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With our Catholic liberal arts heritage and over 100 degree programs, including nursing and marine biology, from bachelors through PhDs, we've got your options covered. Focus on arts and sciences, business, education, social work, communication, nursing, medical sciences, theology, or law. Take things further with personalized research and experiential learning opportunities, on and off-campus. Enhance your prospects with hands-on internships at some of the country's top organizations.

Colleges and Schools

Academic Support

Barry University Students

The path to your perfect career begins with planning and support. Career Development has resources for you to help you make the most of your time at Barry. Guidance is just an appointment away.

Service-learning integrates relevant community service with course work and critical reflection to enrich the learning experience, foster social responsibility and civic engagement, and strengthen communities.

Service-Learning

The Honors Program at Barry is designed to challenge, enrich, and prepare especially motivated students to pursue their fullest potential. By participating in a rigorous curriculum rounded out by an array of edifying and interactive events, students explore crucial issues that we face in our daily lives. Students are given the space for discussion and debate and the opportunity to learn from experts in their fields. The Office of Financial Aid can assist with determining eligibility for the Honors Program.

The Monsignor William Barry Memorial Library is located in the center of the beautiful Miami Shores campus of Barry University. The Library is named in loving memory of Monsignor William Barry, one of the founders of Barry University and an inspirational figure in the Catholic Church within the Archdiocese of Miami. The extensive Library research collections include more than 950,000 physical items, over 40,000 print and on-line journal subscriptions, and several thousand on-line books and streaming video resources.

At Barry University, you will experience a small community atmosphere where you can always rely on our administrators and faculty for advice, encouragement and personal attention. We take great pride in giving individual attention from the very beginning. You can start building a personal relationship with one of our admissions counselors who will help answer any questions, and guide you through the entire admissions and enrollment process.

Continuing Education (CE) offers a variety of courses and non-credit programs designed to respond to the diverse educational interests and lifelong learning needs of individuals of all ages. We offer certificate, credential exam preparation, and licensure programs for professional and personal enrichment.

High school students: Get a jump-start on your college education with dual enrollment courses from Barry University! You can earn high school and college credit at the same time, right at your own school.

Dual Enrollment

Barry University is committed to provide you with a dynamic and flexible approach to your degree pathway through our online courses and degree programs. We understand that balancing academics, work, and personal commitments can be challenging. That's why our online offerings are designed to fit seamlessly into your busy schedule, allowing you to pursue your educational goals without compromising on other important aspects of your life.

Distance Education

We are committed to providing programs and services that are guided by Barry University's rich educational mission and intended to enhance your Barry experience. Through partnerships with others in the university community, we aim to create experiences that will help transform you into leaders for a just and humane world.

We are an NCAA Division II school and a member of the Sunshine State Conference with 12 varsity teams, including men's baseball, basketball, golf, soccer and tennis; and women's basketball, golf, rowing, soccer, softball, tennis and volleyball. So far, we've won 24 NCAA championships, had 338 All-Americans, 413 Scholar All-Americans, and nine NCAA "Women of the Year" finalists, the most of any Division II school. Not bad at all, but we're going for more.

Campus Life

For students currently enrolled in classes at Barry, we have a wealth of resources you can tap into to bring ease and efficiency to your university experience. Get the help you need with administrative or financial questions, or check out course catalogs to help plan your schedule by semester. All the information you need to excel is at your fingertips.

Silvia Majercakova Albertova, Ph.D.

Director, School Psychology Program

Silvia Majercakova Albertova, Ph.D.
Silvia Majercakova Albertova, Ph.D. Director, School Psychology Program

Biography

Silvia Majercakova Albertova holds a BA and an MA in Psychology from Webster University, Saint Louis, Missouri, and a Ph.D. in School Psychology from Pan-European University in Bratislava, Slovakia. Dr. Albertova has been a practicing school psychologist in both public and private schools for over 10 years. Her research interests focus on school psychology, particularly applied positive school psychology. She has collaborated on several international research projects and explored topics including student and teacher mental health and well-being, social-emotional health, school belonging, mindfulness, and school climate. Dr. Albertova previously served as the Director of the Center for Positive Psychology at Pan-European University, Slovakia, and is an active member of the International Association of School Psychologists (ISPA). She also serves as an editor for the Journal of Happiness and Health and is a member of the Editorial Board of the Journal of Positive School and Educational Psychology.

