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Inside the Italian art heist: Experts explain the global fight to protect cultural heritage

A lightning-fast art heist in Italy has reignited global concerns about museum security and the protection of cultural heritage. As investigators search for stolen works by some of history’s most celebrated artists, University of Delaware experts are available to help journalists unpack the broader implications. Earlier this month, thieves executed a highly coordinated robbery at the Magnani-Rocca Foundation, stealing paintings by Pierre-Auguste Renoir, Paul Cézanne and Henri Matisse in a matter of minutes. Authorities say the operation was swift, targeted and likely premeditated – highlighting the evolving sophistication of art crime. The theft adds to a growing pattern of high-value art crimes across Europe, raising urgent questions about how institutions safeguard collections and what happens when culturally significant works disappear into illicit markets. UD experts are available to provide context, analysis and on-the-record commentary: Debra Hess Norris Chair, Department of Art Conservation A globally recognized leader in art conservation, Norris specializes in the protection, preservation and recovery of cultural heritage. She can speak to: How museums assess and mitigate security risks What happens after a major art theft The challenges of recovering stolen works in international markets How conservation science supports authentication and repatriation Jessica Horton Associate Professor of Art History Horton’s research examines global art histories and the movement of cultural objects across borders. She can discuss: Why stolen artworks matter beyond their monetary value Cultural ownership, repatriation and ethical considerations How art theft disrupts historical narratives and public access The broader cultural consequences of illicit art trafficking While headlines focus on the dramatic nature of art heists, the deeper story is about the fragility of cultural heritage – and the global effort required to protect it. To speak with Norris or Horton, email mediarelations@udel.edu.

Autism Acceptance Month: University of Delaware experts available for interviews on inclusive health, education and lifespan support

As April marks Autism Acceptance Month, journalists looking to move beyond awareness and into meaningful storytelling have access to a diverse group of experts from the University of Delaware. From innovative health technologies to classroom strategies, mental health support and adulthood transitions, these scholars offer fresh, research-backed perspectives on what it means to support autistic individuals across the lifespan — and why the conversation is evolving. Reimagining Health Through Technology and Inclusion Daehyoung “DH” Lee Assistant Professor Dr. Lee is exploring how technology can close health gaps for individuals with intellectual and developmental disabilities. His work focuses on mobile health apps and wearable devices — including a gamified intervention designed to improve physical, mental and cognitive health outcomes. Story angles: How gamification and wearable tech are transforming health outcomes for autistic individuals The future of inclusive digital health tools Addressing disparities in physical activity and wellness Why Motor Skills Matter in Autism Anjana Bhat Professor A leading researcher on motor development in autistic children, Dr. Bhat has spent years advancing understanding of how motor challenges impact daily life. She was recently named a Catherine Worthingham Fellow for her contributions to the field and for elevating the role of physical therapy in autism care. Story angles: The overlooked link between motor skills and autism Why physical therapy should be part of early intervention New research reshaping how clinicians and families approach care Centering Lived Experience in Education and Development Sarah Curtiss Assistant Professor Dr. Curtiss examines how to build programs that truly support autistic youth by grounding them in lived experience. Her work spans social development, sexuality education, family dynamics and the transition to adulthood — always with a focus on resilience and real-world context. Story angles: Rethinking how schools support autistic students beyond academics Conversations around sexuality education and autism What successful transitions to adulthood really require Preparing Educators for Complex Needs Sarah Mallory Assistant Professor With expertise spanning the School of Education and the Center for Disabilities Studies, Dr. Mallory focuses on preparing educators to work with students who have significant behavioral and academic needs. Her work also includes empowering individuals with developmental disabilities to make self-protective decisions and navigate complex social situations. Story angles: Supporting students with intensive needs in today’s classrooms Teaching self-advocacy and safety skills Training the next generation of special education professionals Mental Health and Systems-Level Support Alisha Fletcher Director, Delaware Network for Excellence in Autism A licensed clinical social worker with more than 20 years of experience, Fletcher leads efforts to support professionals and families across Delaware. Through training and technical assistance, she addresses the mental health and service needs of autistic individuals across settings. Story angles: The growing demand for autism-informed mental health care Supporting families navigating complex service systems Building statewide networks that improve outcomes Why This Matters Now As acceptance grows, so does the need for deeper, more nuanced coverage. Autism is not a single story — it intersects with health care, education, technology, family life and public policy. These experts can help audiences better understand those intersections and highlight solutions that are already making a difference. To contact any of these experts, please email MediaRelations@UDel.Edu.

