鈥淥ur partnership with LumiNicole is about meeting students where they are and continuing to evolve the campus experience,鈥� said Maggie Yoon Grafer, Adelphi鈥檚 associate vice president of university advancement & external relations. 鈥淎s the first university to bring LumiNicole鈥檚 automated retail technology to campus, we鈥檙e doing more than adding convenience; we鈥檙e positioning our Garden City campus as a leader in retail innovation, creating meaningful job opportunities for our students and ensuring this partnership gives back to our community.鈥�

鈥攆ounded by and two entrepreneurs with a track record of building and scaling beauty and wellness platforms by solving access and distribution challenges鈥攁ims to transform how beauty and wellness products reach consumers in high-traffic, nontraditional environments. Its expansion to install smart retail machines in higher education institutions to reach college students鈥攕tarting with Adelphi鈥攊s a key part of this initiative.

鈥淭he 每日大赛 launch represents an important milestone for LumiNicole and for how campuses can thoughtfully support student well-being,鈥� said LumiNicole Co-Founder Kendra Bracken-Ferguson. 鈥淭his partnership provides convenient access to beauty and wellness essentials that meet everyday needs, while intentionally creating paid, on-campus opportunities for students. Together with Adelphi, we鈥檙e reimagining how retail, education and career exposure can intersect in ways that meaningfully support academic success and long-term career readiness.鈥�

Creating Career Development and Scholarship Opportunities For Adelphi Students

In addition to the automated retail store, LumiNicole will partner with Adelphi to provide job development and other opportunities, including an internship, a brand ambassador program for Adelphi students and a scholarship. The LumiNicole Beauty & Wellness Scholarship was established to support Adelphi students whose studies align with chemistry, science, supply chain, technology, manufacturing, marketing, communications and operational infrastructure that powers modern beauty and wellness businesses.

鈥淔rom the beginning, LumiNicole was designed to do more than sell products; it was built to create pathways for career advancement and education,鈥� said LumiNicole Co-Founder Leslie Roberson. 鈥淭he LumiNicole Beauty & Wellness Scholarship reflects our shared commitment with 每日大赛 to experiential learning, industry alignment and career readiness. Through hands-on retail experiences, paid internships and our student ambassador program, we鈥檙e helping prepare the next generation of professionals for the evolving beauty and wellness industry.鈥�

The LumiNicole automated retail stores will include from brands such as BeautyStat, founded by Adelphi alumnus Ron Robinson ’87.

鈥淎s an Adelphi alum and the founder of a science-backed beauty brand, it鈥檚 incredibly meaningful to see innovation and opportunity coming full circle on campus,鈥� said Robinson. 鈥淟umiNicole鈥檚 presence at Adelphi creates real exposure for students to learn how modern beauty and wellness businesses operate, from formulation and supply chain to merchandising and consumer engagement. I鈥檓 proud to be part of a partnership that not only brings great products to campus, but also opens doors for students who aspire to build careers in this industry.鈥�

Adelphi and LumiNicole will host a joint ribbon-cutting ceremony and launch event to unveil the automated retail stores at Adelphi’s Garden City campus on Thursday, March 26. Robinson and other executives from beauty and wellness companies who have products featured in the machines will be in attendance.

Learn more about Adelphi’s partnership with LumiNicole.

The post 每日大赛 Selected as Flagship Launch Location for LumiNicole鈥檚 On-Campus Beauty and Wellness Retail Expansion appeared first on 每日大赛.

鈥淭his class is innovative because it turns a physics lab into a real R&D shop,鈥� said Dr. Wright, whose annual Cosmic Pathways conference treats college and high school students to a day of presentations, panels and workshops on the many exciting career paths for physics majors.

鈥淪tudents don鈥檛 follow recipes,” he continued. “They invent their own projects, debug unpredictable problems, and learn to think like working scientists and engineers.鈥�

Preparing students for physics careers

Student chose projects鈥攂uilding everything from a leaf blower-powered hoverboard and 3D鈥憄rinted drones to EKG devices and rockets鈥攖hen spent the semester designing and debugging them. Students also had to write a proposal and budget for their project and get approval from Dr. Wright. This gives them experience in grant writing and technical writing.

The lab grew out of a multiyear effort led by Sean Bentley, PhD, associate professor of physics, to redesign the physics curriculum based on feedback from an industry advisory board. Employers told Adelphi they needed graduates who could do more than recite formulas; they wanted people who can debug complex systems, use lab instruments confidently, program computers, and solve messy, open鈥慹nded problems.

