GRADUATE AND PROFESSIONAL DIVISIONS • SUMMER 2021
DISCOVER MORE AT TOURO
FIGHTING THE GOOD FIGHT: SOCIAL WORK PROFESSOR SHAKIRA KENNEDY p. 16 www.touro.edu TO U R O. E D U ••
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S C H O O L O F H E A LT H S C I E N C E S | D O C TO R O F P H YS I C A L T H E R A P Y
MORE SCHOLARSHIPS. MORE OPPORTUNITY. MORE REASONS TO GIVE.
S U P P O R T TO U R O CO L L E G E TO U R O. E D U/G I V I N G
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MESSAGE FROM THE VICE PRESIDENT DR. NADJA GRAFF Looking back at the COVID-19 pandemic that inundated the world in March 2020, I find great perspective in the words of Victor Frankl (1905-1997), Austrian psychiatrist, philosopher and Holocaust survivor. “When we are no longer able to change a situation, we are challenged to change ourselves.” “Everything can be taken from a man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances, to choose one’s own way.” “Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.” Choice, freedom, growth—these are important concepts to reflect on deeply, not only during a pandemic but throughout life and its vicissitudes. As you will see in this edition of Touro LINKS, we have the space—our institution—where we have the power to make choices that set us free and allow us to soar; where we create the mindset to change ourselves and take agency. For some, the forced isolation has been an opportunity to dig deep within ourselves and rediscover our values and what makes life meaningful. This issue will give you a glimpse into what makes Touro College so special. You will read about fighting global poverty during the pandemic and about teachable moments in social work around issues of identity and social justice. You will learn about some extraordinary responses to the pandemic, such as pharmacy students leading the way in a community-wide vaccination effort, and how a high school principal led his school to produce enduring outcomes, and the invaluable services our law students provided through the Law Center’s Public Advocacy Center. It is with great pride that I present to you the 2021 issue of Touro LINKS, showcasing the best of Touro College and its mission to transform and enrich individuals and communities through education. I urge alumni to partner with us in our vision for excellence and access, and to contribute in any way you can to benefit the next generation of students in the Graduate and Professional Divisions. Feel free to contact me with your ideas at nadja.graff@touro.edu.
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Summer 2021 CONTENTS
6
A HEALTHY DOSE Professors and residency students head a vaccination effort to make the community COVID-free.
12
Touro College of Pharmacy
VACCINATION IN THE AGE OF COVID-19
Atif Towheed presents his awardwinning research pointing to a need for further vaccination efforts.
15
Touro College of Osteopathic Medicine
IN PLAIN SITE
Alum Anil Chalasani transforms Discovery Channel’s virtual cooking technology with enhanced graphics and tools for the disabled.
16
Graduate School of Technology
THE GOOD FIGHT
Professor Shakira Kennedy challenges her students to look at issues that go beyond the norm.
22
Graduate School of Social Work
PANDEMIC PROOF } Rabbi Eliezer Rubin tells how he kept his school afloat and his students engaged during a global pandemic that shut many doors. Graduate School of Jewish Studies
www.touro.edu
TOURO LINKS
CONTENTS
32
LEGAL 911
Law Center staff and students volunteer legal services to serve the community.
36
Touro Law Center
INTERNATIONAL AGENT
Julien Manyong fosters micro-loans that create opportunities for populations most in need.
40
Graduate School of Business
BACK TO THE FUTURE
Arpan Kaul trades in a lucrative tech career for something more rewarding.
42
Graduate School of Education
GRADUATING WITH HONORS Meet the leaders who have brought GSE to the high standards it holds today. Graduate School of Education
ON THE COVER
Shakira Kennedy creates teachable moments for social work students. Full story on page 16.
28
~ SCREEN SHARE Tammy Youseflaleh has used this past year to develop a method that sets her apart as a therapist treating young children. The School of Health Sciences, Occupational Therapy
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TO U R O C O L L E G E O F P H A R M AC Y
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A Healthy DOSE TOURO COLLEGE OF PHARMACY JABS LAND A HEALTHY PUNCH IN LEADING A COMMUNITY-WIDE VACCINATION EFFORT
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t was barely 11 a.m. on a winter morning, and already more than 30 people had found their way to Touro College of Pharmacy in Harlem. The School had that day launched a COVID-19 vaccine clinic, transforming its fourth-floor cafeteria into an immunization site. “We are booked solid,” said Assistant Dean Dr. Michael Liu. “At least 100 are signed up, and already we have a wait list. Everything is going really well.” In more ways than one. Those who came to the Clinic received their first dose of the Moderna vaccine and a
follow-up
appointment.
Equally
satisfying for Liu and other faculty and staff members was that Touro’s pharmacy
students
were
getting
real-life lessons to complement their academic
studies.
The
students,
faculty and staff all had volunteered to work staggered shifts at the Clinic to make certain everyone was cared for. “It feels great to be a part of this,”
began offering COVID-19 testing last
said fourth-year student Sheril Al-
POWER SHOT
fall, when Touro College and Univer-
exander, as she greeted patients,
TCOP student
sity System launched a mandatory
steered them to registration and
Patricia Maximin-
screening program at a dozen of its
helped them fill out forms. “Soon we
Clauzelma, drawing
New York schools to help ensure its
will be in the field and we’re learning
up a dose of
campus communities were COVID-
a lot. It’s a good opportunity to show
vaccine
19-free.
our expertise.”
“Part of our mission is to provide
Touro’s team didn’t just get vaccines
wellness and health care to our Touro
into the arms of those in the com-
community and beyond,” noted Dean
munity. They had been taking care
Henry Cohen, Pharm.D., M.S. “Our role
of their own. In addition to the vac-
here is intricate and critical.”
cination clinic, the pharmacy school
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GOOD COUNSEL
It can also save lives. Dr. Mary Ellen
of Pharmacy team sprang into action.
From Left:
Dean, assistant professor of medi-
By late February, some 3,600 asymp-
Pharm.D.
cine at TouroCOM Middletown, laud-
tomatic students and employees had
candidates, Class
ed Touro’s efforts after receiving her
been screened using saliva samples
of 2021, Aalap
first shot at the Clinic. “As health care
or nasal swabs, with an overall posi-
Golwala, Irfan
providers as well as teachers of future
tivity rate of only 0.02 percent.