Finding joy in learning: How lighthearted moments transform English as a Foreign Language classrooms

In classrooms, not every meaningful learning moment can be planned. At the University of Delaware, educator and researcher Chad Davidson is exploring how spontaneous, lighthearted interactions between teachers and students can open the door to deeper understanding in real time. His recent paper in Language Teaching and Educational Research, "Exploring Spontaneous Acts of Lightheartedness in EFL Classrooms: A Reflective Duoethnography", examines how these unscripted moments – rooted in trust, positivity and a willingness to embrace the unexpected – help create environments where students feel comfortable taking the risks essential to learning. In this Q&A, Davidson discusses the inspiration behind his research, what he’s discovered about these classroom dynamics and how they could shape teaching practices moving forward. Q: What is the focus of this research, and why is it important? Davidson: Spontaneous acts of lightheartedness promote real-time learning because it's being open to the unknown in positive ways since the true dynamic of every classroom brings continuous unknowns: A teacher never knows 100% how the students will react (these students, in these moods, on this day, etc.), how quickly they will learn or pick up on something or not. A teacher, hence, spontaneously responds in real-time to the until-then-unknown student reactions in order for those particular students best to then grasp the concept or skill that is the present goal (or “learning objective”) that those students grasp. The hope is that the teacher's spontaneous response (as it often is with many teachers) is positive and lighthearted in order to foster students to also be open to such unpredictability in the classroom and to foster students' comfortability with the vulnerability to be open to taking spontaneous risks that are necessary for that transformation that we call learning – transforming from lack of knowledge to knowledge, from lack of understanding to understanding, from lack of mastery to further mastery. Q: What are some key findings or developments? Davidson: Realizing the essential features that make up spontaneous lighthearted classroom acts; for example, these acts must include trust of the student(s) and from the student(s), and the acts must have good-intentions of creating or maintaining a relaxed environment conducive to safely taking risks for potential learning. Q: How could this work potentially impact the field or the wider public? Davidson: This could foster this act type in classrooms. That is, hopefully more teacher-practitioners will allow themselves and their students to freely enact these in their daily in-class teaching/learning-attempts. Q: What are the next steps or upcoming milestones in your research? Davidson: We incorporated some valuable insights of Mexican philosopher Jorge Portilla. While there is a glut of usage of German, French, British and American philosophers, there is almost no usage of Hispanic or Latin American philosophers in education literature. It would be great to do more work that makes use of the profound thought in the works of Latin/Hispanic philosophers. For me, this would be continuing to go more deeply in applying Jorge Portilla's thought to philosophy of education, such as to classroom management. ABOUT CHAD DAVIDSON Instructor Chad C. Davidson has a Ph.D. in curriculum and instruction with an emphasis in philosophy of language education. He has 17 years of language teaching experience, primarily in teaching and curriculum creation for English for Academic Purposes at various colleges and universities across America (University of Delaware, Kansas State University, Georgia Tech, North Orange County Community College, Johnson County Community College), in Russia (Udmurt State University), and in Turkey (Mus Alparslan University). Moreover, he has studied languages at the following universities abroad: Universidad Autónoma de Guadalajara in Mexico, Universidade do Porto in Portugal, and Aristotle University of Thessaloniki in Greece. To speak with Davidson about his work and the importance of spontaneous acts of lightheartedness, reach out to MediaRelations@udel.edu.

