John Robinson

Robinson will help coordinate and scale the Workshop in Entrepreneurship for People with Disabilities, while also serving as a member of its instructional team. The workshop is a non-credit microcredential program designed to empower people with disabilities to either become entrepreneurs or to be better prepared for employment.

Additionally, Robinson will collaborate with the University in developing and offering non-credit microcredentials aimed at educating potential employers on appropriate work environments and accommodations for employees with disabilities.

Through the College of Professional Studies, Robinson will assist the University in the development of funding for the continued offerings of these microcredentials.

“���ϲ����� aims to become a global leader in the research and application of advanced technologies that can dismantle the professional boundaries and barriers experienced by people with disabilities,” says Arthur Thomas, executive director of the Office of Microcredentials. “John’s experience and background are essential to achieving that goal.”

Creating Pathways for Accessible Education

A trailblazer in the architecture and entrepreneur industry, Steve Einhorn is dedicated to creating a more accessible campus. Previously, the family has supported the School of Architecture and made a naming gift to create the Einhorn Family Walk, which forever changed the footprint of ���ϲ�����. This latest gift builds on the Einhorn’s commitment to accessibility, which includes accessible online learning.

“The values that fuel this mission are baked into my DNA as an architect. As a trustee, we want to create a campus welcoming to all,” Einhorn says. “���ϲ����� is flourishing with entrepreneurial opportunities, and we need to create more space for the disability community.”

Sherry and Steven L. Einhorn

Einhorn says the Workshop in Entrepreneurship for People with Disabilities provides space to thoughtfully merge technology and AI with the curriculum. Additionally, the program creates opportunities for people with disabilities in the entrepreneur industry as well as potential partnerships throughout the local community.

“This is an educational opportunity to sharpen the skillsets for business development and produce more mentors. It is an honor to be a part of this initiative,” says Einhorn.

The Workshop in Entrepreneurship for People with Disabilities is part of ���ϲ�����’s Inclusive Entrepreneurship Program, a pilot program that started two years ago and was originally funded through the support of New York State Senator John Mannion. The program has received additional state funding for the 2024-25 academic year.

“We are deeply grateful to the Einhorn family for making John’s position possible, and to Senator Mannion for his ongoing support of inclusive education at ���ϲ�����,” says Michael Frasciello, dean of the College of Professional Studies. “Together, we are creating more opportunities for individuals with disabilities to realize their potential.”

About John Robinson

Robinson holds a B.S. in project management from the Newhouse School of Public Communications and an M.A. in disability studies from the CUNY School of Professional Studies.

Robinson serves as the CEO for Inc., a disability-owned platform dedicated to building employment opportunities for people with disabilities through technology. In 2015, Our Ability Inc. was presented with the Business Excellence Award in Small Business by the New York Small Business Development Corp and was also recognized in 2023 by the Zero Project as an Innovative Solution.

In 2013, Robinson was named one of the ten . Moreover, Robinson was presented with the Chamber Champion Award in 2023 in recognition of actions that have advanced the mission of the Capital Region (New York) Chamber.

Robinson is the author of the autobiography, “,” which reflects on his life as a quadruple amputee and the journey to his success. The book was adapted into a public television documentary titled “Get Off Your Knees: The John Robinson Story” by .

To learn more about the Office of Microcredentials, visit .

About Forever Orange: The Campaign for ���ϲ�����

Orange isn’t just our color. It’s our promise to leave the world better than we found it. Forever Orange: The Campaign for ���ϲ����� is poised to do just that. Fueled by more than 150 years of fearless firsts, together we can enhance academic excellence, transform the student experience and expand unique opportunities for learning and growth. Forever Orange endeavors to raise $1.5 billion in philanthropic support, inspire 125,000 individual donors to participate in the campaign, and actively engage one in five alumni in the life of the University. Now is the time to show the world what Orange can do. Visit to learn more.

Nagao, an aerospace engineering major concentrating in fluid dynamics at Tokai University, seized the opportunity to study overseas at the English Language Institute (ELI) at ���ϲ�����. The allows students in Japan to take part in the rigorous language learning program, studying English textually and orally five days a week. Nagao credits the ELI with giving him not only improved English skills, but also strong friendships and a new outlook on his career goals.

Kazuma Nagao visits Cape Canaveral, NASA’s home base in Florida.

In this question-and-answer feature with Nagao, learn more about his experience at the ELI, the connections he has made and his favorite moments during his time at ���ϲ�����.

Q: What led to your decision to study English in the U.S. and why at ���ϲ�����’s English Language Institute in particular?

A: Since I was a kid, I have [wanted] to live in the United States. Studying abroad in the U.S. has [always] been a dream of mine. Also, I’d like to [get a master’s degree] in aerospace engineering in the United States after the end of my bachelor’s degree, so, I need academic English and to [be able to] speak English fluently.

I enrolled at ���ϲ�����’s English Language Institute by applying to the program through Tokai University. Tokai University provides many programs for studying abroad. I wanted to study in the United States for the long term, so I chose ���ϲ����� because ���ϲ����� is located in New York and the program was for seven months. I could visit NASA relatively easily from ���ϲ����� compared to the West Coast. If I studied abroad in the United States, I had to visit NASA. And I [wanted] to live in New York—it’s just cool to say I lived in New York.

Q: Where did your interest in outer space originate?

A: I was around 12 years old. I started [to gain an interest] in space because I watched Star Wars movies. But at that time, I was not interested in being an astronaut.

