Touro Summer Links 2021

GRADUATE AND PROFESSIONAL DIVISIONS • SUMMER 2021

DISCOVER MORE AT TOURO

FIGHTING THE GOOD FIGHT: SOCIAL WORK PROFESSOR SHAKIRA KENNEDY p. 16 www.touro.edu TO U R O. E D U ••

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S C H O O L O F H E A LT H S C I E N C E S | D O C TO R O F P H YS I C A L T H E R A P Y

MORE SCHOLARSHIPS. MORE OPPORTUNITY. MORE REASONS TO GIVE.

S U P P O R T TO U R O CO L L E G E TO U R O. E D U/G I V I N G

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MESSAGE FROM THE VICE PRESIDENT DR. NADJA GRAFF Looking back at the COVID-19 pandemic that inundated the world in March 2020, I find great perspective in the words of Victor Frankl (1905-1997), Austrian psychiatrist, philosopher and Holocaust survivor.

“When we are no longer able to change a situation, we are challenged to change ourselves.”

“Everything can be taken from a man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances, to choose one’s own way.”

“Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.”

Choice, freedom, growth—these are important concepts to reflect on deeply, not only during a pandemic but throughout life and its vicissitudes. As you will see in this edition of Touro LINKS, we have the space—our institution—where we have the power to make choices that set us free and allow us to soar; where we create the mindset to change ourselves and take agency. For some, the forced isolation has been an opportunity to dig deep within ourselves and rediscover our values and what makes life meaningful.

This issue will give you a glimpse into what makes Touro College so special. You will read about fighting global poverty during the pandemic and about teachable moments in social work around issues of identity and social justice. You will learn about some extraordinary responses to the pandemic, such as pharmacy students leading the way in a community-wide vaccination effort, and how a high school principal led his school to produce enduring outcomes, and the invaluable services our law students provided through the Law Center’s Public Advocacy Center.

It is with great pride that I present to you the 2021 issue of Touro LINKS, showcasing the best of Touro College and its mission to transform and enrich individuals and communities through education. I urge alumni to partner with us in our vision for excellence and access, and to contribute in any way you can to benefit the next generation of students in the Graduate and Professional Divisions. Feel free to contact me with your ideas at nadja.graff@touro.edu.

TO U R O. E D U •• www.touro.edu

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Summer 2021 CONTENTS

6

A HEALTHY DOSE Professors and residency students head a vaccination effort to make the community COVID-free.

12

Touro College of Pharmacy

VACCINATION IN THE AGE OF COVID-19

Atif Towheed presents his awardwinning research pointing to a need for further vaccination efforts.

15

Touro College of Osteopathic Medicine

IN PLAIN SITE

Alum Anil Chalasani transforms Discovery Channel’s virtual cooking technology with enhanced graphics and tools for the disabled.

16

Graduate School of Technology

THE GOOD FIGHT

Professor Shakira Kennedy challenges her students to look at issues that go beyond the norm.

22

Graduate School of Social Work

PANDEMIC PROOF } Rabbi Eliezer Rubin tells how he kept his school afloat and his students engaged during a global pandemic that shut many doors.

Graduate School of Jewish Studies

www.touro.edu

TOURO LINKS

CONTENTS

32

LEGAL 911

Law Center staff and students volunteer legal services to serve the community.

36

Touro Law Center

INTERNATIONAL AGENT

Julien Manyong fosters micro-loans that create opportunities for populations most in need.

40

Graduate School of Business

BACK TO THE FUTURE

Arpan Kaul trades in a lucrative tech career for something more rewarding.

42

Graduate School of Education

GRADUATING WITH HONORS Meet the leaders who have brought GSE to the high standards it holds today.

Graduate School of Education

ON THE COVER

Shakira Kennedy creates teachable moments for social work students. Full story on page 16.

28

~ SCREEN SHARE Tammy Youseflaleh has used this past year to develop a method that sets her apart as a therapist treating young children.

The School of Health Sciences, Occupational Therapy

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TO U R O C O L L E G E O F P H A R M AC Y

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A Healthy DOSE TOURO COLLEGE OF PHARMACY JABS LAND A HEALTHY PUNCH IN LEADING A COMMUNITY-WIDE VACCINATION EFFORT

www.touro.edu TO U R O. E D U ••

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t was barely 11 a.m. on a winter morning, and already more than 30 people had found their way to Touro College of Pharmacy in Harlem.

The School had that day launched a COVID-19 vaccine clinic, transforming its fourth-floor cafeteria into an immunization site. “We are booked solid,” said Assistant Dean Dr. Michael Liu. “At least 100 are signed up, and already we have a wait list.

Everything is going really well.”

In more ways than one. Those who came to the Clinic received their first dose of the Moderna vaccine and a

follow-up

appointment.

Equally

satisfying for Liu and other faculty and staff members was that Touro’s pharmacy

students

were

getting

real-life lessons to complement their academic

studies.

The

students,

faculty and staff all had volunteered to work staggered shifts at the Clinic to make certain everyone was cared for.

“It feels great to be a part of this,”

began offering COVID-19 testing last

said fourth-year student Sheril Al-

POWER SHOT

fall, when Touro College and Univer-

exander, as she greeted patients,

TCOP student

sity System launched a mandatory

steered them to registration and

Patricia Maximin-

screening program at a dozen of its

helped them fill out forms. “Soon we

Clauzelma, drawing

New York schools to help ensure its

will be in the field and we’re learning

up a dose of

campus communities were COVID-

a lot. It’s a good opportunity to show

vaccine

19-free.

our expertise.”

“Part of our mission is to provide

Touro’s team didn’t just get vaccines

wellness and health care to our Touro

into the arms of those in the com-

community and beyond,” noted Dean

munity. They had been taking care

Henry Cohen, Pharm.D., M.S. “Our role

of their own. In addition to the vac-

here is intricate and critical.”

cination clinic, the pharmacy school

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GOOD COUNSEL

It can also save lives. Dr. Mary Ellen

of Pharmacy team sprang into action.

From Left:

Dean, assistant professor of medi-

By late February, some 3,600 asymp-

Pharm.D.

cine at TouroCOM Middletown, laud-

tomatic students and employees had

candidates, Class

ed Touro’s efforts after receiving her

been screened using saliva samples

of 2021, Aalap

first shot at the Clinic. “As health care

or nasal swabs, with an overall posi-

Golwala, Irfan

providers as well as teachers of future

tivity rate of only 0.02 percent.