Delaware emerges as a test bed for the future of AI in health care

Delaware is positioning itself as a “living lab” where academia, health systems and government collaborate to shape the future of artificial-intelligence-enabled health care.  The latest issue of the Delaware Journal of Public Health, guest edited by University of Delaware computer scientists Weisong Shi and Yixiang Deng, brings together 16 articles from researchers, clinicians, policymakers and industry leaders examining how AI and big data are reshaping health care. The issue, debuting this month, balances Delaware-specific topics with broader perspectives, highlighting three levels of impact: what Delaware can expect in the coming years, what other states can learn from Delaware’s approach and how UD research is advancing AI for health through collaborations. “At UD, we don’t work in isolation. We’re working closely with health care systems so that innovation happens together from the beginning,” says Shi, Alumni Distinguished Professor and Chair of UD’s Department of Computer and Information Sciences. Highlights from the issue include: The nation’s first nursing fellowship in robotics – ChristianaCare, Delaware’s largest health system, created an eight-month fellowship to train bedside nurses to conduct applied robotics research. Nurses who completed the program reported higher job satisfaction, improved well-being and greater professional confidence, suggesting programs like this may help retain the bedside workforce and reduce nationwide staffing shortages. Wheelchairs that navigate hospitals on their own – UD researchers developed a prototype autonomous wheelchair that combines onboard sensors and computing with software that interprets spoken directions from users, a step toward moving beyond systems that only work in controlled environments. To operate effectively in health care settings, the researchers say, wheelchairs must be able to navigate crowded hallways, interact with doors and elevators and recover safely when sensors or navigation systems fail. Smarter insulin dosing for type 1 diabetes – Researchers are developing computer models to predict blood sugar (glucose) trends and guide insulin delivery, but must address issues such as noisy data, reliable real-time prediction and the computational limits of wearable devices. A review by UD researchers and colleagues emphasizes the importance of interdisciplinary collaboration, standardized datasets, advances in computational infrastructure and clinical validation to turn these models into practical tools that improve patient care. To interview Shi about AI in health care and the new DJPH issue, click his profile or email MediaRelations@udel.edu. ABOUT WEISONG SHI Weisong Shi is an Alumni Distinguished Professor and Chair of the Department of Computer and Information Sciences at the University of Delaware. He leads the Connected and Autonomous Research Laboratory. He is an internationally renowned expert in edge computing, autonomous driving and connected health. His pioneering paper, “Edge Computing: Vision and Challenges,” has been cited over 10,000 times.

Expert Q&A: What is Soft Diplomacy and how does it impact classrooms?