Kahn and Sheril
caregivers, I feel [immunization] is
“Leveraging our own strengths by us-
Alexander with
our responsibility. It sets an example
ing our pharmacist faculty and stu-
Dean Henry Cohen,
that we believe in this public health
dent pharmacists, who are certified
Pharm.D. (3rd from
measure and think it’s safe and effec-
immunizers, made it easier than hiring
left)
tive—and that we believe in science.”
a pharmacist or sending people to a
The Clinic followed on the heels of
vaccine facility,” said Dean Cohen. “We
the launch of Touro’s “Proactive Sur-
could test and vaccinate safely and
veillance Testing for COVID-19 of As-
appropriately and at a lower cost. No
ymptomatic
program,
one had to wait long, and we brought
September
the tests and vaccines to patients. It
which
Individuals”
operated
from
2020 through April 2021. The College
doesn’t get more convenient.”
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TOURO COLLEGE OF PHARMACY
MOVING THE NEEDLE Professor Rebecca Kavanagh, Pharm.D., administering a vaccine to a student
LEARN MORE tcop.touro.edu
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TO U R O C O L L E G E O F O S T E O PAT H I C M E D I C I N E
Vaccination in the Age of COVID-19 Perspectives and Practices of Health Care Workers AWARD-WINNING RESEARCH POINTS TO NEED FOR EDUCATION AT ALL LEVELS
A
tif Towheed remembers it well—the end of
cine hesitant,” a figure slightly higher than the 27
the fall semester one year ago at Touro Col-
percent reported in the general population.
lege of Osteopathic Medicine (TouroCOM)
Among the top reasons given for the skepticism
in Middletown. Saying good-bye to a classmate in
were safety concerns. “A lot of people, including
their second-year Clinical Systems course, he asked
health care providers, feel that the development of
her, “Have you gotten your annual flu shot yet?”
the vaccines was a little bit rushed,” says Towheed.
“No, I don’t get flu shots. I never get the flu,” he re-
“At least two nurses with whom I worked directly,
calls the student saying. “I also think I might get sick
on separate occasions, rejected the COVID-19 vac-
with the flu if I get a flu shot.”
cine. One of the major hurdles is an inability to dis-
The reply took him by surprise, coming from an as-
tinguish facts versus misinformation.”
piring physician. “She didn’t give any of the recog-
MEASLES OUTBREAK SPARKS COLLABORATION
nized excuses, like religious beliefs or a standard
In 2019, New York State was hit by one of the largest
medical exemption. I was shocked,” he recalls.
measles outbreaks since the 1990s. Highly publicized
BEGINNING OF A JOURNEY
anti-vaccine campaigns were waged throughout the
The incident marked the beginning for Towheed,
state and the nation. Towheed, with fourth-year DO
now a third-year medical student, of what would
student Anna Tran, faculty advisors Dr. Stephanie
soon become a journey to learn more about health
Zeszutek and Dr. Adetokunbo Shobaloju, and Lis-
care providers’ attitudes towards vaccinations.
sette McNulty, a nurse from the local health depart-
Working with a team from TouroCOM and the lo-
ment, decided to research health care workers’ atti-
cal health department, he would take the lead in
tudes and practices related to vaccination.
award-winning research that continues to this day,
Research, including on coronaviruses, is not new
as news reports proliferate about physicians and
to Towheed. After receiving his master’s degree in
nurses rejecting the COVID-19 vaccine.
biotechnology in his native India, he joined a United
In New York, Governor Andrew Cuomo reported
Nations research lab where he studied viruses,
that about 15 percent of nursing home staff declined
including the now-infamous SARS coronavirus. In
the COVID-19 vaccine, as administration entered its
2009, he came to the United States, where he earned
third week. According to the Los Angeles Times, a
a Ph.D. at the University of Pittsburgh School of
survey by Kaiser Family Foundation in December
Medicine and completed a postdoctoral fellowship
found 29 percent of health care workers were “vac-
at the Children’s Hospital of Philadelphia. During
1 2 | TO U R O L I N K S S U M M E R 2 0 2 1
POSTER CHILD Atif Towheed displays his research poster
this time, he studied and evaluated gene therapy
lished as a poster entitled “The Role of Health Care
for mitochondrial diseases, including a potential
Providers in Community Immunization”, impressed
treatment for vision loss due to genetic mutations.
the American Osteopathic Foundation (AOF) and
The opportunity to investigate vaccine compliance
garnered recognition for Towheed in the form of an
while the world was on the precipice of new vaccine
AOF Student Researcher Award last November.
discoveries for COVID-19 proved irresistible. “Our
Their survey focused on health care practitioners and
team discussed among ourselves how increasing
trainees throughout the U.S. Forty-five percent of the
compliance could lower health care costs, especially
571 respondents were medical students, 32 percent
given the increasing number of vaccine-preventable
were physicians, and 15 percent were nursing and
diseases in the United States,” he explained.
allied health professionals. Respondents lived and
AWARD-WINNING SURVEY LAUNCHED
worked in rural, suburban and urban settings.
Beginning in Summer 2019 and through the fall, the
Among other things, they explored how often prac-
team surveyed a diverse population of health care
titioners talk about vaccination with patients and
workers and students about their practices and be-
their confidence levels in doing so. Also examined
liefs related to vaccination, and how these might
were providers’ views and beliefs as they relate to
impact vaccine compliance. Their work, first pub-
immunization.
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TO U R O C O L L E G E O F O S T E O PAT H I C M E D I C I N E
Views on Barriers to Vaccination
Do/will you allow non-vaccinated patients in your practice? 100
Legend (x-axis)
Yes No Maybe
100
90
81.7
80
75.7
80
35.8%
70
28.4% % of responses
% responses
70
60
50
40
30
35.69
35.87
35.6%
28.44
1 = Lack of access to care 2 = Lack of education 3 = Lack of/inadequate insurance 4 = Fear of getting sick after vaccination 5 = Safety concerns 6 = Parental or patient hesitancy 7 = Religious reasons 8 = Medical reasons 9 = Philosophical reasons 10 = Belief that disease has been eradicated 11 = There are no barriers 12 = Other
89.4
90
67.6
60
Is there an impact of social media on vaccination?
50.0
50
47.3 42.9
43.1
40.8
40
30
20
27.0
20 10
10
100
0
Yes
No
3.7
Maybe 88.09
80
Yes No Maybe
1.23%
0.2
0
1
2
3
4
5
6
7
8
9
10
11
12
% responses
10.7% 60
40
88.1% 20 10.68
LEARN MORE tourocom.touro.edu
1.23
0
Yes
No Maybe
AMONG THE HIGHLIGHTS: •
41% of respondents reported always discussing vaccines with their patients
•
30% were either unsure about vaccines or would not recommend them
•
36% said they would not allow unvaccinated patients in their practice, while 28% said they would treat such patients
•
88% opposed non-medical exemptions for vaccines
•
88% believed social media impacts vaccination
•
Half of the respondents reported a need for more education about vaccines, both for themselves and patients
The top barriers to vaccination identified by respon-
ent levels of their education and careers. Towheed
dents were lack of education, fear of becoming sick,
also believes more research is needed on the impact
parental or patient hesitancy and safety concerns.
of social media on immunization.