Kahn and Sheril

caregivers, I feel [immunization] is

“Leveraging our own strengths by us-

Alexander with

our responsibility. It sets an example

ing our pharmacist faculty and stu-

Dean Henry Cohen,

that we believe in this public health

dent pharmacists, who are certified

Pharm.D. (3rd from

measure and think it’s safe and effec-

immunizers, made it easier than hiring

left)

tive—and that we believe in science.”

a pharmacist or sending people to a

The Clinic followed on the heels of

vaccine facility,” said Dean Cohen. “We

the launch of Touro’s “Proactive Sur-

could test and vaccinate safely and

veillance Testing for COVID-19 of As-

appropriately and at a lower cost. No

ymptomatic

program,

one had to wait long, and we brought

September

the tests and vaccines to patients. It

which

Individuals”

operated

from

2020 through April 2021. The College

doesn’t get more convenient.”

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TOURO COLLEGE OF PHARMACY

MOVING THE NEEDLE Professor Rebecca Kavanagh, Pharm.D., administering a vaccine to a student

LEARN MORE tcop.touro.edu

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TO U R O C O L L E G E O F O S T E O PAT H I C M E D I C I N E

Vaccination in the Age of COVID-19 Perspectives and Practices of Health Care Workers AWARD-WINNING RESEARCH POINTS TO NEED FOR EDUCATION AT ALL LEVELS

A

tif Towheed remembers it well—the end of

cine hesitant,” a figure slightly higher than the 27

the fall semester one year ago at Touro Col-

percent reported in the general population.

lege of Osteopathic Medicine (TouroCOM)

Among the top reasons given for the skepticism

in Middletown. Saying good-bye to a classmate in

were safety concerns. “A lot of people, including

their second-year Clinical Systems course, he asked

health care providers, feel that the development of

her, “Have you gotten your annual flu shot yet?”

the vaccines was a little bit rushed,” says Towheed.

“No, I don’t get flu shots. I never get the flu,” he re-

“At least two nurses with whom I worked directly,

calls the student saying. “I also think I might get sick

on separate occasions, rejected the COVID-19 vac-

with the flu if I get a flu shot.”

cine. One of the major hurdles is an inability to dis-

The reply took him by surprise, coming from an as-

tinguish facts versus misinformation.”

piring physician. “She didn’t give any of the recog-

MEASLES OUTBREAK SPARKS COLLABORATION

nized excuses, like religious beliefs or a standard

In 2019, New York State was hit by one of the largest

medical exemption. I was shocked,” he recalls.

measles outbreaks since the 1990s. Highly publicized

BEGINNING OF A JOURNEY

anti-vaccine campaigns were waged throughout the

The incident marked the beginning for Towheed,

state and the nation. Towheed, with fourth-year DO

now a third-year medical student, of what would

student Anna Tran, faculty advisors Dr. Stephanie

soon become a journey to learn more about health

Zeszutek and Dr. Adetokunbo Shobaloju, and Lis-

care providers’ attitudes towards vaccinations.

sette McNulty, a nurse from the local health depart-

Working with a team from TouroCOM and the lo-

ment, decided to research health care workers’ atti-

cal health department, he would take the lead in

tudes and practices related to vaccination.

award-winning research that continues to this day,

Research, including on coronaviruses, is not new

as news reports proliferate about physicians and

to Towheed. After receiving his master’s degree in

nurses rejecting the COVID-19 vaccine.

biotechnology in his native India, he joined a United

In New York, Governor Andrew Cuomo reported

Nations research lab where he studied viruses,

that about 15 percent of nursing home staff declined

including the now-infamous SARS coronavirus. In

the COVID-19 vaccine, as administration entered its

2009, he came to the United States, where he earned

third week. According to the Los Angeles Times, a

a Ph.D. at the University of Pittsburgh School of

survey by Kaiser Family Foundation in December

Medicine and completed a postdoctoral fellowship

found 29 percent of health care workers were “vac-

at the Children’s Hospital of Philadelphia. During

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POSTER CHILD Atif Towheed displays his research poster

this time, he studied and evaluated gene therapy

lished as a poster entitled “The Role of Health Care

for mitochondrial diseases, including a potential

Providers in Community Immunization”, impressed

treatment for vision loss due to genetic mutations.

the American Osteopathic Foundation (AOF) and

The opportunity to investigate vaccine compliance

garnered recognition for Towheed in the form of an

while the world was on the precipice of new vaccine

AOF Student Researcher Award last November.

discoveries for COVID-19 proved irresistible. “Our

Their survey focused on health care practitioners and

team discussed among ourselves how increasing

trainees throughout the U.S. Forty-five percent of the

compliance could lower health care costs, especially

571 respondents were medical students, 32 percent

given the increasing number of vaccine-preventable

were physicians, and 15 percent were nursing and

diseases in the United States,” he explained.

allied health professionals. Respondents lived and

AWARD-WINNING SURVEY LAUNCHED

worked in rural, suburban and urban settings.

Beginning in Summer 2019 and through the fall, the

Among other things, they explored how often prac-

team surveyed a diverse population of health care

titioners talk about vaccination with patients and

workers and students about their practices and be-

their confidence levels in doing so. Also examined

liefs related to vaccination, and how these might

were providers’ views and beliefs as they relate to

impact vaccine compliance. Their work, first pub-

immunization.

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TO U R O C O L L E G E O F O S T E O PAT H I C M E D I C I N E

Views on Barriers to Vaccination

Do/will you allow non-vaccinated patients in your practice?

100

Legend (x-axis)

Yes No Maybe

100

90

81.7

80

75.7

80

35.8%

70

28.4% % of responses

% responses

70

60

50

40

30

35.69

35.87

35.6%

28.44

1 = Lack of access to care 2 = Lack of education 3 = Lack of/inadequate insurance 4 = Fear of getting sick after vaccination 5 = Safety concerns 6 = Parental or patient hesitancy 7 = Religious reasons 8 = Medical reasons 9 = Philosophical reasons 10 = Belief that disease has been eradicated 11 = There are no barriers 12 = Other

89.4

90

67.6

60

Is there an impact of social media on vaccination?

50.0

50

47.3 42.9

43.1

40.8

40

30

20

27.0

20 10

10

100

0

Yes

No

3.7

Maybe 88.09

80

Yes No Maybe

1.23%

0.2

0

1

2

3

4

5

6

7

8

9

10

11

12

% responses

10.7% 60

40

88.1% 20 10.68

LEARN MORE tourocom.touro.edu

1.23

0

Yes

No Maybe

AMONG THE HIGHLIGHTS: •

41% of respondents reported always discussing vaccines with their patients

•

30% were either unsure about vaccines or would not recommend them

•

36% said they would not allow unvaccinated patients in their practice, while 28% said they would treat such patients

•

88% opposed non-medical exemptions for vaccines

•

88% believed social media impacts vaccination

•

Half of the respondents reported a need for more education about vaccines, both for themselves and patients

The top barriers to vaccination identified by respon-

ent levels of their education and careers. Towheed

dents were lack of education, fear of becoming sick,

also believes more research is needed on the impact

parental or patient hesitancy and safety concerns.

of social media on immunization.