"Right now, storytelling is critical. Language learning is highly personal, and it’s the person-to-person relationships that grease the wheels," says Cheryl Ernst, director of the English Language Institute at the University of Delaware. She recently published English Language Programs as Facilitators of Soft Diplomacy in Innovations in Star Scholars Press. Here's how she's discussing this important topic.  Q: What is the focus of this research, and why is it important? Ernst: ELI and other English language programs provide the ideal space for communication development, cross cultural appreciation, gaining life skills, and raising awareness about people beyond the media. Post pandemic, we’re hearing across campus how individuals feel less connected, and in English language classrooms, connection is critical. Language is only learned through production and practice since it’s a skill that needs to be honed. In language, there is no such thing as perfect. In our classrooms, English is the common goal, and everyone comes to that space at their own levels and overflowing with imperfection. Our students learn to use their vulnerability as a tool. They learn the value of a growth mindset living in a culture that is different from their own, and with that comes an appreciation for difference, respect for others, trust, human-to-human communication. Q: What inspired this research? Ernst: More than 30 years of observation, conversations, experiences, and personal relationships. There was no term to describe the skills English language programs teach beyond grammar (what’s perceived, anyway). Terms like personal diplomacy, person-to-person diplomacy, civic diplomacy, and the like happens all the time and oversimplifies what we do. In my readings, I started to see overlaps between soft power and diplomacy, which led to the concept of Soft Diplomacy. Then what distinguishes Soft Diplomacy from other more common monikers are the variety of skills that happen organically in our classrooms that we rarely acknowledge and students may not recognize. Q: What are some key findings or developments? Ernst: Institutionally, ELPs can do better highlighting the skills beyond English that we teach organically or deliberately. Q: How could this work potentially impact the field or the wider public? Ernst: Respecting ELPs for the space they provide and the skills they offer. It’s not “just English,” rather is learning to communicate in a common language and with people from around the globe. I’d like people to realize that relationships are foundational, that there are common values across nations and that differences are not bad. What version of English is “correct” British or American dialects (the New York? Wisconsin? Alabama? Iowa?). Q: What are the next steps or upcoming milestones in your research? Ernst: A former student and I have launched a podcast series called Soft Diplomacy in Action that focuses on personal stories from those who work in international education. We’ve interviewed an ELI associate professor from Morocco, the UD coordinator of the Mandela Fellows program, a professor who sees (and lives) the diplomatic value of sports, and a retired English language professional. We’re looking forward to continuing these conversations with individuals from a variety of disciplines that also work in this space but through different lenses. ABOUT CHERYL ERNST Cheryl Ernst is the director of the English Language Institute at the University of Delaware where she and her colleagues and students practice Soft Diplomacy every day. Her professional areas of interest include program administration and international marketing, teacher training and working with international teaching assistants, curriculum design, and advanced level academic English (graduate levels). To speak with Ernst her work and the importance of Soft Diplomacy, reach out to MediaRelations@udel.edu.

Solving for X: Expert highlights importance of algebra in middle and high school

Math educators agree that Algebra is a critical course for middle and high schoolers, often serving as a gateway to more advanced math courses and influencing students’ academic trajectories in STEM pathways. Yet, many students struggle in this important course. Since May 2025, University of Delaware Associate Professor Erica Litke has partnered with the University of Pennsylvania Graduate School of Education and the School District of Philadelphia in a $5 million, three-year initiative to improve algebra teaching in the district. The project offers algebra teachers professional development through a year-long fellowship. With expertise in improving instructional quality in math and supporting algebra teaching, Litke leads the design and delivery of the professional development with Penn GSE experts. Close to 80 teachers participated in the first cohort of the fellowship, which includes a four-day summer institute. Litke’s research in math education has connected instructional quality to broader policy issues in education and focused on teacher knowledge and professional development. “The focus on algebra content and key features of algebra teaching that support students in learning algebra content helps teachers translate their learning from the fellowship directly into their teaching practice,” said Litke. “Being able to translate my research findings into usable knowledge for teachers and contribute to the design of this kind of comprehensive professional learning has been really exciting.” Litke can speak to her role in the Algebra Fellowship project, the importance of Algebra 1 in the trajectory of students’ STEM education and strategies for supporting teaching learning at the school and district levels. ABOUT ERICA LITKE Erica Litke is an associate professor specializing in mathematics education in the School of Education at the University of Delaware. Her research focuses on understanding and improving instructional quality in mathematics for students in the elementary and secondary grades. Her research has described and analyzed instructional practice in mathematics using observation instruments, connected instructional quality in mathematics to broader policy-related issues in education, and focused on teacher knowledge and professional development. She has appeared in The Philadelphia Inquirer, Daily Pennsylvanian and other publications. To speak with Litke or to learn more, email mediarelations@udel.edu.

The science behind the blood moon: Understanding this lunar phenomenon ahead of march's event

