EQUITY & INCLUSION

ON DIVERSITY, EQUITY & INCLUSION

AT MEDAILLE COLLEGE

The taking of Black lives has to matter, and at Medaille, Black Lives Do Matter. We have all witnessed many horrible events, throughout our lifetime and over the last year, that serve as a mirror for us to see the ugliness of racism in its most extreme form.

In light of the social turmoil that our nation is experiencing surrounding the disparities and gaps that exist for Black people in this country, we have decided to look inward to see how we, as a College community, can do a better job of addressing the needs of our Black students, faculty and staff. We believe that it is actually very patriotic to acknowledge systemic racism. You cannot fix what you choose to ignore. You cannot fix problems by writing memos saying they do not exist. You cannot fix problems by punishing those who seek to fix them. You cannot deny history. And if that means that some people will feel uncomfortable, that is OK. Only when people challenge their own beliefs, assumptions, principles and biases can we hope to make progress. We believe in calling people in, not calling them out.

As Buffalo’s College, our goal is to be even more intentional about learning what Medaille can do to be a more inclusive and welcoming environment for everyone. We have launched some initiatives to help us in this effort. One such initiative is the “Black Voices Matter” movement, which is a series of conversations between Black students, myself and Director of Diversity & Inclusion Kenya Hobbs, with the intent of collaborating to enhance our diversity, equity and inclusion efforts.

Additionally, the Minority Faculty and Staff Organization (MFSO) has been established to build community among the faculty and staff of color at the College. It is their intention to create an inclusive environment that increases understanding and cultivates respect for diversity. The MFSO strives to strengthen collegial collaboration with other faculty, staff, students, alumni and community groups that share Medaille College’s goals.

It is within this framework that we highlight the experiences of staff and students, in their own voices, as they challenge the broader Medaille community to find ways to change the world by starting at our own front door. I hope you will take the time to read and consider the following two articles with an open mind and open heart.

Dr. Kenneth M. Macur, Medaille College President Read the full statement from Dr. Macur on the Death of George Floyd at medaille.edu/equity.

HISTORY HAS ITS EYES ON US

MEDAILLE LOOKS INWARD AS THE NATION FACES A CALL FOR CHANGE Shanaby Richardson

Many of history’s defining moments revolve around a call for lasting change. These movements create learning opportunities and a chance to hear the voices of our current generation. It takes active listening, introspection, internal work and commitment to growth, both as individuals and collective communities, in order to work toward systemic transformation.

As an educator, I often find myself speaking to my students about the importance of a growth mindset — a belief that hinges on our ability to thrive in the midst of challenge. Those who embrace a growth mindset reject the notion that who we are is fixed and cannot change. Instead, a growth mindset embraces the belief that who we are and who we become is within our control. A similar mindset must take place within institutions of higher education, especially now.

We are in the middle of an unprecedented time: a global pandemic coupled with a civil rights movement sparked by countless injustices towards Black and Brown people. All of these realities are impacting our students. As educators who must engage in holistic education, we are tasked with addressing these matters directly, with purpose and with a plan. Students must feel that they are seen and heard, and their fears and concerns must be acknowledged. To that end, Medaille College is taking active steps to not only hear student voices but also implement changes to address their concerns accordingly.

With students looking to us to see how we respond, silence and inaction can be deadly. “As a College community, we cannot be counted among the silent majority,” says Director of Diversity & Inclusion, Title IX Coordinator and Honors Program CoDirector Kenya Hobbs. “We must call out injustice wherever we find it and work collaboratively to uproot it.”

Hobbs is a community relations leader with over 25 years of experience and is a Certified Diversity Professional through the National Diversity Council. He has spent a lot of time reflecting on the current landscape and

Students attend the “Black Voices Matter” forum, in-person and virtually, to discuss their thoughts and experiences with Kenya Hobbs and President Macur.

how Medaille can help lead the way. “In this seminal moment in our nation’s history, it is important that institutions of higher education be actively engaged in creating platforms and starting dialogues that challenge us to reason together,” he says. “We need to be open to these discussions, recognizing that anything that is not talked about does not just go away.” themselves to the carpet regarding whether or not they are actively creating equitable and inclusive environments and not just providing lip service. Large scale, macrolevel change can only happen when the work is done to create daily, sustainable change. This is especially true at Medaille because it is historically a predominantly white institution (PWI). As such, it is

In this seminal moment in our nation’s history, it is important that institutions of higher education be actively engaged in creating platforms and starting dialogues that challenge us to reason together. We need to be open to these discussions, recognizing that anything that is not talked about does not just go away.