Lack of confidence in discussing vaccines is likely a
With more education, they assert, vaccination rates
barrier as well, Towheed said. Eighty-seven percent
will improve, and the numbers of preventable dis-
of respondents said they were “confident to very
eases will decline, saving lives and reducing health
confident” discussing the benefits of vaccines, yet
care costs. “Having discussions, expressing con-
only 68 percent expressed that same level of confi-
cerns and having those concerns addressed by peo-
dence discussing the risks.
ple knowledgeable in the field is what’s needed,”
TARGETED EDUCATION NEEDED FOR ALL
Towheed concludes, adding he also plans to contin-
Among the team’s recommendations were increas-
ue his journey exploring the practices of health care
ing awareness about vaccination through education
providers. “I am launching a new project studying
programs targeted at health professionals at differ-
the reasons for their low COVID-19 vaccine rates.”
1 4 | TO U R O L I N K S S U M M E R 2 0 2 1
G R A D UAT E S C H O O L O F T E C H N O LO GY LEARN MORE gst.touro.edu
IN PLAIN SITE A TECH GRADUATE FOCUSED ON MAKING DISCOVERY CHANNEL’S ONLINE COOKING SITE EASY ON THE EYES Anil Chalasani knows better than most, that cook-
are 12 different categories of visual disabilities,”
ing and baking have become an obsession for many
explains Chalasani, who has been teaching his col-
during the isolation of this pandemic. Chalasani does
leagues the technology, which he learned before he
not bake endless loaves of banana bread like so many
went to work for Discovery 18 months ago. “Some
other Americans who are hungry for human contact.
people can’t see blue or red, others see only black
But he does make it much easier for them to do so.
and white. My intent is to help them fully enjoy ev-
Chalasani is a User Interface Experience Designer at
erything the site has to offer.”
the Discovery Channel. In plain English, the impressive
The road to web designing and to graduate school
title means that he and his team have been working
at Touro College was a rough one. Chalasani had
on innovative ways to modernize Discovery’s online
come to San Francisco from India to attend art
cooking site. The mission was to take its circa 1990s
school after he was sponsored by his elder brother,
technology from confusing and clunky and make it an
Manju. Shortly thereafter, Manju was killed in a mo-
easy, intuitive place to find and follow recipes.
torcycle accident. While grieving for his brother, he
“As the pandemic started, lots of people wanted to
lost his sponsorship and financial aid, and believed
cook and they desperately needed recipes and a
it was his duty to return to India to care for his par-
good site to find them on,” says Chalasani, 32, based
ents. A friend told him about Touro. By then, Chala-
in Knoxville. “We wanted to make it fun, as well as
sani knew he wanted to concentrate on web design.
functional.”
With his parents’ blessing, Chalasani applied and
To accomplish those goals, Chalasani determined
was accepted to the Touro Graduate School of
that he and his team had to make the website much
Technology, from which he graduated from the Web
more user-friendly, in this case, specifically for
and Multimedia Design program in 2017. “Going to
those who are visually disabled due to everything
Touro was one of the best decisions I’ve ever made,”
from cataracts to color blindness. Employing Col-
says Chalasani, whose avocations include oil paint-
or Brightness Technology, which was not around in
ing and nature photography. “Today, I’m working at
the ‘90s, Chalasani has been doing just that. “There
something I love and helping people in the process. That is very exciting and rewarding for me.”
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G R A D UAT E S C H O O L O F S O C I A L WO R K
THE GOOD
FIGHT PROFESSOR SHAKIRA A. KENNEDY CREATES TEACHABLE MOMENTS FOR SOCIAL WORK STUDENTS
1 6 | TO U R O L I N K S S U M M E R 2 0 2 1
T
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G R A D UAT E S C H O O L O F S O C I A L WO R K
A
ssistant Professor Shakira A. Kennedy has more than two decades of experience working with children, families and adults. Her focus has centered on racial equity and social justice. Dr. Kennedy discusses how the Graduate School of Social Work is responding to the COVID-19 pandemic.
You have long experience working with patients
self-care, while living in an environment that is un-
diagnosed with mental illness and HIV/AIDS. How
der duress.
does mental health and physical health affect each other, particularly in these pandemic times? Stress on the body or within the environment has a tremendous impact on one’s overall well-being. Since the mind and body are interconnected, there is a reciprocal effect on how the mind and body
How are people of color affected differently during this time? The pandemic has impacted BIPOC (Black Indigenous People of Color) communities the most. It has pulled the curtain back
work to cope with en-
on racism, health care
vironmental stressors. For example, a social worker at a nursing home might work 40+ hours a week with little sleep. Then add the environmental
stress
of COVID-19 coupled with extensive losses— as seen within these environments. The social worker also would be worried about the patients, and fearful of contracting the virus, while being exposed to
“THE PANDEMIC HAS PULLED THE CURTAIN BACK ON RACISM, HEALTH CARE ACCESS, AND CLASS INEQUITIES, WHILE MAGNIFYING THE SOCIAL JUSTICE DISPARITIES.”
access, service industry employment and class inequities, while magnifying the social justice
disparities.
A
person can have underlying health issues, live
within
a
dense
community, be an essential
worker,
lack
access to health care, all while facing racism. This
intersectionality
contributes to the impact of COVID-19 within these communities.
trauma several times a day. Such stress can lead to serious physical health problems such as
Do you teach about social justice in your classes at
high blood pressure, weakened immune system,
GSSW?
obesity and even premature death.
All incoming graduate social work students are re-
While we are training our students to take care of
quired to take a course entitled “Identity and So-
vulnerable populations, we need to encourage them
cial Justice.” This course takes students through
to find alternative or creative ways to engage in
an historical journey of various oppressed iden-
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THE WRITE STUFF Professor Kennedy prepares for class discussions
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G R A D UAT E S C H O O L O F S O C I A L WO R K
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tities and challenges them to think beyond the
How are students responding to the pandemic?
status quo in order to dismantle systems of op-
Students have gotten creative within their internships.
pressive practices. This is not an easy course; it
Many students are providing telehealth counseling
requires you to be open and pushes you into an
and facilitating virtual clinical groups, while helping to
uncomfortable place.
bring COVID-19 testing to clients within their communities. Students have also organized food drives and
When teaching the Identity and Social Justice
clothing drives while providing social action advocacy for people in need.
course, what are some “aha” moments students experience? Some arrive at this moment
during
the
first opening activity, “who
are
Students
are
you?” asked
“who are you?” three times and each time they are expected to respond. some
There
students
are who
are not sure what to answer after the first
“THEY BEGIN TO DO SOME INTROSPECTIVE WORK OF ASKING THEMSELVES ‘AM I WHO I SAY I AM’ OR ‘AM I WHAT PEOPLE SAY I SHOULD BE.’”
