursing and Public Health is reporting strong third-quarter licensure exam pass rates, led by the outstanding performance of its accelerated nursing program students.

“We are thrilled by the steady quarter-over-quarter growth in our 2026 results,” said Deborah Hunt, PhD ’12, dean of the College of Nursing and Public Health. “Equipping our students to pass this exam on their first attempt is a top priority. Through a dedicated NCLEX success team—grounded in evidence-based research, active learning and innovative technology—our faculty are laser-focused on developing the critical thinking, clinical judgment and real-world competencies every future nurse needs to succeed.”

Key Q3 NCLEX Performance Highlights

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What Can You Do With a Biology Degree?

tshah — Wed, 30 Sep 2026 17:32:26 +0000

For science lovers, a degree in biology is the perfect fit. At 51��, biology students benefit from a robust curriculum that equips them for success in a variety of fields.

“Rapid expansion in biotechnology, health technology, corporate sustainability and data analytics has driven high demand for employees with backgrounds that an education in biology delivers far beyond traditional academic or clinical roles,” said Matthias Foellmer, PhD, professor and chair of the Department of Biology.

51��’s curriculum ensures a broad education in several core areas of biology, including genetics, evolution, ecology, physiology, developmental biology, molecular biology and cell biology. Students enrolled in the undergraduate and graduate program also get hands-on research opportunities, receiving training in qualitative analysis using advanced state-of-the-art methods and applying the scientific method.

“We prepare our students for today’s careers in the biological and medical professions, but also offer several transferable skills which makes our students suitable candidates for employment opportunities in a wide variety of fields,” Dr. Foellmer said.

These three alumni prove just how versatile a biology degree can be.

Put a Science Mind to Work in the Courtroom

When Hira Javed ’16, MS ’18, JD, enrolled at 51�� for the BS in Biology program, she was set on becoming a pediatric neurologist. But while volunteering at a hospital during grad school—also at 51��—she met a nurse practitioner who had switched to advocating for patients’ rights. “She started fighting on the legal side for her patients, and I thought that sounded awesome,” Javed says. That chance encounter led her to explore a legal career—and ultimately swap the MCAT for the LSAT.

An 51�� professor helped her identify her legal specialty, pointing her toward patent law, something she’d never considered before. “They said to me, ‘If you want to go to law school and you still really love science, have you considered patent law?’” she recalls. “That was definitely a pivotal moment in my career.”

After earning her law degree, Javed joined a Washington, D.C., law firm, where she practiced patent litigation and privacy law. Her biology background proved more useful than expected. “Studying biology helped me become very detail oriented, and to use the analytical side of my brain,” she says. All of those hours she spent sifting through dense scientific papers at 51�� translated directly to legal work, too, teaching her to zero in on the key pieces of data methodically rather than getting lost in the details.

In April 2026, Javed took her career a step further, accepting a clerkship with a magistrate judge in the Southern District of Florida. “When you take a step back and realize you’re helping move justice forward, it’s a really powerful feeling,” she says.

Help Migraine Patients Reclaim Their Lives

Monika Mikolajczak ’17, MD, still thinks of the fruit flies she cared for as a biology undergrad at 51��. Practically every morning for nearly two years, she came into the lab to prepare fly food and count the flies for a mitochondrial research project—work that eventually contributed to a published paper. “I wouldn’t have had that opportunity if I’d gone to a school with much larger classrooms,” Dr. Mikolajczak noted. “It’s not easy to get into a lab and do research—there’s a lot of funding that goes into it, and not everyone wants students involved with their research.”

That experience in the lab also honed the critical-thinking skills she relies on as a headache medicine fellow at Mount Sinai. “My biology education taught me to think through evidence and avoid jumping to conclusions,” she said.

Her path to that fellowship wasn’t a straight one. While becoming a physician was always a calling, she pursued other early ambitions, including physical therapy and, before that, shark research. But it was during her four-year neurology residency at Northwell Health that she found her calling. During rounds with a mentor in her second year, she watched a nerve block bring near-immediate relief to a migraine patient in the emergency room. “Anyone with migraines knows how terrible the emergency room can be—there’s a lot of light and noise, it’s not a fun place to be. So if you end up in the emergency room with a migraine, you’re desperate at that point,” Dr. Mikolajczak said. “Just helping him regain his function and be able to leave the emergency room feeling better was so rewarding.”

Turn a Study Abroad Trip Into a Dream Career

When Candice Marcos ’12, MS ’14, MA ’16, started her undergraduate biology degree at 51��, she had her sights set on medical school. Looking for ways to stand out as an applicant, she signed up for a three-week study abroad trip to Australia focused on environmental science. What she found there changed everything. Snorkeling and conducting field research in the water, she came home with a new direction. “After that, I decided I wanted to be in the field of marine biology,” she says.