The result is a three鈥憏ear lab sequence: an introductory first鈥憏ear lab to learn tools and basics, this open鈥慹nded sophomore lab, and a more advanced senior quantum lab.

A Physics Major Builds Her Own Hoverboard in the Lab

Physics major Carolina Guekjian designed and built a hoverboard powered by a leaf blower.

鈥淚 wanted to do something cool, unusual and futuristic, something you cannot go out and buy,鈥� she said. She used airflow and pressure calculations to figure out how much air she would need to lift to the board, how wide to make the board, how big to make the vents to lift the board.

鈥淵ou can use these equations to come up with a theoretical idea of how your project will work,鈥� Guekjian explained, 鈥渂ut the theory isn鈥檛 always exact due to real world conditions, so I had to alter it to make sure it works perfectly.鈥�

There were problems, of course. Initially she thought she would use magnets in her project. “I ended up ruling them out because it was just going to be a fire hazard,” she says. “So I landed on using a leaf blower instead.” A battery connector failed near the end of her project, she said, which she still needs to fix. But her hoverboard hovers and can be steered left and right, so she counts her project as a success.

Guekjian said she spent 10 hours a week on her project, including lab sessions and time at the machine shop. Her efforts worked and she had a working hoverboard by the end of the class. 鈥淚 learned that being in a lab and making a project is about failing and overcoming the failure until you get it right,鈥� she said. She believes the skills she learned in the lab will help her pursue her dream of going into physics research in quantum optics.

鈥淭he ideas tend to be pretty simple, but the hard part is debugging and fixing and trying to figure out what all the little problems are and overcoming them,鈥� said Dr. Wright, who . That unpredictability turns each class meeting into improvisation, with the instructor moving from bench to bench to help students.

鈥淚t鈥檚 like being the orchestra conductor,鈥� he said. 鈥淚 never know what they鈥檒l need help with, and that makes it fun and challenging for all of us.鈥�

First test run of the hoverboard. We fried one of the propellers so we might be done.

Physics for Sustainability: Creating Energy From Foot Traffic

Physics major Braden Patterson used the sophomore project lab to design a floor tile that generates electricity when someone steps on it. His invention, which Dr. Wright , used a magnet spinning inside a coil to generate an electrical current that can power small devices like an LED light. The broader idea is to harvest energy from everyday foot traffic, he says.

鈥淭he lab and my project gave me a way to connect my coursework to the real world,鈥� Patterson said. 鈥淚n Physics I and II we learned the equations on paper, but this project let me build something from scratch and actually see those calculations come to life.”

Patterson said the skills he learned in the lab will help him reach his career goal. He鈥檇 like to work on electric motors for car companies and is also interested in nuclear energy production.

Beautiful teaching moment

Lab Course as a Career Testing Ground

“Dr. Wright is really fun and incredibly supportive,鈥� Patterson said. 鈥淗e explains things in a way that makes sense, and he鈥檚 always available for questions. With him, I never feel stressed about asking for help. He just genuinely cares about his students.鈥�

Guekjian agrees. 鈥淒r. Wright is patient and he鈥檚 helpful,鈥� she said. “He really likes it when students learn, and he wants to do everything he can to help you learn the material.鈥�

The lab is designed to push every student out of their comfort zone. Each of the 15 students must confront and overcome obstacles in their projects. 鈥淓very student in the class had to overcome major issues with their project, and that really leads to learning, and it leads to professional growth,鈥� Dr. Wright said.

Dr. Wright also explained that the course could not have been created without the support of Professor Christoper Saucedo and Chris Stahley ’16, head studio technician, of Adelphi’s art department. “Professor Saucedo has built a really nice machine and wood shop and has made it available to the physics students,” Dr. Wright said. “When our students needed to prototype something, they’d go there and Chris Stahley would help them put it together.鈥�

For many students, the class doubles as a career testing ground. About a third of Adelphi physics majors go into engineering, another third into traditional physics paths, and the rest into fields like teaching or technology. By choosing their own projects, students explore what they might want to do after graduation.

They also discover how powerful applied physics can be. 鈥淧hysics is a platform for doing just about anything,鈥� Dr. Wright said.

