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Sheldon Myers ʼ26 is a biochemistry major on the pre-med track from Downingtown who recently presented cross-disciplinary research discussing the intersectionality of video games, method acting and theater at the Mid-Atlantic Popular American Culture Association (MAPACA) Conference. The conference was held in November in Philadelphia.

Myers' presentation represents a special interest of his, stemming from a class he took on drama in the United States with Hank Willenbrink, Ph.D., professor of English and theatre at The University of Scranton. Although Myers' presentation at MAPACA in Philadelphia was not a complete research project, it gave him feedback and inspiration for future projects.

Myers is also involved in organic chemistry research and plays various intramural sports at Scranton.

He recently sat down with Royal News student correspondent Marcus Smith '27 to discuss his research and the video game industry.

Q: The research you presented actually came from a final project for a drama class. What did you put together for that final project?

A: I had a final for Dr. Willenbrink's class where there were two or three prompts you could choose from. I suggested this project where I looked at the intersections among video games, theatricality and method acting. Concisely, I'd say the project suggests that video games are a new kind of medium that, through their interactive aspect, are uniquely suited to convey a type of narrative empathy that all forms of media like literature and theater serve to communicate. Because of the interactive aspect of video games where the player ideally feels that they're the ones making the decisions, or at least that they agree with the decisions that they're kind of pushed to make by that agency, the narrative empathy that they experience is deepened.

Q: How did you end up bringing this class project to the MAPACA?

A: I finished it for the final and I didn't really feel like I was quite done with it. And particularly, I noticed that people had only really discussed this topic tangentially, which is exciting because I have the opportunity to break the ice on it. There's some work discussing whether video games can be a form of art, especially in the 2010s when they were much newer, and discussing their place in society’s conception of art, but there really isn't much looking into this aspect of them. So with this interest, Dr. Willenbrink suggested I get some feedback at that conference, so I presented and heard people’s feedback about it.

Q: What was that experience like: Having a project that you're working on get accepted to be presented at the conference, and then putting it out there in the world?

A: Despite the work I've done here with chemistry, I haven't presented at a conference before. So, I wasn't sure what to expect, especially because the only work that I presented previously was a poster presentation. This was a speech I gave to a group, so the format was certainly different and something that I had to prepare for, but it was interesting. I got a lot of good feedback from people much more knowledgeable on the field than I was who could point me toward some good resources.

Q: Was there any particular feedback that stood out to you?

A: One person gave me a bunch of good resources to read for my own project, which was very helpful since he had a similar interest. I haven’t gotten through reading all of them, so I'm not sure I can pick out one particular piece. But their feedback was helpful to ground my ideas in the current climate of the field, and I enjoyed listening to all the other people's presentations in that section.

Q: What did the development of this project look like from those early stages in class, to where it is now?

A: A lot of trimming it down. That was definitely the hardest part for me. I have a tendency as a writer to try to put it all out there and see what sticks, but that's not great when you have to give a speech in a time limit. There were a lot of aspects that I would have liked to present about, but just didn't have the time. I also had to figure out how to condense more complex ideas that I might have one or two pages of explanation for into a couple sentences to quickly get that point across.

Q: Where do you see this going in the future, and how are you planning to achieve that if you have any plans at this moment in time?

A: Most of the work that I've written so far is defending the position that some types of video games are this kind of interactive theatrical experience and that deepens narrative empathy. From what I can tell, people largely agree. I'd like to move on to talking about or trying to look into how we might be able to write or direct video games, what aspects of them we should focus on in order to catalyze the maturation of the form from what it is now into a more narrative-driven medium. In similar ways, we've seen past forms of media go from kind of “lower” forms of media, to “higher” forms of media. In the U.S., theater went from a hedonic pleasure in vaudeville-era theater to a more introspective, “higher media” with the trend toward realism. I would love to play a part in catalyzing a similar trajectory with video games.

Q: What do you think are some of the biggest struggles that we might have in reaching this point of creating video games that are genuine art? How would you overcome them?