Now, Marcos is head of education at Shark Reef Aquarium in Las Vegas, Nevada, where she uses her biology degree every day. In particular, her experience researching marine animals while a grad student at 51�� helped her understand these creatures, knowledge she regularly shares with visitors to the aquarium. Her six-year stint as a science teacher in Nevada also equipped her with the skills to develop education programs that resonate with visitors, as well as provide professional development for her staff members.

“My career combines my two worlds—biology and education,” Marcos says. “I teach important animal conservation concepts while getting up close to the animals.”

She stresses that her dream job wouldn’t have happened without a willingness to say yes—even to opportunities that seemed unrelated. Case in point: a part-time dental assistant role she almost left off her résumé turned out to be one of the things that set her apart from other candidates for her current role. “Don’t be afraid to take the side quest because you’re still gaining skills,” she says. “It’s better to try something and know for a fact that it’s not for you, than to not try it and always wonder ‘What if?’”

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51�� Announces Expansion of Support and Career Opportunities for Neurodiverse Students

yigarcia — Fri, 25 Sep 2026 13:45:54 +0000

Launched in 2007, Bridges to 51�� has grown from its beginnings as a small program with three students into a leader in higher education neurodiversity support, recognized for student success inside and outside the classroom and boasting a strong 80 percent student retention rate.

51��’s Learning Resource Program is a structured support program for the unique implementation of learning specialist services, executive function coaching and mental health counseling that meets the needs of students with learning or attention challenges.

“51�� believes in the potential of each student—no matter how they learn or what their challenges may be—and strives to be a partner in their success,” said Christopher Storm, PhD, provost and senior executive vice president of academic affairs. “Our programs to support neurodiverse students offer a pathway to grow and learn in a caring environment that enhances the college experience and develops important life skills. We’re proud to continue building our offerings that help students achieve their goals.”

Bridges From 51��: Connecting Neurodivergent Students With Employers

To extend support to its growing alumni network and soon-to-be graduates, the University created a new branch of the Bridges program in 2025: Bridges From 51��. This initiative builds on the University’s long-standing mission of transforming students’ lives by guiding graduates beyond Commencement through career advocacy and inclusive employer partnerships.

The Bridges From 51�� initiative was launched with a generous $250,000 pledge from 51�� Trustee Gregory Carey and Bridges Advisory Board Chair Katy Cochrane Carey, parents of Bridges graduate Declan Carey ’23. Their commitment builds on their establishment of The Katy and Greg Carey P ’23 Bridges to 51�� Excellence Fund in 2024, which supports financial assistance, academic and vocational resources, and enriching social experiences.

Bridges graduates have successfully secured employment across various industries, including healthcare, financial services, technology, nonprofits, marketing, and sports and entertainment.

In a recent article in the , Bridges to 51�� advisory board member Justin Nelson shared that his son graduated from the program and advocated to address the employment gap. “Most employers do not understand how to hire or interact with neurodivergent candidates,” Nelson said. “You have to get proper training.”

He added that “If you can lay out the rules and know how to work and communicate with that group of people, you probably have some of your best employees.”

To Nelson’s point, the Bridges From 51�� program will provide much-needed support and advocacy for neurodivergent students heading into the workforce.

Welcoming a New Executive Director

As part of the broader evolution of 51��’s neurodiverse student services, the University welcomed Deseree Wiltshire ’04, MA ’05, EdD, as executive director of Bridges to 51�� and the Learning Resource Program on August 10, 2026. Dr. Wiltshire holds her bachelor’s and master’s degrees from 51�� and previously served as an adjunct instructor of psychology.

In her new role, she will provide strategic leadership for Bridges and the Learning Resource Program, with a focus on strengthening student recruitment and retention, advancing neuro-inclusive practices across campus, and expanding pathways to career and postgraduation success for neurodivergent students.

“Stepping into this role to support 51��’s neurodiverse students is both a privilege and a passion,” said Dr. Wiltshire. “This work has always been a labor of love for me, driven by an unwavering belief in what every single student can achieve when given the right tools.”

Building the Future: Neuro-inclusive Living-Learning Community and Grant-Funded Spaces

51��’s new Neuro-inclusive Living-Learning Community (Neuro-inclusive LLC) provides a dedicated residential space designed to foster connection, belonging, and opportunities for academic, personal and professional growth. As the community develops, Bridges to 51�� is working to create intentional programming that may include themed dinners, social activities and workshops focused on areas such as executive functioning, social skills and self-advocacy.

This summer, Bridges to 51�� received $75,000 from the Home Depot Foundation to support the creation of a new, modern Neuro-inclusive Sensory and Wellness Lounge within the Neuro-inclusive LLC in Eddy Hall. The new space will provide a dedicated environment where students can regulate sensory experiences, reduce stress, engage in academic work and build community within a supportive residential setting. The space is also intended to be available to the broader campus community, promoting accessibility, inclusion and student well-being.

