Art Thomas

University College has been renamed the College of Professional Studies. For over 100 years, the college’s mission has been to provide educational opportunities to those whose only access to ���ϲ����� is through part-time study. The new name reflects the expanded purpose to serve students who desire to attend ���ϲ����� through a college recognized for market-sensitive professional studies degree programs, accessible academic pathways and world-class online education.

Within the College of Professional Studies, the Department of Executive Education has been established to develop responsive and market-sensitive credit, non-credit, continuing education and alternative credential courses and programs for students looking to complement existing credentials, advance their knowledge or redirect their careers.

The new department serves and supports the schools and colleges within the University to set strategic direction and coordinate partnership opportunities, developing strong working relationships with faculty, staff and external parties to identify and leverage instructional talent and opportunities for collaboration. The department’s additional near-term services will include identifying and analyzing challenges, opportunities, markets, competitors and industry trends.

Art Thomas, associate dean for career services and experiential learning in the School of Information Studies (iSchool), has been named executive director of the executive education department. Thomas began his career at ���ϲ����� in 2001 as an adjunct professor. He became an assistant professor of practice in 2009. He consistently rose through the ranks becoming associate dean for academic affairs in the iSchool in 2015 and associate dean for career services and experiential learning in the iSchool in 2020.

“Art is a long-time collaborator with the college, an active supporter of our students and staunch advocate of our mission,” says Dean Michael Frasciello. “He is creative and thoughtful and has exceptional relationships throughout the University. We could not be more fortunate to have someone of Art’s depth, experience and entrepreneurial spirit designing and launching our new executive education strategy and programs portfolio.”

Thomas earned a bachelor of arts degree from the State University of New York (SUNY) College at Brockport and a master of education degree in curriculum development and instructional media from SUNY at Buffalo, where he also completed his Ph.D. in research and evaluation – instructional systems design and management.

The College of Professional Studies at ���ϲ����� offers online and on-campus professional degrees, non-credit programs and executive education programs, delivering exceptional support and services to a diverse part-time student population seeking a ���ϲ����� education.

���ϲ����� Mayor Ben Walsh speaks with members of the media during a news conference on Tuesday, April 6, at the Daniel and Gayle D’Aniello Building, home to the National Veterans Resource Center.

���ϲ����� embraces its commitment to promoting positive change that simultaneously advances knowledge and opportunity for all citizens. A large part of that commitment is providing access to a ���ϲ����� education to local high school students.

In partnership with the ���ϲ����� City School District, the University will offer scholarships to up to 36 rising high school juniors to explore college life through its . Sponsorship of the city school students was made possible, in part, through a generous donation from IBEW Local 43 and the National Electrical Contractors Association (NECA) Finger Lakes Chapter.

“We are thrilled to add IBEW and NECA to our group of foundations, organizations and schools that collectively support student participation in our Summer College courses,” says ���ϲ����� Vice Chancellor for Strategic Initiatives and Innovation J. Michael Haynie. “This is especially important as it allows us to provide scholarships to students here in ���ϲ�����. We’re proud to partner with the ���ϲ����� City School District to introduce students to potential educational and career pathways, providing them with valuable insight into future opportunities in advance of graduating high school. IBEW and NECA is helping to make this happen.”

Mayor Ben Walsh says that by exposing young people to a real college class and introducing them to other college-bound students, the University’s Summer College Program will give students an even greater likelihood of success beyond high school “This summer pre-college experience offers a roadmap to help 36 students achieve their dreams,” he says. “I want to thank SU, the ���ϲ����� City School District and the IBEW Local 43 and the National Electrical Contractors Association for making this program available to our young people. It will be an exciting summer for these rising juniors.”

Jaime Alicea, superintendent of the ���ϲ����� City School District, echoed the mayor’s statement. “Summer College is an excellent opportunity for our students to experience and explore what college is going to really be like,” says Alicea. “Through this partnership with IBEW and NECA, ���ϲ����� and University College, we are showing our students that their future is limitless and they can and will be successful in college if that is the path they choose.”

When the IBEW Local 43 and Finger Lakes NECA Chapter heard that ���ϲ����� was partnering with the ���ϲ����� City School District to give high school students the opportunity to attend their Summer College Program, they wanted to help. “High school students may often feel overwhelmed about the college process or may believe going to college is unattainable,” says Alan Marzullo, business manager and financial secretary for IBEW Local 43. “We take pride in helping students gain access to higher education by providing them an opportunity to discover their future goals and receive the tools necessary to achieve them.”

“���ϲ����� has a long tradition of creating valuable opportunities for students in the community by giving them authentic college experiences,” says Michael Frasciello, dean of University College. “We encourage other businesses and organizations to consider sponsoring academic programs that expose students in our community to the transformational power of a college education.”

In Summer College, high school students can explore potential majors and experience college life in credit and noncredit courses for three or six weeks. For more information about pre-college programs or how to sponsor high school students, email precollege@syr.edu.

Kate Veley

Katherine O’Neil Veley graduated from ���ϲ����� in 2020 with a degree in creative leadership from University College (UC). Like the thousands of other students in the Class of 2020, Veley waited with excitement and anticipation for the day she would walk the stage with her friends, family and co-workers cheering her on and celebrating her success. Instead, she received a large white envelope in the mail with her diploma enclosed.

Veley, a former ���ϲ����� employee, spent decades earning that degree. She began college right out of high school, but life got in the way and she didn’t return for a second year. Instead, she joined the workforce. Her work experience eventually led to a job at the University. As part of a campus community, Veley soon understood the importance of a college degree.

Veley started taking classes and after decades of balancing work, family and other obligations, she graduated summa cum laude last spring. She was honored to be named UC’s college marshal and student speaker. Her high achievements qualified her for membership in the Alpha Sigma Lambda Honor Society for nontraditional students. She was also named an alumni scholar, a prestigious award given to University College students who excel academically.

Veley was disappointed when graduation was postponed last year. “I started college 40 years ago and had a long time to dream about what it would feel like to walk the stage,” she says.

“When, in early summer, a hard white envelope arrived, I was shocked to see my diploma inside. But as I held that diploma in my hand, I took a closer look,” she says. “I saw fake blood stains from my forensic class, drops of coffee from countless late nights, eraser dust and highlighter marks, milk stains from all the nights my husband had to eat cereal for dinner and tears of frustration when I mistakenly deleted an assignment that was due in two hours.”

Veley shares her success with the many people along the way who guided and encouraged her. Instructors and fellow students became friends. Co-workers, deans across other schools and colleges and her University College advisors encouraged her to go on.

“But my husband was by far my greatest supporter and the reason I went back to school in the first place,” she says. “He was there with me every step of the way—always cheering me on, reassuring me when I was ready to give up, helping me with homework and being oh, so patient.”

Veley has had time to reflect on what that ���ϲ����� diploma represents; a degree from one of the most prestigious universities in the country. That one sheet of paper embodies the love and understanding of her husband and son. “There were times I wasn’t able to participate in a family event or a special occasion because an assignment was due in a matter of hours,” she says. “How do I thank them for all that they sacrificed so that I could continue my studies?” She recalls them playing a role in helping her destroy a bridge made of tongue depressors at 11 p.m. one night. She remembers their years of unwavering support, patience and understanding and the immeasurable role it played in her success.

“That piece of paper that arrived in the mail depicts our unique journey as adult students. It represents bravery and tenacity and the awkwardness of the first day of class, when younger students wondered why their professor was sitting among them only to realize we were students ourselves,” she wrote in her commencement speech.

“We are a unique group who come from across the country and around the world,” she says. “We worked, raised kids, served in the military, battled illness, moved our homes, got married and perhaps, divorced, and started new jobs—all while attending classes.”

“Like so many University College students, Veley stayed focused on her studies while juggling multiple responsibilities,” says Rosemary Kelly, assistant dean of student administrative services. “I am consistently inspired by the students with which we work and the same is true with Kate. It was my privilege to have had the opportunity to get to know her.”

Diane Lyden Murphy, dean of Falk College, echoes Kelly’s sentiment. “It was admirable to witness how Kate balanced her studies as an adult learner with family and professional commitments while always making time to volunteer in support of the ���ϲ����� and local communities,” Murphy says. “With dedication and perseverance, she continued on the path to completing her degree, a road she traveled with determination, perseverance and grace. She continues to motivate others, helping them succeed by her example.”

These days, Veley serves as director of corporate philanthropy at Make-A-Wish Central New York. Her degree in creative leadership gave her the essential skills she needed to compete, thrive, motivate and lead others in today’s society and elevated her proficiencies on a broad scale. Her years working at ���ϲ����� and with countless nonprofits throughout the region, prepared her well for this new phase of her life. She hopes to have a significant impact on the lives of critically ill children throughout Central New York.

“We are the Class of 2020,” says Veley. “We were the first class to graduate amidst a worldwide pandemic. We endured so much to earn this degree, and COVID-19 can’t take this accomplishment away from us.”

As she looks at her diploma now hanging on the wall in her home, she sees the memories, challenges and joys that are woven into the fabric of the document. “I learned so much studying and working at ���ϲ�����. I made lifelong friends and have a lasting sense of pride being a member of the Orange community,” Veley says.

Veley said in her Commencement speech that while she and other adult learners often asked themselves why they persevered on their educational journey, she’s confident that none of them regret the sacrifices they made. “Be proud, never forget what you’re capable of and all that you’ve achieved,” she said. “That eight-and-a-half-by-eleven inch piece of paper represents our hard work and the realization that our dreams can come true.”

Note: Subject to continued improvement in public health conditions and relaxation of government restrictions, ���ϲ����� will host Commencement for the Class of 2020 on Sunday, Sept. 19, 2021.

Employers are looking for individuals who have both soft skills and technical skills, are problem solvers and are passionate about technology. Computer programmers can choose a wide variety of career paths, including health care, criminal justice, defense contracting, finance and more.

Students will gain a comprehensive understanding of how and why computer systems work and how to design solutions that encompass functionality and usability. They will also learn how to manage projects, understand system limitations, and write and test the code that will run software applications and programs.

���ϲ�����’s 120-credit Bachelor of Professional Studies (BPS) degree in computer programming is a fully online program with weekly interactive live sessions.

Registration is now open for the spring 2021 semester and classes begin Feb. 1. For more information, email parttime@syr.edu or call 315.443.9378 (toll free at 1.866.498.9378).

Orange Academy courses will be taught by ���ϲ����� faculty and instructors at a reduced rate. The virtual synchronous classes are offered in the evening in a four-, six- or eight-week format.

There is a diverse set of disciplines to choose from, including art, business, film, culture, STEM and writing. Participants can pursue an interest, strengthen their skills and increase their knowledge base.

While there are no exams, graded papers or prerequisites for Orange Academy courses, faculty and instructors will provide feedback on progress, skill development and overall learning. After successfully completing the course, participants will earn a certificate from ���ϲ����� and will have the option to purchase a noncredit transcript.

Registration for spring session I is now open. Registration deadline is Jan. 11. Visit the Orange Academy webpage for course descriptions and registration deadlines.

Aisha Huntley ’05, G ’11

For many adults, it takes courage to walk through a door that can change the trajectory of their life. Oftentimes, that first step is taken with a mixture of hope and trepidation. Aisha Huntley ’05, G ’11 never imagined that she would find herself on the ���ϲ����� campus pursuing a bachelor’s degree after struggling to earn an associate degree at Onondaga Community College. “School had never been easy for me,” says Huntley. “I had to work so much harder than my peers.”

It was a University College billboard and radio ad that gave Huntley the courage to attend an information session to learn whether or not she had what it takes to be a ���ϲ����� student. “I walked into University College with a toddler in tow,” says Huntley. “After talking to an advisor, I politely told her I didn’t know what I was thinking and apologized for wasting her time. She wouldn’t let me leave without making another appointment to talk with her again and told me she would personally do whatever she could to help me succeed.”

Like many part-time students, Huntley was raising her daughters while working full time. “I had many blue-collar jobs that were decent, but not good enough,” she says. “With each new job came a yearning to do more, have more and be more. Not only for myself, but for my children.”

Huntley and her five siblings grew up in ���ϲ����� and faced many hardships. They were able to navigate through the challenges of life by sticking together and having a strong, hardworking mother as a role model. “She was the key factor in keeping our family together,” Huntley says. “Though forced to endure difficulties, many that were beyond her control, my mother still managed to foster a strong sense of shared commitment to our family while focusing on our academic success.” Huntley says that her mother’s ability to remain resilient during unstable times was one of the reasons she was driven to succeed.

Inspired by her mother’s strength and encouragement, Huntley returned to University College for another meeting with an academic advisor. They discussed her options, the timeframe for earning a bachelor’s degree and the financial resources available to her. Through the  (HEOP), most of Huntley’s expenses were paid for. “I was shocked to learn I qualified for the HEOP program and was grateful for the guidance I received to secure the necessary funding to return to school,” she says.

Huntley found that support, guidance and tough love from the staff at University College was crucial to her achievements. “The staff checked on me every step of the way to make sure I had everything I needed to be successful. During those early years, there were times my advisor even watched my daughter so I could complete homework assignments and attend group meetings.”

While Huntley considered earning a degree in education, she chose information management and technology, and after graduating, worked as an information technology analyst. “I realized that if I remained in that field, I would forever be confined to a cubicle,” she says. “I never thought about being a teacher until friends and family encouraged me to pursue it. Teaching was not a profession I thought about as a child.” However, Huntley could imagine herself being a school administrator and returned to the School of Education to earn a master’s degree in education.

Making an Impact

These days, Huntley teaches special education at Frazer Pre-K-8 School in ���ϲ�����. She teaches all content area subjects to the 15 students in her class and every day is a challenge. “I teach them, listen to them, wipe tears, foster friendships and diffuse tense situations” she says. “I tell them the difference between Common Core lessons and life lessons.” Teaching in room 220 at Frazer School, Huntley says that on any given day you can hear her say, “this is not a 220 lesson, this is a life lesson.”

There is no doubt that Huntley is making a significant impact on her students. She wants to ensure that they are not only “school smart,” but “street smart.” “I talk to them about advocating for themselves, knowing when to walk away and the difference between right and wrong,” she says. “More importantly, I hold them accountable for their actions.”

Because Huntley grew up in ���ϲ�����, she knows firsthand the challenges that some students face. It is that understanding that gives her the ability to authentically guide them. “It takes more than relying on what was learned in school or navigating lesson plans to make a difference in students’ lives,” she says.

Huntley now has a doctoral degree in education from St. John Fisher College. “I knew I wanted a doctoral degree, but it seemed out of my reach, especially since I didn’t have any role models who encouraged me to begin my education at a young age.” Huntley says earning each degree was an accomplishment she never dreamed was possible. “Defending my doctoral dissertation and receiving final editor approval was the proudest moment of my life.”

Reimagining Her Purpose and Passion

Huntley reflects on her years of higher education and knows that she’s not quite done learning. She is back at the School of Education taking classes in pursuit of a Certificate of Advanced Study (CAS) in educational leadership. She dreams of becoming a leader in social justice in order to influence change in urban, marginalized communities.

“I did not want my childhood reality to be that of my children, she says. “I dedicate all of my hard work, blood, sweat and tears to my four amazing daughters. I finally earned my seat at the table and they bear witness to that. I have four daughters and four degrees. I defied all expectations and you can too.”

University College Dean Michael Frasciello speaks at a Sept. 3 press conference at ���ϲ����� City Hall.

In August, partnered with to offer K-12 educators the opportunity to sharpen their skills and learn new strategies to teach students in a virtual environment. Nearly 300 teachers in the ���ϲ����� City School District participated in the online course free of charge.

Deyett says the course was invaluable. “I have learned that routines and procedures are a must. Students need to know what is expected of them. The clearer the expectations, the better the outcome,” she says. Deyett  says providing office hours and offering ways for families to contact her is also important. What was particularly useful for Deyett was the section on how to adapt virtual learning for all students, no matter their level of ability or disability.

At a press conference on Sept. 3, ���ϲ����� Mayor Ben Walsh talked about the challenges that face local and national industries and educational institutions as a result of the pandemic. He thanked ���ϲ����� and Blackboard for offering this program to Central New York educators. “What I love about this community and the partnerships we have is that even as we are going through our own challenges, we are looking for ways to help each other,” said Walsh. “That’s what today is all about. ���ϲ�����, specifically, is looking beyond campus to find ways to help their community. We are very appreciative of the University’s support and partnership.”