A: A significant barrier is the amount of labor that's required to make something that big. In the digital stage of a video game, it's such an enormous world that creating something that's able to deterministically or otherwise guide a player through a narrative is so labor-intensive. Certainly some games seem to have been able to do that, such as the first "Portal" game or "Subnautica."

Q: How has the University helped with this project?

A: I've worked a lot with Dr. Willenbrink, who's been very helpful in the project. I think the class that I took with Dr. Willenbrink helped me learn to unpack the narratives in the pieces we read. I gained a lot of writing skills from my other classes, as well.

Q: Is there any advice you'd like to give to anybody who might be reading this, students or otherwise?

A: Research doesn't have to be focused on exploring a state-of-the-art procedure, reaction or phenomenon; it only needs to be a novel topic you're interested in exploring. It's often those topics that yield more productive results than those driven just by the allure of working on the cutting edge. So, if there's a topic you're interested in exploring, even if it seems to be out of your wheelhouse, consider turning that interest and thought into a more productive pursuit by creating something that can be shared and published to add to the discussion you're interested in.

“El Salvador is a country full of history, poets, celebrations, and festivals. No matter where you come from, you are welcomed as if you belong. Beyond the headlines, there are countless Salvadorans who have made meaningful contributions to art, culture, science, and community, driven by pride in their roots and love for their people. That is the El Salvador I hope others get to know..” - Jaime Serrano '27

Global Insights travels the world this semester with delicious, fun and educational programming! Jaime Serrano '27, software engineering major, will present the first spring Global Insights event on Tuesday, Feb. 10, beginning at 11:30 a.m. in the Rose Room, Brennan Hall 509. 

All students, staff, and faculty are invited to the free lunch-and-learn program. Cultural cuisine will be provided. Registration is required.

Global Insights interviewed Serrano about his upcoming presentation.

What interesting fact about El Salvador would you like the audience to learn more about during your presentation?

One fascinating and lesser-known aspect of El Salvador is how the Izalco Volcano, once known as the “Lighthouse of the Pacific,” remained active for over 200 years and literally guided ships along the Pacific coast at night due to its constant eruptions.

Another remarkable story is Joya de Cerén, often called the “Pompeii of the Americas,” a pre-Hispanic village preserved under volcanic ash that offers an incredibly intimate look into everyday life over 1,400 years ago.

What is your favorite activity in El Salvador that you will share in the presentation?

One of my favorite activities in El Salvador is hiking and exploring mountains and small towns throughout the country. I especially enjoy combining this with discovering local food, since each region has its own traditional dishes and flavors. El Salvador is incredibly rich in both gastronomy and natural trails.

What do you miss most about being in El Salvador?

Without hesitation, what I enjoy and miss the most about El Salvador is the food. The country is full of incredible dishes, from fresh seafood to grilled meats and traditional desserts. What I miss the most are the seafood dishes and panes con gallina guisada, which are deeply tied to family gatherings and celebrations.

Where is your favorite place to visit?

I have two places I never get tired of visiting. One is the Port of La Libertad (shown on bottom), because of its vibrant atmosphere and incredible seafood. The other is the mountainous region, especially places like El Boquerón Volcano (shown here), and the Ruta de las Flores, a collection of colorful towns full of life, festivals, music, and amazing food both day and night.

Briefly describe the people and culture. What values or traditions help to shape both?

If I had to describe Salvadorans in one phrase, I would say we are people with “hardworking hands and open-door hearts.” We are a small country in size, but with a resilience and warmth that cannot be measured on any map. Hospitality without discrimination, a strong sense of family, humor in both good and difficult times, and a deep respect for work are values that strongly shape our culture.

“We are small in territory, but immense in resilience, warmth, and heart,” said Serrano.

Register for El Salvador Feb. 10

This program is sponsored by The Office of Global Education and co-hosted with the Office of Institutional Compliance and Title IX, the Cultural Centers and Office of Residence Life.

For more information, please contact international@scranton.edu or 570-941-4841.

By Elizabeth Vander Neut '26, student correspondent

Eight University of Scranton occupational therapy students traveled to Kauai, Hawaii, from Jan. 8 to 18, 2026, for a fieldwork and service-learning experience that blended cultural immersion, clinical education and community engagement. Accompanied by faculty members Dr. Lisa Kozden and Dr. Courtney Lancia, the students explored Hawaiian values through fieldwork placements and service opportunities across the island. Meredith Lee '24, OTD'26 and Caitlin Mannion '26 reflect on their experience.