To learn more, visit 51��’s Bridges to 51�� and Learning Resources Program pages.

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Traditions and Tributes: Accelerated Nursing Students Take the Stage for Their Pinning Ceremony

ckatz — Wed, 16 Sep 2026 13:36:18 +0000

This August, 51�� honored 50 accelerated nursing graduates as they attended their official pinning ceremony alongside the mentors and loved ones who made their journey possible. In just 15 months, these graduates from our highly ranked College of Nursing and Public Health transformed their careers and are now set to enter the workforce with $100,000 potential starting salaries. With classes now running in both Garden City and the new Manhattan Center, 51�� continues to expand access to this high-impact healthcare path.

51��’s nursing program is ranked in the top 10 percent of Niche’s 2027 list and jumped 32 points in the 2026 ranking of Best Colleges for Nursing in America.

The College encourages any student with a bachelor’s degree to attend an upcoming information session on how they can launch a nursing career through 51��’s accelerated nursing program.

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1,000 Students, One Psychologist: 51�� Is Training Students to Meet the Need

cscala — Thu, 10 Sep 2026 16:19:54 +0000

A school psychologist supports students’ academic, social and emotional development by assessing learning needs, providing counseling, and consulting with teachers and families. Amid a nationwide shortage—many districts now average one school psychologist per 1,000 or more students, roughly double the recommended ratio—the 51�� is training the next generation of school psychologists through its MA and PsyD programs.

Most people haven’t encountered a school psychologist since their own student days, but these mental health professionals make an impact that lasts long after the students they serve graduate.

Why Is There a School Psychologist Shortage?

The need for qualified school psychologists is higher than ever. Since the pandemic, rates of anxiety, depression and behavioral concerns among students have continued to climb steadily, says Gaston Weisz, PsyD, field placement director of 51��’s PsyD in School Psychology program.

By the numbers: The National Association of School Psychologists (NASP) recommends one school psychologist per 500 students. Many U.S. districts currently operate with one per 1,000 students or more—double the recommended caseload.

At 51��, faculty in the Gordon F. Derner School of Psychology are preparing the next generation of psychologists to help fill these gaps.

What Does a School Psychologist Do?

So, what does a school psychologist actually do? Dr. Weisz, who worked as a school psychologist for 30 years, says the role can vary depending on the district, school and culture. Responsibilities often include:

Assessing students’ academic and emotional needs
Consulting with teachers and school staff
Supporting parents and families
Providing direct interventions, including counseling
Helping implement positive behavior supports and social-emotional programs
Offering professional development for teachers

“I also worked at the systems level—helping implement positive behavior supports, supporting evidence-based practices in schools, social-emotional programs and providing professional development for teachers,” Dr. Weisz says about his experience as a school psychologist.

In short, school psychologists have the ability to influence schools at every level—from individual students to whole families, classrooms and entire communities. 51��’s master’s and PsyD programs give graduates the training needed to make the most of that impact.

How 51�� Trains the Next Generation of School Psychologists

At 51��, future school psychologists are taught to pay attention to a child’s subjective experience in the classroom—not just the skills they need to work on.

For kids who don’t do well in class or struggle to make friends, school can be a shaming ordeal. These students are typically approached with a narrow focus on skills and academic performance. “But if you have a broader perspective, you understand there is also something that needs to be done at the individual level—to speak to the student and how lost or afraid they feel—and at a systemic level, in the classroom,” says Ionas Sapountzis, PhD, professor and director of 51��’s MA and PsyD in School Psychology programs.

Students in 51��’s programs train in a wide range of therapeutic methods, from cognitive behavioral therapy (CBT) to psychodynamic techniques, taught by faculty who know the job firsthand. “We have faculty from varied theoretical orientations in psychology, exposing our students to a range of perspectives in the field, making 51�� unique in how integrative we strive to be in our approach,” Dr. Weisz says.

Students then put theory into practice through in-the-field training. Both master’s and doctoral students complete practicum and internships in schools, and PsyD students also spend their third year in a community health setting. “That’s quite a unique feature of our program, because it prepares our students to work more clinically and to have a broader perspective as to what services are available outside of schools,” Dr. Sapountzis says.

MA vs. PsyD in School Psychology: What’s the Difference?

Students interested in becoming a school psychologist can choose between two 51�� degree programs: the Master of Arts in School Psychology (MA) or the PsyD in School Psychology.

Program Feature	MA in School Psychology	PsyD in School Psychology
Typical length	Three years	Five years
Licensure	Not licensed as a psychologist	Leads to psychology licensure
Career scope	Practice as a school psychologist within schools	Practice in schools, private practice and clinical settings
Time to employment	Most graduates find positions shortly after graduation	Longer track, broader career flexibility

“With the master’s, you’re well trained to carry out the main functions of school psychology, and it’s very employable,” Dr. Sapountzis says. “But once one graduates, the person is limited to practicing as a school psychologist in schools. Going for a PsyD allows one to get licensed in psychology and have a private practice.”