Lack of confidence in discussing vaccines is likely a

With more education, they assert, vaccination rates

barrier as well, Towheed said. Eighty-seven percent

will improve, and the numbers of preventable dis-

of respondents said they were “confident to very

eases will decline, saving lives and reducing health

confident” discussing the benefits of vaccines, yet

care costs. “Having discussions, expressing con-

only 68 percent expressed that same level of confi-

cerns and having those concerns addressed by peo-

dence discussing the risks.

ple knowledgeable in the field is what’s needed,”

TARGETED EDUCATION NEEDED FOR ALL

Towheed concludes, adding he also plans to contin-

Among the team’s recommendations were increas-

ue his journey exploring the practices of health care

ing awareness about vaccination through education

providers. “I am launching a new project studying

programs targeted at health professionals at differ-

the reasons for their low COVID-19 vaccine rates.”

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G R A D UAT E S C H O O L O F T E C H N O LO GY LEARN MORE gst.touro.edu

IN PLAIN SITE A TECH GRADUATE FOCUSED ON MAKING DISCOVERY CHANNEL’S ONLINE COOKING SITE EASY ON THE EYES Anil Chalasani knows better than most, that cook-

are 12 different categories of visual disabilities,”

ing and baking have become an obsession for many

explains Chalasani, who has been teaching his col-

during the isolation of this pandemic. Chalasani does

leagues the technology, which he learned before he

not bake endless loaves of banana bread like so many

went to work for Discovery 18 months ago. “Some

other Americans who are hungry for human contact.

people can’t see blue or red, others see only black

But he does make it much easier for them to do so.

and white. My intent is to help them fully enjoy ev-

Chalasani is a User Interface Experience Designer at

erything the site has to offer.”

the Discovery Channel. In plain English, the impressive

The road to web designing and to graduate school

title means that he and his team have been working

at Touro College was a rough one. Chalasani had

on innovative ways to modernize Discovery’s online

come to San Francisco from India to attend art

cooking site. The mission was to take its circa 1990s

school after he was sponsored by his elder brother,

technology from confusing and clunky and make it an

Manju. Shortly thereafter, Manju was killed in a mo-

easy, intuitive place to find and follow recipes.

torcycle accident. While grieving for his brother, he

“As the pandemic started, lots of people wanted to

lost his sponsorship and financial aid, and believed

cook and they desperately needed recipes and a

it was his duty to return to India to care for his par-

good site to find them on,” says Chalasani, 32, based

ents. A friend told him about Touro. By then, Chala-

in Knoxville. “We wanted to make it fun, as well as

sani knew he wanted to concentrate on web design.

functional.”

With his parents’ blessing, Chalasani applied and

To accomplish those goals, Chalasani determined

was accepted to the Touro Graduate School of

that he and his team had to make the website much

Technology, from which he graduated from the Web

more user-friendly, in this case, specifically for

and Multimedia Design program in 2017. “Going to

those who are visually disabled due to everything

Touro was one of the best decisions I’ve ever made,”

from cataracts to color blindness. Employing Col-

says Chalasani, whose avocations include oil paint-

or Brightness Technology, which was not around in

ing and nature photography. “Today, I’m working at

the ‘90s, Chalasani has been doing just that. “There

something I love and helping people in the process.

That is very exciting and rewarding for me.”

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G R A D UAT E S C H O O L O F S O C I A L WO R K

THE GOOD

FIGHT PROFESSOR SHAKIRA A. KENNEDY CREATES TEACHABLE MOMENTS FOR SOCIAL WORK STUDENTS

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T

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G R A D UAT E S C H O O L O F S O C I A L WO R K

A

ssistant Professor Shakira A. Kennedy has more than two decades of experience working with children, families and adults. Her focus has centered on racial equity and social justice. Dr. Kennedy discusses how the Graduate School of Social Work is responding to the COVID-19 pandemic.

You have long experience working with patients

self-care, while living in an environment that is un-

diagnosed with mental illness and HIV/AIDS. How

der duress.

does mental health and physical health affect each other, particularly in these pandemic times?

Stress on the body or within the environment has a tremendous impact on one’s overall well-being.

Since the mind and body are interconnected, there is a reciprocal effect on how the mind and body

How are people of color affected differently during this time?

The pandemic has impacted BIPOC (Black Indigenous People of Color) communities the most. It has pulled the curtain back

work to cope with en-

on racism, health care

vironmental stressors.

For example, a social worker at a nursing home might work 40+ hours a week with little sleep. Then add the environmental

stress

of COVID-19 coupled with extensive losses— as seen within these environments. The social worker also would be worried about the patients, and fearful of contracting the virus, while being exposed to

“THE PANDEMIC HAS PULLED THE CURTAIN BACK ON RACISM, HEALTH CARE ACCESS, AND CLASS INEQUITIES, WHILE MAGNIFYING THE SOCIAL JUSTICE DISPARITIES.”

access, service industry employment and class inequities, while magnifying the social justice

disparities.

A

person can have underlying health issues, live

within

a

dense

community, be an essential

worker,

lack

access to health care, all while facing racism.

This

intersectionality

contributes to the impact of COVID-19 within these communities.

trauma several times a day. Such stress can lead to serious physical health problems such as

Do you teach about social justice in your classes at

high blood pressure, weakened immune system,

GSSW?

obesity and even premature death.

All incoming graduate social work students are re-

While we are training our students to take care of

quired to take a course entitled “Identity and So-

vulnerable populations, we need to encourage them

cial Justice.” This course takes students through

to find alternative or creative ways to engage in

an historical journey of various oppressed iden-

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THE WRITE STUFF Professor Kennedy prepares for class discussions

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G R A D UAT E S C H O O L O F S O C I A L WO R K

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tities and challenges them to think beyond the

How are students responding to the pandemic?

status quo in order to dismantle systems of op-

Students have gotten creative within their internships.

pressive practices. This is not an easy course; it

Many students are providing telehealth counseling

requires you to be open and pushes you into an

and facilitating virtual clinical groups, while helping to

uncomfortable place.

bring COVID-19 testing to clients within their communities. Students have also organized food drives and

When teaching the Identity and Social Justice

clothing drives while providing social action advocacy for people in need.

course, what are some “aha” moments students experience?