Please share some location and program highlights from your time in Kauai, Hawaii. How long did the trip run, and what did your schedule look like on a daily basis? 

Meredith Lee '24, OTD '26: This trip was structured to balance cultural immersion, community service and clinical exposure. Eight students participated in this experience, representing a diverse cohort that included four seniors, two fifth-year graduate students, and two sixth-year graduate students. Two occupational therapy professors accompanied the students on this trip. This diverse cohort made the trip especially unique, as it fostered peer mentorship, collaboration, and shared learning across different stages of professional development.

Daily schedules varied depending on individual roles and placements, but generally included morning cultural immersion activities, community service or fieldwork activities completed by the senior students. In the afternoons and evenings, everyone participated in additional cultural exploration, reflection and group discussions about the activities completed during the day. Community service involved engaging with local organizations supporting individuals with limited access to food and shelter, helping provide access to hot meals, clothing, household items and toiletries. These experiences reinforced the importance of addressing both immediate needs and broader social determinants of health.

Additional experiences throughout the trip included visiting Waimea Canyon State Park, seeing Hawaiian sea turtles at Poipu Beach, attending a traditional luau with music and hula dancing and sampling traditional foods such as fresh fish and fruit. Overall, the structure of this trip and the richness of the Kauai setting created an experience that was both professionally and personally transformative.

Caitlin Mannion '26: Our 10-day trip allowed us to explore and learn more about the island’s history, culture, and environment. Each day was different as our goal was to embrace the island and whatever came our way. The first few days there we walked around Princeville, where we stayed, finding beautiful paths and trying different food spots. We experienced a luau in Lihue, where we were given a traditional feast and they performed a traditional Hawaiian love story.

During the week, I conducted fieldwork by shadowing various occupational therapists at Wilcox Hospital. We spent our days going from room to room, trying to get patients moving in any way we could and learning more about them. Toward the end of the trip, we helped Hope Collective Church distribute clothes, food, household items and other necessities to those in need. We also explored places like Hanalei, Wailua River State Park and Waimea Canyon, and experienced activities such as ziplining and tubing down an old sugar plantation irrigation system.

How has learning about Hawaiian culture and values connected to your Jesuit education? Did this experience enrich or change your perspective?

CM: Learning about Hawaiian culture connected to my Jesuit education through themes like cura personalis, respect for human dignity, and justice rooted in community. Hawaiian values such as “live aloha” and respect for the land emphasize building relationships, caring for others, and protecting the island. These ideas closely reflect Jesuit ideas about selflessness and community.

There was a saying in one town, “slow yourself down.” Many on the island take this idea to heart. They speak highly of the land and the people around them, and they take time to get to know their community. This experience enriched my perspective by helping me see how faith, culture and ethics are lived beyond my own community. It reinforced the idea that education should involve becoming more aware, compassionate, and socially responsible.

ML: Learning about Hawaiian culture and values deepened my understanding of how my Jesuit education encourages me to engage with respect, humility and authentic care for the whole person. Core Hawaiian values such as aloha, meaning love, compassion and peace; kuleana, meaning responsibility to one another and the community; and mālama, meaning to care for and protect, closely align with the Jesuit principle of cura personalis. Experiencing these values as practices within the community emphasized care for the whole person, including mind, body, and spirit.

Approaching community service through the lens of cura personalis encouraged me to be attentive to everyone’s circumstances and offer support with empathy and respect. This service opportunity strengthened my commitment to justice-oriented service and affirmed that caring for the whole person requires presence, compassion, and a willingness to learn from those we serve.

How has learning in a different cultural and healthcare environment influenced your understanding of service and/or your future goals in occupational therapy?

ML: Learning in a different cultural and healthcare environment significantly expanded my understanding of service and reshaped how I view my future role as an occupational therapist. Being immersed in Hawaiian culture emphasized the importance of cultural humility, respect and relationship building alongside clinical intervention.