March's celestial event – a blood moon – is just around the corner. This captivating lunar spectacle isn't just a cool sight to behold; it has some neat science backing it up. The blood moon phenomenon happens during a total lunar eclipse. "During a total lunar eclipse, the only light that reaches the surface of the moon is refracted through the Earth's atmosphere, which essentially acts like a lens. Light is a wave, and every color of the rainbow has a different wavelength – red the longest and violet the shortest," said Bennett Maruca, associate professor of physics and astronomy at the University of Delaware.  What adds to the excitement is the rare nature of total lunar eclipses. While partial eclipses occur more frequently, a full blood moon isn't an everyday event. Depending on where you live, the blood moon may only grace the night skies a few times a decade. "One of my favorite things about total lunar eclipses is that it's hard to know ahead of time quite what it will look like. The moon can take on a color ranging from burnt orange to red to grayish brown," he said. "The closer the Moon passes to the center of Earth's shadow, the darker the color will be."  Maruca is available to speak about the event, which takes place in the wee hours of March 3. He can discuss when to wake up to see the phenomenon and how to best capture it.  "For photographing the moon, I would recommend a camera with some optical zoom – the moon is only about 0.5 degrees across. Because of the low lighting conditions, a tripod or other support would be helpful since a longer exposure time will be needed," he noted.  He has appeared in a number of outlets including Mashable and The Philadelphia Inquirer. He can be contacted by clicking on his profile.  ABOUT BENNET MARUCA Bennett Maruca serves as an associate professor in the University of Delaware's department of physics and astronomy. His research focuses on the sun, the solar wind and other space plasmas. He is a recipient of the Antarctic Service Medal and NASA's Silver Achievement Medal. He also serves as an associate director of the Delaware Space Grant Consortium and is currently mentoring over twenty undergraduate students developing experiments to fly into space to observe Earth's ionosphere.

Delaware Statewide Collaboration Expands Physician Pipeline with First‑of‑Its‑Kind Clinical Campus — Expert Commentary Available

Delaware is taking a major step to strengthen its health care workforce. ChristianaCare, Bayhealth and the Philadelphia College of Osteopathic Medicine (PCOM) have announced the Delaware Collaborative Clinical Campus, a first‑in‑the‑region initiative that will expand medical student training opportunities, increase residency placements and build a more sustainable pipeline of physicians committed to caring for Delawareans. This collaboration positions Delaware to attract, train and retain the clinicians our communities depend on — ensuring a stronger, more resilient health care workforce. Brian Levine, M.D., chief academic officer and designated institutional official for ChristianaCare is available for interviews to discuss: What the new clinical campus means for Delaware’s health care future How this collaboration strengthens the physician pipeline The impact on training, recruitment and long‑term retention of physicians in the state

Rethinking AI in the classroom: A literacy-first approach to generative technology

As schools nationwide navigate the rapid rise of generative artificial intelligence, educators are searching for guidance that goes beyond fear, hype or quick fixes. Rachel Karchmer-Klein, associate professor of literacy education at the University of Delaware, is helping lead that conversation. Her latest book, Putting AI to Work in Disciplinary Literacy: Shifting Mindsets and Guiding Classroom Instruction, offers research-based strategies for integrating AI into secondary classrooms without sacrificing critical thinking or deep learning. Here is how she is approaching the complex topic.  Q: Your new book focuses on AI in disciplinary literacy. What is the central message? Karchmer-Klein: Rather than positioning AI as a shortcut or replacement for student thinking, the book emphasizes a literacy-first approach that helps students critically evaluate, interrogate, and apply AI-generated information. This is important because schools and universities are grappling with rapid AI adoption, often without clear guidance grounded in learning theory, literacy research, or classroom practice. Q: What inspired this research? Karchmer-Klein: The book grew directly out of my work with preservice teachers, practicing educators, and school leaders who were asking practical but complex questions about AI: How do we use it responsibly? How do we prevent over-reliance? How do we teach students to question what AI produces? I also saw a gap between public conversations about AI which often focused on fear or efficiency and what teachers actually need: research-informed strategies that support deep learning. My long-standing research in digital literacies provided a natural foundation for addressing these questions. Q: What are some of the key findings from your work? Karchmer-Klein: AI is most effective when it is embedded within strong instructional design and disciplinary literacy practices, not treated as a stand-alone tool. The research and classroom examples illustrate that AI can support student learning when it is used to prompt reasoning, reveal misconceptions, provide feedback for revision, and encourage multiple perspectives. Another important development is the emphasis on teaching students to evaluate AI outputs critically by recognizing bias, inaccuracies, and limitations, rather than assuming correctness. Q: How could this work impact schools, teacher education programs and the broader public? Karchmer-Klein: For educators, this work provides concrete, evidence-based literacy strategies coupled with AI in ways that strengthen, not dilute, student thinking. For teacher education programs and school districts, it offers a research-based framework for professional development and policy conversations around AI use. More broadly, the work speaks to a public concern about how emerging technologies are shaping learning, helping to reframe AI as something that requires human judgment, ethical consideration, and strong literacy skills to use well. ABOUT RACHEL KARCHMER-KLEIN Rachel Karchmer-Klein is an associate professor in the School of Education at the University of Delaware where she teaches courses in literacy and educational technology at the undergraduate, graduate, and doctoral levels. She is a former elementary classroom teacher and reading specialist. Her research investigates relationships among literacy skills, digital tools, and teacher preparation, with particular emphasis on technology-infused instructional design. To speak with Karchmer-Klein further about AI in literacy education, critical evaluation of AI-generated content and teacher preparation in the era of generative AI, reach out to MediaRelations@udel.edu.