The post From Lab to Liftoff: Hoverboards and Electric Tiles at Adelphi Physics appeared first on 每日大赛.

At the start of the Fall 2025 semester, Adelphi transitioned the University鈥檚 emergency mass notification system from Rave to Regroup Mass Notification. All active students and employees were auto-enrolled in Regroup using existing email, phone and SMS contact information on file.

Recently, Regroup was used to alert our community members about the campus power outage that occurred on the night of Sunday, November 15, into the morning of Monday, November 16. If you did not receive this alert, your preferences may be incomplete or need updating. We encourage you to review your contact information and preferences.

To ensure you receive emergency and campus closure messages without delay鈥攅specially as winter weather approaches鈥攑lease take a few moments to confirm your contact information in Regroup.

• Open the Adelphi Mass Notification platform. You鈥檒l find it under services in . Choose 鈥淎delphi Login.鈥�

• Review and update your Regroup Contact Profile information. Click 鈥淓dit鈥� to change or update your email address(es) and phone number(s) for calls and SMS texts.

• Make sure you don鈥檛 miss an Adelphi Alert鈥攕ave 516-234-5783 in your contacts so it won鈥檛 be marked as spam.

Learn how to access and update your Regroup preferences.

Learn more about emergency mass notifications at Adelphi.

If you have difficulty accessing your profile or need assistance, contact askpublicsafety@adelphi.edu.

Thank you for your attention and cooperation.

The post Reminder: Confirm your Adelphi Emergency Mass Notification Information appeared first on 每日大赛.

Using AI in the Classroom鈥擶ith Caution

Anil Venkatesh, PhD, associate professor in the Department of Mathematics and Computer Science, notes, 鈥淚 don鈥檛 use GenAI in my classroom because I don鈥檛 see how it can be used to improve the educational experience. However, I do view it as a useful tool for producing snippets of computer code that can be modified and tailored to a user鈥檚 needs. It鈥檚 also reasonably good at summarizing online technical resources. It鈥檚 possible that AI will help us make advances like automatically determining whether a mathematical proof is logically sound.鈥�

• Misconceptions: GenAI can鈥檛 be relied upon to do more complex data science tasks, as these usually don鈥檛 have a single right answer in the first place.
• Recommendations: Have fun with the tools, but if you find yourself using GenAI for tasks that you aren鈥檛 confident in performing yourself, that鈥檚 a sign that you should seek to improve your own skills in those areas as well.

Helping Students Understand the Limits of AI

Michael LaCombe, PhD, associate professor in the Department of History, and Academic Integrity Officer, explains, 鈥淚n an upper-level course where it can complement students鈥� work and they can appreciate the limitations of its output and the advantages of its speed and scope, I think it鈥檚 essential to show them how to use AI to accomplish course goals. Assignments that call for gathering and classifying information, generating ideas to pursue in one鈥檚 own research: These are areas in which it鈥檚 hard to imagine how we as faculty can continue to prohibit their use.鈥�

• Misconceptions: Critical and creative thinking鈥攐ur most important Gen Ed learning goals at Adelphi鈥攔equire original thought, discussion and writing to develop and demonstrate. Students imagine GenAI helping when it鈥檚 really replacing the difficult work of thinking with a shortcut.
• Recommendations: The best course is transparency, as in the answers to these questions were generated with human intelligence only, unaided by AI. We should expect and require similar disclosures elsewhere in our lives.

Brian J. Stockman, PhD, professor in the Department of Chemistry, is optimistic, but raises a concern. 鈥淎I is making a huge impact in the structural biology field, and will continue to do so, especially in areas related to human health. I鈥檓 also using it in my classroom to teach students how to write tailored prompts and then to critically evaluate the AI-generated content. I think that it improves student learning when they have to do critical analysis of the output.鈥�

• Misconceptions: In our research, the most common misconception is that the AI-generated results are always correct. We鈥檙e designing ways to analyze the AI output to suggest which are the most likely to be correct, but we鈥檙e then testing the AI predictions in the laboratory in order to validate them.
• Recommendations: Embrace it, but take the time to critically analyze the output.