— Director of Diversity & Inclusion Kenya Hobbs

In this process, there is no room to indulge in a fixed mindset, defined by a comfort with antiquated practices and fear of change. Starting with our own College community, we must be willing to look internally at our shortcomings, cast out those things that simply do not work, adopt new practices and policies, and weave them into the things we already do well.

Thus, some important questions are raised: What can Medaille do in the midst of this time of civil unrest to ensure our campus does not reflect the injustices our students are experiencing in the world at large? How can we position ourselves to operate as an institution that is inclusive, supportive and change? Where are we currently, and where do we need to be?

There is work to be done across the country, and Medaille is not exempt. All institutions of higher learning must take a long, honest look at their practices and policies, and call imperative that we acknowledge and accept what a PWI is. All of these institutions were created to serve the needs of white students, and they are rooted in practices that leave out diverse and marginalized populations.

The reality of a PWI is that the culture of exclusion is systemic. In order to affect change, it is paramount that we look to those most impacted — the marginalized active in this fight for social justice and

students we serve — to hear their voices, validate their experiences and heed their advice. To this end, I met with currently enrolled upperclassmen, all students of color, to gauge their time and experience at Medaille and learn what changes they feel the College needs to undertake.

While the experiences of the students interviewed varied significantly, all of them emphasized the need for more faculty and staff of color. One student, a junior, believes the lack of faculty diversity contributes to the occasional micro-aggressive behavior she has experienced in the classroom. While

she recognized it is often well-meaning, she is often tokenized as the only Black student, or one of a handful, in class, and asked to speak for her race on a number of issues. The spotlight effect that this creates, feeling like all eyes are on her, is uncomfortable and jarring. And even when used to the reality of being the only person of color in a room, it creates a hyperawareness of self, which is often furthered by such tokenism.

Some students shared their disappointment that the College’s African American History course is not taught by any people of color at this time. Furthermore, they expressed a desire to see their instructors, no matter their race, take a definitive stance against the abuse of enslaved Black people and the historical figures who perpetuated slavery or racist ideals.

Many of the concerns raised by students highlight the importance of representation. All students interviewed mentioned that it is vital for Black, Indigenous and people of color (BIPOC) to have opportunities to connect with faculty and staff who look like them. They also want BIPOC stories, history and experiences to be reflected in course curriculum.

A senior psychology major noted that people of color are rarely reflected in the case studies in her textbooks or other supplemental materials. This is of particular concern to her, as she has come to understand the

importance of cultural differences and the way race factors into mental health issues and how they are viewed in different communities. If the majority of learning scenarios center primarily on white people, she feels she is at a disadvantage when entering her field.

A sophomore vet tech major shared a pivotal experience that influenced her perception of the College community. While participating in a summer bridge program previously offered to help pre-freshmen build academic skills, a white presenter referred to the group of predominantly Black students as “these people.” The student recalled feeling surprised and upset that no one else seemed bothered by the remark. While she has experienced no overt incidences of racism since, she feels exhausted attending yet another PWI, something that has defined all of her educational experiences. Still, she longs for more diversity in the curriculum, club offerings, events, trainings and workshops, and not just during February.

Other students reported a much more positive experience, feeling that the campus is supportive and inclusive to all. Those students would invite other students of color to enroll, but warn them of the culture shock that is often associated with attending any PWI.

So, how do we use this information to move forward and take actionable steps to better

the Medaille community? First, we must acknowledge that it is irresponsible to create opportunities to diversify the student body without providing similar diversity in the faculty and staff intended to support those students. All of us, on the faculty and staff end, must also acknowledge that our own prejudices and biases abound.

Far too often, an overwhelmingly white staff bring their biases about students of color into the support they offer, and doing so can jeopardize the way they relate to students. For example, I have heard programs that are primarily serving of marginalized students being discussed with a far different tone than their counterparts. In this case, the students are discussed from a deficit framework, as less than capable, less likely to succeed, and thus treated as such. Implicit bias can show up in a similar fashion in the classroom. If we as staff see it, I am sure the students see it — and feel it — too.