Some arrive at this moment

during

the

first opening activity, “who

are

Students

are

you?” asked

“who are you?” three times and each time they are expected to respond. some

There

students

are who

are not sure what to answer after the first

“THEY BEGIN TO DO SOME INTROSPECTIVE WORK OF ASKING THEMSELVES ‘AM I WHO I SAY I AM’ OR ‘AM I WHAT PEOPLE SAY I SHOULD BE.’”

Are today’s students different from previous years and, if so, how have you adapted your teaching?

Since the murder of George

Floyd,

there

has been an overall request

for

Diversity

Equity

&

Inclusion

training from various organizations

and/or

individuals that do this

time the question is

work. To keep up with

asked, as they begin to

the changing landscape for equity and justice, the

do some introspective work of asking themselves

school updated the Identity and Social Justice course

“who am I really” or “am I who I say I am” or “am I

syllabus to ensure students have the context around

what people say I should be.” If we think about it,

terminology and individual experiences through

how many times are you asked this question and

a social justice framework. The course provides

provided an opportunity for true reflection? Other

students with an opportunity to express their

“aha” moments have come by listening to other

emotions about assigned readings, course videos

students’ experiences around oppression or when

and class discussions using open mic sessions, which

learning to name the various oppressive practices

turns into a powerful self-expression of artistry. The

that have been endured. When students have their

feedback has often been positive, as students often

“aha” moment in this course, it is sure to be not

cite the journey of self-discovery contributing to a

only identity-affirming, but also life-changing.

deeper level of awareness for themselves and others.

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G R A D UAT E S C H O O L O F J E W I S H S T U D I E S

Pandemic PROOF WE TALKED WITH GRADUATE SCHOOL OF JEWISH STUDIES ALUM RABBI ELIEZER RUBIN, HEAD OF SCHOOL, JOSEPH KUSHNER HEBREW ACADEMY/ RAE KUSHNER YESHIVA HIGH SCHOOL (RKYHS).

READ HOW HE USES HIS ROLE AS A PRINCIPAL TO CREATE OUTCOMES THAT GO BEYOND OUR CURRENT CIRCUMSTANCES.

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HEAD OF THE CLASS Rabbi Rubin at Kushner Academy

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G R A D UAT E S C H O O L O F J E W I S H S T U D I E S

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Could you describe some of the challenges you

phones as learning tools. Deployed correctly, smart-

have experienced when the pandemic struck and

phones generated more one-to-one feedback,

since?

showing whether students processed the material.

With students, parents and faculty, we have more

Teachers would be able to then graph, chart and re-

than a thousand people in our community who

cord student responses and use the data to refine

needed to learn, adapt and readjust to the new

instruction.

norm. Educators have to look at the story of every

Because, otherwise, you didn’t know if they were

individual person in a normal year, and during the

engaged or not?

pandemic, we had to look through the microscope

We didn’t know. In a classroom, you could look

to better understand how to meet the needs of all

somebody straight in the eye and have a better

of our constituents while upholding our academic

chance to read a child. But on Zoom, you could be

standards. Pivoting to remote learning, it’s easy to

talking to them and they could be distracted.

lose the bonds and support that community offers.

Viewing students through the miniaturized windows of Zoom limits our ability to interpret social nuances and blurs the messages that are normally transmitted through a personal exchange. During the lockdown, we needed to proactively reach out to our community, offer emotional strength and encourage resilience. Our efforts were critical in making sure that our students would be able to learn and our teachers would be able to teach.

What were some of the creative solutions you developed to help teachers deliver lessons by Zoom and keep parent and student morale up to keep them engaged?

A valuable lesson that students learned from this episode was that at a certain point, students have to be responsible for their own learning. Our job was to help them be responsible for their learning. We had to create multiple iterations of scheduling until we found the balance between teaching to standards and giving kids adequate time between classes to process their learning. Our remote schedules aligned with instructional needs and supported the student experience.

We also created a lot of online programming. We had nighttime programs, such as trivia contests or group exercises. We have a guest speaker program and we have some very involved kids in clubs. Slow-

We were much more proactive in following up

ly, we started migrating what we had in school onto

with student absences. If a student was absent for

our remote platform, so kids were able to regain

more than a day, a member of our guidance team, a

some normalcy.

teacher or staff member called home to find out if there were any personal circumstances that would prevent the student from learning.

For example, was the family unsettled, was it a health issue or home pressures that may have impacted a student’s focus and engagement? And just as we had to adjust to remote teaching, students had to adjust to learning electronically.

Another adjustment was guiding teachers in how students could best learn using multiple electronic platforms. We invited students to use their cell

Will

many

of

these

innovations

outlast

the

pandemic?

Because we are on Zoom, we’re able to do things now that we were never able to do. After George Floyd was killed, we booked an African American CNN correspondent to speak to our students about racism. U.S. Senator Corey Booker came to speak with our little group of students and addressed just them in a personal way.

Another important outcome is that our students learned that they do not need to rely on the adult www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

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G R A D UAT E S C H O O L O F J E W I S H S T U D I E S

"A principal and leader must walk a fine line-to be determined and humble, to speak up but not be outspoken, to be heard and know how to listen. Leaders must find the right balance."

community to support people in need. During the

of this school.

pandemic, students clearly internalized their learn-

I speak often to students about the bravery and

ing and initiated many programs to help others. Stu-

courage of Jewish leaders throughout history. I go

dents recognized that as young people they were

back in time to the days of the Maharam of Rottenberg

uniquely positioned for the task. They had the phys-

and try to get our students to understand what it

ical resources, good health, lower risk of getting

was like to be living as a Jewish minority in Christian-

sick and as a result, many students started owning

dominated Europe. Through my learning at Touro, I

opportunities to help and support others. We had a

gained a deep appreciation of Jewish history in a

group of students in our computer science program,

very nuanced way. History teaches us how we move

for example, who created an algorithm for people

forward. We draw inspiration from understanding

to submit lists when they needed groceries and

and appreciating the rabbinic leaders who lived in

the software electronically connected them with

those times; we feel the tensions, pressures and

RKYHS students who volunteered to shop for them.

conflicts that they felt and we learn from there how

We had students involved in PPE distribution. Some

to sustain the Jewish people.

students wrote notes to elderly homebound people

It’s important for us to understand that Torah is

they did not even know. Beyond the kind acts, what

not static. It is not that this is the way we do things

impressed me was how students invented charitable

because we always did it that way. We must first

opportunities. They were not participating in orga-

understand outside forces that affect us and how

nizational activities adults created. They launched

we respond to them as authentic Torah Jews.

programs themselves.