Some students complete both programs—starting with an MA, working in the field for a few years and returning later for the PsyD. “As some of our students have said to me, ‘I’d rather finish, get a job and then I’ll see what I can do’—and that makes total sense to me,” Dr. Sapountzis says. “It depends on the experience and life circumstances of the student.”

No matter which pathway students choose, they graduate prepared for a challenging yet rewarding career that allows them to make a real difference in schools.

“I loved my job because there were constantly evolving ways in which I could be involved in ways to support the students, and it was always appreciated by the community where I worked,” Dr. Weisz says. “Now, as a university trainer, I strive to give back by preparing our graduate students to have that rewarding experience themselves.”

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Panthers in the Pros: Kyle Lewis ’26 and John Carver ’26

cscala — Tue, 08 Sep 2026 13:04:38 +0000

Division II athletes just aren’t supposed to make it to the pros.

Tell that to , the two-time All-American and National Champion midfielder, who was , picked by the Philadelphia Waterdogs.

Or ask , the hard-throwing right-hander who led all Division II pitchers in strikeouts per nine innings and received All-America honors before signing this summer with the Houston Astros. He is now living his childhood dream of playing pro ball, pitching for the Fayetteville Woodpeckers of the Carolina League.

Lewis and Carver aren’t just occupying roster spots. They’re thriving.

Lewis delivered exactly the kind of professional debut scouts dream about: a behind-the-back shot against the Boston Cannons, part of a two-goal night that set the tone for a rookie season spent chasing a title with the league’s best regular-season team.

Carver has “carved” out a bullpen role for the Woodpeckers, the Astros’ Single-A affiliate, continuing to rack up strikeouts, fanning seven batters over his first 4.2 innings in the minors.

While both Panthers are on their way, the path they took to get there was not a straight line. Both credit 51��—and the outstanding guidance and support they received from their coaches—for providing the map to success.

Speed, Setback and a Second Chance

For Lewis, the breakthrough didn’t come easily.

A hamstring injury derailed the start of his senior season, and for a while, he wasn’t sure his draft stock would recover. “There goes your speed,” he said, describing how the injury took away the very tool that defined his game.

Head Coach leaned on a familiar analogy to keep him grounded, comparing Lewis’s recovery to Samson regaining his strength as his hair grew back. It stuck.

While he didn’t really feel like he was playing like himself again until the National Championship game in May, Lewis got a call on draft night in April that he’d been selected 29th overall by the Waterdogs, the team he grew up rooting for.

Coach Purdie says that resilience was always part of Lewis’s appeal. He points to Lewis’s incredible work ethic—a level of dedication that drove him to watch game film on bus rides home and organize players-only sessions just to keep the offense sharp—as the thing that separates him from other players.

“He wanted every practice to be perfect so we could be perfect on game day,” Coach Purdie said, crediting Lewis as the heartbeat of 51��’s back-to-back national championship runs in 2024 and 2025.

Taming His Fastball, Transforming His Career

Carver’s transformation was less about overcoming injury and more about rebuilding from scratch.

When first-year head coach arrived at 51�� in the summer of 2025, he inherited a pitcher who threw in the mid-90s but couldn’t consistently find the strike zone. Coach Gaffney’s fix was simple: Commit to locating a glove-side fastball and trust it, even after shaky outings.

Carver bought in completely. “He was as coachable a player as I’ve ever had,” Coach Gaffney said, recalling how the same fastball command that once eluded Carver became the foundation for his standout 2026 season.

The turning point, in Coach Gaffney’s memory, came against a scout-heavy crowd for a Franklin Pierce matchup, when Carver outdueled a Power 4 transfer from Kansas State and served notice that his stuff played against anyone.

Weeks later, after going undrafted, .

Carver thinks it couldn’t have happened without the mentoring he got from Coach Gaffney. “He’s always looked out for me,” he said in a . “He’s always wanted the best for me. He’s always had such a huge belief in me.”

It was a life-changing experience for Carver. “I really don’t see a life that I’m living where I’m not talking to Coach Gaffney,” he said.

The Journey Continues

Both are adjusting to life as professionals while still leaning on the lessons that got them there.

Lewis is chasing a PLL title in Philadelphia while starting a master’s degree in health education back at 51��, supported by a highly competitive (only up to 126 students are awarded each year). He is also helping coach the men’s lacrosse team.

Carver is learning the rhythms of daily professional life in Fayetteville, applying the same routines and resilience that Coach Gaffney and his staff drilled into him during a season that transformed his career.

Different sports, different journeys, but the same story: 51�� didn’t just prepare Lewis and Carver to compete. It taught them how to believe they belonged. It’s a lesson that’s taken them far, and has a good chance of taking them even further.