Are today’s students different from previous years and, if so, how have you adapted your teaching? Since the murder of George
Floyd,
there
has been an overall request
for
Diversity
Equity
&
Inclusion
training from various organizations
and/or
individuals that do this
time the question is
work. To keep up with
asked, as they begin to
the changing landscape for equity and justice, the
do some introspective work of asking themselves
school updated the Identity and Social Justice course
“who am I really” or “am I who I say I am” or “am I
syllabus to ensure students have the context around
what people say I should be.” If we think about it,
terminology and individual experiences through
how many times are you asked this question and
a social justice framework. The course provides
provided an opportunity for true reflection? Other
students with an opportunity to express their
“aha” moments have come by listening to other
emotions about assigned readings, course videos
students’ experiences around oppression or when
and class discussions using open mic sessions, which
learning to name the various oppressive practices
turns into a powerful self-expression of artistry. The
that have been endured. When students have their
feedback has often been positive, as students often
“aha” moment in this course, it is sure to be not
cite the journey of self-discovery contributing to a
only identity-affirming, but also life-changing.
deeper level of awareness for themselves and others.
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G R A D UAT E S C H O O L O F J E W I S H S T U D I E S
Pandemic PROOF WE TALKED WITH GRADUATE SCHOOL OF JEWISH STUDIES ALUM RABBI ELIEZER RUBIN, HEAD OF SCHOOL, JOSEPH KUSHNER HEBREW ACADEMY/ RAE KUSHNER YESHIVA HIGH SCHOOL (RKYHS). READ HOW HE USES HIS ROLE AS A PRINCIPAL TO CREATE OUTCOMES THAT GO BEYOND OUR CURRENT CIRCUMSTANCES.
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HEAD OF THE CLASS Rabbi Rubin at Kushner Academy
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G R A D UAT E S C H O O L O F J E W I S H S T U D I E S
LEARN MORE gsjs.touro.edu
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Could you describe some of the challenges you
phones as learning tools. Deployed correctly, smart-
have experienced when the pandemic struck and
phones generated more one-to-one feedback,
since?
showing whether students processed the material.
With students, parents and faculty, we have more
Teachers would be able to then graph, chart and re-
than a thousand people in our community who
cord student responses and use the data to refine
needed to learn, adapt and readjust to the new
instruction.
norm. Educators have to look at the story of every
Because, otherwise, you didn’t know if they were
individual person in a normal year, and during the
engaged or not?
pandemic, we had to look through the microscope
We didn’t know. In a classroom, you could look
to better understand how to meet the needs of all
somebody straight in the eye and have a better
of our constituents while upholding our academic
chance to read a child. But on Zoom, you could be
standards. Pivoting to remote learning, it’s easy to
talking to them and they could be distracted.
lose the bonds and support that community offers. Viewing students through the miniaturized windows of Zoom limits our ability to interpret social nuances and blurs the messages that are normally transmitted through a personal exchange. During the lockdown, we needed to proactively reach out to our community, offer emotional strength and encourage resilience. Our efforts were critical in making sure that our students would be able to learn and our teachers would be able to teach. What were some of the creative solutions you developed to help teachers deliver lessons by Zoom and keep parent and student morale up to keep them engaged?
A valuable lesson that students learned from this episode was that at a certain point, students have to be responsible for their own learning. Our job was to help them be responsible for their learning. We had to create multiple iterations of scheduling until we found the balance between teaching to standards and giving kids adequate time between classes to process their learning. Our remote schedules aligned with instructional needs and supported the student experience. We also created a lot of online programming. We had nighttime programs, such as trivia contests or group exercises. We have a guest speaker program and we have some very involved kids in clubs. Slow-
We were much more proactive in following up
ly, we started migrating what we had in school onto
with student absences. If a student was absent for
our remote platform, so kids were able to regain
more than a day, a member of our guidance team, a
some normalcy.
teacher or staff member called home to find out if there were any personal circumstances that would prevent the student from learning. For example, was the family unsettled, was it a health issue or home pressures that may have impacted a student’s focus and engagement? And just as we had to adjust to remote teaching, students had to adjust to learning electronically. Another adjustment was guiding teachers in how students could best learn using multiple electronic platforms. We invited students to use their cell
Will
many
of
these
innovations
outlast
the
pandemic? Because we are on Zoom, we’re able to do things now that we were never able to do. After George Floyd was killed, we booked an African American CNN correspondent to speak to our students about racism. U.S. Senator Corey Booker came to speak with our little group of students and addressed just them in a personal way. Another important outcome is that our students learned that they do not need to rely on the adult www.touro.edu TO U R O. E D U ••
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| 25
G R A D UAT E S C H O O L O F J E W I S H S T U D I E S
"A principal and leader must walk a fine line-to be determined and humble, to speak up but not be outspoken, to be heard and know how to listen. Leaders must find the right balance."
community to support people in need. During the
of this school.
pandemic, students clearly internalized their learn-
I speak often to students about the bravery and
ing and initiated many programs to help others. Stu-
courage of Jewish leaders throughout history. I go
dents recognized that as young people they were
back in time to the days of the Maharam of Rottenberg
uniquely positioned for the task. They had the phys-
and try to get our students to understand what it
ical resources, good health, lower risk of getting
was like to be living as a Jewish minority in Christian-
sick and as a result, many students started owning
dominated Europe. Through my learning at Touro, I
opportunities to help and support others. We had a
gained a deep appreciation of Jewish history in a
group of students in our computer science program,
very nuanced way. History teaches us how we move
for example, who created an algorithm for people
forward. We draw inspiration from understanding
to submit lists when they needed groceries and
and appreciating the rabbinic leaders who lived in
the software electronically connected them with
those times; we feel the tensions, pressures and
RKYHS students who volunteered to shop for them.
conflicts that they felt and we learn from there how
We had students involved in PPE distribution. Some
to sustain the Jewish people.
students wrote notes to elderly homebound people
It’s important for us to understand that Torah is
they did not even know. Beyond the kind acts, what
not static. It is not that this is the way we do things
impressed me was how students invented charitable
because we always did it that way. We must first
opportunities. They were not participating in orga-
understand outside forces that affect us and how
nizational activities adults created. They launched
we respond to them as authentic Torah Jews.
programs themselves.