Overall, a lot of the feedback calls for change as it relates to reexamining hiring practices, increasing faculty and staff training, addressing representation in course curriculum and utilizing inclusive pedagogy. Hobbs assures that the College’s administration hears these concerns and is taking steps to address them.

“We have been very deliberate about increasing the diversity of our applicants by posting our job listings with several historically Black colleges and universities, Hispanic-serving institutions, Indigenous communities and minority professional networks, as well as tapping into the networks of influential alumni, faculty and staff,” he says. “We are modifying our search committee training process and including a requirement that all search committee chairs attend training on implicit bias before conducting a search. We will also require a member of the search committee to serve as a diversity advocate during the hiring process.”

In addition, we must work to create more educational opportunities that incorporate, appreciate and honor the experiences of people of color. This includes diversifying curriculum and providing course offerings that celebrate the unique experiences of marginalized populations in this country. Since inclusive curriculum and pedagogy is paramount in making students feel wellrepresented and supported, Medaille’s Office of Diversity & Inclusion is collaborating with Medaille’s Department of Education to run professional development workshops

The inaugural Minority Faculty and Staff Organization has also been established to advocate for a more equitable and welcoming environment at the College. “The foundational principle of building a strong, inclusive and healthy community rests upon the development of positive relationships,” says Hobbs. “We need faculty and staff to be even more intentional students are in terms of what their hopes, dreams and fears are. That would give us some baseline data to refine our approach to educating them. We are all teachers, regardless of our official title, because conversations and difficult topics in order for real change to take place on campus. To this end, Medaille President Kenneth

about doing the work of learning who our Macur, Ph.D., has collaborated with Hobbs to hold a series of “Black Voices Matter” open forums to give students a safe space to express their experiences and thoughts on improving diversity, equity and inclusion at the College. Students have attended both in person and through Zoom, fully appreciating and utilizing this opportunity to make their voices heard.

These discussions about specific improvements related to racial-based equity and inclusion can serve as a sounding board for change and increased awareness for other groups who do not feel seen or who face bias

If we truly want to live our mission of educating and developing empowered, civic-minded individuals, we must do so by teaching compassion, empathy and awareness. To do this, we must lead by example.

—Shana Richardson

students are learning something from us at every touch point.”

Finally, an inclusive education must extend outside of the classroom. Students shared a desire for a speaker series, trainings, workshops and honest conversations about what is happening right now in dialogues should not be reserved just for students of color, but for everyone, and not be confined to just Black History Month. Overwhelmingly, the students interviewed shared how important it is for Medaille to walk head-on into these uncomfortable because of their disability, sexual orientation, gender identification, religion, social-economic status, age or other factors. “It is important

this country. The consensus is that these for us to hear this type of feedback,” says Hobbs. “It then creates a framework for us to begin to ask better questions, to develop better interventions and to facilitate better outcomes for all of our students.”

All in all, acknowledging we have work to do as a College community does not negate the work we have done, just like a growth mindset does not dismiss the growth an individual has already achieved. It simply acknowledges — and leaves the door open

— for more progress and potential moving forward. An example of this is Medaille’s new partnership with Open Buffalo, a nonprofit organization that strives to advance racial, economic and ecological justice through skill building, network-connecting and activating leadership opportunities. Medaille and Open Buffalo plan to work collaboratively on a new people.”

number of initiatives, including community forums and workshops hosted on campus to strengthen community engagement, leadership and advocacy initiatives. The College also plans to work with Open Buffalo as an advocacy partner for its pending master’s degree program in Social Justice and Equity Studies, in addition to working together to offer a joint certificate for Open Buffalo’s Emerging Leaders Program.

Taking progressive steps forward, including steps to validate student voices, can only benefit our whole College community. Our students are tomorrow’s leaders and change-makers. So, if we truly want to live our mission of educating and developing empowered, civic-minded individuals, we must do so by teaching compassion, empathy and awareness. To do this, we must lead by example.