Throughout all my Touro studies of Jewish history,

On the educational front, we started a joint, shared

that was an especially important theme—people

seminar with students from the St. Benedict’s Prep

who had to transition tradition and transform it. I am

School, a Catholic boys’ school, to learn together

grateful for Touro, because I see the eternal value of

about antisemitism and racism. Our teacher intro-

the Jewish people manifest through history.

duced a syllabus on racism and antisemitism, how

Do you have any advice for educators and princi-

they intersect and how they are different. Students

pals who want to enter the field today?

from both schools share their learning and reflections with one another. This could only happen because we are learning remotely.

A lot of leadership is understanding the nature of organizations and knowing when to be supportive and empathic and when to be administrative and

How did your Touro education prepare you for your

authoritative. There’s a lot of tension in this job, and

current role?

there’s always a pull and a push. A principal and

My Touro learning is critical to my teaching, and to

leader must walk a fine line—to be determined and

who I am as a religious person. And even though I

humble, to speak up but not be outspoken, to be

have other roles, underneath all that, I am here in

heard and know how to listen. Leaders must find the

my professional role to be the Rabbi and principal

right balance.

2 6 | TO U R O L I N K S S U M M E R 2 0 2 1

www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O | 2 7

S C H O O L O F H E A LT H S C I E N C E S | O C C U PAT I O N A L T H E R A P Y

�

creen hare

AN OCCUPATIONAL THERAPIST EMPLOYS TELETHERAPY TO TEACH AND REACH HER ELEMENTARY SCHOOL STUDENTS

2 8 | TO U R O L I N K S S U M M E R 2 0 2 1

LEARN MORE shs.touro.edu

www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 29

S C H O O L O F H E A LT H S C I E N C E S | O C C U PAT I O N A L T H E R A P Y

TO THE LETTER The pandermic brought out Youseflaleh’s most creative side

3 0 | TO U R O L I N K S S U M M E R 2 0 2 1

�

�

s

a

in

Even when working virtually, Youseflaleh is able

Therapy

to help her kids build hand strength and work

program, Tammy Youseflaleh at-

on handwriting and executive functioning skills.

tended a conference in 2017 in

Making cookies is one of her favorite teletherapy

which

Touro’s

third-year

student

Occupational

teletherapy—delivering

sessions. She uses one session to put together a

therapy remotely—was presented.

cookie recipe. She makes them laugh by holding

Youseflaleh filed it away as an interesting concept,

up a bunch of items and asking which belong in the

but never dreamed she’d be called to use it as a pri-

cookie—Flour? Laundry detergent? Shoe polish?

mary learning platform so soon and so often.

Once the students identify the proper ingredients,

As the global pandemic struck and public schools

Youseflaleh works on the steps to bake the goodies

turned to virtual learning, Youseflaleh had to learn

from scratch and then places them all in order. “Do

her craft in a completely new way. As an occupational

you put it in oven first or roll the batter and mix it?”

therapist at P.S. 29 in Cobble Hill, Brooklyn, she

she asks.

normally is hands-on, helping her charges develop

She also asks parents to help prepare batter in

fine motor skills and improve handwriting, sensory

advance with their children. At their next session,

processing

and

executive

Youseflaleh has each stu-

functioning abilities.

For the first month of the lockdown, Youseflaleh confesses she was at a loss.

Then her natural creativity bubbled up and ideas and projects began to flow.

“Touro gave me many opportunities to learn about a

dent roll out dough, bake

“THE GLIMPSE OF TELETHERAPY I GOT REALLY INSPIRED ME TO REALIZE THAT MY KIDS CAN MAKE GAINS WHEN SEEN VIRTUALLY.”

variety of different types of therapies in many different

the cookies and add toppings. “Believe it or not,” Youseflaleh says laughing, “making one batch of cookies involves a whole lot of key skills—sequencing, following directions, fine motor skills and strengthening hand muscles.”

The primary lesson Youse-

settings, but the glimpse of teletherapy I got when

flaleh learns daily through her reliance on telethera-

they sent me to the conference really inspired me to

py, is to relax and not pretend she has the controlled

realize that my kids can make gains when seen vir-

environment in her school therapy room. “At the be-

tually. I just needed to think outside the box!” says

ginning of the pandemic, families were stressed out,

Youseflaleh, 27, who graduated in 2018. “For that,

so I planned activities that didn’t require parents

I’m eternally grateful.”

to run to the store, but to use items that are in the

Among her many inventive ideas, Youseflaleh uses

home—kitchen tongs, aluminum foil, baking ingre-

fun virtual backgrounds that engage the kids as

dients,” she says, adding that it’s important to find

soon as they log on. She also created a magic green

out how involved parents can and want to be with

screen that delights their imaginations: She hooked

their child’s education: “It’s a refreshing and really

up a tension rod across her room and hung a large

nice experience to work more collaboratively with

green piece of felt fabric on it. She then temporarily

parents who are able to participate,” she says. “They

attaches felt items, such as stars and letters, in a way

are an important part of the child’s “team.” But stu-

that looks magical to the children. The kids delight

dents can still make progress if parents are working

in “plucking” stars out of the night sky or “feeding”

or can’t be involved. I come up with activities that

small letters to a hungry hippo.

can be done independently.”

www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 31

911 TO U R O L AW C E N T E R

LEGAL

FREE LEGAL AID IS A CALL AWAY THANKS TO TOURO LAW STUDENTS, STAFF AND VOLUNTEER ATTORNEYS

LEARN MORE tourolaw.edu

3 2 | TO U R O L I N K S S U M M E R 2 0 2 1

1

W

HEN COVID-19 STRUCK, TOURO LAW’S Public Advocacy Center immediately swung into action. Created as part of

the Law Center’s commitment to the greater community, the hotline is staffed by dedicated students, volunteer lawyers and Touro employees. They’ve been responding to concerns about everything from employment to food security, to mental health and immigration. Students also research issues and advise callers on their rights. More complex issues are referred to the Public Advocacy Center’s many partners, including the Legal Aid Society.

Natalia Bianco, a third-year student in the part-time program at Touro Law, has spent her summer working for the COVID-19 legal assistance hotline. In addition to the satisfaction that accompanies giving back, Bianco gained invaluable career experience.

Some issues took longer than others to untangle. When the federal government mailed stimulus checks, many Long Islanders didn’t get theirs. “We figured out that people who filed paper returns rather than electronic ones were caught up in the shutdown,” says Bianco, 28. The IRS closed its offices without processing those returns, leaving some filers empty-handed.

Tom Maligno, who heads the Public Advocacy Center, is a 22-year veteran of Long Island legal advocacy. He modeled the pandemic hotline on Touro’s Hurricane Sandy response. When the storm decimated homes and livelihoods on Long Island in 2012, Touro Law students set up a legal hotline in just three days.