���ϲ����� Vice Chancellor J. Michael Haynie said that during an unprecedented school year that is impacting everyone, it will take all of us pulling together to meet the issues and challenges facing teachers at all levels. “This year, we at ���ϲ�����—like our colleagues in the ���ϲ����� City School District—are innovating and adapting every day to not only meet and overcome the challenges posed by the COVID-19 pandemic, but to emerge as a stronger institution given what we learn from this experience. I am pleased that ���ϲ����� is in a position to leverage some of those learnings and offer our unique expertise and resources to support teachers with specific and tailored training to help them effectively engage students in a virtual environment.”

(UC) at ���ϲ����� is the continuing and professional studies college of ���ϲ�����. Dean Michael Frasciello says that UC is ideally situated to support the school districts in the region in preparation for remote and full online instruction. “As ���ϲ�����’s academic unit focused entirely on developing rigorous and differentiated online teaching and learning, this teacher training opportunity is another example of how our longstanding partnerships with regional school districts benefit so many,” says Frasciello. “Partnering with Blackboard to seamlessly extend their training courses to teachers and educators is another example of University College’s dedication to the region and our commitment to serving as the gateway to ���ϲ����� for continuing and professional part-time studies.”

The course, “Blended Learning and Online Strategies for K-12,” provides teachers with tactics for designing courses for the online classroom. Deyett says a lot of the methods she learned will need to be adjusted to fit the needs of her kindergarten students. Simple strategies such as font size, colors and graphics can help hold a child’s attention. “Another strategy I learned was to prerecord myself and then log on as a student to see if what you want taught is being achieved,” she says.

“Given the circumstances we are facing this school year, the course content being offered to teachers through this program is especially relevant,” adds Jaime Alicea, superintendent of the ���ϲ����� City School District. “Virtual learning is still new for so many of our staff and students and any chance we have to provide ways for us to improve is appreciated.” Alicea says that while the pandemic has separated us in many ways in our daily lives, it has also brought our community together. “Opportunities like this online learning class demonstrate not only the dedication of ���ϲ����� teachers and staff, but also the power of our community and what we can accomplish when we work together.”

of Central New York provided funding that allowed teachers from the ���ϲ����� City School District to participate in the program. In addition, Blackboard and University College matched the registration fee dollar-for-dollar in order to offer the course free of charge to K-12 local teachers. ���ϲ����� has a longstanding partnership with Blackboard to provide a virtual learning environment that is accessible and relevant to students across the globe. Additional private donations have made it possible to expand the course offering to teachers throughout the Central New York region.

K-12 educators in the Central New York region can for the next course, scheduled for Sept. 21. Registration will close Sept. 17.

ELI Instructor Constance Walters has a virtual discussion with Fulbright students.

This year, due to the COVID-19 pandemic, the program was offered virtually, which meant that students and instructors had to adjust to a new way of learning and teaching. “Although it was certainly a very different experience than in-person classes, I was able to develop relationships with some of my students, particularly through virtual office hours,” says instructor Constance Walters. “I really appreciated and enjoyed that face-to-face time with them and the comments they wrote at the end of the course made it clear that they really appreciated that time, too.”

The high standards set by the instructors at the English Language Institute motivated Nanan Nuraini to learn and participate in each session and assignment. Nuraini lives in Bandung, West Java, Indonesia, with her two children. Her husband worked in Africa but returned to Indonesia to take care of their children while Nuraini waits for her visa to be processed for her anticipated arrival in the United States. Nuraini has a bachelor’s degree in psychology from Padjadjaran University in Indonesia and a master’s degree in psychology of education from the University of Bristol, U.K. When she arrives in the U.S., she will begin working on a Ph.D. in neuroscience at the University of Missouri-Columbia.

Nuraini was grateful to be accepted into the Fulbright program because she knew that developing her English language skills would strengthen her contributions in the field of neuroscience and psychology.  While she said that initially, the virtual learning classroom was challenging, it became easier as the students and teachers got to know each other. “The instructors are supportive, helpful and warm which made me feel accepted and not hesitate to ask questions,” she says.

As part of her Ph.D. program, Nuraini plans on publishing numerous research articles that focus on creating better treatments for individuals with autism spectrum disorders. “I also want to contribute to society in Indonesia, particularly mothers who struggle with motherhood and postpartum depression.”

Ekaterina Tretiakova is from Kostroma, a historic city in western Russia. From a young age, Tretiakova was hungry for knowledge about the world around her—the culture, language, arts and literature. She spent her adolescent years taking English, German and Spanish classes, attending art school and visiting summer and winter camps devoted to foreign exchange programs. “My early passion for learning foreign cultures inspired me to enter the department of foreign languages and become a teacher of English and German,” says Tretiakova.

While teaching in both the private and public sector, Tretiakova continued her studies and received a second degree in marketing. She worked for three years as a manager for a production company before returning to the field of education. “I’ve been working for an international IT company teaching English to IT specialists,” she says. “As the company rapidly expanded, our specialists were required to travel overseas. It was heartrending to watch their struggle to learn to speak different languages and understand the culture of the countries they visited.”

Tretiakova will be attending ���ϲ�����’s to begin a master’s program in instructional design and assessment. She said the virtual ELI program was comparable to in-class instruction. The program was beneficial and gave her the resources she needs for future research. “Learning how to structure a paper, write an abstract and an introduction was really useful,” she says. She also learned about possible funding sources for research projects. Because Tretiakova will continue her studies at ���ϲ�����, she found the introduction to campus—the library, business incubator and other facilities—will help her feel at home.

“The immersive program is designed to give graduate school students an academic English course as well as an introduction to a broad array of University resources to help them get the most out of their academic experience,” says David Lind, director of ELI. Eight schools/colleges and departments across campus participated in teaching the students about culture, history, diversity and inclusion, and the many resources available at the library.

University College staff held a panel discussion for the students that focused on the history of African American civil rights both past and present. Tyler Bell, a Ph.D. candidate in the School of Education, Marsha Senior, director of the HEOP Program and assistant director of student administrative services at UC, and Nichole Henry, UC’s director of admissions, led the discussion. “We utilized visual thinking strategies to analyze a collage of images that have impacted underrepresented and marginalized communities in 2020,” says Bell. “The students thought that this was a very powerful lecture and genuinely learned a lot regarding the historical and contemporary implications of events affecting African Americans as seen through their verbal engagement and continuous comments throughout the presentation.”

Indonesian students created a poster to say “thank you” to the English Language Institute.

Indonesian student Tryanti Abdulrahman thought the panel presentation fit well with her class discussions about slavery in the U.S. “I learned a lot on this topic through the lens of injustice,” says Abdulrahman. “The most provoking part of this topic was when our instructor Connie Walters asked us to connect the story to the history in my country.” As a result, Abdulrahman said she has become more culturally responsive and understands how sensitive the race issue is.

Abdulrahman grew up in Gorontalo, a province on the island of Sulawesi. She now lives in Bekasi, a city in West Java, Indonesia. She earned a master’s degree in multicultural education in foreign language teaching from Ohio State University and plans to complete a Ph.D. in reading and literacy for early and middle childhood education at Ohio State University. “My continued studies would provide me with the knowledge and expertise in reading and literacy as well as knowledge about the world, social relations, identities and power,” says Abdulrahman.

In addition to learning about the history and culture of the United States, the scholars found many other beneficial aspects of the Fulbright English for Graduate Studies program. Tretiakova, who has never studied abroad, found the teaching approach much different than what she experienced in Russia. “It was a very valuable experience,” she says. “The teachers provided a logical and clear framework on what needed to be done and provided different methods for research and the logic of each.”

“I appreciate that our instructors gave us meaningful materials and provided clear instruction. Homework and class activities focused on academic language development while teaching us the academic tools we need,” says Abdulrahman. The program provided training on plagiarism, giving the students a better understanding of intellectual property and how to cite works correctly. “I have learned about plagiarism before but with this instruction, I gained a deeper understanding and passed the plagiarism certification test.”

The students who were interviewed said that the most valuable part of the three-week virtual program was the poster project and presentation that was part of their final assignment. “It required me to study my topic in depth and apply the theories and practices of the English language,” says Abdulrahman.

“While all of the lessons were valuable, I think learning how to create and present a poster was the most beneficial,” adds Nuraini. “I had the opportunity to create a poster in a limited time, using minimal resources and then present it to teachers and fellow Fulbright students. While I was anxious to present it, it was a wonderful experience. I now have all the resources I need to perform my best in the upcoming Ph.D. program at the University of Missouri.”

“The Fulbright Program was a chance of a lifetime for me,” says Tretiakova. “It will allow me to advance and to move to an absolutely new level of professionalism.”

“I want to thank the English Language Institute at ���ϲ����� for a great program,” says Abdulrahman. “The classes challenged me to think, perform and grow to a higher level. The virtual program offered quality program content and a high standard of excellence. I want to thank my instructors for facilitating such a positive learning environment and teaching me lessons that I will carry over into my life’s journey. They truly made this three-week program one of the best I’ve ever had.”

Yusdanie Fernandez

Cuban native Yusdanie Fernandez, the son of a farmer and a teacher, lived in small town situated between the mountains and the sea. After completing high school Fernandez graduated from college with a degree in nursing and began his medical career as a neonatal intensive care nurse. Later he became an intensive care nurse in the cardiovascular unit.

In 2015, he completed his studies in medicine and became a doctor. His diploma came with an offer to provide medical services in the Cuban medical missions in Venezuela. “I was in a small indigenous town called San Carlos del Rio Negro,” he says. “It was in the jungle of the Venezuelan Amazon next to the Black River and was only accessible by plane. I was able to learn about the culture of the Yanomami Indians and offer them health services in a small hospital that had an emergency room.”

After a year in the Amazon, Fernandez arrived in Miami, Florida, with the help of a religious organization that assisted immigrants looking to resettle in the United States. He soon relocated to ���ϲ����� with the hope of continuing to work in the medical field. Currently, Fernandez manages an Embassy Suites Hotel while he navigates the process and paperwork necessary to become certified to practice medicine in the United States.

Rosa Gomez

Rosa Gomez received a bachelor of science degree in nursing from Calixto Garcia University in Havana, Cuba, followed by specialized training in the ICU. She earned a master’s degree focused on women’s health and has worked as a nurse for 26 years. Since arriving in ���ϲ����� three years ago, Gomez has been working as a medical assistant with the hope of earning the credentials needed to work as a primary health care nurse.

The dream of becoming a doctor came true for Alexander Gonzalez Delis when he completed his studies at the Superior Institute of Medical Sciences in Santiago de Cuba. With two post-graduate degrees in family medicine and one in ophthalmology, Delis worked in three different countries before coming to the United States. His exemplary work as a doctor earned him honorary citizenship in Brazil.

These three individuals and 11 others are sharpening their English language and written skills at the (ELI) through a partnership between University College and Le Moyne College. The Welcome Back Center at Le Moyne is part of the national which addresses the need for more culturally and linguistically diverse health professionals living in Central New York. The center was made possible through the Grant, which helps re-train foreign medical professionals.

Jordan Burns, the recruitment specialist in the ELI, says that the relationship with Le Moyne College was established to develop pathways for students to complete English language training to prepare them for college and careers. “Because of our existing relationship with Le Moyne, they requested we partner with them to provide training to these medical professionals,” says Burns. “We were able to develop an appropriate course of study for the students, test them and enroll them in a matter of weeks.”

“The purpose of the center is to help these students get re-certified in the United States so they can practice medicine again,” explains Liz McCaffery, director of the Welcome Back Center. “Developing the students’ English language skills is an integral part of their success and preparedness. The certification process is very complicated and expensive. If our students don’t speak English well, it’s difficult to navigate.”

Alexander Gonzalez Delis

McCaffery says that immigrants who want to become medical doctors in the United States have to register with the U.S. government as a foreign student through the Educational Commission for Foreign Medical Graduates (ECSMG). “The registration process can be cumbersome and there are a lot of steps.”

Delis says that despite his current medical skills, it’s been very difficult to join the health system in the U.S. “Since I’ve arrived in ���ϲ�����, I’ve been searching for opportunities to improve my skills,” say Delis. “The programs at Le Moyne and ���ϲ����� are making it possible to pursue my goals.”

Olga Oganesyan, assistant director of the ELI, says the participants are taking their learning experience very seriously. “The exam the students are required to take to practice medicine in the U.S. covers not only medical knowledge and terminology, but language skills as well,” she says. “The students are doing very well and are active participants.”

ELI instructor Michelle Sands says that the students are working to overcome barriers such as spelling, pronouncing and writing medical terms in the English language. While her students from Cuba spent several years studying English in medical school, they didn’t anticipate moving to the United States and therefore, did not always retain all of the information.

Sands’ students agree that reading comprehension is a difficult part of the medical board exam, specifically extracting the necessary information to finish within the time limit. “The students in my class are doctors or registered nurses,” explains Sands. “Their ultimate goal is to become certified to practice medicine in the United States.” The English language instructors at the ELI use a variety of strategies to help them achieve that.

“I’m very excited to be receiving this training that will open doors for me to continue to dedicate my life to health care,” says Fernandez. “My experience at the English Language Institute has given me resources I didn’t have.” He says that the ELI instructors consider the various cultures of their students when teaching them the different forms and rules of language. Other students in the program are from Haiti, Congo, Rwanda and Dominican Republic.

There are many aspects of living in the United States and Central New York that the medical professionals appreciate. Fernandez loves living in ���ϲ����� where the lakes and forests are enhanced by the rich history of the region.

Rosa appreciates visiting downtown during the summer while working to obtain the tools she needs to become a nurse. Gonzalez says that being part of ���ϲ����� is one of the best things that has happened in his new life in America.

Each one of them appreciates the opportunities afforded them through the programs offered at Le Moyne College and University College’s English Language Institute.

Elijah Harris Jr. Photo credit: ���ϲ�����.com

Elijah Harris Jr. was known throughout ���ϲ����� as a man who shared his passion for music with those around him. Anyone walking near the ���ϲ����� campus would encounter Harris who always had a smile on his face and a guitar in his hands. Harris could often be found on Marshall Street serenading people passing by and telling jokes. “His love of music started when he was 8 years old,” says his daughter, Lakisha Harris. “He started playing the guitar at the age of 11. He wanted to spread harmony and his musical gift with everyone.”

In April 2020, Harris was killed while riding his bicycle in a double hit-and-run crash on the city’s South Side. Family, friends and acquaintances were shocked to learn of his death and the circumstances surrounding it. Lakisha wants people to remember not how her dad died, but that he was an amazing artist who put his heart and soul into every performance.

“My dad encountered many struggles throughout his life, but he stayed committed to his music and his journey to touch as many people as possible,” she says. Harris, one of nine children, says her father was very devoted to his family. After performing and sharing his talents with the community, he would go home and entertain them. “He would share his music with his children with the same energy he had on the streets,” she recalls.

While Harris played his guitar at various locations throughout ���ϲ�����—outside the Dome, in front of the Landmark Theater or Civic Center, or NBT Stadium—Lakisha says he especially loved playing near the ���ϲ����� campus. “He loved ���ϲ����� and appreciated the love he received back from those he met. The University embraced my dad with open arms from the very beginning, so when my family wanted to create a lasting memory, we chose to establish a scholarship at ���ϲ����� as a way to honor him and say thank you.”

Daughter Lakisha Harris holds a photo of her father, Eli Harris, a U.S. Marine who served in the Vietnam War

“Anyone who knew Eli or heard him play understands the power of music, especially music shared openly and freely,” says Michael Frasciello, Ph.D., dean of University College. “University College is honored to be part of his legacy of humor, love and joy. The Eli Harris Scholarship will ensure that ���ϲ����� part-time students have the opportunity to study and share music as only he could imagine.”

The Eli Harris Scholarship will provide financial assistance to part-time undergraduate students studying music or a related field.

In 2019 Harris won the Founders Award during the ���ϲ����� Area Music Awards. It was an honor that reflected the positive impact he had on the ���ϲ����� community.