What can each individual do? “I would advise those who identify themselves as allies to operate with a sense of cultural humility,” what you do not know, and be OK with assisting and not attempting to fix the challenges of the identified group without their collaborative input and guidance. We must truly seek to learn how we can help by first asking the question and then taking the time to engage in active listening.”

Will this always be easy? No. Will it be worth it? Yes. “It requires a degree of selflessness,” says Hobbs. Our ability to hear another person’s critique of the impact of our words and behaviors towards them is directly affected by our willingness to put their stated concern above our own ego. This is not natural for us in western culture, so it will require practice.”

“Be open to different perspectives, and be willing to explore the idea that we may have some blind spots that hinder us from seeing clearly,” says Hobbs. “Rather than feeling embarrassed or ashamed about having blind spots, consider for a moment that there may be some validity to it, and be willing to work to gain a better understanding of a given situation. In essence, commit to being a lifelong learner and embrace, rather than shy away from, new information and says Hobbs. “Be willing to acknowledge

ABOUT THE AUTHOR Shana Richardson currently serves as the director of the Arthur O. Eve Higher Education Opportunity Program (HEOP) at Medaille. She has also worked as adjunct professor at Medaille College, Canisius College and Bryant & Stratton College for a number of years. Richardson holds a master’s degree in higher education student affairs administration. For her thesis, she conducted extensive research on the effectiveness of pre-freshmen summer bridge programs as intervention strategies for preparing historically marginalized student populations for predominantly white institutions.

HISTORY &HAMILTON

THE ROLE OF HIGHER EDUCATION IN EXPANDING THE NARRATIVE ON RACE AND HISTORY by Kyla Hobbs

In the aftermath of the wrongful death of George Floyd, many people have been discussing systemic racism with renewed vigor. These discussions have sparked debate about the role that entertainment should play in shaping how we view historical and modern-day issues of race. One of the more recent examples of this debate can be seen in the controversy surrounding the Broadway hit Hamilton.

A current pop culture phenomenon, the musical retells the story of one of America’s Founding Fathers, Alexander Hamilton, in a way that many critics have deemed overly flattering, at best, and blatantly ignorant at worst. Most of the criticism directed at Hamilton can be categorized into three major historical inaccuracies and misrepresentations. First, the musical incorrectly glorifies Alexander Hamilton as an abolitionist, though he never took a strong stand against slavery. Second, it downplays the fact that many of the other Founding Fathers owned slaves. Third, despite casting people of color, the musical fails to address the role of minorities in American history. Taken together, many believe that these creative liberties are contributing to a dangerous and widespread tendency to ignore the ugly aspects of America’s past.

The shortcomings of this popular musical have encouraged many citizens to start thinking critically about vital questions: Which parts of American history have been erased by the entertainment industry? Which aspects are portrayed and why? Are the portrayals accurate, and more importantly, are they damaging?

In an effort to address these concerns, the removal of outdated racial portrayals, images and rhetoric from American entertainment has been extensively discussed. However, the solution to these concerns should not just be subtractive in nature. Another way to counteract misrepresentation, in entertainment or elsewhere, is by adding to the public’s knowledge of race and history.

Our attention, as Americans, should not be solely focused on trying to cancel or correct existing portrayals of our country’s past. Celebratory portrayals of historical figures, such as Alexander Hamilton, are only dangerous if the audience is ignorant of the less palatable realities behind these more palatable depictions. To ensure that these narratives do not become detrimental, citizens need a fuller understanding of American history. That is where the role of higher education comes in.

Though Hamilton has become representative of the widespread problem America has with acknowledging its complex racial history, this incomplete portrayal of history often starts in our school systems. For this reason, it is important for primary and secondary schools, as well as colleges, to play larger roles in providing current generations with a well-rounded education on race and history. This would help ensure that students are equipped to provide a counternarrative to the misrepresentation and erasure of minorities commonly seen in entertainment.

One of the purposes of college, in particular, is to introduce students to a variety of perspectives beyond their own. Therefore, it should be a place where students look at race and history from the viewpoints of various minority groups. Colleges should offer more

courses on the roles of people of color throughout history and host discussions about racial and historical challenges. That way, upcoming generations would have a better understanding of the issues that entertainment often misses or ignores.