Brian Levine, M.D., Named Chief Academic Officer and Intellectual Property Administrator

ChristianaCare announced Feb. 12 the promotion of Brian Levine, M.D., to chief academic officer, along with his appointment as intellectual property administrator. He will also continue in his role as designated institutional official. As chief academic officer and leader of ChristianaCare’s Department of Academic Affairs, Levine oversees 38 residency and fellowship programs encompassing 315 residents and fellows, along with the education and training of students across the continuum of medical education. He leads the continued growth and strengthening of ChristianaCare’s undergraduate and graduate medical education infrastructure, ensuring that ChristianaCare continues to prepare physicians to care for our community well into the future. In addition, Levine oversees physician assistant education and allied health educational programming, supporting workforce development and long-term community health needs. As the largest academic medical center between Philadelphia and Baltimore, ChristianaCare has been a hub of academic excellence for over a century. ChristianaCare is one of the largest community-based teaching hospital systems in the United States. ChristianaCare also serves as the Delaware Branch Campus for Sidney Kimmel Medical College and the Philadelphia College of Osteopathic Medicine. This unique program allows medical students to complete their third and fourth years of clinical rotations exclusively at ChristianaCare, providing a clear pathway to launch their medical careers in Delaware. Each year, 55 students participate in the Branch Campus program, with many continuing into ChristianaCare’s highly sought-after residency programs and remaining in Delaware to serve local communities. ChristianaCare is a destination of choice for medical students and residents because of its strong patient-centered culture, reputation for excellence, and diversity of clinical experiences that include urban and suburban campuses with a wide range of pathologies. In his newly expanded role as intellectual property administrator, Levine manages and enforces ChristianaCare’s intellectual property policy, ensuring fair and consistent application in alignment with applicable laws and regulations. He also leads the multidisciplinary committee responsible for guiding organizational decisions related to intellectual property valuation, commercialization strategies and revenue distribution. Levine brings deep experience in academic medicine, health system education and scholarly publishing to these responsibilities. An emergency physician, he led the development of widely used clinical reference guides published by the Emergency Medicine Residents’ Association. These pocket-sized tools — covering topics such as antibiotic stewardship, orthopedic injury management, and EKG interpretation — are used by thousands of emergency medicine residents worldwide. Levine has held leadership roles at ChristianaCare for nearly two decades. Since 2018, he has served as associate chief academic officer and designated institutional official. Previously, he was program director of the Emergency Medicine Residency program from 2012 to 2018 and associate program director from 2006 to 2012. Levine is a clinical professor of Emergency Medicine at Sidney Kimmel Medical College at Thomas Jefferson University and previously served as associate medical director for the LifeNet aeromedical transport program. He earned his medical degree from the University of Vermont Larner College of Medicine and completed his emergency medicine residency at ChristianaCare.