Maligno and colleagues were asked to write manuals for Bar Associations and law schools on how to respond to disasters. Their work became a national model. But for Maligno, it isn’t about the kudos. “Our students are excited to do this work, because they want to use their degrees to make a difference in people’s lives,” he says.

Touro Law students also have been active helping Suffolk County senior citizens cope with COVID-19.

On a typical day, the Senior Citizens Law Center fields some 30 calls with Medicare, long-term care, insurance and housing questions. The number of calls

Top: Natalia Bianco, Touro Law student; Bottom: Tom Maligno, director for Public Advocacy Center

has increased during the pandemic. “Our students www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 33

TO U R O L AW C E N T E R

“Many seniors are living on only their social security checks, so it was great to be able to tell them we could help them for free.” get lots of practical experience. They learn how to interview clients, draft letters, prepare Medicaid applications and prepare notice and petitions in landlord-tenant matters,” explains Denise MarzanoDoty, who directs the Senior Citizens Law Center.

Nicole Grube, who plans to focus on elder law and estate planning, has found working for the Senior Citizens Law Center to be invaluable. “I learned how to do Medicaid applications, powers of attorney, living wills, landlord tenant letters,” says Grube. “Many seniors are living on only their social security checks, so it was great to be able to tell them we could help them for free.”

The pandemic has increased the workload at the Senior Citizens Law Center by 10-15 percent.

Working seniors want to know if their employers are required to provide a safe workplace. New York’s moratorium on landlord-tenant cases has also affected many seniors, who rely on rental income to stay in their homes. Touro is designing a LandlordTenant Mediation Clinic, which will launch after the moratorium on evictions ends.

And then there is the emotional and psychological toll seniors are struggling with; they can’t see their families, leave their homes, are desperately lonely and bored. Law students find help for the elderly, from ways to get food delivered to the homebound to coming up with safe but creative ways for people to see their loved ones. Sometimes, people just need a caring voice, so students just listen and empathize.

Donald Dennison, who graduated from Touro Law in 2018, has been so inspired by working with the CenTop: Nicole Grube, future elder law and estate

ter, that he has decided to practice elder law. “The

planning attorney;

first benefit was the hands-on experience working

Bottom: Donald Dennison, Touro alum and elder law

with real clients in real situations,” says Dennison. “It

attorney

is something you have to experience outside of the classroom setting.”

3 4 | TO U R O L I N K S S U M M E R 2 0 2 1

LEGAL EAGLES Law students take what they learn to the communi-

knowledge about particular fields of law, practice

ties that need help most.

in specialized courts and learn how lawyers and law

Through Touro’s pro bono opportunities and extern-

firms, government organizations and the courts op-

ships, all law students gain exceptional hands-on ex-

erate. Students are placed in different types of set-

perience while also offering legal services through-

tings, usually classified as civil, judicial or criminal.

out New York City’s communities.

Touro Law students also are required to complete

In the clinics, students represent actual clients with

a public interest/pro bono requirement for gradu-

real legal problems, under the guidance of experi-

ation. They are strongly encouraged to participate

enced attorney-professors. The law students ad-

in various pro bono projects throughout their law

vise faculty and appear on their behalf in court or

school tenure. The reason is simple, yet fundamen-

at administrative hearings. In addition to providing

tal: to promote the moral and ethical responsibilities

valuable first-hand experience, clinics help students

of the legal profession, while improving the lives of

hone essential professional skills, such as interview-

community members and honing legal advocacy

ing, drafting legal documents and investigating and

skills.

developing evidence.

Touro Law’s Public Advocacy Center carries the dis-

There are a plethora of clinics for all sorts of legal

tinction of being the only one of its kind in the coun-

needs, including Advanced Bankruptcy Clinic, Child

try. The Center is home to legal advocacy agencies

Advocacy Clinic, Criminal Defense Clinic, Criminal

that use our students for advocacy services, re-

Prosecution Clinic, Education and Youth Justice

search work and client relations.

Clinic, Immigration Law Clinic, Mediation Clinic, Se-

“The experiential learning opportunities provided

nior Citizens Law Project, Small Business and Not-

by Touro Law are unique in legal education, allowing

for-Profit Law Clinic, and the Veterans and Service-

students to be in the classroom in the morning and

members Rights Clinic.

in the courtroom in the afternoon,” says Dean Elena

Additionally, in The Law Center’s Externship Pro-

B. Langan. “This integrative education allows our

gram, students work in diverse areas of legal prac-

graduates to become practice-ready professionals

tice. They develop essential lawyering skills, gain

committed to serving the needs of their clients and the communities where they live.”

www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 35

G R A D UAT E S C H O O L O F B U S I N E S S

DROP THE MIC Julien Manyong works with the International Finance Corporation to provide opportunities to those in developing countries; Right: Manyong with his wife, Rocio, and their daughter, Sienna

3 6 | TO U R O L I N K S S U M M E R 2 0 2 1

INTERNATIONAL

AGENT

JULIEN MANYONG FIGHTS GLOBAL POVERTY THROUGH THE PANDEMIC AND BEYOND

B

orn in the Democratic Republic of Congo and growing up in both Nigeria and Togo, Manyong, 33, was surrounded by

people who made a difference in the world. “I was fortunate to grow up in an international community and many of my classmates were the children of prominent African leaders,” says Manyong, whose father is an agricultural economist (Ph.D.) and was the regional director of East Africa for the International Institute of Tropical Agriculture (IITA) before retiring. “We all grew up around people who had made a tremendous impact on the continent, and we shared an expectation that we could and should give back someday.”

Manyong is honoring that commitment through his work with the International Finance Corporation (IFC), part of the World Bank Group, whose mission is to end extreme poverty and promote shared prosperity. The IFC works to create markets that give new opportunities to people in developing countries by investing in private companies, mobilizing other investors and sharing its expertise. “I believe that in order to reach the 2030 millennial goal of eradicating poverty, we cannot solely rely on the public sector to imwww.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 37

G R A D UAT E S C H O O L O F B U S I N E S S

“WE ALL GREW UP AROUND PEOPLE WHO HAD MADE A TREMENDOUS IMPACT ON THE CONTINENT, AND WE SHARED AN EXPECTATION THAT WE COULD AND SHOULD GIVE BACK SOMEDAY.”

prove the lives of the most vulnerable”, says Manyong.

large economies like South Africa, where there is a

“The private sector has to be an active partner, and

booming private sector but benefits are not shared

where it makes sense, play a leading role.”