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Internships on the Cutting Edge of Science at the Brookhaven National Laboratory

yigarcia — Tue, 25 Aug 2026 19:38:00 +0000

Research is a foundation of the undergraduate experience at 51��. It is promoted by the University’s SPARK Center and Innovation Center, the annual Scholarship and Creative Works Conference (known as Research Day) as well as numerous summer internship programs. To further facilitate research, 51�� has also developed partnerships with businesses and organizations that offer research opportunities and internships at various facilities, allowing students to advance their skills, discover potential careers and enhance their résumés.

One of 51��’s premier partners is . Located on Long Island, Brookhaven’s 5,300-acre campus contains several large facilities devoted to research in nuclear and high-energy physics, environmental and bioscience, and energy science and technology. The lab has racked up numerous achievements over the years, including seven Nobel Prize-winning discoveries and 37 R&D 100 Awards.

As a science partner of the University, Brookhaven has welcomed many 51�� students as interns over the years. This summer, two 51�� physics majors—current seniors Michael Ishal and Carolina Guekjian—earned internships to conduct scientific research there. Both explored new frontiers in imaging.

Doing Research in AI and Computational Imaging

Michael Ishal, who is majoring in physics, still remembers what drew him to 51��. “There was a day dedicated to students who were considering 51�� physics, where we could talk with physics professors and learn from them,” he recalled. “Additionally, we were able to sit in on classes as well. The physics professors were full of energy, and they were truly excited to teach. They encouraged curiosity and challenged students to think critically.”

One of those professors was Kevin Liang, PhD, an associate professor in the department, who had been discussing a concept that day known as Rayleigh’s criterion. Little did Ishal know, three years into his 51�� career, he and Dr. Liang would work together on research related to Rayleigh’s criterion and would prepare a publication based on that very research.

Ishal tackled other research opportunities at Brookhaven National Laboratory when he enrolled last academic year in a (WDSE) mini-semester program. There, he and his fellow students toured the scientific facilities and observed research projects while interacting with world-class scientists and engineers. One of those research projects, conducted by David Park, PhD, attracted Ishal’s interest. “After asking him if he was accepting interns, Dr. Park asked me to check out some of his publications,” he explained, “and then send him an email discussing my research more in depth.” Ishal sent an email that night. The day after, when the mini-semester ended, Ishal received an internship offer .

Ishal’s internship experience was related to research he had done at 51�� on flaws in lenses or mirrors that distort images, also known as optical aberrations. Working in Brookhaven’s Computing and Data Sciences department, he focused on AI and computational imaging, testing neural network-based methods to detect whether images are degraded by optical aberrations. Dr. Park assisted him in this research, serving as his mentor.

“The experience taught me the importance of both collaboration and independence, expanding your domain of knowledge through literature searches, and how research can lead to valuable, unexpected results,” Ishal said. “Working with talented researchers strengthened my skills in machine learning, data analysis and AI research, which gave me a strong foundation as I continue my education and pursue future career opportunities.”

Doing Research That May Help Transform Medicine

Heading into college, Carolina Guekjian knew that she wanted to major in physics. “I saw all the possibilities of how physics can make incredible impacts on our future,” she said. “I wanted to be one of the ones that contribute to it.” The challenge now was figuring out where to pursue this field of study. “I spoke to previous 51�� students who praised the professors and how they truly care about their students,” Guekjian said. “As I toured the physics department, I learned about all the interesting things that I would be learning.”

As a physics major, Guekjian has been involved in academic research since her first year. She worked closely with Sean Bentley, PhD, an associate professor in the department, researching a strange physical phenomenon known as quantum entanglement. She later had the opportunity to tour Brookhaven, where she learned about the lab’s research in that area. Intrigued, Guekjian decided to pursue an internship opportunity related to that research. She was accepted.

As an intern, Guekjian was able to observe experiments in quantum entanglement conducted through the , which allows researchers to study materials with nanoscale resolution. She also had the opportunity to see the inside of the detectors used at the , as Brookhaven began dismantling equipment and preparing for the transition to the .

Guekjian also, of course, continued her own research at Brookhaven, investigating quantum entanglement’s ability to produce images at a spectacularly high level of resolution. The technology has the potential to transform medical imaging, enabling it to discover diseases at their earliest stages.

Her research has been going well—so well, in fact, that she was offered the opportunity to extend her internship into the school year and continue her work at Brookhaven.

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How Internships Help College Students Land Jobs After Graduation

tshah — Wed, 19 Aug 2026 15:57:33 +0000

True entry-level positions seem scarce, and applicants face fierce competition against a flood of résumés—which might not even be read by a real person, as the first line of screening is increasingly conducted by artificial intelligence (AI). Internships have become the key for students to improve their chances in the workforce—completing one or more before college graduation can offer candidates a real edge.