When I was in high school, I had to decide what I wanted to do in the future. I liked science, math and physics. Being an astronaut is just cool. So, I decided to be an astronaut as a goal. It was a simple reason.

Q: What was your experience like throughout your time at the ELI?

A: If I [were] to describe my experience at the ELI in one word, it’s amazing. Of course, there were many hard things, but every time I overcame them. I think this experience made me more confident.

In the beginning, it was hard to adapt to the culture and living in ���ϲ�����. That was my first time living in the United States and even visiting. However, once classes began, I had a fun time. I met many people who all have amazing personalities and [such] kindness. Sometimes I couldn’t solve problems by myself, but my teachers and friends helped me. Teachers helped me even if it was outside of the class time. I was so impressed by all the teachers because they took the time to support each student.

Q: Can you describe what the community was like at the ELI?

A: The atmosphere at the ELI is friendly and happy. We had many opportunities to interact with students who were in different class levels, so it was easy to make friends. All the students are international students, so it was exciting for me to have a conversation with each student.

Kazuma Nagao, center, with fellow ELI students.

Q: What did you learn from both your peers and the faculty during your studies?

A: I learned [about] not only English but also about the culture in the United States and various countries. Also, I learned many important things [that I can use] to live a better life.

My teachers and friends [always] cheered on my dreams. They are truly incredible people. I didn’t have any confidence, and I was shy. I didn’t know how to express my opinion during classes in the United States because the cultures in Japan and the United States are totally different. But I could adapt to the culture through this experience, thanks to my surroundings.

I will never forget all the things that they taught me. Meeting with my classmates, teachers and friends was a treasure and the most meaningful thing [to me] during those seven months. They gave and taught me a lot of things and changed me in a good way. I can’t thank them enough.

Q: You visited Florida to witness the launch. ���ϲ����� local, astronaut Jeanette Epps, was one of the four crew members assigned to this launch. What was that like, and how did you get that opportunity?

A: I didn’t know that one of the astronauts who joined the Crew-8 mission was from ���ϲ�����. When I learned this, I immediately decided to visit to watch the launch. I was in Florida from Friday to Sunday. So, I had to be absent from class. I told my teachers that I must go to watch her launch. And also, luckily, I got to connect with a friend of Jeanette Epps. I couldn’t watch the [actual] launch because it was rescheduled, but I saw the Dragon spacecraft and had dinner with Jeanette Epps’s friend. I had a very fun time in Florida.

Q: What kind of networking opportunities did you get during your time in the United States?

A: I had several opportunities. The most memorable one was when one of my teachers at the ELI connected me with Jeanette Epps’s friend. I also got to connect with another NASA astronaut personally. I had a phone call with him. I asked him for advice on how to be an astronaut. I didn’t expect this situation—I’ve never imagined making connections with such incredible people. I didn’t make all of these connections by myself. Many people gave me amazing opportunities. So, I’m really appreciative.

Q: What was your favorite part about studying in ���ϲ�����?

A: Visiting NASA in Florida and Houston was definitely [one of] my favorite parts but studying English at the ELI every day was [also one of] my favorite parts. At the beginning of studying abroad, I couldn’t communicate with my classmates well. However, my English skills improved gradually. After I noticed my growth, I loved to have conversations with my classmates and teachers. I never felt bored during classes.

After classes at the ELI, I hung out with my classmates. We cooked traditional food together, drove to experience nature, went shopping and sometimes just chatted about our future and dreams. Everything that I experienced in ���ϲ����� is my favorite part.

Q: What are your career aspirations for the future, and how do you think your education through the ELI will help you achieve them?

A: My future goal is to become an astronaut. Before I came to ���ϲ�����, I just wanted to be an astronaut for my benefit— to seek out my passion and interests, like wanting to feel how zero gravity is and to see the Earth from space. But, after seven months of studying at the ELI, my reason for achieving my goal has changed.

I want to be someone who can help others and make a good impact on the world. I’ve lived for just 20 years. In my life, many people have helped me, but I couldn’t do anything for them. So, I want to be an astronaut and dedicate my life to helping people and making a positive impact. To do things for the world, for all humanity, and even for the universe— this is my slogan.

We have citizenship and a home country, but we are all from Earth. We are one. One astronaut said there are no borders seen from space. I love this saying.

I like to work hard to achieve my goal, but of course, sometimes I don’t want to. Then, every time I [don’t want to], I remind myself of the friends, teachers and people I met in ���ϲ�����. I hope to see them again in Florida as an astronaut. To make this dream come true, I must push myself a little bit more.

These seven months were so meaningful to me. Through this experience, I know why I want to be an astronaut.

About the English Language Institute

��The English Language Institute, a department within the College of Professional Studies,�� is a pre-degree program that prepares international students to succeed in their undergraduate and graduate degree programs. Established in 1979, this immersive year-round program allows international students the opportunity to learn English and culture in the heart of New York state.

Isabel Bekele also contributed to this story.

Summer College offers a range of immersive programs that allow high school students to gain real-world skills and enhance their professional portfolio.

Established in partnership with the Campos Foundation and the Office of Pre-College Programs, the scholarship builds on two years of previous support and aims to empower high school students enrolled in pre-college courses in the IT and engineering spaces. In 2022 and 2023, the scholarship supported a total of 59 students.