AI Is Creating a Business Revolution

MaryAnne Hyland, PhD, dean of the Robert B. Willumstad School of Business, sees a major impact in her field. She explains, 鈥淎I is revolutionizing the business landscape. Many organizations are investing in AI and educating their employees about its applications. Using it for basic tasks, such as editing an email or drafting a social media post, is common. Some organizations are implementing more advanced applications, such as having AI identify data security risks.鈥�

• Misconceptions: While some jobs have been and will continue to be replaced by AI, the business world is increasingly seeking individuals who understand how to leverage it. Many roles will require the use of AI for enhanced efficiency and productivity. However, faculty often share stories of AI making incorrect calculations and fabricating research references. It鈥檚 critical for business students to learn how to use AI in their work, but they must also understand AI鈥檚 limitations.
• Recommendations: I encourage everyone to try using AI, as it can be a tremendous time-saver to help with everything from planning a vacation to writing text for a birthday card. But don鈥檛 trust everything provided by AI and avoid sharing personal information.

Embracing the Promise of AI

Sukun Li, PhD, assistant professor in the Department of Mathematics and Computer Science, believes that 鈥淎I will likely continue to increase efficiency, improve decision-making through predictive analytics and automate routine tasks. The broad adoption of AI tools will force educators to rethink assignment formats, enhance critical thinking skills and address the ethical implications of using AI in education. As an educator and AI researcher, I guide my students in understanding what it means and how to use it correctly or even create it.鈥�

• Misconceptions: Most AI systems require human oversight and input to work effectively. Some of my students believe it can help them complete their homework accurately and achieve good grades. But AI can make mistakes because it learns from data input by humans, particularly when that data is biased or incomplete.
• Recommendations: Don鈥檛 be afraid of the emergence of new technologies鈥攖hey exist to serve us. Let鈥檚 embrace these new tools, keep our minds open, and learn more about AI and how to use it properly.

Time-Saving, but Addictive

Damian A. Stanley, PhD, associate professor in the Gordon F. Derner School of Psychology, finds AI critical for data review. 鈥淚 use AI for things like data analysis; it鈥檚 a very efficient coder and can rapidly suggest new data analyses. It can do in a minute what might take me 45 minutes or more. For students who are exploring different ways of interacting with data, it can also be very helpful as a tutor, adapting to their level and preferred learning style. I鈥檝e also used it to help clinical psychology graduate students prepare for internship interviews by generating a reasonable set of questions targeted toward them for mock interviewing.鈥�

• Misconceptions: I worry about the addictive nature of AI chatbots due to their agreeable responses: They are almost always pleasant and supportive, unlike humans who may disagree or challenge us, which could hinder real-world social skills.
• Recommendations: I believe we should all get to know what it is, because it鈥檚 here to stay. From a psychological perspective, I would just urge caution against letting it replace social interaction.

This story was featured in the 2025 Issue of the 每日大赛 Magazine.

The post Adelphi Faculty Consider the Pros and Cons of Artificial Intelligence appeared first on 每日大赛.

AI has so much potential, but the question is, how do we teach it so it can learn and be applied accurately?鈥�

The technology we use every day鈥攖o communicate, work, play games or even check out at the grocery store鈥攊s gathering more and more of our personal information, often without our knowledge or consent. Winston Waters, JD, MBA 鈥�15, professor of accounting and law in the Robert B. Willumstad School of Business, believes the growth of artificial intelligence (AI) will only escalate the trend.

鈥淚 had the perception that AI was going to become huge,鈥� Waters said, 鈥渟o I thought, 鈥楲et me take a closer look at this.鈥欌�� His subsequent article, 鈥淭he need for comprehensive federal legislation to regulate facial recognition technology,鈥� published in the ^听1, explores the collection of biometric data through a legal lens. Without uniform state laws or a comprehensive federal law to regulate artificial intelligence, Waters argues, our basic civil liberties are currently and will continue to be violated, particularly among underrepresented groups.

Biometrics are the distinguishing traits that allow an individual to be automatically identified. They encompass physical characteristics like retinas, voices and fingerprints, how we walk or what we smell like, even our unique typing patterns. Thanks to automated processes, any traits that can be captured and measured by sensors can also be 鈥渕atched鈥� within seconds to existing identification databases.

鈥淚n the beginning, there were a number of online services that made images available to these identification databases. Facebook had over 250 billion images alone, in addition to LinkedIn, Amazon and various organizational rosters,鈥� Waters noted. Police databases correlated these countless points of information with the FBI鈥檚 fingerprint database, which supposedly contains more than 156 million fingerprints.