After working with individuals with limited access to housing and resources, I saw how occupational therapy can serve as a vital intervention to advocate and collaborate in addressing basic needs as a foundation for engagement in meaningful occupations. This experience strengthened my desire to work in settings that prioritize community engagement and holistic, meaningful care.

CM:  When performing service, every aspect of a person should be considered: culture, values and beliefs. Each individual should be viewed with respect, kindness, and empathy.

I have also seen how effective occupational therapy goes beyond clinical skills and requires genuine listening and partnership with clients and communities. This experience has influenced my future goals, as I will strive to provide care that honors clients’ cultural identities, daily occupations, and lived experiences.

Can you describe a meaningful moment from the trip and the role you played as a student volunteer?

CM: The most meaningful moment on the trip for me was providing some OT services to a man during our service event. He had suffered a stroke and was experiencing muscle weakness and spasticity on his left side. With one of the OT graduate students, we tried to figure out ways to help him. We taught him stretches he can use to help with his spastic left hand and educated him on the importance of moving around and stretching his muscles.

We even rolled up a children’s sock from the donations to place in his hand to provide a stretch throughout the day. He was willing to learn and grateful for the help we were able to give. That experience showed me how meaningful even small interventions can be.

ML: A meaningful moment from the trip was the nightly group discussions we held at the end of each day. These debriefing sessions brought together all of the students and professors to reflect on the experiences, challenges and observations from the day’s fieldwork.

As a sixth-year graduate student who has already completed all fieldwork rotations, I provided mentorship during these discussions. I offered suggestions, professional insight and practical strategies, particularly to undergraduate students navigating Level I fieldwork. These moments reinforced the importance of collaboration, mentorship, and shared reflection in occupational therapy education.

By Elizabeth Vander Neut '26, student correspondent

University of Scranton occupational therapy students traveled beyond the classroom this winter, participating in a service-learning trip that combined hands-on healthcare delivery, cultural immersion and community service in the rural Dominican Republic.

Led by faculty chaperone Dr. Chandra Nealon, MS/LPT, DPT, the trip provided students with a non-traditional fieldwork experience in San Juan de la Maguana, where they worked alongside local healthcare providers and community organizations to address unmet occupational therapy needs.

Students delivered services through daily pop-up clinics in rural neighborhoods along with in a more structured rehabilitation setting at the Asociación Dominicana de Rehabilitación Filial San Juan. The experience allowed students to compare healthcare delivery models across settings and cultures while responding to a wide range of patient needs.

OT needs in the area varied from healthcare screenings including vital signs, range of motion, strength, balance and functional mobility to more focused assessments and treatments. Students worked with children with diagnoses like cerebral palsy, developmental delay and autism, as well as adults with diabetes, osteoarthritis, strokes, amputations and injuries related to motor vehicle accidents.

Senior occupational therapy major Camryn Hoffman of Rockville Centre, New York, said the clinics emphasized adaptability and cultural awareness. Working with older adults and children, students conducted assessments, took vitals and implemented resource-conscious interventions.

“Limited access to equipment and time, as well as navigating a language barrier, required me to be more creative, flexible and client-centered," Hoffman said. "This reinforced that effective occupational therapy does not depend on high-tech tools, but on meaningful connection and functional relevance."

Jamie Alderfer, a senior occupational therapy major from Souderton, operated pop-up clinics with her fellow students near their worksite, treating community members who lack access to healthcare.

“It was a fun challenge to work with our classmates and trip leaders to decide how to best help our clients while working with a large language barrier. We discussed feeling our confidence grow throughout the week, as we got more comfortable using Spanish terms and got into the groove of our therapeutic process," Alderfer said. 

Students also spent time observing occupational and physical therapy services at a local rehabilitation facility, where they learned how economic barriers affect access to care.

“Getting to work with people who have much less, but are so appreciative and generous was very humbling," Alderfer said. "I have always had an interest in service, but getting to fully immerse myself in a service trip in another culture was so unique and inspiring."

In addition to clinical work, students participated in a five-day house build through the Cambiando Vidas organization, applying principles of body mechanics, accessibility and universal design while contributing to a family’s future home.