“Students leave Summer College with a fresh outlook and a better understanding of who they are and the goals they want to achieve,” says Christopher Cofer, executive director of the Office of Pre-College Programs. “The Campos Foundation Scholarship offers access to a transformative experience.”

Marco Campos P’25, founder of the Campos Foundation, says he aims to “level the playing field” for first-generation students and offer more opportunities for students of all backgrounds.

“This program offers students the opportunity to have exposure to networking and a college environment,” Campos says. “We want to help move the needle for students in the world of STEM.”

Summer College offers a range of immersive programs that allow high school students to gain real-world skills and enhance their professional portfolio. Students who meet the criteria for the scholarship and are enrolled in the College of Engineering and Computer Science or School of Information Studies classes are automatically considered for the scholarship.

“My experience was fun, eye-opening, and a roller coaster,” says Sylvia, a Campos Foundation Scholarship recipient previously enrolled in a Summer College biomedical engineering course. “This experience made me more excited to go to college because it proved to me that I have what it takes. I am so thankful to the people who helped make this possible.”

To learn more about Summer College, visit

About the Office of Pre-College Programs

For more than 60 years, ���ϲ�����’s Office of Pre-College Programs, a department within the College of Professional Studies, has been providing high school students with the opportunity to explore potential college majors and careers in its renowned programs now happening year-round. High school students can experience college life online or on campus while taking credit or noncredit courses taught by ���ϲ����� faculty and instructors.

About Forever Orange: The Campaign for ���ϲ�����

Orange isn’t just our color. It’s our promise to leave the world better than we found it. Forever Orange: The Campaign for ���ϲ����� is poised to do just that. Fueled by more than 150 years of fearless firsts, together we can enhance academic excellence, transform the student experience and expand unique opportunities for learning and growth. Forever Orange endeavors to raise $1.5 billion in philanthropic support, inspire 125,000 individual donors to participate in the campaign, and actively engage one in five alumni in the life of the University. Now is the time to show the world what Orange can do. Visit to learn more.

Ranked No. 5 for Best Online Bachelor’s Programs of private universities, the College of Professional Studies programs are designed to be career-focused and boost professional competencies and skills.

Deanna Grannis, project director in the Division of Marketing, is utilizing the remitted tuition benefit to participate in the online program. Grannis discovered the project management M.P.S. degree when she received a postcard introducing the program.

“I took a copy of it, and I just stuck it in my pocket,” Grannis says. “Every time I wore my coat, it was just there as a reminder to do this.”

Networking and Real-World Application

The M.P.S. in project management has been a path for Grannis to refine her skills. Additionally, it has functioned as a networking opportunity to connect with the University community. Through her classes, Grannis has been able to connect with faculty and staff that she wouldn’t be able to connect with on a daily basis.

“There’s always breakout sessions within each one of the classes, and you really get to know what people are doing across the University,” says Grannis.

Born from industry, the College of Professional Studies programs are designed to meet the needs of budding and evolving professionals looking to take the next step in their career. Grannis is already seeing professional growth in herself halfway through the graduate program and is putting the knowledge she has gained to use as a project director. One of the most recent projects she has managed was the re-imagination of the flagship website.

“The skills that I have been learning through each and every one of the classes, I have immediately applied to my role,” Grannis says. “I believe that they helped clarify different things that were going on and how I should approach them.”

Staff and faculty looking to level up their careers can do so through a variety of degree and certificate options. For Grannis, the M.P.S. in project management fit within her professional goals, allowing her to draw parallels with her course work and professional work. Grannis even had the opportunity to organize an event��with her professor to conduct an exclusive professional development workshop for her colleagues.

“From developing skills for the next chapter in your work life to having greater success in your personal life, the M.P.S. in project management is a difference-maker for all students,” says John Stinnett, College of Professional Studies instructor. “I tell the students that life is a project, and this program delivers by helping them treat all of the activities in their lives as a project, and they are more successful as a result.”

A Role Model for Lifelong Learning

As a mother working full-time, Grannis was unsure how she would juggle school on top of her busy schedule. However, Grannis has been able to strike a balance and easily fit her classes into her schedule thanks to the eight-week online course format. Taking one class at a time, Grannis has selected to take only evening classes and completes the weekly live while her children are asleep. When Grannis isn’t in class, she’s studying alongside her children.

“When they have their reading time, I also have my reading time,” Grannis says. “I think that it’s really great for them to see that learning and education don’t stop.”

Learn more about the College of Professional Studies today. Find out more about using remitted tuition by����or the��.

Judith Seinfeld.

Seinfeld is the fourth-generation head of Heritage Management Company LLC, a long-standing real estate investment, development and management company based in Ridgewood, New Jersey. Before joining Heritage, Seinfeld was the founder and president of Judith Greenberg Gallery, a jewelry design company, and she was also an executive vice president at Balenciaga Perfumes. A longtime patron of the arts, Seinfeld is the co-founder of the Nantucket Comedy Festival and the producer of several Tony award-winning plays.

Seinfeld earned a bachelor’s degree from ���ϲ�����’s , and a master’s degree in administration from Teachers College, Columbia University, in 1957. In addition to her current role as a life trustee participant on the Academic Affairs committee, Seinfeld’s service to the University includes previous positions on the boards of the School of Education and the . Her service also includes assisting in establishing the Seinfeld Housing Initiative, the Judith Greenberg Seinfeld Distinguished Fellowships and the Judith Greenberg Seinfeld Prize for Creative Teaching Endowment.