The benefits of an instantly accessible cache of biometrics鈥攑articularly in fast-moving spaces with large crowds, such as airports, casinos and concert venues鈥攚ere immediately apparent to public safety and national security officials. Police now use facial recognition to aid in criminal investigations, which, according to Waters, has created significant concerns about constitutional infringement, such as the gathering of personal information without consent or without a warrant.

Due to imperfections in AI facial recognition technology in capturing darker-skinned persons, there are biases in its application. Biometric recognition is based in part on preexisting material: casual photographs, videos, mug shots and driver鈥檚 licenses. This information is used to create a 鈥渇aceprint鈥� that allows someone to be classified by race, gender and age. Any flaws in these systems鈥攕uch as traditional cameras鈥� difficulty capturing darker skin tones鈥� automatically become baked into the AI learning models, generating algorithmic bias and perpetuating larger inequalities in criminal justice. As Waters points out, these systems often deliver false positive rates, particularly for darker-skinned individuals. 鈥淎I has so much potential, but the question is, how do we teach it so it can learn and be applied accurately?鈥� he said. 鈥淢oreover, how do we remove the inherent biases of the person inputting information into AI databases?鈥�

All AI systems are based on algorithms. Algorithms are regularly used in the criminal justice system to predict future crimes, conduct risk assessments and calculate sentencing. In particular, algorithms that predict the likelihood that a defendant will commit an offense have been heavily criticized for their perceived bias against certain underrepresented groups, as well as the opacity of their operation. 鈥淚f police use facial recognition technology that is deficient in this way, not only will it be ineffective, but it will also result in the inadvertent targeting of innocents鈥攁nd particularly innocents within minority communities,鈥� Waters said. And because these algorithms are programmed by people, and people have implicit biases, those biases appear in the technology, adversely affecting populations of color.

Similar data-driven analytical techniques are used in predictive policing, which describes any system that analyzes available data to identify where crime is likely to occur and who is likely to commit crime. Law enforcement agencies are increasingly relying on these techniques for crime control and forecasting. Yet few predictive policing vendors are fully transparent about how their systems operate, what specific data is used in each jurisdiction that deploys the technology, or what accountability measures the vendor employs in each jurisdiction to address potential inaccuracy, bias or evidence of misconduct.

Despite these concerns鈥攁nd with our civil liberties increasingly on the line鈥攔egulations surrounding facial recognition technology have appeared piecemeal, on a state-by-state basis. Though Congress has discussed legislation that would govern the collection, use and sharing of personal data across industries and states, national privacy standards have yet to be established. 鈥淢ost of these systems are developed by private companies, and there鈥檚 a lot of corporate secrecy around biometrics technology,鈥� Waters said. 鈥淏ut there needs to be some level of accountability.鈥� As more and more privacy cases are brought against private businesses, public entities and law enforcement, the U.S. Supreme Court will also likely play a role in the future of surveillance and data-gathering regulation. For its part, the American Civil Liberties Union (ACLU) has articulated a clear opposition to the use of facial recognition technology due to inherent biases.

But Waters cautions that under the current federal administration, which has close ties to private tech companies, unregulated biometric data collection will continue to infringe on our privacy and constitutional rights. 鈥淚t鈥檒l be worse听before it gets better.鈥�

Read more in the 2025 issue of听Academic & Creative Research Magazine, where we highlight the innovation and imagination shaping Adelphi鈥檚 academic community.

¹ Waters, W. (2022). The need for comprehensive federal legislation to regulate facial recognition technology. Southern Law Journal, 31(1), 112-152.

About Winston Waters, JD, MBA 鈥�15

Winston Waters, JD, MBA 鈥�15, is a professor of accounting and law in the Robert B. Willumstad School of Business. He is former dean ad interim of the School and has authored articles on artificial intelligence, the court system, Medicaid trusts and corporations. Waters has successfully argued appellate cases in the area of guardianships and trusts.

The post Does Facial Recognition Infringe Upon Civil Liberties? appeared first on 每日大赛.

Please be aware that the main Adelphi campus and the greater Garden City community are experiencing intermittent power outages due to current weather conditions. Our Department of Public Safety and the Information Technology Infrastructure Team are monitoring the situation and will keep you updated on any outages that may occur.

We appreciate your patience and advise everyone to exercise caution during this time.

For emergencies, please contact Public Safety immediately at 516.877.3511.

The post Power Surges Across the Garden City Area appeared first on 每日大赛.