Hoffman noted one of the most meaning moments of the experience, on the last day of the house build. “I noticed the couple who were moving in step back and watch the entire process unfold, visibly excited and grateful as they realized this house would be their future," Hoffman said. "Witnessing that moment felt full circle, as it connected our physical labor, teamwork, and service directly to the impact it would have on the family’s life."

The couple receiving the finished house had even participated in the very first build of the Cambiando Vidas organization. Alderfer noted the significance of this moment and their commitment to the community.

"It was very inspiring to me to see all the hard work that they put into their own house and all the other houses, as housing has been something that I have somewhat taken for granted throughout my life," Alderfer said.

Nealon emphasized that experiences like these extend beyond technical skill development and align with the University of Scranton's Jesuit mission.

“Service trips such as this connect both the course objectives and the University’s Jesuit values in a fully immersive experience,” Nealon said. “Students are challenged to reflect upon their own lives and understand the meaning of ‘being for and with others.’”

For many students, the trip reshaped their understanding of service and their future roles as healthcare professionals. 

"After this experience, I definitely feel more inclined to look into opportunities with populations in more need of help or in places unknown to me," Alderfer said. "I am learning that the unknown just means there is more to learn!"

Nealon hopes the impact of the trip resonates with both the students and the Dominican communities served.

“This trip serves as a powerful affirmation of human dignity, providing to the people of San Juan de la Maguana, DR, that they are truly seen and valued,” Nealon said. “Our group traveled such a distance to help and learn from families, community members, patients and healthcare providers they had never met. This mutual exchange of knowledge and emotion leaves both groups forever changed." 

As the students returned to campus, they brought with them expanded clinical experience and a renewed commitment to service, empathy and culturally responsive care.

Teaching is a calling.

That’s how Juan Serna, Ph.D., chair of physics and engineering at The University of Scranton, sees it. Dr. Serna earned an undergraduate degree in his native Colombia and master’s and doctoral degrees from the University of Arkansas before arriving at Scranton in 2015 and preparing a new generation of learners and doers.

“I believe, for example, a person who’s a scientist has some kind of obligation to transmit that knowledge to the next generation,” Dr. Serna said. “When you start teaching a class and you notice that the students are responding and you catch their attention, it is amazing. You feel that you are doing something good and really rewarding.”

Dr. Serna then shifts his attention from the interviewer to the two students in his office.

“I believe you’re going to feel the same thing when you are teaching students,” he tells them.

Those two students — James Kane, of White Plains, New York, and Alessandra Bellino, of Schwenksville — are set to become Scranton’s 10th and 11th graduates of the National Science Foundation’s Robert Noyce Teacher Scholarship Program. Since launching at Scranton in 2022, the program has produced highly qualified STEM (science, technology, engineering, mathematics) teachers who participate in workshops, mentorship sessions and other benefits from the program to receive the proper training to work in high-need school districts.

While Kane and Bellino are similar in that they are in the Noyce program and are double majors in secondary education and mathematics, they took different routes to this destination.

“Freshman year, I came in undecided and really had no idea what I wanted to do,” Kane recalled. “I was taking a couple business classes but I couldn’t wrap my head around the idea of working in a 9-to-5. So, I kind of ruled that out.”

Kane then set his sights on teaching. His father is an art teacher in a high-need school in the Bronx, New York, where Kane has participated for years as a youth baseball instructor.

“My dad said, ‘You’re qualified to lead people in some capacity,’” Kane said. “I have an interest in math, too, so he said, ‘That’s probably a good route to go.’ It’s a lot of fun to work with kids and being able to see someone become better at something — it’s just a rewarding feeling.”

Meanwhile, Bellino said she has always wanted to be a teacher.

Working in a high-need school, however, was something that entered her radar through Scranton and the Noyce program. It was an eye-opening possibility for someone who attended Catholic school with a small cohort of classmates.

The Noyce scholarship, which is a nationwide program, supports efforts to recruit, prepare and retain excellent teachers in STEM fields from kindergarten through 12th grade. It provides scholarships, stipends and advanced support resources while funding research on what helps STEM teachers succeed and stay in high-need schools.