Seinfeld resides in Saddle River, New Jersey, and Nantucket, Massachusetts, and is the mother of Jeffrey Greenberg and the late Steven Greenberg.

For more information on the celebration, visit the

���ϲ�����’s AACSB-accredited business management degree, a partnership between the College of Professional Studies and the Whitman School of Management, ranked No. 1 in Best Online Bachelor’s in Business Programs of private universities, while ���ϲ����� additionally ranked No. 3 for Best Online Bachelor’s Programs for Veterans of private universities and No. 5 for Best Online Bachelor’s Programs of private universities.

“This recognition as a top 5 private university for online undergraduate education is not achieved without an unwavering commitment to exceedingly high-quality course designs, rigorous curricula and learning, and a differentiated level of superior student support,” says Michael Frasciello, dean of the College of Professional Studies. “This recognition is also notable as this is only our fourth year participating in the rankings, illustrating our excellence among our peer institutions and our distinction among private universities.”

The currently offers 12 ���ϲ����� online undergraduate degrees and eight online undergraduate credit certificates, as well as a master of professional studies and a certificate of advanced study in project management.

With high-touch admissions, advising and financial aid counseling, the College of Professional Studies continuously prioritizes student success. The holistic treatment of the online student experience expands the definition of what it means to be an online learner, and the thoughtful design of the online programs provides access to a ���ϲ����� credential for those who otherwise could not earn one on campus.

The University’s No. 3 ranking as the Best Online Bachelor’s Programs for Veterans of private universities is a recognition of ���ϲ�����’s commitment to being the best school for veterans, active military and military-connected students. ���ϲ����� is the only R1 private university in the Northeast that offers online and residential part-time undergraduate study to active-duty military, National Guard and reservists at their respective tuition assistance (TA) rates beyond the member’s annual benefit. Active-duty and reserve students pay no more than the current DoD TA rate after they expend their annual TA allotment.

“Ranking No. 3 in the Best Veterans programs of private universities is a demonstration of our dedication to the superior support we have established for veterans and military-connected students,” Frasciello says.

at ���ϲ����� celebrated a new chapter of innovative online education at a ribbon-cutting ceremony on Nov. 9.

Founded in 2017 as a signature “One University” initiative within the , the Center for Online and Digital Learning is the unit that develops ���ϲ�����’s world-class online programs and meets “the needs of students seeking a ���ϲ����� education from anywhere in the world.”

The Center for Online and Digital Learning recently moved up the hill to 100 Sims Drive from its previous location at the College of Professional Studies at 700 University Ave. The newly renovated and expanded space positions the center for success as ���ϲ�����’s rapidly grows.

Otto the Orange making use of the Center for Online and Digital Learning.

“Quality, scalability and innovation have always been at the core of our mission,” says Judy Teng, executive director of the Center for Online and Digital Learning. “Our new facility allows us to reimagine the online learning experience, while our cutting-edge technology and methodologies allow us to enhance teaching and learning.”

The University will offer more engaging online learning possibilities for graduate and undergraduate students as the center grows substantially, says Jim Gaffey, executive director of administration and strategy at the College of Professional Studies.

“This new facility signifies the University’s investment in the Center for Online and Digital Learning and also recognizes the growth of online programs,” Gaffey says. “We want students to have the most up-to-date information available, and these new resources will allow us to refresh courses at a faster rate to better serve our students.”

The Center for Online and Digital Learning ribbon-cutting ceremony occurred on Nov. 9.

Ranked 21st among national universities and fifth for private schools in the U.S. News & World Report 2023 Best Online Programs rankings, ���ϲ����� has proven its commitment to online education.

“The Center for Online and Digital Learning is in the vanguard of ���ϲ�����’s efforts to face head-on the many disruptions to higher education—to produce and align differentiated academic offerings for a rapidly changing marketplace. Through the talent, creativity, innovation, experimentation, and excellence located at the Center, ���ϲ����� will achieve its online and digital innovation goals over the next 20 years,” says Michael Frasciello, dean of the College of Professional Studies.

Participants matriculating into any online, part-time undergraduate degree or credit certificate from the College of Professional Studies are eligible for a 50 percent discount off ���ϲ�����’s part-time rate, and must not exceed 11 credits per semester.

The Municipal Government and Community College Employees Tuition Incentive Program will provide an accessible path toward a ���ϲ����� education.

“This new tuition incentive is one small part of ���ϲ�����’s larger commitment to the region,” says Michael Frasciello, dean of the College of Professional Studies. “As the largest private employer in Central New York, we have an obligation to provide access to transformational education for individuals who serve and support the communities in which we live.”

As the College of Professional Studies continues to expand its program offerings, this tuition incentive program acknowledges those in our communities who are dedicated to public service, providing an accessible path toward a ���ϲ����� education.

Questions? Learn more about the .

The fully online B.P.S. in interdisciplinary studies is designed to combine knowledge and perspectives from multiple disciplines, allowing students to gain a well-rounded education and develop a diverse skill set. This program offers a blend of asynchronous and synchronous learning through eight-week courses for part-time learners with busy schedules aiming��to develop their professional competency and practical skills.

“The B.P.S. in interdisciplinary studies is a unique program which allows students to combine career tracks in three different market-sensitive fields,” says Ryan Williams, associate dean of the College of Professional Studies. “This flexible approach builds on students’ varied interests and aims to prepare them for an increasingly interconnected workplace.”