Regarding African Americans, not only should students be made aware of the past horrors and modern-day consequences of slavery that Hamilton overlooks, but they should also learn about the wide range of contributions that African Americans have made to this country outside of forced labor. A history lesson that only highlights the low points of Black history is arguably just as damaging as one that only highlights the triumphs of the white side of history. By presenting African American people as more than slaves — as artists, writers and scholars, colleges could play a large part in balancing out the whitewashed narrative seen in shows, films and musicals.

By exposing students to various racial realities, past and present, higher education can help ABOUT THE AUTHOR Kyla Hobbs is an English major, psychology minor and junior at Medaille College. Her academic achievements include being a member of the Honors Program and making the Dean’s List. She is a writer, and one of her career goals is to publish fiction novels. Hobbs is also an artist who has had her work published in Prelude, Medaille’s literary arts magazine. In her spare time, she loves to dance, read fantasy and historical fiction, and sketch out ideas for drawings. them develop a more holistic awareness and appreciation of the complexities, nuances and struggles of African Americans and other minorities. Future graduates would not only be prepared to offset misrepresentations but could also use their knowledge to make accurate portrayals of minorities more commonplace.

So, although it is important to question the incomplete narrative that we see in mainstream entertainment, it is equally important for colleges to empower students to challenge and change that narrative. Hamilton may be fun to watch, but entertainment cannot be our primary source of historical education. We need to be educated so that we are able to discern the line between art and accuracy. In sharing a multiracial perspective on race and history, colleges can shape students — some of whom will become the creators who inform future entertainment — in a way that promises a more complete look at race and

history in America moving forward.

Photos by Mary Beth Scumaci

THE MEDAILLE COMMUNITY RESPONDS TO THE COVID-19 PANDEMIC

As the world continues to face unprecedented, challenging times throughout 2020, the Medaille College community has come together in shared commitment to help our students successfully complete their education. Students, faculty and staff have been helping each other navigate each new turn resulting from the COVID-19 pandemic, from the move to remote instruction in March to the restart of on-campus operations this fall. As a whole, students, faculty and staff have continued to demonstrate tremendous adaptability, camaraderie and resilience, which has been crucial in an environment where no one knows what will come next.

“Our top priority all along has been preserving the health and safety of our students, faculty, staff and their families, while keeping our students on the path to meeting their graduation and career goals,” says Medaille College President Kenneth M. Macur, Ph.D. “We are committed to meeting student needs, keeping our communities safe, and utilizing tactics and equipment that assist us in keeping a rich, personalized education at the forefront at Medaille.”

When multiple states of emergency necessitated a shift to remote teaching, learning and working this March, many students, faculty and staff had to quickly adapt to new territory. Others who were more familiar with the technology stepped up to provide mentoring and support.

“Across campus, we had an all-hands-on-deck mentality with a focus on how we could best assist our students and instructors with a successful teaching and learning experience in the least stressful way possible,” says Director

of the Office of Online Learning Mary Beth Scumaci. “The Medaille community support systems were tremendous and kicked into overdrive.”

At the time of the move to remote instruction in March, Scumaci was the associate dean of educational technology, a faculty position under Academic Affairs. When the College decided to start an Office of Online Learning in July, Scumaci was the clear choice to help lead the way.

“Our faculty and staff demonstrated flexibility, take-charge attitudes, and a willingness to learn, participate in trainings and seek assistance when needed,” she says. “Even though many were moved out of their comfort zones, they never gave up on their students. Full-time and adjunct faculty were caring and compassionate as they put students first and adapted course work for remote learning. They worked diligently to still provide students with a quality learning experience.”

All things considered, Medaille was prepared for the quick transition to remote instruction, and infrastructures were in place to make it a relatively seamless transition. Medaille’s Office of Information Technology (IT) was the backbone of technical set up and assistance. The Blackboard Learning Management System was already familiar to a large majority of students, faculty and staff. And training courses, like the Blackboard (Bb) Online Instructor Training, were already established to prepare faculty in online pedagogy and Bb tool skill development.

“We have a strong history of providing many training opportunities to faculty and staff, both on ground and virtually,” says Scumaci. “We also maintain a website with custommade video tutorials and tool tip sheets, hold regularly scheduled office hours and offer assistance through our e-learning help ticketing system. When the pandemic hit, our e-learning team pretty much worked around the clock seven days a week to meet faculty and staff needs as they worked to support our students. We spent two weeks offering powerup Blackboard training sessions at the Buffalo and Rochester campuses, along with day and evening open office hours.”