“My father would be as excited and proud of this tribute as he was when he received the Founders Award,” says Lakisha. “With the establishment of this scholarship, the family wants to ensure that his legacy will live on. “We want students to know that if they are determined, they can accomplish great things.”

The family is planning a celebration of Eli Harris’ life in April 2021. The event will be free for the community and feature music, food and other activities. For more information on participating in the event, contact Lakisha at elialleyway@yahoo.com.

These hands-on, non-credit certificate programs equip individuals with career-aligned digital skills to prepare them for their next job, promotion or the launch of their own business. Programs are focused on applied technology career areas with high demand and job growth such as project management, data analytics and digital marketing, 3D development and customer relationship management.

Each continuing education non-credit certificate includes 10 hours of career navigation content designed to fit the lives of adults, full-time employees and parents looking to change careers, get back into the workforce or increase their skills.

“Our partnership with Pathstream is an important part of ���ϲ�����’s response to the rapidly increasing demand for access to non-traditional programs, certificates, and credentials,” says University College Dean Michael Frasciello. “Non-traditional learners are turning to University College for executive education, short-courses, informal alternative education, and micro-credentials. Our Pathstream programs are accelerating our response to ensure that these learners continue re-skilling and re-tooling to stay competitive and keep learning over the course of their lives.”

These programs are set to start in September and October. Pathstream provides career services to individuals who successfully complete the program.

For more information contact the Pathstream Enrollment Team at 628.265.8282 or enrollments@pathstream.com.

Bethaida “Bea” González

In an effort to professionalize and elevate the field of professional, continuing and online education (PCO), UPCEA is launching a series of online professional development programs that will address the challenges of the profession and the importance of representative and diverse leadership—a cornerstone of UPCEA’s commitment to diversity and inclusive excellence.

González, vice president for community engagement and former dean of University College, retired this month after 36 years of service at ���ϲ�����. She served UPCEA in many capacities, including as president-elect in 2013-14 and president in 2014-15. During her tenure as UPCEA president, González facilitated discussions about the needs of adult students and collaborated with UPCEA officers and members to provide services and access to higher education students.

“This is the most significant move we have ever made in the area of diversity and inclusive excellence, and I am deeply grateful to the great Bea González for lending us her name and reputation for leadership in this critical area,” says Robert J. Hansen, chief executive officer of UPCEA.

Individuals who are in the field of higher education and identify as a member of one or more diverse groups are encouraged to . The deadline is Friday, Aug. 7.

Founded in 1915, UPCEA serves more than 350 institutions, including most of the leading public and private colleges and universities in North America. The association serves its members with innovative conferences and specialty seminars, research and benchmarking information, professional networking opportunities and timely publications. Based in Washington, D.C., UPCEA builds greater awareness of the vital link between adult learners and public policy issues.

Mary Welker ’20, second from right, celebrates her graduation with her daughters (from left) Martha Welker, ’23, Caitie Welker, ’16, Abbey Welker, ’20 and Bridget Welker Moore, ’13.

Mary Welker ’20 is a mom, a role model to her four daughters, a full-time ���ϲ����� staff member, an Alumni Scholar and a recipient of the Nancy Gelling Award given to a student for high academic achievement.

In May, the University College Class of 2020 graduate shared the significant accomplishment of graduating from ���ϲ����� with her daughter, Abbey. Mary earned a bachelor of professional studies (B.P.S.) degree in creative leadership from University College and Abbey earned a bachelor’s degree in communications and rhetorical studies from the College of Visual and Performing Arts. Mary’s youngest daughter, Martha, will be a sophomore this fall in the College of Arts and Sciences.

The Welker family is strongly embedded in the Orange community. Mary, research coordinator in the Office of Professional Research and Development in the School of Education, has been a University employee since 2007. Her oldest daughter, Bridget Welker Moore ’13, graduated from the Falk College and works for InclusiveU in the School of Education. Bridget’s husband, Blaine Moore, is a U.S. Air Force veteran who is active in the New York Air National Guard and is working on an online B.P.S. degree in creative leadership at University College. Daughter Caitlin ’16 also graduated from the Falk College with a dual degree in public health and child and family studies and works as a human resources and employee benefits assistant at One Group.

Mary Welker ’20 is a research coordinator in the Office of Professional Research and Development in the School of Education.

Without a doubt, these five women are each other’s cheerleaders and support system. “My mom supports everyone she loves with blind faith,” says Caitlin. “She has always believed in us and continually reminds us we can do anything we put our minds to. Her perseverance, dedication and resounding work ethic motivates everyone around her to be a better person.”

“Nothing is more motivating than watching your successful mother challenge herself to learn and grow and accomplish something for herself,” adds Abbey. “We would do homework together and it pushed us to be better students.”

Juggling Life and School

Martha says that when she complained about her workload as a first-year student, she would watch her mom work all day, get dinner on the table in time for all of them to eat together and be ready to sign on to her 6:30 p.m. online class. Whenever Martha felt overwhelmed, she just had to look to her mom for encouragement. “She’s the first person I turn to when I’m feeling my best and feeling my worst,” she says.

Welker says she got her tenacity and work ethic from her father. “He was a man of few words, but he was the one you went to when were having a setback,” she says. “He always started his pep talks by putting things into perspective. He’d tell us to brush ourselves off and get back to work.”

She admits that there were many times when she asked herself if getting a degree was worth the effort of juggling work, family and other obligations. “What I realized is that it isn’t just about the degree; it’s about so much more than that,” Mary says. “I needed to prove to myself I could do it, and I learned so much about myself in the process.”

Welker credits the advisors at University College with helping her stay on track. “If it weren’t for the advisors at UC, I’m not sure I would’ve graduated,” she says. “They were always encouraging and understood the challenges of the adult learner. When I was confused about what to pursue, they didn’t try and tell me what I ‘should’ study, but instead asked me questions that allowed me to follow my passions. They are always available to answer questions.”

Abbey Welker, left, and her mom, Mary, celebrated their 2020 graduations together.

Welker was initially hesitant to earn a degree online, concerned that the experience would be impersonal. But as her learning progressed, she found she liked the flexibility of online classes and became comfortable with the style of learning. “The online format allowed for a more personal experience with the instructors and my classmates,” she says. “Over the course of the semester we all got to know each other, and by the end of the semester I always felt like I had made a few new friends and had an instructor that I could reach out to in the future.”

The online support team offered excellent student support, especially as the online platform can be intimidating for those who have never taken an online course before. “They anticipate where a student might need assistance and they put supports in place to address areas where students might need help,” Welker says. “UC offers practice sessions where they walk you through the online tools and then give you the opportunity to try things out before class starts. For me, it took some of the anxiety away from my first online class experiences.”

Credit for Prior Learning

Welker was part of a pilot program created through a partnership between University College and the School of Education. The Prior Learning Assessment (PLA) program evaluates students’ knowledge gained through professional experience to determine if they qualify for college credits. She says that upon reflecting on her own past learning experiences, she understood that learning doesn’t just happen in the classroom or office. “As a mother of a child with learning disabilities, you become an expert in learning disabilities. As a mother of a child with an autoimmune disease, you become an expert in that area as well,” she explains. “These experiences require research, management and communication skills—all which are required in college classrooms.”

Welker says the PLA courses were among the most valuable she has taken. In her work as an evaluator in the School of Education, she has had a great deal of experience that is translatable to college credits.  “You are challenged to think about things from other points of view, and as you go through the exercises, you develop intellectual traits of confidence, fair-mindedness and perseverance,” she says. She earned 18 credits upon completion of the program.

The online bachelor’s degree in creative leadership included skills and tools Welker was able to integrate into her daily work. “There were many opportunities for me to simultaneously work on a course that translated directly to my work in evaluation,” she explains. She was able to bring real world experience and knowledge to the classroom. “As an adult learner, we experience college life with so much more than we did as a young adult. We have a very different lens and have immediate opportunities to put our learning into action at the workplace.”

“Mary is an insatiable learner,” says Scott Shablak, research professor and director of the Office of Professional Research and Development in the School of Education where Welker works. “She has a deep interest in education. She scours journals, seeks out experts and looks to increase her skills.” Shablak says that Welker’s greatest assets are her personal skills and strength of character. “She is one of those who has identified her core values and does her best to live a life reflective of those values and standards—at work and at home.”

Welker’s daughters watched as she juggled multiple tasks and difficulties with elegance and patience at home. Bridget Welker Moore said it was wonderful watching her mom channel her strength and tenacity toward earning her degree. “I hope she is able to see herself as we see her—as a strong, resilient, intelligent and kind-hearted person.”

An Orange Family

When the Welker women were asked what it means to “be Orange,” they had different definitions—but all of them reflect the ideals they were raised by. “B�𾱲Բ� Orange means being part of something bigger than myself; to contribute to my community in a direct and positive way,” says Bridget.

“B�𾱲Բ� Orange means being proud of who you are and where you’ve come from,” adds Abbey. “It’s about being part of a community of hard-working people who aren’t afraid to be who they are.”

According to the Welker women, their mom epitomizes that philosophy. And Mary Welker is not finished learning, as she plans to pursue a master’s degree. “I’m still researching possibilities. There are so many areas that I’m interested in that would complement my creative leadership degree,” she says.

As a mom, Welker is extremely proud of her daughters and their accomplishments. She’s looking forward to the birth of her first grandchild in September and watching her daughters as they navigate the paths they have chosen. But one of her proudest accomplishments is not giving up on herself. “���ϲ����� has helped me and my family in so many ways. I’m so appreciative of all the experiences I’ve had.”

“This story only exposes the tip of the iceberg on the amazing human being mom is,” says Bridget. “She has lived multiple lifetimes in her short time on this planet and has done it with grace and an amazing sense of humor.”

Without having to leave the comfort and safety of home, faculty and staff can take a variety of noncredit courses at the reduced rate of $344 through . Visit . The online courses will be taught by current ���ϲ����� faculty and instructors.

Each four-week course has a weekly evening live session with asynchronous content between sessions. There are over 20 different topics to choose from, including health care, forensic science, short story writing and personal documentary filmmaking. Attendees can strengthen their skills, learn a new craft and increase their knowledge base.

“Our ���ϲ����� faculty and staff have shown tremendous resiliency and flexibility during the last several months, making the success of our students their first priority,” says Michael Frasciello, dean of University College. “Alumni College is another way for our Orange Community to stay engaged through continuous learning.”

Registration for Session I ends June 29. Registration for Session II ends July 27.

For more information about Alumni College, email parttime@syr.edu.

Without having to leave the comfort and safety of home, friends of ���ϲ����� can take a variety of noncredit courses at an affordable rate through . The online courses will be taught by current ���ϲ����� faculty and instructors.

Each four-week course has a weekly evening live session with asynchronous content between sessions. Asynchronous learning applies to various forms of digital and online learning in which students receive additional instruction outside the scheduled classtime. There are over 20 different topics to choose from, including health care, forensic science, short story writing and personal documentary filmmaking. Attendees can strengthen their skills, learn a new craft and increase their knowledge base.

“Our alumni and friends of SU are Forever Orange,” says Michael Frasciello, dean of University College. “Alumni College is another way for our community to stay engaged and remain connected to our magnificent university. This initial catalog of courses will expand as our alumni seek broader opportunities to continue transforming lives with a ���ϲ����� education.”

“Alumni College offers wonderful options for our graduates to maintain a connection to ���ϲ����� while continuing their quest for new knowledge,” adds Matt Ter Molen, chief advancement officer and senior vice president. “We’re thrilled to be launching this program and believe it stands as a clear example of how we’re adapting both the student and alumni experience to meet the needs of a changing world.”

For more information about Alumni College, email parttime@syr.edu.

There is much to learn about the virus that is causing the current pandemic, and scientists from around the world are performing large-scale studies to determine how our bodies react to infection, develop vaccines and identify treatments for COVID-19 patients.

During a three-week online noncredit course , high school students will take a comprehensive look at how new viruses evolve, how they can be detected and how viruses affect the body.

, assistant teaching professor and biotechnology program advisor in the Biology Department at the College of Arts and Sciences will break down information and investigate a variety of topics including evaluating various strategies that have been and are currently being developed to detect and prevent the treatment of emerging viral infections.

“The idea for this course came from my own high school children who, while quarantined at home, asked me so many questions about viruses  that I started giving them readings and videos,” says Phillips. “When I heard my oldest child explaining what a vaccine is to one of their friends, I realized they were trying to make sense of the world around them. The course is designed with that purpose in mind.”

This Summer College online pre-college program begins on June 29 and runs through July 17.  The live synchronous sessions run Monday through Friday from 3 – 4:30 p.m. EST.

Students must be of rising high school sophomore, junior, or senior status or a 2020 high school graduate. For additional information, including the full list of summer program offerings, visit . Applications are now being accepted.

ELI instructor David Patent teaches Textual Communications (Reading and Writing) online to level 2 students.

They traveled to the United States from seven different countries to learn English in an academic setting at ���ϲ�����’s (ELI). Socialization and cultural immersion are a significant part of the program, but beginning on March 23, more than 60 ELI students from across the globe lost those features of their American experience.

Due to the COVID-19 pandemic, students and instructors had to change the way they learn, teach and socialize. Instead of visiting Niagara Falls and other local landmarks that are highlights of the ELI’s program, students are isolated in dorm rooms and off-campus housing. Only four of the ELI-enrolled students were able to return to their home country before the borders were closed to international travel.

In an effort to adhere to the social distancing directives from the Governor of New York State, ELI instructors had to deviate from their standard teaching practices in creative ways and keep the students engaged in order to minimize their restlessness and loneliness. The international students had to adjust to the isolation and the absence of interaction with fellow students who understand what it is like to be away from their home country.

“Many students express their disappointment that their long-awaited ‘American experience’ has been altered and expectations lost because of social distancing and shutdowns,” says ELI instructor Rebecca Mindek. “But it amazes me that, at the same time, they still remain thankful for the quality of instruction they are receiving through online learning.”

ELI instructor David Patent says research shows that learners who exhibit strong self-efficacy are more likely to adapt to online learning than those less confident or with less experience monitoring their own learning. “That certainly has been the case in my class,” he says. “Those students who stay organized and asked clarifying questions generally perform as well or better in an online format than in the face-to-face classroom.” Patent said that while moving to an online format of learning was highly disruptive, he found that the good habits many students started to develop during the first half of the semester or previous semesters allowed them to more easily adjust to the change.

“All students are impacted by stress, but theory has proven that a language learner’s success is particularly vulnerable to psychological factors, especially during a disruption such as COVID-19,” adds instructor Amy Walker. “Therefore, low stress is the key.” Walker said that ELI instructors are playing an increased role in managing students’ mental health by fostering conditions that enable them to relax so they can easily participate in and benefit from the institute’s lessons. Creating a discussion board has helped her students process and share their feelings about the upheaval in their lives.

Instructor Michelle Sands teaches Accuracy (Grammar) to level 2 students enrolled in the English Language Institute.

Jiacheng Li, from China, said that since classes transitioned to online learning, he has experienced a lot of warmth and kindness from the staff and faculty at ELI. “Every day the instructors ask about the situation of our families in our home countries,” he says. “I really appreciate their efforts and concern and will always remember it.”

ELI instructor Olga Oganesyan says it’s important to help the students adapt to life in the U.S., especially since their experience has been altered. “It is crucial to understand cultural difference,” she says. “Our job is to teach students how to be understood in a new culture.” As an immigrant and a non-native speaker of English, she can relate to her students on a different level. “Telling them stories from my personal experience of adjusting to life in a new culture builds stronger instructor-student connection and motivates the students,” she explained. Oganesyan said that the ELI functions as a home away from home. “Many of our students are young adults that are far away from their families for the first time. Creating a warm and comfortable environment is necessary for their successful adjustment and academic success in the U.S.”

While managing their classwork, connecting with their families is critical and gives students and parents reassurance that they are all safe. Qingqing “Jessica” Hu, from China, connects with her family via phone and video calls on WeChat. “We talk about my studies and what is happening,” she says. “They focus on my safety and health and remind me to wear a mask when going out.”