A Personalized Educational Journey

With six start dates a year, the 120-credit undergraduate degree is fully online and offers students an immersive online classroom experience that is highly customizable, enabling students to tailor their educational experience to align with their specific interests, career goals and strengths.

The interdisciplinary studies degree will prepare students to tackle complex issues that cannot be solved using knowledge from a single field alone. Interdisciplinary studies students will develop knowledge and skills in a wide range of competencies and cognitive skills in three of the following disciplines:

• cannabis studies
• computer programming
• creative leadership
• cybersecurity administration
• healthcare administration
• knowledge management
• project management

Start Now Grant

The B.P.S. in interdisciplinary studies is eligible for the College of Professional Studies Start Now Grant.

Students that apply and get admitted in the fall 2023 and spring 2024 semesters are eligible to receive the Start Now Grant, which gives students $200 off their first 15 credits in an online undergraduate degree or certificate, an opportunity to save up to $3,000.

For more information, visit .

Ludmilla Evelin

Ludmilla Evelin, an alumna, came to the United States to unlock those doors and expand her law career by studying at ���ϲ�����. Evelin, a public prosecutor from Brazil, is responsible for prosecuting homicide cases, inspecting police department work, and helping survivors, victims of the crime and the victim’s families overcome challenging moments after the crime.

“Brazilian prosecutors play a vital role in protecting essential rights within the democratic system, such as safety, the welfare of vulnerable groups, education and the environment, in addition to criminal trials,” Evelin says.

In order to better assist her community and reach additional communities, Evelin knew she needed to expand her research about law and is now an LL.M. candidate at the .

“There are several reasons that justified my decision to study in the United States,” Evelin says. “First, traveling is a powerful way to broaden our life view. The United States offers an incredible diversity of cultures and lifestyles. Second, studying abroad helps us gain new perspectives on the profession and opens up new opportunities. In my case, as a legal professional, I learned a new legal system and new tools to answer legal issues. I can apply this knowledge to my job, sharing what I’ve learned with my colleagues and team.”

But before diving into the program, Evelin participated in the English for Lawyers program hosted by the English Language Institute.

English for Lawyers is a summer program designed for non-native speakers of English who intend to earn an LL.M. degree in the United States. The objectives include increasing participants’ ability to understand and discuss common legal matters and improving their research skills.

“The English for Lawyers program provided me with a solid foundation in legal terminology and communication, which facilitated my transition into the LL.M. program at the College of Law,” Evelin says.

Expanding Opportunities

The English Language Institute staff and instructors acted as cultural and linguistic guides as Evelin journeyed through the program and adjusted to living in the United States. The program not only prepared Evelin for her LL.M. program, but the lessons have been transferable as she participates in an internship program at the Onondaga County district attorney’s office.

“The English for Lawyers program helped me improve my English language skills, enabling me to effectively communicate and work in an English-speaking legal environment, not only during my internship but in several situations of daily life,” Evelin says. “By interning at the Onondaga County district attorney’s Office, I could observe and participate in various legal proceedings, mainly at the homicide division. I attended several lectures that were provided to us about legal professions, visited law firms and learned about the ���ϲ����� Police Department. I could apply what I learned at the College of Law to analyze cases under the supervision of assistant district attorneys.”

Representing international LL.M. students, Evelin gave a speech at the College of Law’s 2023 commencement ceremony.

From meeting President Joe Biden, being a judge at the Transatlantic Negotiation Competition hosted by ���ϲ����� and Queen’s University Belfast, to assisting the organizers of the International Law Weekend in New York City hosted by the International Law Association-American Branch, the English for Lawyers program prepared Evelin for a variety of unique opportunities she didn’t expect to experience. Moreover, Evelin was given the honor of representing the international LL.M. students and was selected to give a speech at the College of Law’s 2023 commencement ceremony, which she says was a great honor and challenge.

“I wanted to address a message of gratitude, the significance of overcoming language and cultural barriers, and the importance of representing international students. It was one of the best and most unforgettable experiences that I had in the United States,” Evelin says.

Staying Involved

As Evelin continues to study in the United States, she’s taken this opportunity to engage with the local community and is giving back to those who have been so welcoming to her.

“My credential as a ���ϲ����� student allows me to volunteer at the Family Court/Volunteer Lawyer Project; lecture about the American legal system, the role of the district attorney in society and legal professions for kids and teenage immigrants at the Rise Project; occupy the pro bono and community service chair at the Student Bar Association at the College of Law; and be a student ambassador at the International Law Society-American Branch. These activities make me feel like I belong in my community and this country,” Evelin says.

Additionally, Evelin is broadening her educational palate and pursuing a variety of courses outside of the realm of law to diversify her expertise and apply it to her practices.

“Attending ���ϲ����� has been filled with such memorable experiences as studying in diverse environments, attending classes at different schools like the and evolving personally and professionally through various activities,” Evelin says.

Advancing Career Goals

Evelin and her colleagues take a picture with President Joe Biden L’68.

English for Lawyers and the College of Law have not only prepared Evelin with the knowledge and skills she needs to best represent her clients and society—in her case as a prosecutor—but her time at ���ϲ����� has also provided her with the confidence to succeed and advance in her career.

“During my journey in the United States, I’ve learned about alternative dispute resolution to develop the necessary skills to negotiate and mediate. These skills will allow me to handle pleadings when it’s possible,” Evelin says. “Furthermore, in the criminal area, I’ve researched victim’s rights. In Brazil, public prosecutors have paid more attention to this topic to guarantee the victims’ protection. The American legal system has been working on this for several years. The American experience helps me understand the better path to achieve the best results in this area.”