In addition to Scumaci, who holds an Instructional Designer Certificate with the Online Learning Consortium and is an OSCQR Certified Trainer in online course evaluation, the e-learning team is comprised of Instructional Technology Specialist Ray Drechsel, Faculty Instructional Support Technology Specialist Alexander Beebe and the Online Course Designer & Trainer Julianna Woite. Drechsel and Scumaci are Blackboard Certified Trainers, and they have a long history of collaborating to achieve technology goals that benefit the teaching and learning experience at Medaille.

The Blackboard Faculty & Student Mentoring Program was also established shortly after the shift to remote learning in March. Faculty, staff and student mentors now provide an extra level of support, along with the e-learning team, and the mentoring program will continue to be instrumental as the College transitions to the more accessible and mobile friendly Bb Ultra platform by next year.

In addition to the e-learning team and mentoring program, every department on campus played a role in helping the College community navigate the changing landscape. For example, the library provided resources for online instruction and 24/7 online support. The Wellness Center provided health and wellness tips, along with counseling services for dealing with the stress of COVID-19. And the Office of Diversity & Inclusion provided guidance, resources and a list of equity tools to be integrated into the remote teaching and learning process.

Administration led the way by providing frequent and transparent communications. Dr. Macur, Interim Vice President for Academic Affairs Janel M. Curry, Ph.D., and Vice President for Student Development Amy DeKay ’95 communicated regularly with the campus community about the pandemic and related concerns, including plans for continued instruction, student housing, and health and safety precautions.

The College also quickly formed a COVID-19 task force. Comprised of the president, the vice president cabinet, facilities, and faculty and staff representatives from various departments, the task force was set up to oversee the COVID-19 management and Restart Medaille plans and logistics, as well as classroom technology updates to allow for live-streaming videos of class sessions.

Similar to many other schools, one of the biggest challenges Medaille faced this year was assisting students who were not prepared to take courses remotely. In some cases, students did not have access to computers or Wi-Fi connectivity at home. Instructors helped to identify students with these needs, and helped come up with flexible and creative solutions at first. As a higher education partner with Say Yes Buffalo, the Bill & Melinda Gates Foundation and the John R. Oishei Foundation, Say Yes Medaille was able to solicit and receive laptops for student use from KeyBank and Say Yes Buffalo this spring. And thanks to funding from the federal CARES Act, Medaille was able to purchase additional computers and Wi-Fi hotspots to be signed out by students during the 2020-21 academic year.

With the technology in place and following health and safety protocol from public health and government authorities, Medaille was able to restart on-campus classes from the beginning of the fall semester. “The success of our restart plan depended on Medaille’s greatest strength: our community,” says Dr. Macur. “I commend each one of our students, faculty and staff for their remarkable cooperation. Our ability to stay open for on-ground instruction requires a lot of dedication, from wearing masks to physical distancing to avoiding big parties. Everyone has been making sacrifices to help keep our campus and surrounding communities safe.”

With the incorporation of live classroom videos, the upcoming switch to Bb Ultra and other emerging needs, more faculty training courses are being developed. The College’s e-learning team prides itself on anticipating student, faculty and staff needs. “Our team felt very proud when several adjunct faculty members who teach at Medaille, as well as other local colleges or universities, commented that our trainings were far above what was being offered to them at the other institutions,” says Scumaci. “In some cases, these faculty members were able to step in and assist with training sessions at the other schools due to the quality of training we provided them at Medaille.”

As Dr. Macur put it, it all comes down to helping students stay on track to meeting their educational and career goals. “As an institution, our thoughts are always focused on how we can assist students, faculty and staff,” he says. “Despite the changing and uncontrollable circumstances, we are still striving to provide the best teaching and learning experience possible.”

SUCCESS IN REMOTE LEARNING & STUDENT SUPPORT

As students, faculty and staff helped each other navigate the new territory of remote teaching, learning and working this spring, many shared anecdotes of encouragement and support. The #MavsSucceed series shared some of these accounts and shined a spotlight on Medaille’s dedicated students, faculty and staff. Read full testimonies and more features by visiting medaille.edu/mavssucceed.