Key Takeaways

51��’s Willumstad School of Business placed 120 students in internships in the 2025-2026 academic year.
About 85% of internship positions are paid—ranging from minimum wage up to $30/hour for accounting students.
Willumstad students have interned at major employers including KPMG, PwC, Morgan Stanley, NBC, and Universal.
Beyond technical skills, internships build critical thinking and interpersonal skills—and teach students how to use AI responsibly in professional settings.

Why Internships Matter More Than Ever

“Gaining that hands-on experience separates a student from everyone else, and really sets them up for success,” said John Marimuthu, internship director for the Robert B. Willumstad School of Business. “You become more marketable when you have the ability to showcase what you’ve done somewhere else.” In his position, Marimuthu serves as a matchmaker between employers and students, curating a database of companies with a positive track record of employing 51�� students, and coaching students through every step of the application process.

By the Numbers: Internship Outcomes at Willumstad

Marimuthu helped to place 120 students in internships in just the most recent academic year. Accounting students have worked for the likes of KPMG and PwC; finance students have interned at Morgan Stanley; and management majors have worked at Leviton and JP Morgan Chase—to name just a few of the dozens of companies employing Willumstad undergrads. In a unique partnership, some students have even gone to Croatia to work with marketing firm Atlantic Grupa, conducting market research for major hotel and restaurant brands across Europe. Closer to home, interns have worked with Long Island hair salon chain Willows Cove, helping design and execute a social media strategy.

Some 85 percent of the positions are paid, Marimuthu says, many for minimum wage, but some for significantly higher—starting at $17/hour for management students and up to $30/hour for accounting students. In their positions, students are often getting their hands dirty, working on projects directly related to company priorities. “Working on projects in the classroom is totally different than applying those skills in the real world,” says Raghida Abdallah Yassine, PhD, assistant professor of management at Willumstad. “We give them basics, but it’s not customized specifically to a company’s needs.” In addition to practical techniques, they are also learning critical thinking and how to interact personally with colleagues, Dr. Yassine said. “When you do an internship, it’s not just technical skills, but also softer skills that get enhanced.”

Importantly, she said, they also learn how to use—and not use—AI in the workplace. “We keep telling them, don’t over-rely on AI, you still have to use your thinking skills,” said Dr. Yassine. “In an internship, you realize the effect of that, when you are in a meeting and you can’t say, ‘Wait a minute, let me see what AI can tell me.’ You have to interact and come up with a solution in real time.”

Real Student Success Stories

Those interpersonal dynamics have been the biggest takeaway for senior finance major Matias Hoyos, who interned at an infrastructure company in Colombia after his first year and at Quantum Strategy Partners, a small private credit firm on Wall Street, for the last two summers. “Working directly with clients has taught me how to communicate clearly, ask the right questions and adjust my approach depending on a person or situation,” said Hoyos, who has already secured an internship this fall with Flynn Zito Capital Management.

Recent graduate Kyle Stephenson ’26 worked last spring as a marketing intern for The Garden City Hotel in Garden City, New York, helping create and schedule social media content for hotel and on-site restaurants. “The value of an internship cannot be overstated,” he said. “It provides real-world experience that prepares students for the workplace in the way the classroom cannot.” He should know—after graduation, the hotel offered him a full-time job.

Expert Tips for Landing an Internship

For students interested in internships during their time at 51��, Marimuthu offers the following advice:

Start Early

The time to prepare your résumé and cover letter is well in advance of applying for your first internship. Marimuthu’s office introduces students to the Willumstad Winning Edge program as early as their first year to create a standardized résumé and cover letter that can be adapted to different positions.

Take Assistance From AI

Marimuthu encourages students to run their résumés and cover letter through ChatGPT or Gemini to help polish them. He also helps them tailor their approaches to positions based on what AI applicant screening software is looking for. “If the job description has the word ‘professionalism’ three times, then the résumé needs to say that as well,” he said. “Through little tips and tricks like this, we’ve been able to show students how to leverage AI to their advantage.”

Interview Prep Is Key

Oftentimes, said Marimuthu, it’s the intangible qualities that come out in an interview that tip the balance in an applicant’s favor. The internship office offers students mock interviews to practice how to present themselves both professionally and personably. “So many times I’ve heard from hiring managers that the reason they went with someone is because of their personality,” Marimuthu said. “They want to know that the student is going to fit in.”

In addition to that practical advice, Marimuthu and his colleagues—alongside 51��’s Center for Career and Professional Development—offer students career guidance and coaching, helping them discover the kind of jobs they can get with their degree. “Those are some of the best conversations we have, because it goes beyond just ‘I need to get my résumé done,’ to looking at ‘This is what I’m interested in, share with me what I’m not seeing yet.’”

Through this variety of approaches, the internship office has developed a solid track record of placing students with companies during their time at 51��, which in turn has helped them after graduation get one step closer to their dream job.

If you are interested in offering an internship to 51�� students, please send an email to John Marimuthu at jmarimuthu@adelphi.edu to set up a conversation.