Throughout all my Touro studies of Jewish history,
On the educational front, we started a joint, shared
that was an especially important theme—people
seminar with students from the St. Benedict’s Prep
who had to transition tradition and transform it. I am
School, a Catholic boys’ school, to learn together
grateful for Touro, because I see the eternal value of
about antisemitism and racism. Our teacher intro-
the Jewish people manifest through history.
duced a syllabus on racism and antisemitism, how
Do you have any advice for educators and princi-
they intersect and how they are different. Students
pals who want to enter the field today?
from both schools share their learning and reflections with one another. This could only happen because we are learning remotely.
A lot of leadership is understanding the nature of organizations and knowing when to be supportive and empathic and when to be administrative and
How did your Touro education prepare you for your
authoritative. There’s a lot of tension in this job, and
current role?
there’s always a pull and a push. A principal and
My Touro learning is critical to my teaching, and to
leader must walk a fine line—to be determined and
who I am as a religious person. And even though I
humble, to speak up but not be outspoken, to be
have other roles, underneath all that, I am here in
heard and know how to listen. Leaders must find the
my professional role to be the Rabbi and principal
right balance.
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@wearetouro @ W E A R E TO U R O | 2 7
S C H O O L O F H E A LT H S C I E N C E S | O C C U PAT I O N A L T H E R A P Y
�
creen hare
AN OCCUPATIONAL THERAPIST EMPLOYS TELETHERAPY TO TEACH AND REACH HER ELEMENTARY SCHOOL STUDENTS
2 8 | TO U R O L I N K S S U M M E R 2 0 2 1
LEARN MORE shs.touro.edu
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| 29
S C H O O L O F H E A LT H S C I E N C E S | O C C U PAT I O N A L T H E R A P Y
TO THE LETTER The pandermic brought out Youseflaleh’s most creative side
3 0 | TO U R O L I N K S S U M M E R 2 0 2 1
�
�
s
a
in
Even when working virtually, Youseflaleh is able
Therapy
to help her kids build hand strength and work
program, Tammy Youseflaleh at-
on handwriting and executive functioning skills.
tended a conference in 2017 in
Making cookies is one of her favorite teletherapy
which
Touro’s
third-year
student
Occupational
teletherapy—delivering
sessions. She uses one session to put together a
therapy remotely—was presented.
cookie recipe. She makes them laugh by holding
Youseflaleh filed it away as an interesting concept,
up a bunch of items and asking which belong in the
but never dreamed she’d be called to use it as a pri-
cookie—Flour? Laundry detergent? Shoe polish?
mary learning platform so soon and so often.
Once the students identify the proper ingredients,
As the global pandemic struck and public schools
Youseflaleh works on the steps to bake the goodies
turned to virtual learning, Youseflaleh had to learn
from scratch and then places them all in order. “Do
her craft in a completely new way. As an occupational
you put it in oven first or roll the batter and mix it?”
therapist at P.S. 29 in Cobble Hill, Brooklyn, she
she asks.
normally is hands-on, helping her charges develop
She also asks parents to help prepare batter in
fine motor skills and improve handwriting, sensory
advance with their children. At their next session,
processing
and
executive
Youseflaleh has each stu-
functioning abilities. For the first month of the lockdown, Youseflaleh confesses she was at a loss. Then her natural creativity bubbled up and ideas and projects began to flow. “Touro gave me many opportunities to learn about a
dent roll out dough, bake
“THE GLIMPSE OF TELETHERAPY I GOT REALLY INSPIRED ME TO REALIZE THAT MY KIDS CAN MAKE GAINS WHEN SEEN VIRTUALLY.”
variety of different types of therapies in many different
the cookies and add toppings. “Believe it or not,” Youseflaleh says laughing, “making one batch of cookies involves a whole lot of key skills—sequencing, following directions, fine motor skills and strengthening hand muscles.” The primary lesson Youse-
settings, but the glimpse of teletherapy I got when
flaleh learns daily through her reliance on telethera-
they sent me to the conference really inspired me to
py, is to relax and not pretend she has the controlled
realize that my kids can make gains when seen vir-
environment in her school therapy room. “At the be-
tually. I just needed to think outside the box!” says
ginning of the pandemic, families were stressed out,
Youseflaleh, 27, who graduated in 2018. “For that,
so I planned activities that didn’t require parents
I’m eternally grateful.”
to run to the store, but to use items that are in the
Among her many inventive ideas, Youseflaleh uses
home—kitchen tongs, aluminum foil, baking ingre-
fun virtual backgrounds that engage the kids as
dients,” she says, adding that it’s important to find
soon as they log on. She also created a magic green
out how involved parents can and want to be with
screen that delights their imaginations: She hooked
their child’s education: “It’s a refreshing and really
up a tension rod across her room and hung a large
nice experience to work more collaboratively with
green piece of felt fabric on it. She then temporarily
parents who are able to participate,” she says. “They
attaches felt items, such as stars and letters, in a way
are an important part of the child’s “team.” But stu-
that looks magical to the children. The kids delight
dents can still make progress if parents are working
in “plucking” stars out of the night sky or “feeding”
or can’t be involved. I come up with activities that
small letters to a hungry hippo.
can be done independently.”