by all of the people, the goal of each strategy is to

A rising star at the IFC, Manyong’s experience at

detail a clear roadmap of what activities IFC should

Touro’s Graduate School of Business prepared him

undertake in the next few years in order to achieve

well for his career. From classes on international

the World Bank Group’s goal of ending extreme

business and law that strengthened his understand-

poverty and promoting shared prosperity.

ing of how to work effectively in different cultures,

The

to learning how to value companies under different

Manyong’s sense of purpose. As the pandemic

accounting codes, as well as how to present infor-

accelerated the stark disparities between rich and

mation efficiently, the Touro program provided im-

poor, the World Bank Group mounted the fastest

portant skills needed in his day-to-day role. Above

and largest crisis response in its history. Manyong

all, completing the two-year degree program while

is particularly proud that the organization has not

working full-time steeled him for the rigors of his

shied away from asking how it can support the most

current, fast-paced work environment.

vulnerable members of society. The IFC responded

Working in the Office of the Vice President of Middle

with $8 billion in fast-track financial support to

East and Africa (MEA), Manyong’s role requires not

help its clients sustain economies and preserve

only an understanding of how international markets

jobs. Additionally, in July 2020, IFC launched the

work, but also familiarity with the dynamic political,

$4 billion Global Health Platform, which is investing

economic and social context of all of the countries

in companies to increase the supply of critical

in the region. Since joining the IFC two years ago,

medical equipment and services in developing

Manyong has helped develop over 12 country strate-

countries, including face masks, ventilators, testing

gies for the region, all of which have been endorsed

kits and, ultimately, vaccines. “Our office has been a

by senior leadership at the IFC, with two of the

coordinator of the resources allocated to the MEA

strategies having been presented to the president

region, and worked with industry specialists to

of the World Bank Group. The countries Manyong

ensure that they are deployed in the right areas to

has worked on are located in different regions of

have the greatest impact possible,” he says.

the continent, with varying levels of development,

With his wife, Rocio Rivera, Manyong is the proud

population, geographic size and levels of fragility.

father of a one-year-old daughter, Sienna, and Man-

From small economies like the Republic of Chad,

yong wants to model for his child the lesson he

which face internal and external factors that make it

learned as a boy, “If you find the opportunity to make

extremely difficult for the private sector to thrive, to

a difference, you have the responsibility to seize it.”

3 8 | TO U R O L I N K S S U M M E R 2 0 2 1

COVID-19

pandemic

has

only

intensified

LEARN MORE gsb.touro.edu

“I believe that in order to reach the 2030 millennial goal of eradicating poverty, we cannot solely rely on the public sector to improve the lives of the most vulnerable.”

Manyong as a boy in Africa

www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 39

G R A D UAT E S C H O O L O F E D U C AT I O N

BACK

TO THE

FUTURE ARPAN KAUL TRADES TECH FOR TEACHING

4 0 | TO U R O L I N K S S U M M E R 2 0 2 1

E

A

rpan Kaul struggles to take credit

putting them back together. He dreamed of a career

for the many things he does to help

in high tech and by his early 20s was enjoying the

his online students thrive during this

promises and perks of working in the industry. But

pandemic. For instance, Kaul, who

just 18 months later, he decided that wasn’t where he

teaches at P.S. 89Q, a Title IX school

belonged. Kaul traded high tech for public education.

in immigrant-rich and economically-strapped Elm-

He moved back in with his parents and took a job as

hurst, noticed many students couldn’t concentrate

a paraprofessional in P.S. 89Q, where the students

on their screens with the competing background

represent dozens of countries from Tibet to Mexico

noises of their lives.

to China, and of course, India. He views himself as

“They don’t have the luxury of space, many live in

an emissary and an example: There was no teacher

small apartments,” says Kaul, who teaches 12 Spe-

who looked like me when I went to school,” he says.

cial Education fifth-graders. “People are cooking,

“Not a single brown man with a beard from India

talking, coming in and out, dogs are barking, maybe

was at the front of the class. I know what simply

there are younger siblings crying or trying to get at-

seeing yourself in an adult you respect or like can

tention. So we bought 50 pairs of headsets so kids

mean in an immigrant child’s life.”

could tune out the noise and focus on class.”

In 2017, while working his way up at P.S. 89Q, he en-

It must have been hard to fundraise for the headsets

tered Touro College Graduate School of Education,

during COVID-19. “We didn’t fundraise,” he says, try-

from which he graduated in May 2020. The School’s

ing to change the subject when asked who exactly

balance of pedagogy with hands-on experience,

constitutes the “we” to whom he keeps referring.

suited him perfectly.

“People are cooking, talking...dogs are barking, maybe there are younger siblings crying...so we bought 50 pairs of headsets so kids could tune out the noise and focus on class...”

“Actually, the ‘we’ is me. The kids needed them, so I

Kaul considers teaching a joy. He employs endless

bought them. It’s no big deal.”

enthusiasm and exaggerated eyebrows to keep the

Neither is the fact that he used his high-tech and

kids engaged. And a spoonful of good old common

design skills to create a school-wide digital year-

sense. Yes, division is important, he says. But little

book for, and with, the students and staff. Or, that

ones get antsy, so division can wait, while they talk

he taught other teachers and staff how to enter and

about their siblings, parents, favorite pastimes or

mine computer data that eases the time-consuming

he sneaks in ways to teach them how to spot the

paperwork. It also preserves information that will

difference between fact and misinformation on the

aid future students. “It feels good when I see a need

internet. “Whatever works,” he says. “They’re kids.

and can help fill it,” says Kaul. “Teaching, at its best,

It’s on me to inspire them.”

anticipates a need and does something about it.”

Seems to be working. More than 90 percent of his

Which is exactly what Kaul did five years ago, at the

students tune into class on a regular basis, a ratio

ripe old age of 25, when he felt a gnawing lack of per-

any online teacher would envy. Kaul is humbled

sonal and professional fulfillment. An immigrant who

when parents thank him—often through a transla-

came to this country from India with his family as a

tor—for caring about their kids.

two-month-old baby, Kaul grew up in Elmhurst. Bliss,

“Sometimes they have no words,” he says. “They

when he was a boy, was taking apart computers and

just bow. I can’t tell you how moving that is for me.”

www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 41

G R A D UAT E S C H O O L O F E D U C AT I O N LEARN MORE gse.touro.edu

GRADUATING WITH

HONORS IN ITS NEARLY THREE DECADES, THE GRADUATE SCHOOL OF EDUCATION (GSE) HAS BEEN GUIDED AND GROWN BY SUPERB STEWARDS

Clockwise from top left: Haywood, Polemeni, Easley, Spinner and Miller

4 2 | TO U R O L I N K S S U M M E R 2 0 2 1

W

hen DR. H. CARL HAYWOOD, an interna-

Business, Technology, Jewish Studies, Social Work

tionally renowned scholar in the fields of

and Health Sciences, until his death in 2014.