As Evelin considers the next steps in her career, she reflects on how her experience at ���ϲ����� has prepared her to follow her dreams. For Evelin, the human experience drives her career, and she says learning English has allowed her to create a deeper connection with a wider population.

“Over the next five years, I plan to apply the knowledge and experiences gained in the United States to my work in Brazil,” Evelin says. “I aspire to collaborate with international organizations and use my academic and professional background to make a positive impact, not only in my country but also in other countries.”

The Fulbright pre-academic program is designed to prepare international graduate students for academic life in the United States, which includes presenting academic research.

This year, 37 master’s and Ph.D. students from 23 countries attended a pre-academic program at the University’s English Language Institute before matriculating into their degree programs at institutions across the United States.

Sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs as part of its Fulbright Program and administered by the Institute of International Education, the scholars spent this time participating in a variety of workshops, field trips, and textual and oral communication courses. The students incorporated the resources and skills they acquired during their time at ���ϲ����� into their poster presentations, allowing them to practice their presentation skills through repetition as attendees walk by.

“The event marks the culmination of a program that provides them with the confidence they need to embark on the next leg of their academic journey at different host institutions across the country,” says David Lind, director of international programs. “International graduate students must master academic English and also learn to present their research in a manner that’s understandable to those not specialized in their domain.”

Translating Research Into Storytelling

The Fulbright pre-academic program is designed to prepare international graduate students for academic life in the United States, which includes presenting academic research. Through textual and oral communication courses, students learn the value of storytelling and how to cut out their industry’s jargon, when necessary, in order to present research to those not well-versed in their field.

Fulbright students can hone their casual��storytelling skills on complex��research topics while also improving their English language skills thanks to the repetition of the Fulbright Scholar Poster Session.

Aspy Mbani, from the Republic of Congo, will be participating in the Fulbright program at Southern Illinois University.

“The storytelling aspect of this project really came through in the presentations this year. Each student I spoke with this year couched their research in engaging narratives,” says Dylan Mohr, open scholarship librarian at ���ϲ����� Libraries. “They told me how their work was important both in terms of their discipline, but also how it related to me or things I engage the world in daily. To be able to communicate the intricacies of your work while also connecting with a diverse group of listeners is such a crucial skill.”

For Fulbright scholar Aspy Mbani, the structure of the poster session allowed him to decipher the main points he wanted to share regarding his research topic.

“The poster project was an opportunity for me to try to sum up main ideas and make it easier for people to understand,” says Mbani. “It was not easy because there are a lot of things to share, but using the poster helped me to increase my ability to summarize the most important things.”

For Alimin Adi Waloyo, the Fulbright pre-academic program and the poster session laid the foundation for the skills he needs to thrive as a scholar in the United States as well as the rest of his academic career.

“I think that this kind of assignment is very useful because it teaches me several things,” says Waloyo. “One of them is time management, but also how to prepare everything before I create my poster, and how I’m doing research. In the future, we know how to present well in front of the audiences, and it’s also increased our confidence now and in the future.”

Continuing the Conversation With Open Access Publishing

Alimin Adi Waloyo, from Indonesia, will be participating in the Fulbright program at Washington State University.

The conversations continue as the Fulbright graduate students’ research topics will be and available for open access. SURFACE, the ���ϲ����� Institutional Repository, provides Fulbright graduate students with real-time data on their downloads, where people are downloading across the world, and how their work is being shared on social media, says Mohr.

“Open access is important for a number of reasons,” says Mohr. “First, making sure the incredible knowledge and work produced by these students can circulate in the world without barriers to access is what expands the scholarly conversation. Open access publishing supports a more equitable scholarly communication ecosystem—one that drastically reduces barriers to researchers.”

Open access publishing gives emerging researchers a boost of confidence and enables scholars to see the worth of their own work. The Fulbright poster session allows research topics to be presented from a different voice, allowing scholars to explore new avenues of the established topics.

“It’s crucial that students see that their voice matters, that their ideas and research circulate the world and make a difference,” says Mohr. “If you simply hand your final project to a professor or advisor at the end of a semester, then you never get to see how your work is valuable beyond the classroom. Open access publishing opens the door to new conversations, new debates and new ideas. You never know who might be reading.”

It’s her first time studying abroad, but she’s adjusted to campus life with ease. On the weekends, she explores South Korea, while weekdays are reserved for studying sociology, psychology and Korean literature and language.

Leondra Tyler, a HEOP student, is capitalizing on a study abroad experience in South Korea to enjoy new research perspectives.

Tyler, a student of the University’s part-time is the first part-time HEOP student to receive the .

Back home, Tyler is a part-time neuroscience and psychology student in the at ���ϲ�����. Scholarships like the OTHC scholarship have allowed Tyler to push the limits of post-traditional learning and take part in studying abroad.

“What drew me into the OTHC scholarship program was that I really wanted an academically focused program for Black and brown students. This has given me a great opportunity to connect with Black and brown alumni and hear about their experiences and their post-academic lives,” Tyler says. “Although I just got the scholarship this semester, it’s been really nice knowing that I have a support system, not only at ���ϲ����� but also here at Yonsei.”

A Diverse Learning Experience

Scholarships have not only offered Tyler access to an abundance of networking opportunities, but they have also opened doors that diversify her learning portfolio.