  • Majercakova Albertova, S.. (2024). Mindfulness and Its Role in Youth Mental Health in Schools. In: Arslan, G. & Yıldırım, M. (Eds) Handbook of Positive School Psychology. Advances in Mental Health and Addiction (pp. 13-29). Springer, Cham. https://doi.org /10.1007/978-3-031-54295-4_2

    Arslan, G., Buluş, M., Albertova, S. M., & Coşkun, M. (2023). Uncovering resilient profiles and their influence on college student psychosocial functioning: A latent profile analysis approach to complete mental health. Current Psychology: A Journal for Diverse Perspectives on Diverse Psychological Issues. https://doi.org/10.1007/s12144-023-05372-9

    Arslan, G., Burke, J., & Majercakova Albertova, S. (2022). Strength-based parenting and social-emotional wellbeing in Turkish young people: Does school belonging matter? Educational and Developmental Psychologist, 39(2), 161–170. https://doi.org/10.1080/20590776.2021.2023494

    Boleková, V., Majerčáková Albertová, S., & Arslan, G. (2022). Overenie psychometrických charakteristík skríningových nástrojov internalizujúceho a externalizujúceho správania mládeže [Validation of psychometric properties of screening measures for internalizing and externalizing behaviors of primary and secondary students]. Epsychologie, 16(3), 1- 18. https://doi.org/ 10.29364/epsy.447

    Majercakova Albertova, S., & Bolekova, V. (2022). Relationships between Life Satisfaction, Happiness and Meaning in Life in Pregnancy during the COVID-19 Pandemic. Journal of Happiness and Health, 2(2), 87–97. https://doi.org/10.47602/johah.v2i2.20

    Arslan, G., Yıldırım, M., & Majercakova Albertova, S. (2021). Development and initial validation of the Subjective Academic Wellbeing Measure: A new tool of youth wellbeing in school. Journal of Positive School Psychology, 6(1), 3–11. https://doi.org/10.47602/jpsp.v6i1.251

    La Salle, T. P., Rocha-Neves, J., Jimerson, S., Di Sano, S., Martinsone, B., Majercakova Albertova, S., Gajdošová, E., Baye, A., Deltour, C., Martinelli, V., Raykov, M., Hatzichristou, C., Palikara, O., Szabó, É., Arlauskaite, Z., Athanasiou, D., Brown-Earle, O., Casale, G., Lampropoulou, A., ... Zvyagintsev, R. (2021). A multinational study exploring adolescent perception of school climate and mental health. School Psychology, 36(3), 155–166. https://doi.org/10.1037/spq0000430

  • Majercakova Albertova, S. (2024, July 3-6). Mindfulness-based intervention in middle school in the context of covitality [Conference presentation]. 45th Annual Conference Building effective teams to support all children. International School Psychology Association, Riga, Latvia

    Majercakova Albertova, S. (2024, July 3-6). Parental perceptions of school climate in Slovakia [Paper presentation]. 45th Annual Conference Building effective teams to support all children. International School Psychology Association, Riga, Latvia

    Majercakova Albertova, S. (2024, April 8-9). The role of school belonging in mental health of adolescents [Paper presentation]. International Symposium in School Climate, Chieti-Pescara, Italy

    Gajdosova, E. & Majercakova Albertova, S. (2023, July 5-8). Social-emotional health of teachers in East European countries Latvia, Lithuania and Slovakia [Paper presentation]. 44th Annual Conference School Psychology in a Changing World: Challenges to Promote Well-being in School Communities. International School Psychology Association, Bologna, Italy

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University Non-Discrimination Statement

Barry University does not discriminate on the basis of race, creed, color, ethnicity, national origin, ancestry, religion, gender, sexual orientation, gender identity, gender expression, genetic information, familial status, marital status, pregnancy, age, disability status or veteran status. This policy applies to students, employees, applicants and trustees with respect to participation in any program, benefit, activity or student/employment opportunity offered by the University. Every member of the University community is expected to uphold this policy as a matter of mutual respect and fundamental fairness in human relations. Every student of this institution has a responsibility to conduct himself/herself in accordance with this policy as a condition of enrollment. Further, every University employee has an obligation to observe Barry University policies and implementation of federal and state law as a term of employment. No person shall be retaliated against for reporting violations or concerns about prohibited discrimination or bias through appropriate University channels.

Nothing in this non-discrimination statement shall require Barry University to act in a manner contrary to the beliefs and teachings of the Catholic Church or the University mission statement.

Barry University’s EASE Grant Performance Measures on Access Rate, Affordability Rate, Graduation Rate, Retention Rate and Postgraduate Employment Rate are specifically listed on the ICUF Dashboard at this link: icuf.org/dashboard.

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