psychology and education, and the founder and

Replacing him in 2008, as dean of the Graduate

the first dean of the Graduate School of Education,

School of Education, was DR. LAMAR MILLER. A

passed away in October 2020, he left behind an in-

World War II veteran, among his many successes

delible legacy.

was his advocacy of equity and access. The result

Before joining Touro in 1993, Dr. Haywood’s illustri-

was that Touro led the State of New York in num-

ous career included serving as professor of neurol-

bers of graduating minority students with master’s

ogy and director of the John F. Kennedy Center for

degrees in education. Dr. Miller also developed the

Research on Education and Human Development at

School’s research center—named for Touro found-

Vanderbilt University. In his research and writings, he

er and first president, Dr. Bernard Lander—which

advocated the ideas of cognitive education, the no-

soon received its first of many grants: a $900,000

tion that education should not only provide students

three-year U.S. Department of Education award for

with subject-domain knowledge, but promote the

a Language Development in the Context of the Dis-

students’ cognitive and metacognitive development.

ciplines project, and a three-year U.S. Department

Toward that philosophy, Dr. Haywood founded and

of Education $1.8 million award to operate one of

became the first president of the International Asso-

the ten national Equity Assistance Centers.

ciation for Cognitive Education and Psychology.

For three years following Dr. Miller’s 2015 retirement,

As dean of GSE for seven years, he laid the scholarly and practical foundation, but since his retirement in 2000, Touro’s subsequent deans each have added incalculable knowledge and added to the School’s excellent reputation, building it into a powerhouse in the field of graduate education.

In 2001, DR. ANTHONY POLEMENI, who modestly referred to himself as “a simple Italian,” was anything but when he was named the School’s dean.

He had been a monk, worked for the New York State Education Department and was a highly successful international businessman. He used his considerable fundraising skills to create new graduate programs (Teaching Literacy, TESOL, School Leadership, among others). Under his stewardship, enrollment exploded—from 500 to 5,000—making Touro the largest graduate school of education in the state.

Interim Dean DR. ARNOLD SPINNER, known for his gentle kindness, took over. Under his watch, GSE’s partnerships with P-12 schools and districts were strengthened, and improvements in GSE’s recruitment, advising and alumni network systems were implemented. He also initiated a major restructuring of the GSE’s teacher preparation programs.

In 2018, DR. JACOB EASLEY II, became GSE’s current dean. Among a myriad of other accomplishments, Dr. Easley has raised enrollment, initiated a revision and enforcement of school policies, taken the lead in redesigning the school curriculum and developed a partnership with US PREP. Dr. Easley also has been a key force in including school faculty and staff in the decision-making process and making sure they know their ideas and experience are welcomed. Known by his staff and students as a disarming and inclusive man, Dr. Easley usually starts

In 2008, Dr. Polemeni was appointed vice president

staff meetings by putting those present at ease with

of the Division of Graduate Studies, and oversaw

a humorous story or the latest doings of his beloved

the Graduate Schools of Education, Psychology,

dog, Queen Nyrah.

www.touro.edu TO U R O. E D U ••

@wearetouro @ W E A R E TO U R O

| 43

,

, S C H O O L O F H E A LT H S C I E N C E S | D O C TO R O F P H YS I C A L T H E R A P Y

Embrace EmbraceMore More

Possibilities Possibilities

“PA“PA waswas a perfect fit for my my interests, allowing meme to interact with people of of a perfect fit for interests, allowing to interact with people different backgrounds while alsoalso helping them stay healthy.

MyMy experience in in different backgrounds while helping them stay healthy. experience the Touro PA program very positive. classes rigorous, the Touro PA program waswas very positive.

TheThe classes areare rigorous, butbut thethe teachers there to help every step of the way... favorite part about teachers are are there to help every step of the way...

MyMy favorite part about being a Physician Assistant is when I get patient feedback how I am being a Physician Assistant is when I get patient feedback on on how I am helping them a better What more a career?” helping them leadlead a better life.life.

What more cancan youyou askask forfor in aincareer?”

Learn more about Tamar’s journey at touro.edu/more Learn more about Tamar’s journey at touro.edu/more

TAMAR MERMELSTEIN, PA-C TAMAR MERMELSTEIN, PA-C Physician Assistant, Advanced Dermatology PC Physician Assistant, Advanced Dermatology PC The School of Health Sciences of Touro College

The School of Health Sciences of Touro College

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www.touro.edu TO U R O. E D U ••

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TOURO LINKS SUMMER 2021 Dr. Nadja Graff

TOURO COLLEGE

Vice President Division of Graduate Studies

Rabbi Doniel Lander Chancellor

Elisheva Schlam Executive Director Communications & Marketing Esther Greenfield Director of Publications Laurie Kohanchi Assistant Director of Publications

TOURO COLLEGE Division of Graduate Studies

TOURO COLLEGE Division of Graduate Studies

Dr. Alan Kadish President Zvi Ryzman Chairman of the Board Rabbi Moshe D. Krupka

communications@touro.edu touro.edu

Executive Vice President @WeAreTouro

Christina Cheakalos, Barbara Franklin & Amy Plotch

Patricia E. Salkin

Writers

Senior Vice President, Academic Affairs

Tali Berger

Provost, Graduate and Professional Divisions

© 2021 TOURO COLLEGE – DIVISION OF GRADUATE STUDIES

Senior Graphic Designer Dr. Bernard Lander OBM KS Revivo Graphic Designer

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Founder (of Blessed Memory)

Touro is an equal opportunity institution.

For Touro’s complete Non-Discrimination Statement, please visit www.touro.edu.

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TOURO COLLEGE & UNIVERSITY SYSTEM Where Knowledge and Values Meet Touro is a system of non-profit institutions of higher and professional education. Touro College was chartered in 1970 primarily to enrich the Jewish heritage, and to serve the larger American and global community. Approximately 19,000 students are currently enrolled in its various schools and divisions.

Touro has 35 campuses and locations in New York, California, Nevada, Illinois, Berlin, Jerusalem and Moscow. New York Medical College; Touro University California and Touro University Nevada; Touro University Worldwide and its Touro College Los Angeles division; as well as Hebrew Theological College in Skokie, Illinois are separately accredited institutions within the Touro College and University System. For more information, visit www.touro.edu.

Please support the Division of Graduate Studies To make your gift online, please go to touro.edu/giving and choose a specific graduate division to direct your gift.

Your gift to Touro College Division of Graduate Studies is tax deductible to the full extent of the law.

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