www.touro.edu TO U R O. E D U ••
@wearetouro @ W E A R E TO U R O
| 31
911 TO U R O L AW C E N T E R
LEGAL
FREE LEGAL AID IS A CALL AWAY THANKS TO TOURO LAW STUDENTS, STAFF AND VOLUNTEER ATTORNEYS
LEARN MORE tourolaw.edu
3 2 | TO U R O L I N K S S U M M E R 2 0 2 1
1
W
HEN COVID-19 STRUCK, TOURO LAW’S Public Advocacy Center immediately swung into action. Created as part of
the Law Center’s commitment to the greater community, the hotline is staffed by dedicated students, volunteer lawyers and Touro employees. They’ve been responding to concerns about everything from employment to food security, to mental health and immigration. Students also research issues and advise callers on their rights. More complex issues are referred to the Public Advocacy Center’s many partners, including the Legal Aid Society. Natalia Bianco, a third-year student in the part-time program at Touro Law, has spent her summer working for the COVID-19 legal assistance hotline. In addition to the satisfaction that accompanies giving back, Bianco gained invaluable career experience. Some issues took longer than others to untangle. When the federal government mailed stimulus checks, many Long Islanders didn’t get theirs. “We figured out that people who filed paper returns rather than electronic ones were caught up in the shutdown,” says Bianco, 28. The IRS closed its offices without processing those returns, leaving some filers empty-handed. Tom Maligno, who heads the Public Advocacy Center, is a 22-year veteran of Long Island legal advocacy. He modeled the pandemic hotline on Touro’s Hurricane Sandy response. When the storm decimated homes and livelihoods on Long Island in 2012, Touro Law students set up a legal hotline in just three days. Maligno and colleagues were asked to write manuals for Bar Associations and law schools on how to respond to disasters. Their work became a national model. But for Maligno, it isn’t about the kudos. “Our students are excited to do this work, because they want to use their degrees to make a difference in people’s lives,” he says. Touro Law students also have been active helping Suffolk County senior citizens cope with COVID-19. On a typical day, the Senior Citizens Law Center fields some 30 calls with Medicare, long-term care, insurance and housing questions. The number of calls
Top: Natalia Bianco, Touro Law student; Bottom: Tom Maligno, director for Public Advocacy Center
has increased during the pandemic. “Our students www.touro.edu TO U R O. E D U ••
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| 33
TO U R O L AW C E N T E R
“Many seniors are living on only their social security checks, so it was great to be able to tell them we could help them for free.” get lots of practical experience. They learn how to interview clients, draft letters, prepare Medicaid applications and prepare notice and petitions in landlord-tenant matters,” explains Denise MarzanoDoty, who directs the Senior Citizens Law Center. Nicole Grube, who plans to focus on elder law and estate planning, has found working for the Senior Citizens Law Center to be invaluable. “I learned how to do Medicaid applications, powers of attorney, living wills, landlord tenant letters,” says Grube. “Many seniors are living on only their social security checks, so it was great to be able to tell them we could help them for free.” The pandemic has increased the workload at the Senior Citizens Law Center by 10-15 percent. Working seniors want to know if their employers are required to provide a safe workplace. New York’s moratorium on landlord-tenant cases has also affected many seniors, who rely on rental income to stay in their homes. Touro is designing a LandlordTenant Mediation Clinic, which will launch after the moratorium on evictions ends. And then there is the emotional and psychological toll seniors are struggling with; they can’t see their families, leave their homes, are desperately lonely and bored. Law students find help for the elderly, from ways to get food delivered to the homebound to coming up with safe but creative ways for people to see their loved ones. Sometimes, people just need a caring voice, so students just listen and empathize. Donald Dennison, who graduated from Touro Law in 2018, has been so inspired by working with the CenTop: Nicole Grube, future elder law and estate
ter, that he has decided to practice elder law. “The
planning attorney;
first benefit was the hands-on experience working
Bottom: Donald Dennison, Touro alum and elder law
with real clients in real situations,” says Dennison. “It
attorney
is something you have to experience outside of the classroom setting.”
3 4 | TO U R O L I N K S S U M M E R 2 0 2 1
LEGAL EAGLES Law students take what they learn to the communi-
knowledge about particular fields of law, practice
ties that need help most.
in specialized courts and learn how lawyers and law
Through Touro’s pro bono opportunities and extern-
firms, government organizations and the courts op-
ships, all law students gain exceptional hands-on ex-
erate. Students are placed in different types of set-
perience while also offering legal services through-
tings, usually classified as civil, judicial or criminal.
out New York City’s communities.
Touro Law students also are required to complete
In the clinics, students represent actual clients with
a public interest/pro bono requirement for gradu-
real legal problems, under the guidance of experi-
ation. They are strongly encouraged to participate
enced attorney-professors. The law students ad-
in various pro bono projects throughout their law
vise faculty and appear on their behalf in court or
school tenure. The reason is simple, yet fundamen-
at administrative hearings. In addition to providing
tal: to promote the moral and ethical responsibilities
valuable first-hand experience, clinics help students
of the legal profession, while improving the lives of
hone essential professional skills, such as interview-
community members and honing legal advocacy
ing, drafting legal documents and investigating and
skills.
developing evidence.
Touro Law’s Public Advocacy Center carries the dis-
There are a plethora of clinics for all sorts of legal
tinction of being the only one of its kind in the coun-
needs, including Advanced Bankruptcy Clinic, Child
try. The Center is home to legal advocacy agencies
Advocacy Clinic, Criminal Defense Clinic, Criminal
that use our students for advocacy services, re-
Prosecution Clinic, Education and Youth Justice
search work and client relations.
Clinic, Immigration Law Clinic, Mediation Clinic, Se-
“The experiential learning opportunities provided
nior Citizens Law Project, Small Business and Not-
by Touro Law are unique in legal education, allowing
for-Profit Law Clinic, and the Veterans and Service-
students to be in the classroom in the morning and
members Rights Clinic.
in the courtroom in the afternoon,” says Dean Elena
Additionally, in The Law Center’s Externship Pro-
B. Langan. “This integrative education allows our
gram, students work in diverse areas of legal prac-
graduates to become practice-ready professionals
tice. They develop essential lawyering skills, gain
committed to serving the needs of their clients and the communities where they live.”
www.touro.edu TO U R O. E D U ••
@wearetouro @ W E A R E TO U R O
| 35
G R A D UAT E S C H O O L O F B U S I N E S S
DROP THE MIC Julien Manyong works with the International Finance Corporation to provide opportunities to those in developing countries; Right: Manyong with his wife, Rocio, and their daughter, Sienna
3 6 | TO U R O L I N K S S U M M E R 2 0 2 1
INTERNATIONAL
AGENT
JULIEN MANYONG FIGHTS GLOBAL POVERTY THROUGH THE PANDEMIC AND BEYOND
B
orn in the Democratic Republic of Congo and growing up in both Nigeria and Togo, Manyong, 33, was surrounded by
people who made a difference in the world. “I was fortunate to grow up in an international community and many of my classmates were the children of prominent African leaders,” says Manyong, whose father is an agricultural economist (Ph.D.) and was the regional director of East Africa for the International Institute of Tropical Agriculture (IITA) before retiring. “We all grew up around people who had made a tremendous impact on the continent, and we shared an expectation that we could and should give back someday.” Manyong is honoring that commitment through his work with the International Finance Corporation (IFC), part of the World Bank Group, whose mission is to end extreme poverty and promote shared prosperity. The IFC works to create markets that give new opportunities to people in developing countries by investing in private companies, mobilizing other investors and sharing its expertise. “I believe that in order to reach the 2030 millennial goal of eradicating poverty, we cannot solely rely on the public sector to imwww.touro.edu TO U R O. E D U ••
@wearetouro @ W E A R E TO U R O
| 37
G R A D UAT E S C H O O L O F B U S I N E S S
“WE ALL GREW UP AROUND PEOPLE WHO HAD MADE A TREMENDOUS IMPACT ON THE CONTINENT, AND WE SHARED AN EXPECTATION THAT WE COULD AND SHOULD GIVE BACK SOMEDAY.”
prove the lives of the most vulnerable”, says Manyong.
large economies like South Africa, where there is a
“The private sector has to be an active partner, and
booming private sector but benefits are not shared
where it makes sense, play a leading role.”
