January 2026

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, N.Y., 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 near 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 committment 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.

The group of fourteen occupational therapy students and faculty leader Dr. Chandra Nealon represent the University of Scranton in front the progressing house build in San Juan de la Maguana, Dominican Republic.

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.