As the Noyce program at Scranton enters its final funded year, with a possible extension through 2027, its purpose of inspiring and teaching the next generation of STEM students is clear as ever. And its soon-to-be graduates are prepared to make a difference where it matters most.

“I feel like we really focus on the whole person,” Bellino said, reflecting on the Jesuit values learned at The University of Scranton. “Caring about the person and bringing that into the classroom: not necessarily just being there to teach the student, but being there to take care of the student, as well, if they need something.”

By Marcus Smith '27, Student Correspondent

Freshman, sophomore and junior students with the highest grade-point averages of their class, each representing one of The University of Scranton’s three colleges, recently received awards for academic excellence.

Recipients of the Frank O’Hara Awards, named in honor of the late administrator who served 53 years at The University of Scranton, were honored at a ceremony held Dec. 3 at the Weinberg Memorial Library. Awards were based on grades from the 2024-25 academic year.

Kania School of Management

Hailey Poskonka, of Dover, New Jersey, received the O’Hara Award for academic achievement for her freshman year in the Kania School of Management. A member of the Frank P. Corcione Business Honors Program, she is currently in her sophomore year at Scranton, where she is pursuing a double major in accounting and business analytics. A dean’s list student, she is a student-athlete on Scranton’s softball team. She is a member of several campus organizations, including business club, Society of Accounting Students, Omega Sigma Beta, Kania Women in Business, the NCAA Student-Athlete Advisory Committee and Kindness for Chemo.

Jessieca Aguasin, of Honesdale, received the O’Hara Award for academic achievement for her sophomore year in the Kania School of Management. A member of both the Frank P. Corcione Business Honors Program and the Robert L. McKeage Business Leadership Program, she is a junior at Scranton, where she is an accounting major. She is a recipient of the University’s full-tuition Presidential Scholarship. She is a member of Kania Women in Business and the Commuter Students Association.

Dean Finan, of Malvern, received the O’Hara Award for academic achievement for his junior year in the Kania School of Management. A member of the Frank P. Corcione Business Honors Program and Robert L. McKeage Business Leadership Honors Program, he is in his senior year at Scranton and is pursuing a double major in finance and business analytics. He is a recipient of the University’s full-tuition Presidential Scholarship. He is a member of the University’s men’s soccer team and its leadership council. He serves as the sector head for Consumer Staples and Industrials at PRISM, the University’s investment club, and as president of the Kania Student Advisory Board.

College of Arts and Sciences

Molly Grove, of Mountain Top, received the O’Hara Award for academic achievement for her freshman year in the College of Arts and Sciences. She is a member of the University’s Special Jesuit Liberal Arts Program and the undergraduate University Honors Program. She is in her sophomore year at Scranton and is pursuing a triple major in history, political science and philosophy. She is a dean’s list student and a recipient of the University’s Dean’s Scholarship and the 2025-26 Sabatino Scholarship for sophomores studying history. She also volunteers with animal shelters and is a contributor and editor for the University’s Esprit literary magazine.

Alexandra Beltre, of Bloomfield, New Jersey, received the O’Hara Award for academic achievement for her sophomore year in the College of Arts and Sciences. A dean’s list student, she is in her sophomore year at Scranton and is pursuing an environmental science: ecology major on the pre-veterinary track. She is the events coordinator for the University’s gaming club, a member of the pre-vet club and a tutor for the Office of Student Support and Success.

Sheila Miller, of Milford, New Jersey, received the O’Hara Award for academic achievement for her junior year in the College of Arts and Sciences. A dean’s list student, she is in her senior year at Scranton, where she is pursuing a double major in journalism and electronic media. She is the secretary of Rho Tau Elta, the Communication and Media Department’s honor society; the vice president of Mulberry Media; and a staff writer for The Aquinas newspaper. She is also a member of Scranton’s HerCampus chapter and a member of the Royal Harmony A Capella group.

Leahy College of Health Sciences

Nicole Schulingkamp, of Harleysville, received the O’Hara Award for academic achievement for her freshman year in the Leahy College of Health Sciences. She is in her sophomore year at Scranton, where she is pursuing an occupational therapy major. She is a member of the University’s women’s soccer team and a member of the Student Athletic Advisory Committee. She is also a member of the Student Occupational Therapy Association and an anatomy tutor.