“I have always kept in touch with my parents and relatives in my home country,” says Li. Since the pandemic, his contact with them has increased. “I am able to video chat with them each night before I go to sleep. I update them about the situation here in ���ϲ����� and what is happening across the United States.”

As a graduate student, Li does not live on campus, so he no longer has face-to-face contact with the other ELI students. He limits his travel to grocery stores to pick up necessities. “The hardest thing about the past weeks is the need to adapt to the new self-isolated lifestyle.”

Overall, students are managing the adjustment to online learning and the mandate of isolation and social distancing. Patent advises other instructors teaching international students to prepare short, recorded tutorial videos to help them acclimate to the culture of the program. “The videos might introduce syllabi, salient content and language objectives and tips for keeping organized and being responsible for their own learning,” he says. Resources such as these are then available for students to refer back to as needed.

“When the pandemic outbreak came to New York City, ���ϲ����� responded quickly and immediately formulated safe, thoughtful and effective measures,” says Li. “I’m very grateful for the efforts made by the University and the ELI.” Li says that as a student from China, he knew the severity of the virus that was spreading across the world. “There are no borders when facing a worldwide disaster. Everyone is a part of the same family on our planet,” he says.

These three students were part a of pilot program created through a partnership between University College and the School of Education. The Prior Learning Assessment (PLA) program evaluates students’ knowledge gained through professional experience to determine if they qualify for college credits. The online pilot program took place in fall 2019.

Blaine Moore

Moore has a wide range of knowledge and experience from his work in the military as a tactical air control party specialist (TACP). He has also worked for various building contractors that specialized in commercial diving, geothermal heating, electrical, plumbing and carpentry. Moore earned an associate’s degree in strategic operations management from the Community College of the Air Force. Currently, he has specialized skills as a joint terminal attack controller (JTAC). To qualify for the position, Moore went through extensive training, including the U.S. Air Force TACP Apprentice Course, the U.S. Air Force Basic Survival School, the U.S. Army Basic Airborne Course and the JTAC Qualification Course.

Moore learned about the PLA program through a friend at the University. Because his goal is to obtain a bachelor’s degree, he thought the program was a great opportunity to examine his current and past experience.

“Along with the assignments and discussions, the course provides in-depth models and tools that allow you to go back through the years and retrieve prior learning experience,” says Moore. “Those exercises were very valuable, and I learned the importance of properly documenting the valuable skills and knowledge I’ve obtained in my life.”

Moore says that the course being offered online was an added benefit. “At the time of the course, I was deployed in support of a NATO mission in Eastern Europe and unable to be on campus.”

Cuevas was also pleased that the course was online. “It allowed me to balance work, life and school and not feel overwhelmed,” Cuevas says.

Cuevas is a sophomore in the bachelor of professional studies program at University College. His first professional position was as a customer service liaison for the Statue of Liberty and the Ellis Island Ferry service. He has also worked in various positions in the retirement savings field.

Vincente Cuevas

“One rarely thinks of their professional experience translating into college credits unless you are challenged to do so,” says Cuevas. “Once you reflect and acknowledge the professional competencies you’ve garnered over the years, you can truly appreciate your previous experiences.”

Cuevas says instructors Jason Curry and Jason Scharf guided him and encouraged him to think about his capabilities, skills, aptitude and talents. “They challenge you to dig deep. I never would have presumed that my previous experience as a retirement savings associate taught me how to actively listen to my customers and co-workers,” he says.

“The courses in this program were among the most valuable I’ve ever taken,” adds Welker, who has worked at ���ϲ����� for over 15 years. In her work as an evaluator in the School of Education, she has had a great deal of experience that is translatable to college credits.

“Through reflection and guidance, the students create a portfolio that can be used to request certain college credits that may apply toward their program of study,” explains instructor Jason Scharf. “The portfolio equips students with tangible, well-documented evidence of their past accomplishments that can be used for future educational and professional pursuits.”

Mary Welker

“You are challenged to think about things from other points of view, and as you go through the exercises, you develop intellectual traits of confidence, fair-mindedness and perseverance,” says Welker.

Welker says that upon reflecting on her own past learning experiences her understanding of the phrase “learning” doesn’t just happen in the classroom or office. “As a mother of a child with learning disabilities, you become an expert in learning disabilities. As a mother of a child with an autoimmune disease, you become an expert in that area as well,” she explains. “These experiences require research, management and communication skills—all which are required in college classrooms.”

“The course provides you the tools to think retrospectively and proactively,” adds Cuevas. “You are able to take these experiences and use them to enhance your value as an employee and as an individual. You begin to see your self-worth and how much you bring to the table as an individual contributor in every part of your life.”

The three-credit Prior Learning Assessment course is taught in an eight-week format completely online with one live session each week. It will be taught in the Fall 2020 semester. For more information call 315.443.3261 or email parttime@syr.edu.

Musical Theater is just one of the programs students can explore as part of of the Summer College for High School Students program.

���ϲ����� Summer College offers high school students the opportunity to explore their interests and experience college life for one to six weeks. It offers more than 60 credit and noncredit pre-college programs. Students must be 15 years old by the start of the program. To be eligible for a credit-bearing program, students must be of rising junior or senior status.

Students will learn about potential careers and college majors while exploring programs such as broadcast and digital journalism, musical theater, forensic science, sport management and cybersecurity administration, to name a few. They will live in a residence hall with other high school students from around the world and participate in a range of social and recreational events while balancing the academic rigor of college courses.

The 2020 program runs from June 27 to August 7. Applications are now being accepted. For more information, email sumcoll@syr.edu or call 315-443-5000.

In February, 25 ���ϲ����� students traveled to Albany to lobby legislators for continued funding to part-time and full-time students. Leondra Tyler is a part-time student working on an associate’s degree in the College of Arts and Sciences through University College. She heard about the HEOP program while attending a BOCES high-school equivalency program. Tyler said she chose to study part-time because as an adult student, she has other obligations and priorities in her life.

Students traveled to Albany to lobby for continued HEOP funding.

Tyler, who works full time and struggles with medical issues, wanted to take her time earning a degree in order to ensure that she can maintain her high academic standing.  “In my adolescence, I got sick and was unable to finish high school,” she explains. She completed her high school equivalency exam and her high score gave her the confidence to apply to ���ϲ����� through the HEOP program. “I felt like everything I went through was worth it because one of my biggest aspirations and dreams of attending SU came true.”

Tyler has been on the dean’s list for the past two semesters and plans to do psychological qualitative research at the end of her academic career. “I want to develop new behavioral therapy for children and teens that doesn’t involve the use of medications,” she explains.

Gurudev Dhimal is a sophomore majoring in cybersecurity administration through University College. Like Tyler, he is also a dean’s list student and credits the HEOP program for helping him maintain his 3.5  grade point average. “The HEOP staff always assists  students in helping them achieve their goals,” says Dhimal. “They are friendly and welcoming, and advocate for us.”

Marsha Senior, director of the HEOP program at University College, says that despite the many challenges HEOP students face, they are ambitious and determined. “Sometimes, students face obstacles and life tends to get in their way, which often makes their road to education a slow and winding process,” she says. “Unlike full-time students who can devote the time and energy while taking a full complement of classes each semester, part-time HEOP students must juggle multiple things while attempting to complete their degree.” Senior says that their appreciation of the financial assistance they receive motivates them to travel to Albany to tell their story to state legislators. “They return with a deeper understanding of how our government operates.”

Both Tyler and Dhimal say that attending Lobby Day was not what they expected, but was an interesting and informative experience. “It was really motivating to see how many students from across the state were in attendance—telling their stories about how much they appreciate the opportunity to attend college due to the financial assistance provided through HEOP,” says Tyler. “Without this funding, many of us would not be able to afford the expenses that come with receiving a college education.”

“I learned a lot about financial aid that I wasn’t aware of,” adds Dhimal. “The trip was great. But talking with senators and assemblymen was a bit nerve-wracking. As a group, we were able to talk about our experiences as we advocated for an increase in financial aid.”

“I want our legislators to know that HEOP funding is an amazing investment,” says Tyler. “Students in the HEOP program aspire to be social workers, doctors, researchers, cybersecurity analysts, engineers and more. After they graduate, they will leave college doing amazing things that will benefit our community.”

“As New York State assemblyman Michael Burke said, ‘Your zip code does not determine your destiny,”’ explains Tyler. “HEOP students may not be able to afford college without assistance, but education cannot afford to lose the influence and culture we bring to campus.”

The Higher Education Opportunity Program was established in 1969 by the New York State Legislature to provide access to independent colleges and universities for economically and educationally disadvantaged students from New York State. In 2006, the name was changed to recognize the important role Assemblyman Arthur O. Eve played in obtaining the original funding for the program. Eve served in the New York State Assembly longer than any other incumbent member and became known for creating opportunities for minorities and low-income people to have access to college.

Jeffery Mangram

The University College Commencement Celebration for part-time students will take place on Thursday, May 7, at 6 p.m. at the new National Veterans Resource Center at the Daniel & Gayle D’Aniello Building.

Jeffery Mangram will be the keynote speaker. Mangram is an associate professor in the School of Education specializing in social studies education and media literacy. He is also co-director of the media and education master’s degree program, offered jointly by the School of Education and the Newhouse School.

Additionally, Mangram has taught his Media and Democracy course in the ���ϲ����� Summer College Program for a decade. The Charles Hayden Foundation has donated $1.2 million over 10 years to support this work. He and his team recruited rising high school seniors of color from New York City Public Schools and brought them to campus to take classes for six weeks with the goal of preparing them for the rigors of academic and social life on a college campus.

In 2018, Mangram was appointed a Provost’s Faculty Fellow by Vice Chancellor and Provost Michele G. Wheatly. In this role, he engages the faculty around inclusive teaching, discussing such matters as equity, access and diversity.

Mangram holds a B.A. in policy studies/political science, an M.S. in social studies education and a Ph.D. in Teaching and Leadership, all from ���ϲ�����.

For more information on University College’s Commencement Celebration visit: .

Ben Vasquez ’18 and his mother Sandra Vasquez present a check to Dean Michael Frasciello. The Vasquez family created a scholarship for part-time students studying in a mental health related field in honor of Vasquez’s sister.

Ben Vasquez ’18 and his sister Lauren shared a passion for helping others. Ben’s leadership skills and altruism shine through each day in his role as a police officer with the Village of Waterloo. Lauren also had a positive influence on those around her, through her acts of kindness. “She had a deep impact not just on her family and friends, but on everyone who crossed her path,” says Vasquez. “I remember when she was a student at Monroe Community College, she used her limited funds to buy another student a winter coat. That’s just the type of person she was.”

Vasquez, who received a bachelor’s degree in creative leadership from ���ϲ����� through , was recognized for his outstanding public service when he received the Chancellor’s Award for Public Engagement and Scholarship. He was the first part-time ���ϲ����� student to receive this prestigious honor. Since graduating from the University, he has gone on to earn a master’s degree in homeland security from George Washington University. Vasquez received several notable accolades throughout his academic and professional career, including his recent appointment to the Board of Ethics Committee for the City of Geneva, New York. But what drives him now is keeping his sister’s memory alive. Lauren took her own life in June 2018.

“My sister suffered from bipolar disorder and depression,” says Vasquez. “She was one semester away from completing an associate degree from Monroe Community College, and her dream was to attend ���ϲ�����.” To honor her memory, Vasquez and his mother, Sandra, wanted to help make the dream of a ���ϲ����� education possible for others. They established the Lauren E. Vasquez Scholarship Fund in her name. The scholarship provides financial assistance to a part-time undergraduate student who is studying in a mental health-related field. The funds are used to assist with the costs of tuition, books and other school-related expenses.

The first recipient of the award is Dinnah Dalton, a junior who is majoring in psychology with a minor in women’s and gender studies in the . Dalton, 56, is grateful for the financial support that has made it possible to pursue the career she’s always dreamed of. “I’m retired, but I feel like I’m finally doing what I was born to do,” she says. “I work hard to keep up my GPA because I hope to eventually earn a Ph.D., and that will give me the edge I need to really help individuals who are dealing with difficult issues.”

Vasquez says that that the scholarship fund will help students of all ages unlock their potential and fulfill their dreams. “Earning a degree from ���ϲ����� was one of the proudest moments of my life and opened more doors for me than I ever imagined,” he says. Looking back, he credits his time at ���ϲ����� for his success today—and his plans for the future. He has applied to ���ϲ�����’s College of Law for the fall semester.

Vasquez said that he and his mother knew that starting this scholarship would be a lasting tribute to his sister. “This scholarship established in Lauren’s name carries on her legacy of helping others by assisting students at ���ϲ����� as they earn a quality, life-changing education,” he says. “A degree is something you will cherish for the rest of your life—like we will cherish Lauren’s memory.”

But there may be one drawback: online learning doesn’t always offer opportunities for face-to-face interaction with one’s peers. Three University College online student veterans were chosen to attend the recent Student Veterans Organization’s (SVA) National Conference in Los Angeles, and they were eager to join other student veterans for this networking and professional development opportunity. With a focus on student veteran success and post-graduation opportunities, they learned everything from landing an internship to transitioning from military to college life.

Joshua Reid, Shaei Rodriguez and Christopher Springs

Shaei Rodriguez is in his fourth year of active duty in the Air Force, stationed at Camp Springs, Maryland. After earning an associate’s degree from the University of Maryland, he was drawn to University College’s bachelor’s degree in , confident that it would enrich his military career.

“In the military I serve as one of my installation’s knowledge managers,” explains Rodriguez. “By majoring in knowledge management, I’m receiving schooling that goes beyond my standard training, thus enhancing my abilities as an airman.” After visiting ���ϲ����� in July through the , Rodriguez was inspired to apply to ���ϲ�����.

While he is not physically located on the ���ϲ����� campus, Rodriguez says the sense of Orange community extends to all military-related students who attend this University. He was honored to represent ���ϲ����� in Los Angeles. “At the SVA conference, I learned about the different resources and options available to student veterans,” says Rodriguez. “I now feel more prepared to navigate student life once I satisfy my commitment to the military.”

Christopher Springs from Alexandria, Virginia, is an Air Force veteran and is earning a bachelor’s degree online in through University College. Springs chose the program because it would advance the knowledge and skills he learned in the military. “While I served in the Air Force, I had to maintain an extremely high state of readiness to be able to perform my duties and functions anywhere around the globe,” he explains. “One of the facets of preparedness was cybersecurity, given our reliance on computers to complete our missions.” In his post-military life, Springs noticed that many members of his family aren’t as conscious or aware of the various threats related to cybersecurity. “So, I chose this field to better educate myself and to inform people on how to minimize their footprint to avoid being taken advantage of over the Internet.”

Springs is part of a long line of family members who have served their country. As an online student, he was honored to attend the conference that afforded him the opportunity to network with students from across the country who share a common bond. “I believe that the connections I made at the event are honestly the most valuable advancement I’ve made in my professional life,” says Springs.

Springs has had many defining moments in his life, from driving through the gates to military college for the first time to marrying his wife on a mountain. “And now, I can add the SVA National Conference to an ever-growing list of experiences that have shaped me into the man I am today,” he says.

Rodriguez and Springs agree that the conference was an educational experience that extended beyond the classroom. “Their aim is to inspire yesterday’s warriors by connecting student veterans with the necessary resources and support to create tomorrow’s leaders,” says Springs. If he could offer advice to other active duty military and veterans about his college experience, Springs suggests selecting a college that cares about you, selecting a program that has its act together and becoming part of a community that you are proud to be a part of. “I have found that at ���ϲ�����.”

“SU has been extremely generous with me, and I certainly feel valued as a student. I never imagined having the opportunity to attend an institution like ���ϲ�����,” adds Rodriguez, who gives a shout-out to the 744th Communications Squadron. “Although I am an online student, being chosen to attend the conference proved to me that all students at ���ϲ����� are valued equally.”

Williams began his career at the University as the assistant director of SU Abroad before becoming associate director of graduate studies in Maxwell’s International Relations Program. In 2009, Williams accepted a leadership position for the Maxwell School in Washington, D.C., serving as the assistant dean for Washington Programs. In this role, Williams led 200 students, 24 faculty and four staff members at the off-campus academic center. He reviewed and coordinated all aspects of the curriculum for graduate and undergraduate programs focused on international relations and public policy. Williams also managed and developed Maxwell partnerships with the Center for Strategic and International Studies (CSIS) and proposed and directed the Maxwell-CSIS Washington-based executive master’s program in international relations.