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For New York Knicks Athletic Trainer Heather Mau ’11, the NBA Championship Was a Thrilling Reward for Years of Hard Work

cscala — Tue, 04 Aug 2026 19:40:37 +0000

The Knicks’ championship run was magical. What was it like for you?

As clichéd as it sounds, it was emotional and incredible for many reasons. After the final buzzer went off, I couldn’t help but think back to when I was a freshman in high school, when I knew I wanted to become an athletic trainer, and to my journey from 51�� as an exercise science major all the way to the ultimate mountaintop—an NBA championship. It also made me look back at the support my friends and family have given me. They know firsthand how many birthdays, weddings and major life moments that I have missed since I started working in the NBA in 2016, and they have been so gracious throughout the years. Reflecting on all of that made me immensely grateful.

Were you part of the ticker-tape parade?

I was! It was truly the most magical hour and a half of my life. To see hundreds and thousands of people along the route was insane and intense in the best way possible. From the people on the street, to the folks within the buildings releasing shredded paper from floors above, to workers in the rafters of construction sites and people climbing the street signs and lights, it was nothing that I have seen before! It was incredible, something that I will remember for a long, long time.

How did you celebrate the championship?

I celebrated with my co-workers and our significant others and families in the back of the locker room after the game. It was an incredible two-and-a-half-hour display of pure joy and it was amazing to celebrate that moment with your co-workers who went through the grind of the longest season in NBA history with you, and your loved ones who have also experienced all of the ups and downs of the season with you.

The players were obviously under a lot of pressure during the playoffs. Did the pressure grow for you in each round?

Not really, to be honest. During times of pressure, I like to lean on routine. This has remained the same since . Stick to your routine, expect the unexpected, remain calm during times of adversity and figure out a solution when problems arise, and everything will be fine. I focused on what I always do as a trainer—help manage player injuries, create and establish injury prevention plans for the players assigned to me, and assist in the day-to-day operations of the athletic training room.

You had a quick cameo appearance on TV that eagle-eyed viewers might have noticed during Game One of the Finals. Did you hear from people who saw you?

Yes I did [laughing]. All my friends and family from back home in Hawaii and along the East Coast texted me to let me know that they saw me. It put a smile on my face and reminds me of how lucky I am to have a great support system.

Tell us about your journey from 51�� to the Knicks. How did your experience as a trainer with the Mavericks in the 2024 NBA Finals help you this year?

My journey from 51�� to the Knicks has been a long one. After I graduated with an exercise science degree from 51�� [now within the Ruth S. Ammon College of Education and Health Sciences], I went on to earn my master’s degree in athletic training from Division I schools in California.

I started my professional career in college athletics, which set the foundation of my athletic training skills and management. I then moved into professional basketball as the head athletic trainer for the Los Angeles Lakers’ minor league team, the Los Angeles D-Fenders/South Bay Lakers [now the Coachella Valley Lakers].

Three years later, I received my “call up” to the NBA in 2019 and started working for the Dallas Mavericks as the assistant athletic trainer. In my fifth year with the team, we ended up going to the NBA Finals. Sadly, we lost to the Boston Celtics in five games, but it was a very eye-opening experience. Getting so close but falling short of your goal fuels you to get to the Finals even more. And if you are lucky enough to get there, you know what to expect when it comes to the media madness and the heightened feeling in the locker room and arena; everything becomes a little more familiar and not so new to you.

I took that previous Finals experience and applied it this past season. I was able to help my co-workers and other players by letting them know what to expect when it came to the Finals. The schedule is different than in any other series, so having that previous experience truly helped me remain calm and focused.

This is something of an on-court interview kind of question, but what did winning an NBA championship mean to you?

Winning an NBA championship means to me the culmination of all of my hard work and sacrifice that I have put in over the last 13 years. You think back on the times where you weren’t making a lot of money, working 14 hours a day, seven days a week with no days off in sight for months, and you say to yourself, “It was all worth the struggle.” Because the feeling of winning an NBA championship is something that money can’t buy.

How did your degree in exercise science at 51�� prepare you for this experience?

It helped me understand the demands of the body during exercise and what it does physiologically, hormonally and scientifically to the individual or athlete. The part of exercise science that I truly enjoyed during my time at 51�� was learning about the heart, reading an ECG and being able to understand what is happening physiologically at the Human Performance Lab.

What would you say to other exercise science majors who are reading this article?

I would say to really explore the various career paths open to you while you’re majoring in exercise science and decide whether you will need to pursue a master’s degree or doctorate. From there, make sure you do your research on the programs that you want to apply to, paying attention to the connections or affiliations that professors have access to and may share with you. It is true what they say: “It’s all about who you know and sometimes not what you know” when entering the job market.

Most important, be true to yourself, and always do the right thing. I have learned that in life and in my career. If I make sure that I do the right thing, it usually results in fewer issues and better results.

