A new partnership between Stony Brook University and Suffolk County Community College is set to increase college access for students and residents on the East End of Long Island. The initiative, named Sharks and Seawolves at Stony Brook Southampton, will offer transferable and accredited college courses on the Southampton campus starting January 26.
Wendy Pearson, vice president for strategic initiatives and executive director of Stony Brook Southampton, highlighted the importance of collaboration in addressing local needs. “This is one example of how strong partnerships can really meet the needs of the East End,” Pearson said. “Imagine if we built this out in a way where students could actually start and end their bachelor’s degree in Southampton. I am very excited about that.”
Pearson noted that the program aims to remove barriers that often discourage East End students from considering college as an accessible option close to home.
The effort brings together Stony Brook Southampton, Suffolk County Community College’s Eastern Campus in Riverhead, and the Hampton Bays Union Free School District. It targets high school students, current college students, and adult learners who may face challenges such as distance or financial limitations. Courses are taught by faculty from both institutions on the Southampton campus, with credits fully transferable within the State University of New York (SUNY) system.
“We want students to see a clear, supported pathway forward,” Pearson said. “This is about building confidence and momentum early, while keeping students connected to their community.”
Mary Reese, executive dean and chief operating officer at Suffolk County Community College’s Eastern Campus, explained that feedback from East End students shaped the program’s design. “We recognize as a commuter campus, it’s difficult for students to get to us because they’re balancing their lives and their family needs,” Reese said. “To be 25 miles east of our Riverhead campus, this may be of advantage to our East End students. This brings first- and second-year studies closer to their homes so they can manage their lives better.”
Three courses will be offered during the pilot phase this spring: PSY 101 Introduction to Psychology and an introduction to healthcare professions from Suffolk; marine biology of Eastern Long Island from Stony Brook Southampton at its Marine Sciences Research Center.
“It was important for us to lean into our strengths,” Pearson said. “Focusing on marine biology of this region and offering that as a freshman seminar is a great way to prepare students for college while showcasing what we do best on this campus.” She added that early exposure to research environments can help spark long-term academic interests.
Lars Clemensen, superintendent for schools at Hampton Bays Union Free School District, addressed how Sharks and Seawolves bridges gaps between high school graduation and college entry. “The most important thing we do in K-12 is figure out what the day after graduation looks like for kids,” Clemensen said. “If the day after graduation is falling off a cliff, then we haven’t done our job.”
Clemensen pointed out that while dual enrollment programs already exist in many local schools allowing high school teachers to award college credit, Sharks and Seawolves adds further value through real-life experiences on a college campus: “What’s missing from that experience is the soft skills,” he said. “These kids will not be in the high school. They’ll be on a college campus with college kids, learning self-advocacy, navigating office hours and interacting with college faculty. Those are priceless skills.”
Reese emphasized that credits earned through this program remain valid indefinitely: “They’re part of your official academic record,” she said. High school participants pay about one-third of standard tuition rates per credit.
The initiative also welcomes first-generation students as well as adult learners by encouraging families’ involvement throughout enrollment processes—something both Reese and Pearson underscored as essential for broadening participation.
“College is for everybody,” Clemensen added. “And giving students these options locally gives them the safety to explore what they’re good at and what they like.”