“Ryan brings to University College a broad knowledge of the University’s academic policies and protocols, a depth of experience designing innovative curricula, and a record of leadership and success building and implementing academic programs,” says Michael Frasciello, dean of University College. “With Ryan on our team, we are better positioned to execute the next phase of our institutional strategy to dramatically expand the University’s online programs portfolio.”

Williams earned a bachelor’s degree from Nazareth College of Rochester, a master’s degree in law and diplomacy from the Fletcher School of Law and Diplomacy at Tufts University, an M.B.A. from the Institut Supérierur Des Affaires, Hec School of Management in France, and an M.A. and Ph.D. in political science from the Maxwell School.

Mai Nguyen

As an English teacher in Vietnam, Mai Nguyen knows firsthand the crisis in the education system in her country. Her mission now is to call attention to the issue by bringing awareness to the relationships between teachers, parents and students in order to affect change.

Nguyen, who is a Fulbright Scholar, spent four weeks this summer in the English Language Institute (ELI) graduate studies program administered by University College. When the program required a research project, Nguyen knew exactly what she would explore—“Creating a Happy Educational Environment in Vietnam.” In her presentation, Nguyen talked about the disintegration of the education system due to miscommunication, violence and immense public pressure. Mental health issues, achievement syndrome and suicide among students are just a few of the topics Nguyen highlighted. Her poster project was presented to fellow students, instructors and administrators across campus.

Nguyen is now a graduate student in the School of Education majoring in teaching and curriculum. While her poster project is now hanging in her room, her research has been made available to a global audience through a partnership between the ELI and the ���ϲ����� Libraries.

is an electronic database maintained and run by the Libraries. Its purpose is to utilize , a free repository of research articles available to readers across the globe. The database is available to faculty, students, alumni and authors who are, or were, affiliated with the University. “Other databases that are licensed through collections are not available to those who are no longer or have never been affiliated with ���ϲ�����,” says Amanda Page, open publishing and copyright librarian. She and her colleagues Tarida Anantachai and Deirdre Joyce spent months collaborating with the ELI staff and instructors to develop this pilot project. Graduate students Prathamesh Datar and Euphemia Brewer Fasama also assisted in the development.

“It’s a great resume builder and because the students’ works were published as open access, they will retain all copyright of their posters and research,” says Page. “This project helps the students when they go on to another college or university. It gives them a head start—they’ve done the research, cited their sources correctly and had it published.”

“For international graduate students like Mai Nguyen and her fellow Fulbrighters, providing this opportunity to publish their ideas on a platform like SURFACE is extremely motivating,” adds ELI Director David Lind. “By making these ideas accessible and free to anyone, anywhere in the world, ���ϲ����� Libraries is doing a great service to international education.”

Nguyen’s first graduate course this semester was Understanding Educational Research. Through her poster project in the ELI, she was able to share what she learned with the hope that one day, she’ll return to Vietnam and contribute something to the educational system. “This project reminds me why I’m here,” she says. “This is a global topic. For many in education, there needs to be mindfulness in teaching, learning and communicating.” Nguyen says that mindfulness is just one of the solutions to a better system of education. “If the people in Vietnam, especially the parents, know about a situation they will have greater awareness of some of the issues students face.”

“Collaborating with the ELI and all of the contributors on this pilot project has been a joy,” says Anantachai, who is an outreach librarian. “It’s been really exciting to come together and expand the scholarly opportunities of this program, and especially to support the inspiring research and contributions of the Fulbright Scholars in the process.”

SURFACE, ���ϲ�����’s repository for local and global readers, was launched in 2010. ���ϲ����� Libraries’ Open Publishing Team is committed to providing all students, faculty and staff access to the resources and services needed to publish their research.

The , established in 1979, provides a pathway to achieving English language proficiency. It delivers English courses for many purposes, including academic, business, general and law, and can customize courses for cohorts of students from across the globe.

A nationally recognized leader in student support and engagement, Green was appointed director of the Office of Online Student Success in October 2018, charged with designing and implementing a comprehensive infrastructure to support students enrolled in ���ϲ�����’s online programs. The Office is now a mission-critical component of the University’s strategic response to providing “concierge-level” access, services and support to online students.

“Liz has designed an institutional strategy for student success that differentiates ���ϲ�����’s online programs with comprehensive, high-touch support,” Frasciello says. “Her emphasis on community building, persistence, retention and success are leading the University’s efforts to provide exceptional student service through a strong and unwavering ethic of care.”

The Office of Online Student Success, which Green has designed from inception, uses a variety of platforms, technologies and methods for engaging students early and often after admission to an online degree program or enrollment in an online course. Every online student is assigned an advisor and a success coordinator to proactively engage and ensure students are staying on track with their course work, meeting their academic goals and feeling connected to their peers, instructors and the University.

“The ���ϲ����� online student experience needs to be exceptional,” says Nicholson, who leads the University’s student success initiatives. “Liz has demonstrated that a significant part of that experience must be seamlessly connecting students to resources and helping them confidently participate as active members of the University community. Her leadership and ability to engage across the entire Student Experience portfolio of services ensures that all online students have the necessary support to allow them to persist and succeed.”

A Gallup-Certified Strengths Coach, experienced curriculum developer and nationally recognized presenter on student affairs, engagement and support, Green also co-chairs the ���ϲ����� Senate Committee on Women’s Concerns, provides training for the ���ϲ����� First-Year Experience Shared Book Read Initiative and serves as a member (and prior chair) for ���ϲ�����’s conduct and appeals boards.

“As ���ϲ����� expands its reach globally to serve students who otherwise cannot attend the University full-time and on campus, it is vitally important that we provide the support and services online students require to succeed and feel a sense of belonging to the University,” Green says. “I am excited by the opportunity to extend the extraordinary services of the Office of Enrollment Student Experience to our growing online student population.”

Green earned a master of education in student affairs administration from the State University of New York at Buffalo, and a bachelor of arts in English from the State University of New York College at Geneseo.

From left to right: Hannah Tripp (3rd grade), Amanda DeSantis (librarian), Kuricheses Alexander (vice principal), Julia Yeattes (AIS reading teacher), Serenity Stroman (3rd grade), Jahmeir Hardy-Thompson (3rd grade).

On Oct. 8, University College (UC) presented a wooden rocking chair to the library at Dr. King Elementary School in the ���ϲ����� City School District. The chair is in memory of Margaret Charters, Ph.D. who established and managed a community reading program at the school. Charters was a tireless advocate of civil rights and community service and received many awards, including ���ϲ�����’s Martin Luther King, Jr. Unsung Hero Award for Community Service. After completing her Ph.D. in 1973, she became a professor in the School of Education at ���ϲ�����, where she taught until her retirement in 1995.

Charters was the wife of the late Alex Charters, Ph.D., who was known as the founding father of adult education. Alex Charters served as dean of University College from 1952-1964.

UC is proud to honor Margaret Charters who made a significant and lasting impact on literacy in Central New York.

Ten alumni from the College of Visual and Performing Arts (VPA) have been hired over the last two years to fill positions as videographers, video editors and graphic designers in the Center for Online and Digital Learning. In the back row, from left, are Rachel Barry ’14, Gianni Renna ’17, Alexis Miranda ’20, Aja Selbach-Broad ’19, Abigail Jones ’19 and Donato Rossi G’18. In the front row, from left, are Katiana Weems ’20, Kaelan Selbach-Broad ’19, Gabe O’Byrne ’17 and Kieu Ahn Truong G’18.

University College’s Center for Online and Digital Learning (CODL) has grown rapidly to meet the demand of providing quality online programming at ���ϲ�����.

The center was launched in 2017 and includes state-of-the-art video production that incorporates animation, graphics and assessment with live synchronous instruction and engagement to create a differentiated, highly interactive learning experience.

Ten alumni from the College of Visual and Performing Arts (VPA) have been hired over the last two years to fill positions as videographers, video editors and graphic designers.

The skills and experience of the VPA alumni are a perfect match for the needs of the center. “They are all talented individuals with great attitudes, and they have the skills to produce high-quality video, with little training,” says CODL Director Eileen Julian. “We are very fortunate to have access to such high caliber graduates from the exceptional film and illustrative design programs right here on campus.”

The center has had to expand rapidly as more schools and colleges across the University offer online courses and programs to an increasingly diverse student population. “The growth in the number of online courses and programs is making ���ϲ����� more accessible to exceptional students who are unable to attend full time and live on campus,” Julian says.

In accordance with the Chancellor’s 2019-20 Universitywide initiatives, the focus at University College is to expand post-traditional student programs and enrollment with the goal of becoming a recognized international leader in online and post-traditional education.

“The Center for Online and Digital Learning is a signature One University commitment to provide ���ϲ����� students with a unique and differentiated online learning experience,” University College Dean Mike Frasciello. “The talent and creativity of the VPA grads on the video team, coupled with the center’s world-class instructional designers, allows the University to build high-quality online programs that can move to scale without compromising the rigor, engagement and innovation that defines the ���ϲ����� student experience.”

In addition to creating online courses and programs for University College, the team is developing programming for the the College of Engineering and Computer Science, the College of Law, the Falk College, the Maxwell School and the School of Education.

University College delivers exceptional support and services to a diverse part-time student population seeking a ���ϲ����� education. University College offers market-sensitive professional degrees to residential and online learners as well as non-credit programs and executive education.

Fatima Rodriguez Pacas explains her final project to fellow Fulbright student.

Forty-five Fulbright scholars from 29 countries arrived at ���ϲ����� in July to attend a four-week English for Graduate Studies program. The Fulbright program is one of the most widely recognized and prestigious international exchange programs in the world. Applicants must excel academically and are required to have a record of experience and accomplishment in an area related to one of the designated research themes.

Hayasa Tahmazyan, an Armenian humanitarian worker, was awarded a Fulbright scholarship to pursue a master’s degree in international development. Before beginning her graduate studies at Ohio University, she attended the pre-academic program administered by ���ϲ�����’s English Language Institute.

“The people I met became my family in ���ϲ�����,” says Tahmazyan. “Each of them made me feel the warmth of home. Conversation between participants was not about simple communication. It was about encouraging each other and making them feel that everyone was able to achieve his or her goals.”

Anas Buhayh, from Libya, says his experience at ���ϲ����� was simply amazing. This is his first time in the United States. He arrived a day late due to his long journey and cancelled flights. “The diversity in the United States makes you feel like you are on international land so you don’t feel like a foreigner,” says Buhayh. “I felt very welcomed. Most of the students came and introduced themselves when I arrived, and in no time I was part of this big family.”

Anas Buhayh from Libya explains his final poster project to director of the English Language Institute David Lind.

“The Fulbright students were overwhelmed by the hospitality and warmth offered by the host families in ���ϲ����� and surrounding towns,” adds David Lind, director of the English Language Institute at University College.

Thirteen staff and faculty members from across campus hosted the students for dinner in their homes. “They were able to experience the generosity and welcoming spirit of American families at a time when this defining characteristic of American culture can appear eroded by the national discourse,” he says. “The opportunity was deeply appreciated by the students.”

This was the second year that Margaret Thompson, a program analyst at University College, hosted the scholars. “It’s an enriching experience, from learning about different cultures, religions and politics to sharing a meal and being a ‘home away from home’ to them—even if only for a few hours,” says Thompson. “We enjoyed learning about their families and traditions and sharing our own. We discovered that learning the things we have in common is just as exciting as learning about our differences.”

The scholars found the academic program rigorous. “There were sleepless nights, stressful exams, hectic practices and the uncertainty of the future,” says Tahmazyan. “But the experience comes with a confidence and belief in yourself.”

Sue Corieri, assistant dean for Enrollment Management and Special Academic Program Initiatives for the School of Information Studies, says the selection of ���ϲ����� by the Fulbright Commission is testament to the excellent programming and service offered by the English Language Institute.

“The presence of such an inspiring group of scholars who truly represent the globe and the inquisitive minds of various disciplines adds tremendous value to our campus and community,” says Corieri.

Hayasa Tahmazyan, an Armenian humanitarian worker, discusses her poster project.

In addition to their studies, the students were immersed in the culture and geography of ���ϲ����� and the surrounding area.

Fatima Rodriquez Pacas from El Salvador enjoyed visiting the Finger Lakes and Niagara Falls on the weekends. Pacas comes from a family of professors and is a second generation professional. Because of her background, her dream was to get a Fulbright Scholarship.

“I studied hard,” Pacas says. “I didn’t begin to learn English until the age of 19.” Because her English skills were not strong enough, she had to apply to the program a second time. “What is unique about ���ϲ����� is encountering students from around the world and listening to lectures from instructors from different countries who settled in ���ϲ�����. This is a lifetime experience that allowed us to create a more inclusive, diverse and accurate understanding of ourselves and the people around us,” says Pacas.

Reverend Brian Konkol, dean of Hendricks Chapel, agrees with Pacas’ assessment. “To visit with our Fulbright students was a tremendous joy,” says Konkol. “When learning of their personal stories and professional dreams, not only was I given hope for the future of our global community, but once again we were shown how ���ϲ����� is dearly enriched through such intentional engagement. My hope is that our visitors were enriched through their time on campus, for I know that our campus was enriched because of their presence.”

Marriah Hudson, right, from Henninger High School, makes jewelry in her Fashion and Accessories Design Program.

Twenty-four ���ϲ����� City School District high school students were awarded scholarships to attend ���ϲ�����’s Program. The scholarships were a partnership between ���ϲ����� and the ���ϲ����� City School District and were awarded based on academic achievement or potential and financial need.

���ϲ����� Summer College has been giving high school students the opportunity to learn about potential careers and college majors for over 50 years. The students stay in campus housing and have the opportunity to explore credit and non-credit courses such as 3D Art Studio, Fashion and Accessories Design, or Aerospace Engineering.

Students navigate daily life much like a full-time college student. In addition to taking classes, they live in a residence hall, have meals with friends in a dining hall and participate in social activities and events. Students return home and to their high schools with less anxiety and intimidation about going to college, and more enthusiasm and a sense of being “ready” for what’s ahead.

“���ϲ����� has been a tremendous partner for many years, offering programming and experiences on campus to our students that emphasizes the importance of higher education,” says Jaime Alicea, ���ϲ����� City School Superintendent. “From the longstanding Shadow Day Program for fifth-grade students to college students tutoring and mentoring our youth, our partnership benefits all of our students. Summer college and the scholarships afforded our students are invaluable in helping them decide their future.”

Dom Donnay, Jr., a senior at the Institute of Technology at ���ϲ����� Central, says the Summer College experience showed him what true college life was like.

“I think the most challenging thing for me was trying to transition into the mindset of being a college student,” says Donnay. “It also taught me that I will need to work hard to get where I want to be in the years to come.”

Dom Donnay (Institute of Technology at ���ϲ����� Central) speaks with a fellow student in Introduction to Sociology class.

Donnay says he enjoyed the experience because it exposed him to new knowledge about complex issues. “Taking SOC101 at ���ϲ����� can be added to the college credits I’ve already earned in high school, and I will be able to obtain my bachelor’s degree in less than four years.”

Marriah Hudson attends Henninger High School. She was accepted into the Fashion and Accessories Design Program. “This experience will show other colleges that (I apply to) I’m committed to attending college after high school,” says Hudson. “I will be the first generation in my family to go to college, and this experience increased my desire to attend.”

Six hundred and sixty-eight high school students from 25 countries and 34 U.S. states attended the program, which is delivered in one-to-six week sessions. ���ϲ����� City School District students were nominated by high school guidance counselors across the district to apply to the program. They then complete and submit an application that is very similar to that of undergraduate admissions.

Hector Ferrer, a senior at the Public Service Leadership Academy (PSLA) at Fowler High School, was surprised to meet students from around the world. Like many first-time college students, Ferrer found it challenging to balance his academic requirements and social activities.

Chris Cofer, executive director of Summer College, says that the challenges students overcome in a pre-college experience set them up for a measure of success when they begin at a two-year or four-year institution.