by all of the people, the goal of each strategy is to
A rising star at the IFC, Manyong’s experience at
detail a clear roadmap of what activities IFC should
Touro’s Graduate School of Business prepared him
undertake in the next few years in order to achieve
well for his career. From classes on international
the World Bank Group’s goal of ending extreme
business and law that strengthened his understand-
poverty and promoting shared prosperity.
ing of how to work effectively in different cultures,
The
to learning how to value companies under different
Manyong’s sense of purpose. As the pandemic
accounting codes, as well as how to present infor-
accelerated the stark disparities between rich and
mation efficiently, the Touro program provided im-
poor, the World Bank Group mounted the fastest
portant skills needed in his day-to-day role. Above
and largest crisis response in its history. Manyong
all, completing the two-year degree program while
is particularly proud that the organization has not
working full-time steeled him for the rigors of his
shied away from asking how it can support the most
current, fast-paced work environment.
vulnerable members of society. The IFC responded
Working in the Office of the Vice President of Middle
with $8 billion in fast-track financial support to
East and Africa (MEA), Manyong’s role requires not
help its clients sustain economies and preserve
only an understanding of how international markets
jobs. Additionally, in July 2020, IFC launched the
work, but also familiarity with the dynamic political,
$4 billion Global Health Platform, which is investing
economic and social context of all of the countries
in companies to increase the supply of critical
in the region. Since joining the IFC two years ago,
medical equipment and services in developing
Manyong has helped develop over 12 country strate-
countries, including face masks, ventilators, testing
gies for the region, all of which have been endorsed
kits and, ultimately, vaccines. “Our office has been a
by senior leadership at the IFC, with two of the
coordinator of the resources allocated to the MEA
strategies having been presented to the president
region, and worked with industry specialists to
of the World Bank Group. The countries Manyong
ensure that they are deployed in the right areas to
has worked on are located in different regions of
have the greatest impact possible,” he says.
the continent, with varying levels of development,
With his wife, Rocio Rivera, Manyong is the proud
population, geographic size and levels of fragility.
father of a one-year-old daughter, Sienna, and Man-
From small economies like the Republic of Chad,
yong wants to model for his child the lesson he
which face internal and external factors that make it
learned as a boy, “If you find the opportunity to make
extremely difficult for the private sector to thrive, to
a difference, you have the responsibility to seize it.”
3 8 | TO U R O L I N K S S U M M E R 2 0 2 1
COVID-19
pandemic
has
only
intensified
LEARN MORE gsb.touro.edu
“I believe that in order to reach the 2030 millennial goal of eradicating poverty, we cannot solely rely on the public sector to improve the lives of the most vulnerable.”
Manyong as a boy in Africa
www.touro.edu TO U R O. E D U ••
@wearetouro @ W E A R E TO U R O
| 39
G R A D UAT E S C H O O L O F E D U C AT I O N
BACK
TO THE
FUTURE ARPAN KAUL TRADES TECH FOR TEACHING
4 0 | TO U R O L I N K S S U M M E R 2 0 2 1
E
A
rpan Kaul struggles to take credit
putting them back together. He dreamed of a career
for the many things he does to help
in high tech and by his early 20s was enjoying the
his online students thrive during this
promises and perks of working in the industry. But
pandemic. For instance, Kaul, who
just 18 months later, he decided that wasn’t where he
teaches at P.S. 89Q, a Title IX school
belonged. Kaul traded high tech for public education.
in immigrant-rich and economically-strapped Elm-
He moved back in with his parents and took a job as
hurst, noticed many students couldn’t concentrate
a paraprofessional in P.S. 89Q, where the students
on their screens with the competing background
represent dozens of countries from Tibet to Mexico
noises of their lives.
to China, and of course, India. He views himself as
“They don’t have the luxury of space, many live in
an emissary and an example: There was no teacher
small apartments,” says Kaul, who teaches 12 Spe-
who looked like me when I went to school,” he says.
cial Education fifth-graders. “People are cooking,
“Not a single brown man with a beard from India
talking, coming in and out, dogs are barking, maybe
was at the front of the class. I know what simply
there are younger siblings crying or trying to get at-
seeing yourself in an adult you respect or like can
tention. So we bought 50 pairs of headsets so kids
mean in an immigrant child’s life.”
could tune out the noise and focus on class.”
In 2017, while working his way up at P.S. 89Q, he en-
It must have been hard to fundraise for the headsets
tered Touro College Graduate School of Education,
during COVID-19. “We didn’t fundraise,” he says, try-
from which he graduated in May 2020. The School’s
ing to change the subject when asked who exactly
balance of pedagogy with hands-on experience,
constitutes the “we” to whom he keeps referring.
suited him perfectly.
“People are cooking, talking...dogs are barking, maybe there are younger siblings crying...so we bought 50 pairs of headsets so kids could tune out the noise and focus on class...” “Actually, the ‘we’ is me. The kids needed them, so I
Kaul considers teaching a joy. He employs endless
bought them. It’s no big deal.”
enthusiasm and exaggerated eyebrows to keep the
Neither is the fact that he used his high-tech and
kids engaged. And a spoonful of good old common
design skills to create a school-wide digital year-
sense. Yes, division is important, he says. But little
book for, and with, the students and staff. Or, that
ones get antsy, so division can wait, while they talk
he taught other teachers and staff how to enter and
about their siblings, parents, favorite pastimes or
mine computer data that eases the time-consuming
he sneaks in ways to teach them how to spot the
paperwork. It also preserves information that will
difference between fact and misinformation on the
aid future students. “It feels good when I see a need
internet. “Whatever works,” he says. “They’re kids.
and can help fill it,” says Kaul. “Teaching, at its best,
It’s on me to inspire them.”
anticipates a need and does something about it.”