When Tyler wraps up classes for the day, she heads across campus to a PC café, a popular hangout spot for people to eat while they play computer games. While she waits for a game to download, Tyler orders lunch and reviews notes from her class about the history of Korean cinema.

For Tyler, studying abroad has allowed her access to an array of engaging academic experiences and even expanded her viewpoint.

Leondra Tyler.

“We’re learning Korean history through film,” Tyler says. “I took the course because I wanted to learn more analytic skills, because that can translate into my research. But also, I wanted to learn more about Korea outside of pop culture.”

However, South Korea’s pop culture has also given Tyler a chance to analyze sociology and psychology from a new perspective. As the popularity of K-pop and K-dramas make their way into American media, Tyler uses K-pop artists like SHINee and 2PM in the course “Understanding K-pop” to examine global trends and parasocial relationships.

“Studying abroad has given me more opportunities to be creative with different projects,” Tyler says. “Sociology courses I’ve taken in the past have been about Western culture, so it’s been nice to learn about it through the lens of Korean society.”

Embracing Communities and Cultures

From attending K-pop concerts to taking part in traditional Korean practices, Tyler has also learned the value of community and the importance of embracing different cultures.��Students from 53 different countries gathered at Yonsei University to participate in the study abroad program, giving Tyler the chance to learn about a myriad of cultures.

“I’m not just experiencing Korean culture but also culture from my friends that I met here that are from Australia, New Zealand, and Germany,” Tyler says.

On the weekends, Tyler and her friends take public transportation across South Korea and learn about the history of the country through its landscape. From visiting the coastal city of Busan to exploring the assortment of districts throughout Seoul, Tyler documents it all on her instant film camera and soaks up the unforgettable moments.

While studying on the other side of the world has been a once-in-a-lifetime opportunity, friendship has made Tyler’s study abroad trip an even richer experience.

“Even though we’re all from different parts of the world, I’m going to stay connected with the people I’ve met here for years to come,” Tyler says. “That’s what makes this experience so special.”

The prepare learners for in-demand fields including cybersecurity, data analytics, IT support, project management and UX design—with no experience required. This offering will equip students with job-ready skills as they pursue their degree, while also connecting them to career resources and a network of over through the program’s employer consortium.

“The certificate programs from Google are structured to address the skills gap being experienced by a number of employers,” says Arthur Thomas, executive director of the Office of Professional Acceleration and Microcredentials in the College of Professional Studies. “What we’ve created is a hybrid learning experience that builds on the excellent foundations established by Google by adding a dimension of live online sessions with instructors, specific readings, additional videos and discussion groups guided by our faculty. This added perspective and interaction will give our students a distinct advantage as they approach the job market.”

The certificate in cybersecurity is the first of six Google Career Certificates that will be available through ���ϲ�����.

Students who enroll in the Google Career Certificates through ���ϲ����� will unlock access to ���ϲ����� services, including personalized student support, career services and one-on-one instructor support. Additionally, students will have the opportunity to directly discuss course content through virtual live sessions that offer moments to engage with classmates and learn from industry experts who help illustrate how concepts are applied in real-life experiences.

When taking a Google Certificate through ���ϲ�����, students get the full Orange experience. The Google and ���ϲ����� partnership brings together two industry leaders to create a fully immersive professional development experience.

Originally designed and taught by Google employees, ���ϲ����� has added perspectives and information from both faculty and practitioners to build an even more comprehensive foundation in these areas. Each certificate program includes over 150+ practice and graded assessments, quizzes or writing assignments to ensure rigor and mastery. To help prepare learners for jobs, the program provides resources including resume templates, coaching from Career Circle and interview practice with Big Interview. Graduates are also connected with an of over 150 companies—including American Express, Colgate, T-Mobile, Walmart and Google—that considers them for relevant roles.

“Global interest in cybersecurity jobs among job seekers has reached an all-time high on Google Search this year, yet businesses continue to report a large cybersecurity skills gap,” says Lisa Gevelber, founder of Grow with Google. “The data is clear: we must create more pathways for people to enter the cybersecurity field and build a lasting career. Google is combining our industry-leading expertise in cybersecurity with our proven approach to training people for in-demand jobs to help create a solution. The Google Cybersecurity Certificate will help businesses fill cybersecurity roles and enable people to earn an industry-recognized credential that will qualify them for a great job.”

A Prior Learning Assessment (PLA) will be available for students who complete the Google Career Certificates through the University. This assessment awards college credits based on prior learning and experiences by identifying direct course overlaps in a specific for-credit program at ���ϲ����� to which the student is applying. The PLA allows students to personalize their learning pathway into a for-credit degree or certificate program.

Since Google launched the original Grow with Google program in 2018, over 200,000 people have graduated in the U.S. Seventy-five percent of them report a positive career impact—such as a new job, higher pay or a promotion—within six months of completion, and over 50% of graduates identify as Asian, Black or Latino.

To learn more about this program, visit .

Under the first-of-its-kind agreement, ���ϲ����� will award 51 course credits to warrant officer candidates and senior warrant officers completing programs of instruction at the USAWOCC. The agreement is designed to assist participating soldiers in obtaining one or more of the following undergraduate degrees through the including business management, creative leadership, knowledge management and policy studies.

“This partnership agreement dramatically expands access to ���ϲ����� for active duty, guard and reserve warrant officers who have or will complete Warrant Officer Career College,” says Michael Frasciello, dean of the College of Professional Studies. “Our commitment to providing flexible and progressive pathways for military-connected students immediately extends to the approximately 28,000 Warrant Officers serving in the United States Army.”