“Students are encouraged to lean in to the challenges and to take full advantage of the opportunities presented to them during their Summer College experience,” says Cofer. “After students return home, parents often tell us their son/daughter express being more excited about beginning their college career because of attending Summer College.”

“I was so excited that the ���ϲ����� City School District gave me this once-in-a-lifetime opportunity,” says Ferrer, whose participation in the Drone Tech program at Fowler heightened his interest in engineering. He was grateful to have been admitted into the Aerospace Engineering program at Summer College. “I will use the knowledge I gained to try to stand out from other applicants during the college application process.”

“I would tell other high school students to apply for the program,” adds Donnay. “They will meet some amazing people, including some who traveled internationally to attend Summer College. Embracing this opportunity can help you figure out what you want to do with your future.”

The 18-credit minor is delivered completely online and is designed to help students explore foundations, organizational leadership, methodologies and the communications techniques of project management. The six required courses for this minor are fully online and are offered in eight-week sessions.

The project management minor is administered by University College and is open to all ���ϲ����� undergraduate students who are in good standing.

For more information visit , email parttime@syr.edu, or call 315.443.9378.

Jim Gaffey

University College Dean Michael Frasciello announced that Jim Gaffey was appointed executive director of administration and strategy at University College (UC) effective July 1. Gaffey served as the director of administration at UC since October 2015.

In his new role, Gaffey will serve as the colleges’ chief operating officer, directly overseeing admissions, budget, communications, corporate and foundation relations, executive education, facilities, financial operations, and strategic initiatives, among other duties.

“As we prepare the college for exponential growth and transformation, we can be no better positioned than to have a seasoned entrepreneurial leader such as Jim advancing our strategic initiatives and directing our portfolio of revenue-generating operations,” says Frasciello.

Before coming to ���ϲ�����, Gaffey worked for the City of ���ϲ����� for over 15 years, including as assistant budget director, assistant director for quality control and economic development specialist.

This year marks the 50th anniversary of the Higher Education Opportunity Program, which provides a broad range of services to New York state residents who would otherwise be unable to attend a postsecondary educational institution.

Kessia Garnett ’19 graduated in May with a bachelor’s degree in sociology from the College of Arts and Sciences. She was a dean’s list student and a HEOP Scholar of Distinction. Garnett says the Higher Education Opportunity Program (HEOP) gave her the support she needed to be successful in college.

“Had it not been for HEOP, I probably would not have been able to attend ���ϲ�����, study abroad in Madrid or graduate in four years, debt free,” she says. “I am forever thankful for the opportunity.”

Charley DeJesus Dominquez Zapata ’19 earned a bachelor’s degree in accounting and finance from the Martin J. Whitman School of Management. He says the HEOP program was the foundation and cornerstone of his development as a man and his future career path.

“HEOP provided me with the opportunity to have access to more opportunities and experiences,” says Zapata. “It provided me with the resources and support to overcome any obstacles in life and in academia.”

As a public school student in Massachusetts, Chevon Janczuk thought she had her life all figured out. “It turned out my teenage self was wrong,” she says. Janczuk dropped out of high school her sophomore year, but immediately recognized her mistake. She obtained her GED and, after earning certification as a nursing assistant, went to work in the health care field.

When she discovered she couldn’t make ends meet on the salary she was earning, she called University College, the home of part-time studies at ���ϲ�����. An advisor told her about HEOP. Today, Janczuk is a sophomore in the Falk College of Sport and Human Dynamics with a double major in social work and psychology. She has a 3.9 GPA.

These are just a few students who seized a life-changing opportunity through the Higher Education Opportunity Program. The program was established by the New York State Legislature in 1969 to provide access to independent colleges and universities for economically and educationally disadvantaged students from New York state. Later, it was renamed to honor Assemblyman Arthur O. Eve. His efforts ensure that each year thousands of students have a chance to pursue higher education as a way to a better life.

This year marks the 50th anniversary of the state-funded program that provides a broad range of services to New York state residents who would otherwise be unable to attend a postsecondary educational institution.

University College has the only HEOP program for part-time students in New York state. “Our students inspire us every day,” says Michael Frasciello, dean of University College. “It is their desire and commitment to transform their lives with a ���ϲ����� education that motivates us to do the work that we do. Our part-time HEOP students continually demonstrate that when given an opportunity, anyone with grit, courage and tenacity can change the trajectory of their lives through education. It’s our honor to serve them.”

The HEOP program for full-time SU students has the same philosophy and commitment to student success—to provide them with tailored personal and academic support that will help them build lifelong habits and skills.

“The HEOP program certainly lives up to its mission as a higher education opportunity program,” says Joanna Masingila, dean of the School of Education. “Many students who have graduated from ���ϲ����� have found academic and social support in the HEOP program. I am very proud of the work that Craig Tucker, director of support services, and his team do every day in supporting student learning and success for students across schools and colleges.”

New York state recently awarded ���ϲ����� $9.5 million to support both the full-time and part-time HEOP programs for another five years (2019-2024). The funding will make it possible to continue to offer academic support services, tuition assistance, supplemental financial assistance and full-need packaging to enable them to successfully complete the components required for graduation.

“The awarding of the HEOP grant to ���ϲ����� for the next five years is monumental,” says Tucker. “It reflects a 50-year collaboration between ���ϲ����� and New York state that allows well-deserving students an exceptional opportunity to study and earn a degree from a top-notch private research institution of higher education.”

Tucker says the grant is a great tribute to ���ϲ�����’s longstanding legacy of being innovative leaders in higher education.

“���ϲ�����’s commitment to providing not only access but also support to those academically and/or financially ineligible is yet another fine example of our commitment to excellence, diversity and inclusion,” he says.

The students, hosted by University College, are Fulbright scholars from Asia, Africa, Central America, South America and Eastern Europe who will attend the English for Graduate Studies program at the ELI. They will be in ���ϲ����� for four weeks from July 15 to Aug. 9 and will then join graduate, Ph.D. or research programs at universities throughout the U.S.

These students have few opportunities to interact with Americans in a relaxed setting, but they have intriguing stories to tell and a lively curiosity about ���ϲ����� and the local culture. We would ask that in addition to serving the meal, you could provide transportation to and from your home and campus.

If you are interested in participating, please contact Jackie Monsour at jhmonsou@syr.edu or 315.443.2390.

There will be no information tent for departments across campus, picnic seating or vendors selling their products.

This year’s festival offers music, games, a farmer’s market and picnic food. Strawberry sundaes and shortcakes are the biggest attraction of the day. Students with a valid SU I.D. and will receive a free strawberry shortcake or sundae.

Here are some details:

• June 7 is the deadline for departments to register to host information tables in the service tent. Sign up now by by June 7.
• The farmer’s market runs from 10 a.m. to 2 p.m.
• Pre-order tickets for sundaes/shortcakes are available through Carrier Dome Concessions. Scan and email and I.D. to Vera Gibbs at vmgibbs@yr.edu by June 12. Tickets will be delivered on June 13.

Questions? Contact Eileen Jevis at ejevis@syr.edu or 315.443.3527.

Chevon Janczuk

As a public school student in Massachusetts, Chevon Janczuk thought she had her life all figured out. “It turned out my teenage self was wrong,” she says. Janczuk dropped out of high school in her sophomore year, but immediately recognized her mistake. She obtained her GED and after earning certification as a nursing assistant went to work in health care.

However, Janczuk couldn’t make ends meet with the salary she was earning. “Dropping out of high school wasn’t the best decision on my part,” she says. “I knew my calling in life was to help people, so I began to search for jobs that appealed to me. I did an internet search for social work degree programs, and ���ϲ����� was one of the first to pop up.”

Janczuk called University College and spoke to someone in the advising office who told her about the Arthur O. Eve (HEOP). “The next thing I knew, I was applying to college,” she says.

Janczuk has four children—ages two to eight—and two stepchildren. She finds it challenging to balance raising her children, studying and doing homework. “If you want something bad enough, you find the time for it,” she says. “Sometimes it requires waking up before the kids and staying up late. Other times it requires staying extra hours on campus to take advantage of the quiet in the lounge or library.”

Chevon Janczuk, her husband and children in the Schine Student Center’s Panasci Lounge for the HEOP Awards Ceremony.

She also relies on family, friends or a babysitter to take care of the children for a few hours so she can write a paper or do research. “And sometimes, I involve my children in my homework,” she says. “For whatever reason, helping me with statistics is fun for them.”

Janczuk credits the strong support of her family for her success and recognizes that her husband is her strongest cheerleader. “He is incredible at cheering me on and encouraging me,” she says. “There have been many nights where I’ve made him listen to long scholarly papers that I’m sure he doesn’t want to hear about. I am constantly rambling off statistics and research that doesn’t interest him, but he listens anyway.”

Janczuk is a sophomore in Falk College with a double major in social work and psychology. On April 19, Janczuk, who has a GPA of 3.9, received an Academic Excellence Award at the HEOP Awards Ceremony. She was also selected to address the students, faculty and staff attending the event. “I know that you realize the opportunity to be in the HEOP program is one that would be foolish to turn down,” she remarked in her address. “You have access to a network of individuals—staff at this very college [University College] who go out of their way to make sure you’re successful. From the academic advisors, to the professors to the receptionist at the front desk; from the financial aid advisors to your peers, and even the dean—every person that surrounds you is here to support you. You have been handed that opportunity of a lifetime.”

When she completes her undergraduate degree, Janczuk intends to pursue a master’s degree in social work and perhaps a Ph.D. in psychology. Her interests lie within the criminal justice field, and she hopes to one day be involved in the criminal justice system addressing the mental health needs of inmates. Her goal is influenced by her husband’s profession as a corrections officer. “When you see a pattern of repeat visitors to a correctional facility, you begin to wonder what can be done to help them become more productive members of society,” she says.

“My hope is that I can give my children a better future due to my decision to earn a college degree and set myself up in a successful career,” she says. “As a non-traditional student, it is not always easy. You have to want it, and you have to work for it.”

HEOP academic award recipients with their families at the recent awards ceremony in the Schine Student Center.

���ϲ�����’s Higher Education Opportunity Program (HEOP) presented its annual academic awards on April 19 in the Schine Student Center.

HEOP is a special admission program for part-time students whose financial and educational backgrounds would prohibit them from regular admission to ���ϲ�����. Funds from the New York State Education Department enable HEOP to assist students with financial aid and support services to guide them to the successful completion of their educational programs.

University College has the only HEOP program in New York state for part-time students.

Seven HEOP students will graduate in May with associate degrees and five students will graduate with bachelor’s degrees through University College, the College of Arts and Sciences and the Falk College.

Fourteen HEOP students who completed at least 12 credits in 2018 and earned a 3.0 grade point average or above received Academic Excellence Awards.

Perseverance Awards recognize students who demonstrate exceptional discipline in balancing a commitment to their academics and their family responsibilities while improving their academic performance. Four students received the award at the ceremony.

University College Dean Michael Frasciello acknowledged the 50^th anniversary of the HEOP program. “You are part of a distinguished group of students who excelled at ���ϲ����� through the support of HEOP,” said Frasciello. “Through your work, determination, commitment and success, we hope to retain the program for another 50 years, supporting future students who seek knowledge and education to transform their lives.”

University College offers a variety of online and residential degree and certificate programs. For more information, visit or call 315.443.9378.

From left to right are Elizabeth Krisanda, Rebecca Coulter and Monica Shworles.

When patients and their family hear a diagnosis that has no cure, their world is turned upside down. Navigating the medical system, as well as state and national government agencies like disability and Medicare services, is overwhelming.

Elizabeth Krisanda ’86 is the executive director of the Upstate Chapter of the ALS Association. “We are the ‘boots on the ground’ helping people with ALS figure out how they are going to live their lives in the wake of a devastating diagnosis,” she says.

With an annual budget of approximately $1 million, the local chapter receives the bulk of its funding from the Walk to Defeat ALS, which takes place in Buffalo, Rochester, ���ϲ����� and Binghamton each summer/fall. A golf tournament held in July raises the funding necessary to provide support services and supplies to individuals living with the disease.

Rabecca Coulter ’07  graduated from ���ϲ����� with a degree in child and family studies from the Falk College of Sport and Human Dynamics. After completing a master’s degree in social work from the University at Buffalo, she began her career at the ALS Association, where she is the care services manager. Coulter is on the front lines every day helping patients and families.

“Our chapter offers a number of services and programs free-of-charge to individuals living with ALS―education and information, home visits, in-person and call-in support groups, medical equipment loans and financial grants, to name a few,” she says.

“The financial burden imposed on families is immense,” adds Krisanda. “Whether it’s loss of income of a primary breadwinner, unreimbursed medical expenses, home modification needs or home health care needs, no matter how much financial support we can provide, it will never be enough.”

The first received media attention in 2014 to increase funding for ALS research and raise awareness of the disease. The challenge encourages nominated participants to be filmed having a bucket of ice water poured on their heads and then nominate others to do the same. Those nominated have 24 hours to comply or forfeit the challenge by way of a charitable financial donation.

“Since the Ice Bucket Challenge, five new genes have been discovered,” says Krisanda. “Each new gene represents a new therapeutic target.” She says that there are currently 108 research projects underway in 10 countries, including 10 projects underway in New York state.

Carlos Castaneda, assistant professor of biology and chemistry in the College of Arts and Sciences, is the principal investigator on a pair of research projects studying the function of cellular proteins and their ability to form protein-containing droplets inside neurons. A better understanding of these proteins may lead to new treatments for neurological disorders such as ALS.

“The ALS Association project focuses on understanding the effects of ALS-linked disease mutations on ubiquilin-2 function in the test tube and in cells,” Castaneda said in a 2018 ���ϲ����� story. “We aim to figure out what causes these protein-containing droplets to morph into aggregates characteristic of neurological disorders like ALS.” The University of Rochester and Cornell University also have research projects underway.

In November 2018, Tim Green, former ���ϲ����� football All-American, NFL player, author and commentator announced his diagnosis of ALS on “60 Minutes.” ���ϲ����� will retire Green’s jersey during its game against Clemson on Sept. 14–the same day as the local Defeat ALS Walk at Longbranch Park in Liverpool.

“Tim Green’s announcement of his diagnosis has refocused local awareness on ALS, says Krisanda. “Because Tim grew up here and has been very visible, the community feels like they know him and therefore his diagnosis is more personal.”

Green’s nonprofit fundraising campaign, Tackle ALS, has raised more than $2.6 million to date for the Healey Center for ALS at Massachusetts General Hospital.

���ϲ����� alum Monica Shworles ’05 is the regional development manager at the Upstate New York Chapter of the ALS Association. She considers it an honor to organize the various fundraising events.

“I meet so many inspiring and motivating people who touch your life in ways they don’t even know,” says Shworles. “With over 100 patients in our service area alone lost to ALS each year, it’s not uncommon to be really affected by those you’ve come to know who are then lost to the disease. On the regional level, we’ll continue to raise funds to support research and supply our patients and families with the supplies and funding they need to live each day to the fullest.”

“I am confident that someday that there will be a cure for ALS,” adds Krisanda. “Until that happens, the local chapter will be here in the trenches, alongside our families, fighting every inch of the way.  I am so very blessed to be part of it all.”

English Language Institute students visited the United Nations. From left are Junhui (Carol) Yang, Mengyao (Wendy) Wang, Miwa Mashiko and Haohui (Nate) Pan.

Five (ELI) students were among the winners of the Pan Global Challenge, a project sponsored by Blackstone LaunchPad to address the issues of cultural and language barriers between domestic and international students. Students were asked to develop innovative solutions that could be products, services or technologies that lead to better global communication.

ELI students Junhui (Carol) Yang and Haohui (Nate) Pan won first place for proposing that students receive academic credit for joining and participating in ���ϲ����� clubs and organizations.

ELI students Miwa Mashiko, Mengyao (Wendy) Wang and Merve Gencturk won third place for their idea of creating a ���ϲ����� dictionary app. The app would allow international students to ask questions about common names or terms on campus, such as “What is HBC Gifford?”

First place students received a monetary award and several winning ELI students traveled to New York City in March for a tour of the United Nations.