While this has been a trying time for everyone, I feel it has had a positive impact on the connection in our Medaille community. Our bond could not be stronger. As classes switched to a remote format this spring and the mindset needed for our education changed, I saw professors, staff and students reaching out to one another in support. It was truly heartwarming. I am so grateful for the workshops offered by our e-learning specialists. They prepared faculty members well for the transition to remote learning this spring! As I teach during these unusual times, I also strive to provide my students with a space to be heard and permission to share their thoughts and feelings.

I am grateful to have the routine of classes and supportive professors connect with students in a remote environment. I have been teaching for 33 years. I do not think I have ever had a compliment from a student that

during this unprecedented time. As students, we are attempting to accomplish our life goals despite the barriers put in place due to the pandemic. We are resilient people, and our strength will be made evident as we navigate this time of vulnerability and uncertainty together.

During this hard time, I think it is important recognize the good that is still taking place in the Medaille community. Everyone has been faced with a challenge, but the way Medaille approached the challenge was very beneficial to its students. All of the faculty and staff have done a wonderful job of making sure I know that they are still there for me. I would not be as successful as I have been this year if it were not for my professors, coach, advisor and My transition to online instructing has been a learningfilled adventure! As I look for the silver lining in this sad era, I realize that I can effectively

TRiO counselor holding me accountable. brought me to tears until one of my current Medaille students told me how much he gained from our class, adding that he will “never forget it.”

The Medaille Community Supports Western New York & Beyond Amid COVID-19 Pandemic

As the Buffalo Niagara region has been responding to the COVID-19 pandemic this year, Medaille College and many of its faculty, staff and alumni have used their resources to help support those in need. State, and can be purchased on Amazon.

Medaille College Donates Personal Protective Equipment to Erie County

Medaille College has donated over 19,000 gloves and nine boxes of surgical masks to the Erie County Sheriff’s Office in response to the critical shortage of personal protective equipment for local health care providers. A variety of surgical gloves, face shields, gowns, goggles and nursing caps were also donated to the county for medical use.

Staff Members Help With Local Food Deliveries

Medaille offered the use of College vans to be used for food deliveries through FeedMore WNY (formerly the Food Bank of WNY and Meals on Wheels for WNY). Over the spring, public safety officers from the College picked up other volunteers from Lancaster Senior Center and Hennepin Community Center, and facilitated deliveries to homes and organizations throughout the Lancaster and Lovejoy neighborhoods to provide meals to

Clinical Assistant Professor Dr. Hennessey Lustica Authors Children’s Book to Address Social & Emotional Wellness During the Pandemic

Department of Counseling & Clinical Psychology Clinical Assistant Professor Hennessey Lustica, Ph.D., LMHC, wrote and published a children’s book titled Masks & Smiles. As a school-based mental health provider and parent herself, Dr. Lustica worried about the impact that the pandemic and wearing masks can have on the social and emotional wellness of elementary-aged children, especially with the return to school this fall. Knowing that masks might feel scary and unfamiliar, this illustrated book normalizes these feelings while sharing the journey of one student’s day at school, focused on the smiles and expressions he knows are behind his helpers’ masks. Masks & Smiles is already being used in schools across New York

those in need.

Adjunct Professor Offers Free Counseling Services to Community Members

Psychologist and Department of Social Sciences, Communication & Sport Studies Adjunct Professor Julee “Vee” Vitello was featured in The Buffalo News this spring for offering free counseling sessions to kids and parents in the wake of the pandemic. She offered counseling on concerns ranging from anxiety on behalf of an elderly relative to the struggle of explaining COVID-19 to children.

Nick Pitillo ’06 Launches Food Delivery & Donation Service Amid Pandemic

Master of Arts in Organizational Leadership alumnus Nick Pitillo ’06, the owner of Osteria 166 in Buffalo and Villaggio in Ellicottville, has launched StockTheFreezer.com — a meal delivery service to help feed families amid the pandemic. Offering home delivery of pre-frozen meals to customers, Pitillo also created an option to donate meals to a county or organization of one’s choosing. So far, over 24,000 meals have been donated.