Olivia Gallione, of Hewitt, New Jersey, received the O’Hara Award for academic achievement for her sophomore year in the Leahy College of Health Sciences. A recipient of the Dean’s Scholarship and Ignatian Award, she is in her junior year at Scranton, where she is pursuing an occupational therapy major. She is a member of the Student Occupational Therapy Association and both the American Occupational Therapy Association and the Pennsylvania Occupational Therapy Association. She is also a teaching assistant and a tutor and volunteers with the Center for Service and Social Justice.

Claudia Campisciano, of Broomall, received the O’Hara Award for academic achievement for her junior year in the Leahy College of Health Sciences. She is in her senior year at Scranton and is pursuing a major in kinesiology with a guaranteed seat in the Doctor of Physical Therapy program. She is a peer health educator for the Center for Health Education and Wellness and is involved with HerCampus.

Marcus Smith '27, Schuylkill Haven, is an English and theatre double major at Scranton.

Preparing students for the realities of small business internships, The University of Scranton Small Business Development Center (SBDC) recently hosted Small Business Ready, an interactive Internship Readiness Training program for an interdisciplinary cohort of students. The program provided practical exposure to small business operations and guidance from experienced business consultants on the skills needed to succeed in real-world internship settings. 

Funded by a grant from the Appalachian Regional Commission through its Partnerships for Opportunity and Workforce and Economic Revitalization (POWER) Initiative, the program was developed by the SBDC in consultation with small business owners and career development staff. The curriculum introduces students to both foundational small business knowledge and essential professional skills required in internship roles. 

Held in the University’s newly opened Robert S. '68 and Marilyn A Weiss Hall, a space designed to foster innovation, entrepreneurship, and experiential learning, the program reinforced the SBDC’s commitment to connecting classroom learning with real-world business application. 

During the program, students strengthened their interpersonal communication, problem-solving and professional writing skills while developing an entrepreneurial mindset focused on creativity, confidence and adaptability. Informational sessions covered small business fundamentals, including marketing, accounting and finance, and cybersecurity basics, with learning reinforced through case studies and interactive group activities. 

The inaugural cohort of nine students represented a range of academic disciplines, including finance and education, and demonstrated a strong interest in professional growth and community engagement. Upon completion of the final case study, participants will have the opportunity to add a Small Business Ready certificate to their resumes and attend a networking reception with local small business owners. 

The Small Business Ready program expands on the SBDC’s successful Small Business Internship Initiative, which connects small businesses with students to provide meaningful experiential learning while supporting day-to-day business operations. The SBDC looks forward to continuing the program to help bridge the gap between student skill sets and the practical needs of small business owners. 

In 2025, The University of Scranton’s student tutor training program, housed in the Office of Student Support and Success, received certification from the internationally recognized College Reading and Learning Association (CRLA), meeting the CRLA rigorous standards and successfully completing its International Tutor Training Program Certification (ITTPC) peer review process.

As part of this work, OSSS created a 10-hour Tutor Training Program tailored to CRLA guidelines. The program is proud to meet CRLA’s high standards for student tutor selection, training, direct service and evaluation

After a tutor completes a 10-hour training program and provides 25 hours of tutoring, they are internationally certified. In spring 2025, the University's Office of Student Support and Success certified 66 tutors and 13 Writing Center consultants, according to Matthew Smith, manager of the Office of Student Support and Success and a Certified Learning Center professional. 

Julius Marchuska, a senior at The University of Scranton, was awarded the 2025 Immaculata Award through the Diocese of Syracuse. The Immaculata Award, established by Bishop Robert Cunningham in 2011, annually honors dedicated parish volunteers for their selfless service.

Recipients are presented with the Immaculata Medallion during a special Advent ceremony at the Cathedral of the Immaculate Conception. These "unsung heroes" are nominated by their pastors for their exemplary commitment to their church communities, embodying faith through action and inspiring others. Marchuska has served at his parish since 2020, holding roles that include Sacristan, Eucharistic Minister and Usher.