Wang says the experience was magnificent, especially seeing the 193 flags on display outside the United Nations building. “I was so proud when I saw my country’s flag,” she says. “I learned a lot from the tour guide, but also from the ���ϲ����� alumna who met us in New York City.”

English Language Institute students visited the United Nations where they took a tour. From left are students Mengyao (Wendy) Wang; Junhui (Carol) Yang, Miwa Mashiko and Haohui (Nate) Pan.

The students also had the opportunity to view the art collection. Each country is allowed to bestow one gift to the United Nations. The collection represents a diversity of cultures and periods in history. “Gifts included a Peace Bell from Japan, a Buddha statue from Thailand and artwork representing significant and historical events that took place throughout the world,” explains Pan.

Yang was most impressed with the general assembly hall. “Delegates from all over the world gather there to negotiate for the same goals; for peace and a better future,” she says. “In that hall, nobody is mediocre; everyone is equal.”

The English Language Institute (ELI) provides intensive English instruction to international students and visiting professionals at all proficiency levels.

Angela Gunn and her son, Ronnie Holmes III

Ronnie Holmes III knew by fourth grade that he wanted to pursue a career in engineering. And he knew that the ���ϲ����� City School District’s Say Yes to Education program would make it possible for him to earn the college degree needed to achieve that dream. After attending five different schools in the district, Holmes graduated from the ���ϲ����� Academy of Science in 2016 as class salutatorian.

Holmes says that he strived to be the best student he could be and was motivated by his own personal desire to succeed. “But the majority of my motivation comes from my mother, who is earning a degree in political science through University College,” he says.

Holmes saw firsthand the struggles and challenges his mother overcame as she worked full time while raising a family and attending college as a part-time student.

In May, Holmes will be in attendance when his mom, Angela Gunn, graduates from ���ϲ����� with a bachelor’s degree in political science from the College of Arts and Sciences and the Maxwell School. “I feel a great sense of pride knowing that, against all odds, she was able to persevere and conquer such adversity. It is difficult to describe how I will feel when I watch my mom walk the stage,” says Holmes.

Like her son, Gunn looked for an affordable way to attend college. She found it through the Arthur O. Eve Higher Education Opportunity Program, which provides access to ���ϲ����� for economically and educationally disadvantaged students from New York State.

“You face many challenges as an adult student,” said Gunn in a 2016 interview for the UC Priorities newsletter. “A heavy workload, chapters to read, papers to complete, lots of studying and being in classes with students the age of your children can be intimidating.”

But throughout her academic career, Gunn always put her children first. “Ronnie and his three sisters are what keeps me motivated,” says Gunn. “I want them all to make the most of what purpose they have for being here on this earth. Their talent is not for them, but to help or assist someone else.”

Gunn’s children have many individual talents, and Holmes found his talent at an early age. “I knew that Ronnie had the potential to do something big,” she says. “I used to buy him different types of toys that he would have to put together and sure enough, he would. I wasn’t surprised that he decided to make a career out of it.”

Ronnie Holmes III

Holmes also began his career at ���ϲ����� as a part-time student at University College. And, like his mom, he works full time while attending college. Holmes works as an assistant manager at Finish Line.

“Studying part-time made it easier to balance working and attending college,” he says. “The time I spent as a part-time student helped me familiarize myself with what college is like and gave me a chance to get comfortable with the academic environment on campus.”

After two-and-a-half years at University College, Holmes is now enrolled full time in the College of Engineering and Computer Science, working toward a degree in aerospace engineering. “A STEM career has always seemed the best fit for me due to my curiosity and desire to understand the world around me and how things work,” says Holmes. “As an aerospace engineer, I will be responsible for the development of aircraft and space craft. I am intrigued by the idea of being a part of the development of what we put in the air in the near future.”

The pair motivate each other to succeed. “My mother inspires me to never settle for less. I have seen how hard she has worked to get where she is today and I would like to do the same in my own life,” says Holmes.

Gunn has dreams of her own as well. “I would actually like to go graduate school and pursue a career in law,” she says. “That’s my dream job.” Gunn says that having a college degree means she won’t have to place any limitations on what job she can have in the future.

“People should know that their plans are not impossible and their goals are not out of reach,” added Holmes. “I’ve conquered what I would otherwise have thought impossible by having faith.”

From left, Margaret Thompson, Marsha Senior and Christina Huerta

University College announces the appointment of three staff members to the University College Diversity Committee. As part of the continued commitment to creating a more welcoming, respectful campus climate, the Diversity Committee will work with the ���ϲ����� Inclusivity Leaders Assembly (an assembly of inclusion and diversity leaders from each of the schools and colleges) to articulate and enact the University’s diversity and inclusion goals and initiatives.

Margaret Thompson, Marsha Senior and Christina Huerta will be tasked with promoting diversity and inclusion among students, staff and faculty through training, awareness building and events. Committee members will serve a one-year term.

“University College’s commitment to diversity and inclusivity are expressed in our mission and vision statements, and are demonstrated every day in our service to all individuals who seek a ���ϲ����� education to transform their lives,” says Dean Michael Frasciello. “To focus on these commitments with more intentionality and align with ���ϲ����� diversity initiatives, we are confident that these three dedicated individuals, who were selected by their peers, will bring value, compassion, and understanding to this campus-wide initiative.”

University College offers a variety of online and residential degree and certificate programs. For more information, visit or call 315.443.9378.

Members of Alpha Sigma Lambda Honor Society inducted at 2019 Honors Reception.

University College honored part-time students who earned dean’s list status for the spring and fall 2018 semesters at a ceremony and reception held at Panasci Lounge in Schine Student Center on March 8.

Students who qualified have been enrolled in University College for at least two semesters and have earned a minimum GPA of 3.2 for the last 12 credits completed.

Dean Michael Frasciello presided over the ceremony, which featured guest speaker Diane Murphy, dean of the David B. Falk College of Sport and Human Dynamics.

Univesity College Dean Michael Frasciello, shares remarks at 2019 UC Honors Reception.

Acknowledging that the part-time students at University College juggle many responsibilities while attending college, Frasciello told the students that their achievements are demonstrating to others the courage required to set their sights on a goal and do everything necessary to achieve it.

“It takes courage to overcome self-doubt and questions: Am I too old to be in college? How and I going to sustain this pace? But you demonstrate courage each night you stay up late reading chapters, completing assignments, and writing papers—all after a full day of work or tending to your family,” he said.  “Your presence here this evening is a testament to a continuous commitment to excellence.”

During the ceremony, five students were also inducted into the Alpha Sigma Lambda Honor Society—the nation’s largest and oldest chapter-based honor society for nontraditional students.

University College celebrates students making the dean’s list at 2019 Honors Reception.

University College offers a variety of online and residential degree and certificate programs. For more information on part-time programs, visit the UC web site at or call 315.443.9378.

Elizabeth Green

The Office of Online Student Success is a critical component of ���ϲ�����’s strategic response to improving access and support for online students. Student Success coordinators begin working with students upon admission to their program. Every online student is assigned a coordinator to provide the support necessary for the student to excel academically.

“As soon as we welcome an online student to ���ϲ�����, we begin assisting them in setting and meeting their educational goals, providing resources and one-on-one consultations, and identifying and addressing academic and personal concerns,” says Elizabeth Green, director of the office.

As ���ϲ����� expands its reach globally to serve students who otherwise cannot attend the University full-time and on campus, it is becoming increasingly important to provide the support and services online students require to succeed.

“The ���ϲ����� online student experience needs to be as exceptional as the on-campus student experience,” says Rosemary Kelly, assistant dean of student administrative services at University College. “A significant part of that experience is getting online students connected to the appropriate resources and helping them become successful, independent learners who are able to confidently participate as active members of the University community.”

The Office of Online Student Success uses a variety of platforms and methods for engaging online students early and often. Students have the ability to attend regular webinars on topics ranging from study skills and how to succeed in online courses to how best use features of the University’s learning management system. Student Success coordinators also proactively engage with students to ensure they are staying on track with their course work and feeling connected to their peers, instructors and the University.

“Online students are often challenged to feel a sense of belonging to the University,” says Green. “The Office of Online Student Success is here to ensure that all online students have the necessary support to allow them to persist and ultimately thrive as members of the ���ϲ����� community.”

For more information, contact Elizabeth Green at elgreen@syr.edu.

Cybersecurity specialists work on the front lines and are responsible for implementing and overseeing networks that are required to run specific portions of a security program. The BPS degree provides the applied skills, breadth of knowledge and professional competencies needed to manage people and the technologies required to protect information systems and infrastructures.

According to , the national average salary for a cybersecurity specialist is $90,239 year. In ���ϲ����� and the surrounding area cybersecurity administrators make on average $85,756 per year.

“The online bachelor’s degree in cybersecurity administration was developed to address rapidly evolving global information security needs,” says Michael Frasciello, dean of University College. “While the online program is open to anyone who qualifies, it was designed to align with security and assurance specialist training in the United States military.”

Active duty military, New York State National Guard members and U.S. Reserve Component Military admitted to the online degree in cybersecurity can use their or New York State RIRP tuition benefit to cover 100 percent of the tuition.

“Offering our online bachelor’s degrees at the TA rate for active, guard and reserve members is another example of ���ϲ�����’s unwavering support for our veterans and those currently serving,” adds Frasciello.

Pursuing a college degree online allows students to manage the ever-increasing demands of personal and professional commitments while beginning or continuing their education. For more information on how to get started, call 1.866.498.9378 or email parttime@syr.edu.

Sergeant First Class Michael Malizia, Captain Adrienne Gibson, Specialist Megan Sleeth, Captain Marl Pasibe and Sergeant Andrew Boyd will be hosting English language discussion groups with the civilian population in order to help them improve their English. “Helping the civilians build on the English skills they are already learning will not only empower them but will establish and grow the relationship the U.S. has in this area,” says Gibson.

The soldiers observed English language lessons taught by Connie Walters and Patrick McKinnon and then met with ELI staff members Danielle Benjamin, Jackie Monsour, Olga Oganesyan and director David Lind to learn different teaching strategies to lead discussion groups in East Africa.

“Consider using alternative methods to enhance the oral language instruction. Journaling and watching films can stimulate critical thinking and give the members of the discussion group another way to express themselves and make instruction interactive,” says Oganesyan. “It gives them the tools to share their stories, talk about their culture and learn about ours—all while speaking English.” The ELI staff also advised the soldiers to be culturally sensitive and establish a safe learning environment where everyone feels comfortable to participate.

“By observing the ELI classes and talking to the team about teaching strategies, we can now develop lesson plans for our assignment,” says Gibson.

The soldiers were given teaching guides and resources including picture dictionaries and English language workbooks. Each soldier also received a copy of “Becoming International,” a compilation of ELI student stories published last September.  The staff offered to act as consultants while the team was on assignment.

“This has been a tremendous opportunity for us,” says Malizia. “We now have a solid plan of action to lead these discussion groups. We are now better prepared for our mission.”

���ϲ�����’s English Language Institute (ELI) at University College serves students of diverse backgrounds who wish to prepare for undergraduate and graduate programs in the U.S., and professionals who wish to advance their careers. The ELI also provides consulting and support services for units that work directly with international students.

Jasmeial “Jazz” Jackson is associate dean of First Year Experience and Retention Programs at Southern New Hampshire University.

Jackson talked about the challenges in retaining students. “This is a challenge for all institutions serving an online population that are balancing competing priorities,” he said. Barriers that contribute to poor retention include student motivation, mindset, work-life balance, and finances.

Jackson said in order to retain online students institutions must remain involved and supportive. Studies show that such strategies as student integration and engagement, learner-centered approaches, learning communities and accessibility to online student services will promote student success.

Retention efforts at University College span several departments. UC has always been a “high-touch” institution that supports its diverse population. The student services office has certified life coaches that take a holistic approach to advising. This form of advising takes into account the students’ academic and life goals, and situational issues such as financial aid, childcare and tutoring needs.

Student success coordinators in the Office of Student Success ensure student persistence through proactive engagement. The coordinators do not wait for a student to reach the point of failure; they address issues and barriers before they lead to a student withdrawing from classes. “We provide an exceptional and approachable atmosphere where students can feel connected to their support network and know that someone can get their questions answered,” says Liz Green, director of the Student Success Office. “As our online programs continue to grow, we anticipate we will expand our initiatives to empower students to embrace their academic and personal goals.”

For more information about academic support services at University College, contact 315.443.3261 or email parttime.syr.edu.

���ϲ����� Summer College offers high school students the opportunity to explore their interests and experience college life for one to six weeks, with more than 40 credit and noncredit pre-college programs. Students must be 15 years old by the start of the program. Architecture students must be rising high school seniors.

Students will learn about potential careers and college majors while taking courses such as sports analytics, aerospace engineering, filmmaking, cybersecurity and public communication, to name a few. They will live in a residence hall with other high school students from around the world and participate in a range of social and recreational events while balancing the academic rigor of college courses.

Nazrun Chowdhury, a senior at Marble Hill School for International Studies in the Bronx, attended the 2018 Summer College program. Chowdhury says the benefits of the program far outweighed the challenges he faced balancing homework, the rigors of schoolwork, and socializing with his new friends. “Summer College not only opens a window of experience for students to see what college demands from you and what it takes for you to go the distance, it really opens your eyes what college life is like,” he says.

The 2019 program runs from June 29-Aug. 9. Applications will be available beginning Dec. 1, 2018. For more information, email sumcoll@syr.edu or call 315.443.5000.

Emily Luther, University College instructor for the Bachelor of Professional Studies Program, videotapes the course she is teaching, Digital and Business Communication for Professionals.

The center was launched in 2017 and now includes a state-of-the-art video production studio that incorporates animation, graphics and assessment to create an interactive experience for optimal learning.

Currently, ten staff members support six schools/colleges throughout the University. Instructional designers, multi-media specialists, videographers and directors offer expertise in design, technology, education, graphic art, project management and radio and television.

In addition to creating online courses and programs for University College, the team is developing programming for the School of Education, Falk College, College of Law, Whitman School of Management and College of Engineering and Computer Science.

“We project working on approximately 200 courses over the next three years,” says Tom Downes, assistant director of CODL. “The content development for the courses will vary based on what the schools/colleges need.” Downes says that additional positions within the center would be considered as partnerships across the University continue to expand to meet the growing number of online students.

To help SU’s distance learners feel more a part of the SU community, University College (UC) launched an Online Learning Community—a series of four 30-minute webinars via Blackboard Collaborate. The four sessions give students the opportunity to engage with University College staff as well as their peers while learning about success in the online environment, tips and advice from current online students, and managing multiple priorities.

Liz Green, director of Online Student Success at University College, explains why there is a need to engage online students in the campus community. “When students don’t have a physical presence on campus, they may feel a sense of isolation,” says Green. “We hope that being part of an online community will help create a sense of belonging and foster connection with the network at UC and ���ϲ����� as a whole.”

University College will also celebrate . Part-time students are invited to stop by University College Nov. 5-9 from 8:30 a.m. – 6 p.m. (8:30 a.m. – 5 p.m. on Nov. 9) to pick up a 100th anniversary commemorative gift. It is our way of showing our students how much we admire their dedication and hard work and to celebrate UC’s centennial year.

University College provides exceptional support and services for a diverse population seeking access to ���ϲ�����. We strive to be an innovator of market-sensitive professional degrees, non-credit programs, and executive education and to act as a connector and catalyst for excellence among the schools and colleges within ���ϲ�����.

Each year, AUSS members attending the organization’s annual conference take an excursion to a local area of interest. This year, the group visited Beak & Skiff Apple Orchards in Lafayette, New York.

University College hosted the national Association of University Summer Sessions (AUSS) annual conference Oct. 14-16 at the Marriott ���ϲ����� Downtown. Since its formation in 1917 (���ϲ����� is a founding member), the AUSS has served as a forum for discussing the theoretical and practical issues of summer sessions. Administrators from 40 colleges and universities across the country, and as far away as Alaska and Hawaii, attended the conference to discuss best practices and challenges, as well as brainstorm on how to manage and execute trends in summer sessions.

The round-table format allowed for informal but in-depth discussion on topics of interest and provided for professional development and growth. Topics included programming, finances and revenue sharing, online and hybrid course offerings, obstacles presented when recruiting international students and winter sessions.