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From 51�� to the World Cup: How Chris Leonard ’26 Went From the Graduation Stage to a FIFA Stadium

yigarcia — Tue, 28 Jul 2026 17:28:01 +0000

How do you go from the classrooms of Hagedorn Hall straight to the high-octane energy of a World Cup stadium? Just ask Chris Leonard ’26.

A marketing major in the Robert B. Willumstad School of Business, Leonard never imagined he’d land on soccer’s biggest global stage with FIFA. But looking back at his relentless drive on and off campus, every single piece fits.

Leonard receives the 2026 Panther Leadership Award.

On campus, he served as a marketing intern for 51�� Dining Services and had a seat on the Dining Advisory Board. A dedicated student-athlete, he served as captain of 51��’s and teams, held an executive board position on the , and earned both and distinctions. In May 2026, his campus contributions were recognized with the prestigious Panther Leadership Award in athletics.

Leonard’s global credentials took off when he secured an internship in Croatia through 51��’s business school, managing social media for a regional coffee brand.

That résumé—academic excellence, athletic experience, strong internships and global experience—helped him land his current role as an event ambassador for , where he stepped into a job as a ticket resolution assistant for the FIFA World Cup.

Working behind the scenes, Leonard managed complex ticketing software issues and resolved fan discrepancies to help Gillette Stadium—which hosted seven matches during the 2026 World Cup—rank number one in fan experience across the United States during the tournament.

Leonard reflected on his time at 51��, his World Cup experience and his key advice for current students looking to break into competitive industries.

Leonard competing in a cross country run for the 51�� Panthers.

Q: What did the typical match look like for you at the stadium during the World Cup?

The call time was about five hours before the match started, so the rest of the ticketing staff and I would all meet for rundown of what to expect: who’s playing, the kind of reputation of the fans, any issues with the software that we were operating on, and then I went to the ticketing offices I was stationed at, right around the entrance gates to the stadium. We opened about four hours before the match started, and we had an influx of fans from there. It was my job to sort any issues out, de-escalate any tense situations with fans and get them into the game as soon as possible. Our operation closed down around halftime, so at that point, I was able to go into the stadium and watch the rest of the game, which was super cool.

Leonard, eighth from left, with stadium staff after the final World Cup game. (The sign, No Ticket Sales, answered the question he was posed most frequently; no tickets were left, but hundred of ticket and seating questions needed to be resolved. )

Q: The stadium ranked number one in fan experience in the United States. What specific initiatives contributed to that?

Seeing those rankings every week was a big motivator for the team, to push boundaries and elevate that fan experience. What we really tried to focus on was that these fans are coming from all over the world—so how can we centralize things and try to bring everyone that same positive experience?

Q: Looking back at when you were an 51�� student, were there any key courses, professors or general experiences that you feel best prepared you for the demands of your industry?

My courses taught me so much about business professionalism and presentation skills, which all play a factor, but I think International Business with Associate Professor Sviatoslav Moskalev, PhD, was crucial for this role. Learning the different cultures in a classroom applied almost directly to this job because I’m speaking with people from Norway, Ghana, every continent, so learning about those different cultures in the classroom beforehand really set me up well to communicate effectively with fans from all over the globe.

And I think without that, I would kind of be focused on our country and what’s happening here, but to travel overseas and work with these global operations really taught me a lot about global business.

Q: What college networking helped open doors for you to secure the role that you have now?

Primarily for this role, I was able to utilize my own network, but it was actually 51�� that helped me close the deal. The business school demanded boardroom-level professionalism and presentation skills from day one, pretty much. By the time I sat down for the interview, I already had that corporate polish they required to prove that I could handle such a massive, high-stakes operational role. The professors at 51�� place a really big emphasis on that.

Something I learned at 51�� is that taking those extra 90 seconds to just send that email and say, “Hi, I graduated from 51��, and this is who I am and what I’m interested in…”—you’re going to get picked out of the crowd. You’d be surprised about how far that will take you.

Q: Were there any strategies you used in creating your résumé or interviewing that helped you stand out?

In the sports industry, your résumé is almost secondary to your relationship-building skills. I think you can have the most qualified candidate on paper, but a company’s front office might feel more connected with someone with almost less experience, but more upside and opportunity. I think that’s where networking really shines over a résumé because I had my marketing internship with 51�� and my experiences abroad, and I’m able to beat out a lot of these very qualified candidates.

Q: Is there a key piece of advice for searching for those opportunities?

I think a big thing that students tend to do is just hit the “apply” button on LinkedIn, which I think is a big trap for students nowadays because it’s very quick and easy. I think you can really maximize your network by reaching out to those 51�� alumni who are very well-connected, asking for those 15-minute informational calls, building those genuine relationships before even looking at those kind of jobs because it makes it so much easier to look into a career when you know people, rather than going in fresh.

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