Seems to be working. More than 90 percent of his
Which is exactly what Kaul did five years ago, at the
students tune into class on a regular basis, a ratio
ripe old age of 25, when he felt a gnawing lack of per-
any online teacher would envy. Kaul is humbled
sonal and professional fulfillment. An immigrant who
when parents thank him—often through a transla-
came to this country from India with his family as a
tor—for caring about their kids.
two-month-old baby, Kaul grew up in Elmhurst. Bliss,
“Sometimes they have no words,” he says. “They
when he was a boy, was taking apart computers and
just bow. I can’t tell you how moving that is for me.”
www.touro.edu TO U R O. E D U ••
@wearetouro @ W E A R E TO U R O
| 41
G R A D UAT E S C H O O L O F E D U C AT I O N LEARN MORE gse.touro.edu
GRADUATING WITH
HONORS IN ITS NEARLY THREE DECADES, THE GRADUATE SCHOOL OF EDUCATION (GSE) HAS BEEN GUIDED AND GROWN BY SUPERB STEWARDS
Clockwise from top left: Haywood, Polemeni, Easley, Spinner and Miller
4 2 | TO U R O L I N K S S U M M E R 2 0 2 1
W
hen DR. H. CARL HAYWOOD, an interna-
Business, Technology, Jewish Studies, Social Work
tionally renowned scholar in the fields of
and Health Sciences, until his death in 2014.
psychology and education, and the founder and
Replacing him in 2008, as dean of the Graduate
the first dean of the Graduate School of Education,
School of Education, was DR. LAMAR MILLER. A
passed away in October 2020, he left behind an in-
World War II veteran, among his many successes
delible legacy.
was his advocacy of equity and access. The result
Before joining Touro in 1993, Dr. Haywood’s illustri-
was that Touro led the State of New York in num-
ous career included serving as professor of neurol-
bers of graduating minority students with master’s
ogy and director of the John F. Kennedy Center for
degrees in education. Dr. Miller also developed the
Research on Education and Human Development at
School’s research center—named for Touro found-
Vanderbilt University. In his research and writings, he
er and first president, Dr. Bernard Lander—which
advocated the ideas of cognitive education, the no-
soon received its first of many grants: a $900,000
tion that education should not only provide students
three-year U.S. Department of Education award for
with subject-domain knowledge, but promote the
a Language Development in the Context of the Dis-
students’ cognitive and metacognitive development.
ciplines project, and a three-year U.S. Department
Toward that philosophy, Dr. Haywood founded and
of Education $1.8 million award to operate one of
became the first president of the International Asso-
the ten national Equity Assistance Centers.
ciation for Cognitive Education and Psychology.
For three years following Dr. Miller’s 2015 retirement,
As dean of GSE for seven years, he laid the scholarly and practical foundation, but since his retirement in 2000, Touro’s subsequent deans each have added incalculable knowledge and added to the School’s excellent reputation, building it into a powerhouse in the field of graduate education. In 2001, DR. ANTHONY POLEMENI, who modestly referred to himself as “a simple Italian,” was anything but when he was named the School’s dean. He had been a monk, worked for the New York State Education Department and was a highly successful international businessman. He used his considerable fundraising skills to create new graduate programs (Teaching Literacy, TESOL, School Leadership, among others). Under his stewardship, enrollment exploded—from 500 to 5,000—making Touro the largest graduate school of education in the state.
Interim Dean DR. ARNOLD SPINNER, known for his gentle kindness, took over. Under his watch, GSE’s partnerships with P-12 schools and districts were strengthened, and improvements in GSE’s recruitment, advising and alumni network systems were implemented. He also initiated a major restructuring of the GSE’s teacher preparation programs. In 2018, DR. JACOB EASLEY II, became GSE’s current dean. Among a myriad of other accomplishments, Dr. Easley has raised enrollment, initiated a revision and enforcement of school policies, taken the lead in redesigning the school curriculum and developed a partnership with US PREP. Dr. Easley also has been a key force in including school faculty and staff in the decision-making process and making sure they know their ideas and experience are welcomed. Known by his staff and students as a disarming and inclusive man, Dr. Easley usually starts
In 2008, Dr. Polemeni was appointed vice president
staff meetings by putting those present at ease with
of the Division of Graduate Studies, and oversaw
a humorous story or the latest doings of his beloved
the Graduate Schools of Education, Psychology,
dog, Queen Nyrah.
www.touro.edu TO U R O. E D U ••
@wearetouro @ W E A R E TO U R O
| 43
,
, S C H O O L O F H E A LT H S C I E N C E S | D O C TO R O F P H YS I C A L T H E R A P Y
Embrace EmbraceMore More
Possibilities Possibilities
“PA“PA waswas a perfect fit for my my interests, allowing meme to interact with people of of a perfect fit for interests, allowing to interact with people different backgrounds while alsoalso helping them stay healthy. MyMy experience in in different backgrounds while helping them stay healthy. experience the Touro PA program very positive. classes rigorous, the Touro PA program waswas very positive. TheThe classes areare rigorous, butbut thethe teachers there to help every step of the way... favorite part about teachers are are there to help every step of the way... MyMy favorite part about being a Physician Assistant is when I get patient feedback how I am being a Physician Assistant is when I get patient feedback on on how I am helping them a better What more a career?” helping them leadlead a better life.life. What more cancan youyou askask forfor in aincareer?”
Learn more about Tamar’s journey at touro.edu/more Learn more about Tamar’s journey at touro.edu/more
TAMAR MERMELSTEIN, PA-C TAMAR MERMELSTEIN, PA-C Physician Assistant, Advanced Dermatology PC Physician Assistant, Advanced Dermatology PC The School of Health Sciences of Touro College
The School of Health Sciences of Touro College
4 4 | TO U R O L I N K S S U M M E R 2 0 2 0
www.touro.edu TO U R O. E D U ••
@wearetouro @ W E A R E TO U R O
| 45
TOURO LINKS SUMMER 2021 Dr. Nadja Graff
TOURO COLLEGE
Vice President Division of Graduate Studies
Rabbi Doniel Lander Chancellor
Elisheva Schlam Executive Director Communications & Marketing Esther Greenfield Director of Publications Laurie Kohanchi Assistant Director of Publications
TOURO COLLEGE Division of Graduate Studies
TOURO COLLEGE Division of Graduate Studies
Dr. Alan Kadish President Zvi Ryzman Chairman of the Board Rabbi Moshe D. Krupka
communications@touro.edu touro.edu
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Christina Cheakalos, Barbara Franklin & Amy Plotch
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Tali Berger
Provost, Graduate and Professional Divisions
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Touro is an equal opportunity institution. For Touro’s complete Non-Discrimination Statement, please visit www.touro.edu.
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TOURO COLLEGE & UNIVERSITY SYSTEM Where Knowledge and Values Meet Touro is a system of non-profit institutions of higher and professional education. Touro College was chartered in 1970 primarily to enrich the Jewish heritage, and to serve the larger American and global community. Approximately 19,000 students are currently enrolled in its various schools and divisions. Touro has 35 campuses and locations in New York, California, Nevada, Illinois, Berlin, Jerusalem and Moscow. New York Medical College; Touro University California and Touro University Nevada; Touro University Worldwide and its Touro College Los Angeles division; as well as Hebrew Theological College in Skokie, Illinois are separately accredited institutions within the Touro College and University System. For more information, visit www.touro.edu.
Please support the Division of Graduate Studies To make your gift online, please go to touro.edu/giving and choose a specific graduate division to direct your gift. Your gift to Touro College Division of Graduate Studies is tax deductible to the full extent of the law.
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