Chris Cofer, executive director of has been a member of the AUSS for 8 years. “The organization offers valuable information and perspective from my colleagues across the country,” says Cofer. “Association members who conduct research and development at their institutions are gracious in sharing what is and what is not working on their respective campuses.”

AUSS members reported the continuing trend of flat or declining on-campus undergraduate summer session enrollments, while both online and pre-college enrollments continue to rise. SU’s saw an increase of 41.5 percent this year: from 429 students in 2017 to 607 in 2018. Of those 2018 students, 530 hailed from 33 U.S. states, Puerto Rico and the U.S. Virgin Islands, while the other 77 came from 23 other countries.

Bander Alhoraibi (Saudi Arabia) shows his submission in the book “Becoming International: Musings of Studying Abroad in America.”

When international students travel to the United States to learn English, the language barrier is just one of their challenges. Cultural differences like being overwhelmed in the grocery store, being embarrassed about not tipping a server (there is no tipping in China) or learning where to get help in serious situations are a few of the struggles they encounter.

During the 2017-18 academic year, students from Japan, China, Norway, South Korea, Taiwan and Saudi Arabia were able to put their experiences and feelings on paper.

As part of a writing project, the students were given autobiographical and creative writing prompts that encouraged them to reflect on what it means to travel abroad to improve their English language proficiency.

The project was a collaboration between ���ϲ�����’s (ELI) and . The ELI provides intensive English instruction to approximately 300 international students who attend the program each year. Steve Parks, ���ϲ����� associate writing professor and founder of New City Community Press, published their collection of stories in a book titled, “Becoming International: Musings of Studying Abroad in America.”

“At first the students did not think of themselves as authors,” says Amy Walker, an ELI instructor who wrote the book’s introduction. “They did not see the benefit of the project because their sole reason for attending the ELI was to obtain enough English proficiency for admission to an American undergraduate or graduate degree program.”

Bandar Alhoraibi from Saudi Arabia has his book, “Becoming International,” signed at book signing.

Walker adds that once the project was underway, unexpected positive outcomes started to appear for both the students and the teachers.

“The authors were brave. They allowed themselves to be vulnerable. They wrote about personal topics in a language that they had varying degrees of control over,” says Walker. “In the end, the students gained more confidence in their English and became more grounded in this U.S. collegiate environment.”

Huan-Chen Tseng from Taiwan wrote about his feelings of isolation when he first arrived in the United States. “In Taiwan, I am the oldest grandson on both sides of the family, so I have more responsibilities and benefits than the other grandchildren. However, in the United States, I’m just alone,” said Tseng. “I am nobody in the United States because nobody knows me, and I don’t have any friends here.”  During the fall 2017 semester when Tseng was on campus, he made friends and began to adapt to American habits. He acknowledged that this experience would help him in the future.

ELI students featured in book, Joakim Olsen (Norway), Yuan Cheng (China), and Amy Walker, ELI instructor, talk to the audience.

Eighteen-year-old Yongbin Yang noted one of the most difficult things about adapting to American culture is learning to be independent and manage his finances. “I came to the U.S., so I can’t rely on my parents anymore,” he wrote. “I need to take care of myself and think about every decision and its consequences. Finances will always be a big problem.” Yang said he can’t always buy things he wants because he has to balance his monthly budget. “But the process of becoming independent makes me feel better. I feel I am growing up.”

In partnership with ���ϲ����� Libraries, the English Language Institute hosted a book launch in September at Bird Library. Copies of the book are available for purchase on Amazon.

An Autumn Blaze Maple.

University College has organized a tree planting project with departments across campus to commemorate the 30^th anniversary of the Pan Am 103 bombing over Lockerbie, Scotland.

Working with Larry Mason, professor of visual communications in the Newhouse School and ���ϲ����� Remembrance and Lockerbie ambassador, University College responded to Chancellor Kent Syverud’s request that schools and colleges across campus consider initiating a positive project to help commemorate this significant anniversary.

In all, 270 men, women and children died in the terrorist bombing on Dec. 21, 1988. Thirty-five students studying abroad with ���ϲ����� were among the victims. Thirty-five trees, representing these students, will be planted on South Campus on Friday, Oct. 26, from 11 a.m. to 2 p.m.

The trees are a mix of Autumn Blaze Maples and Sienna Glen Maples. , a City of ���ϲ����� initiative, will supply the trees at cost.

A Sienna Glen Maple.

Members of the planning committee include representatives from Campus Planning, Design and Construction (CPDC), Physical Plant’s (PP) buildings and grounds department, and Energy Systems and Sustainable Management (ESSM).

“This represents a great collaboration between the University and the City of ���ϲ�����,” says Joseph Alfieri, director of CPDC, “and at the same time has significant environmental benefits.”

“The timing of the tree planting project coincides with Campus Sustainability Month [October],” adds Nathan Prior, ESSM director. “Not only will the trees be a living memory for the 35 students lost, the planting will help with the campus’ sustainability goals to mitigate carbon emissions. The trees will convert the carbon dioxide, about 48 pounds per year, into food and growth.”

“When professor Mason came to University College asking us to consider becoming involved in a 30^th-annivesary endeavor, we were more than willing to participate,” says Eileen Jevis, communications manager and project coordinator. “So many of us remember that fateful day and the powerful impact it had on our community. What better way to commemorate this anniversary than planting a lasting reminder of those students who died.”

Jevis recounts that when she took the idea to colleagues across campus, it was met with enthusiasm and support. “From the very start, those in CPDC, ESSM and PP buildings and grounds were committed to making this happen,” she says. “Their support and involvment is testiment to our shared belief that this symbolic jesture of longevity, tranquility and life is an appropriate way to memorialize the students.”

Seventy volunteers are needed to help plant the trees. Holes will be pre-dug; however, it is suggested that those willing to help bring along a shovel and pair of gloves. Volunteer registration is . Volunteers should park in lot 161, Farm Acre Road on South Campus. University College will provide lunch at for volunteers and project partners.

For more information, contact Eileen Jevis at 315.443.3527 or ejevis@uc.syr.edu.

A testimonial wall installation in the University College lobby features the words of many students and faculty, past and present.

The marketing team that promotes University College of ���ϲ����� has won a bronze award in the 2018 University Professional Continuing Education Association’s (UPCEA) Marketing Awards Competition. The awards recognize the best marketing practices and promotional pieces in the field of professional, continuing and online education.

University College’s 100^th-Anniversary advertising campaign took bronze in the Interactive Media category. It recognizes the significant achievements of SU’s division of part-time studies, which is celebrating its 100^th year of creating opportunities for nontraditional students. The award will be presented at UPCEA’s Annual Marketing and Enrollment Management Seminar in November.

UC was recognized for a multifaceted interactive media campaign that used testimonial-driven promotions to showcase UC’s impact on the lives of part-time students. A testimonial wall installation in the UC lobby at 700 University Ave. features the words of many students and faculty, past and present. A four-minute video features UC alumni sharing individual stories of perseverance, achievement and triumph during their journey to an SU degree, which they all achieved as nontraditional students juggling numerous real-life responsibilities. The video was featured at a gala celebration held on campus Oct. 6 as a fundraiser for the newly established Centennial Scholarship for part-time students.

UPCEA is the leading association for professional, continuing and online education. Founded in 1915, UPCEA now serves most of the leading public and private colleges and universities in North America. It provides innovative conferences and specialty seminars, research and benchmarking information, professional networking and timely publications.

University College has been providing access to ���ϲ����� academic programs and support services to diverse part-time student populations since 1918.

Chowdhury, a senior at Marble Hill School for International Studies, says this was not his first experience in a Summer College Program. “Last summer I took classes at Marist College for two weeks,” he says. “Although that was fun and challenging, it was nowhere near as rigorous and exciting as the Summer College program at ���ϲ�����.”

Epiphany Adams, a senior at Frederick Douglass Academy in New York City, holds a certificate of completion from the Summer College program at ���ϲ�����.

The Summer College Program offers both credit and non-credit options for students to engage in rigorous college courses over a two to six-week period. The students sponsored by the Charles Hayden Foundation earned college credits during their six weeks on campus. While many of the students found the coursework demanding, they also learned the skills they need to be successful in college and in life. Chowdhury says the benefits of the Summer College program far outweighed the challenges he faced balancing homework, the rigors of schoolwork and socializing with his new friends. “The classes I took forced students to be open with their own opinions and creative minds. I was forced to listen to different perspectives—something I wasn’t normally exposed to in the Bronx,” says Chowdhury. “Listening to other people’s thoughts and experiences from around the world molded me into a more mature and critical-thinking individual.”

This year, 501 students from 35 U.S. states, Puerto Rico and the Virgin Islands—as well as 70 students representing 19 foreign countries—attended Summer College.

Epiphany Adams, a senior at Frederick Douglass Academy in New York City, agrees that the Summer College experience was more difficult than expected. She thought that taking Advanced Placement courses in high school prepared her for the coursework and academic requirements of college but soon learned that she was not as prepared as she hoped.

“My eyes were opened to the realistic rigors of college life,” she says. “The program is not an imitation of college, it is college.” When she was feeling overwhelmed, Adams took Professor Jeffery Mangram’s daily advice to heart: “just keep going.”

Adams was also concerned she wouldn’t fit in, but found that attending the program helped her become a more social person. “I was immediately accepted for who I was. I wasn’t afraid to be myself,” she adds.

“Summer at ���ϲ����� not only opens a window of experience for rising seniors to see what college demands from you and what it takes for you to go the distance, it really opens your eyes what college life is like,” adds Chowdhury. “I was excited and humbled that the Charles Hayden Foundation gave me this opportunity. I know not everyone receives this privilege.”

After experiencing Summer College, Adams and Chowdhury returned home with an arsenal of tools to succeed in college—time management, discipline and discovering that they could be comfortable in a global culture.

“I’m so thankful for a program that helped me grow personally and academically,” says Adams. “If I could, I would rewind time and do it all over again.

Fulbright students at Green Lakes State Park

Dian Purwanti, from Indonesia, was most impressed with the clean tap water. For Cyrille Zongo, from Burkina Faso in West Africa, it was the clean streets. Rawan Badarna, from Palestine, was amazed by the technology and diversity.

These bright, motivated individuals were among the 37 Fulbright Scholars who arrived on July 14 for a four-week English for Graduate Studies program administered through University College’s English Language Institute (ELI).

Zongo says he could see how much more developed the U.S. was as soon as the plane landed in ���ϲ�����. These differences are dramatic for many of the participants, who came from 23 countries, including Algeria, Brazil, Cambodia, Ecuador, Mongolia, Russia and Turkey. Most noticeable of all, Zongo says, is the hospitality. “People in ���ϲ����� are very friendly and welcoming.”

This is the first year of a renewed five-year contract between ELI and the Institute of International Education, which manages Fulbright for the U.S. Department of State Bureau of Education and Cultural Affairs (ECA).

Participants are professionals who will remain in the U.S. to pursue graduate work following their ���ϲ����� sojourn. The ELI offers academic English, designed for students who are conditionally admitted to ���ϲ�����, students who wish to study at another university in the United States and professionals who would like to improve their English to better succeed in their careers.

While on campus, the students study a wide range of topics, including academic integrity, the U.S. political system, copyright laws and building a respectful environment. Interaction with their peers provides a glimpse into different cultures and faith traditions throughout the world.

The students took note of the teaching style they found in the U.S. “I was forced to share my opinion, discuss topics with my peers and work in a group,” says Purwanti. “It made me grateful to be in this program and prepared me for my graduate studies.” Purwanti will be staying on at ���ϲ����� to earn a master’s degree in teaching and curriculum in the School of Education.

“The academic rigor is very high compared to my country,” says Zongo. “This shows how effective and efficient the education system in the United States is and I’m glad I can learn though this system.”

Badarna notes that her classes were student-oriented and interactive. “Because the students were from different countries, my experience was much more enriching,” she says. “The instructor and student relationship is open and friendly–you can express your opinions and criticize politely. This improves a student’s critical thinking skills.”

When not in class or studying, the Fulbright students explored the rich history of Upstate New York. They participated in a guided tour of historic downtown ���ϲ����� and visited Alexandria Bay.

Badarna was especially impressed with seeing a ship from Canada during a boat tour. “I was surprised to see how easy it is to move between two countries freely,” she says. “We don’t have freedom of movement in Palestine.” Badarna says that when she went to see her family in Palestine, she often had to go through checkpoints. “It’s difficult and time consuming to travel from one city to another, which discourages us from traveling.”

Purwanti says a highlight of her ���ϲ����� visit was visiting Green Lakes State Park and Alexandria Bay. “My jaw dropped when I saw how clean every place is. I hope that someday Bali can be that clean.”

Zongo was struck by the beauty of ���ϲ����� and the important role the city played in the history of the United States, particularly in the Underground Railroad. “The city has been able to keep symbols of important moments of ���ϲ�����’s life. This is incredible,” he says.

The students admit that it was difficult to be away from family, but Bardarna feels much better prepared now to move on to Loyola University in New Orleans to obtain an MBA. She found the English Language Institute program to be comprehensive and holistic, blending instruction, socialization and engagement opportunities with American society.

Purwanti was a bit afraid that her Indonesian dress would isolate her from the other students on campus. “But all the people here greet you, even though you don’t know them. They are very welcoming. The people in my group are open to our culture and our differences, which made it easier to adjust.”

Zongo, who will be earning an M.B.A. at Rochester Institute for Technology, says “���ϲ�����’s English Language Institute is the best. In a short period of time, they were able to teach us the essential English skills we need as graduate students. I was very happy with my experience here,” he says. “I will miss ���ϲ�����.”

Horane Daley (center in helmet and harness) with other Summer College participants.

Daley was one of 25 students selected to attend ���ϲ����� through the generosity of the Price Family Foundation.

The Price Family Foundation, a philanthropic organization based in New York, provides funding for higher education, children’s services and hospitals. For three years, the foundation has provided opportunity to New York City students to attend the Summer College Program.

Summer College offers both credit and non-credit options for students to engage in rigorous college courses over a six-week period. While many of the students found the coursework challenging, they also learned the skills they need to be successful―managing their time, working hard, and having the discipline to follow through on assignments in a short period. This year, 501 students from 35 U.S. states, Puerto Rico and the Virgin Islands―as well as 70 students representing 19 foreign countries―attended Summer College.

Daley took part in the Team and Leadership and Launching a Business programs. The Team and Leadership Academy challenges students to safely expand their comfort zone, test their understanding of what it means to be a member of a team, and develop communication skills. “The experience has been amazing,” says Daley. “I’ve met great people and have formed bonds in a short period of time. I’ve made friends that will last a lifetime.” Daley says the high ropes course taught him how to communicate in a team setting: “I learned to be a leader.”

Isaiah Hoyte

Isaiah Hoyte, from New Explorer’s High School in the Bronx, took 3D Art Studio and Computer Animation and Game Design through Summer College.

Hoyte, who plans to major in computer engineering, thoroughly enjoyed making a 3D Bluetooth device in ComArt in the College of Visual and Performing Arts. “The creativity of the course allowed me to open my mind to different things,” Hoyte says. “The experience also gave me the opportunity to do a lot of networking. It’s been a wonderful experience, and I’ve met some wonderful friends.”

Both students believe that being away from home will help them navigate a college campus in the future. “The experience teaches you college readiness and the maturity you need to do the work,” Hoyte says. “The opportunity given to me by the Price Family Foundation warms my heart.”

The students, hosted by the English Language Institute in University College, are Fulbright scholars from Asia, Africa, Central America, South America and Eastern Europe who will be attending a four-week program, English for Graduate Studies, to prepare them for full-time graduate study. They will be in ���ϲ����� from July 16 through August 10 and will then join graduate, Ph.D. or research programs at universities throughout the U.S.

They were chosen for the scholarship program because of their exceptional leadership and skills. Their nations want them to receive further training so that they can return home and tackle challenges in their countries.

These students have few opportunities to interact with Americans in a relaxed setting, but they have intriguing stories to tell and a lively curiosity about ���ϲ����� and the local culture. If you are interested in participating, please contact Jackie Monsour, coordinator, Admissions and Student Services at the ELI, at jhmonsou@syr.edu.