���ϲ�����’s enduring commitment to veteran and military-connected students dates back more than 100 years. As one of the best private schools in the country for military-connected students, the University offers online and residential part-time undergraduate study to active-duty military, guard and reservists earning the distinction of being the Best Place for Veterans.

Army warrant officers, who are admitted to one of the transfer-eligible online bachelor’s programs, can use their tuition assistance (TA) benefits to cover 100% of their tuition. Consistent with its commitment to enhancing affordability, ���ϲ����� honors the Department of Defense TA rate of $250 per credit hour for US military members who aspire to earn an undergraduate degree.

“Active duty military, guard and reservists are life-long learners—members of the largest population of students enrolled in higher education today. Making ���ϲ����� more affordable and accessible is both a natural continuation of the University’s history of supporting non-traditional students and an appropriate response to the changing needs and expectations of those who could most benefit from a ���ϲ����� education,” says Frasciello.

Active military, guard and reserve members interested in more information about enrollment opportunities at ���ϲ����� may contact the College of Professional Studies admissions team at 315.443.9378 or parttime@syr.edu. Veterans and military-connected students can learn more about .

Published by the Pearson IT Certification on May 23, the textbook is an independent study guide authorized by the Project Management Institute (PMI).

“We all have taught project management for many years, and PMI allowed us the freedom to include what we thought was needed to make this book suitable for a college class in project management, while still providing the needed information for the certification exam,” Thomas says. “This textbook gave us an opportunity to include what we always considered essential, while also functioning as a self-teaching guide for students.��Due to its timing, we tailored the book to the new PMI exam that was just announced, so we’re already up to date with the focus of the new CAPM certification.”

To learn more about the project management resource, visit or

Two “last dollar” scholarships will cover tuition expenses after a member uses all available tuition assistance (TA) funding each fiscal year, meaning there are no out-of-pocket tuition expenses between TA funding cycles. The scholarships apply to any ���ϲ����� online bachelor of professional studies degree in the and are open only to EANGUS members of the New York Army and Air National Guard (one scholarship for each service).

Two “full-tuition” scholarships cover all tuition expenses for any ���ϲ����� online undergraduate credit certificate (15 credits) in the College of Professional Studies. The scholarships are open to EANGUS members and their spouses of the New York Army and Air National Guard (one scholarship for each service).

“Our support of EANGUS and its New York state members is an extension of ���ϲ�����’s position as a national leader in supporting current and prior members and family members of the United States military,” says , dean of the College of Professional Studies. “These four scholarships dramatically expand access to ���ϲ����� for New York State Army and Air National Guard members who otherwise could not study with us full time on campus.”

The University’s enduring commitment to veteran and military-connected students dates back more than 100 years. Dedicated to being the and rated one of the best private schools for military-connected students, ���ϲ����� is the only private university in the Northeast that offers online and residential part-time undergraduate study to active-duty military, guard and reservists at their respective tuition assistance rates beyond the member’s annual benefit.

“We are excited to partner with ���ϲ����� and proud to offer our NY Enlisted Association members these wonderful scholarships,” says James M. Hokkanen, vice president (air) of the New York Enlisted Association of the National Guard. “The Enlisted Association knows how impactful these scholarships will be to our members and their families.”

New York State Army and Air National Guard members and family members interested in the scholarships will complete a competitive application with EANGUS. Finalists will be forwarded to the University to determine admissibility into an online undergraduate degree or undergraduate certificate. The scholarships will be awarded each academic year, with the first four scholarships for the Fall 2023 semester.

“���ϲ����� is excited to further its collaboration with the New York Air and Army National Guard,” says Liz Green, executive director of online student success and ���ϲ�����’s coordinator for New York Guard partnerships. “We’re committed to providing an unsurpassed academic experience for military-connected students, and these scholarships are a small but impactful way for us to extend that experience to Guard members in the state.”

Allen will lead, develop and implement strategies to align the College of Professional Studies’ diversity, equity, inclusion and access (DEIA) initiatives. Allen will also consult and partner with University departments to advance efforts across the college to provide a welcoming and affirming environment for all post-traditional ���ϲ����� students.

Noura Allen

“We are extremely excited to have Noura joining the college and the senior leadership team at this important and transformational time,” says Michael Frasciello, dean of the College of Professional Studies. “Our commitment to equity, diversity, inclusion and accessibility extends from our staff and faculty to the differentiated programming and services we provide to our students. Noura will build that commitment into a model of excellence within and beyond ���ϲ�����.”

Allen joins ���ϲ����� from Virginia Commonwealth University, where they served as the assistant director of residence life for multicultural affairs since 2018. Allen’s career additionally includes serving as the assistant director for residence life and housing at the University of Mary Washington from 2016 to 2018 and residence director for the STEM Residential College and South Campus at ���ϲ����� from 2012 to 2016.

With a master of science in higher education leadership from Old Dominion University and a bachelor of science in psychology from Virginia Commonwealth University, Allen has presented research and facilitated a series of courses and training regarding DEIA initiatives in the workplace.

Allen has served on various DEIA committees for residential life and housing in Richmond, Virginia, which includes chairing the Inclusive Action Committee as well as serving on the Diversity, Equity, Belonging, Inclusion Council; the Diversity, Equity and Inclusion Policy and Procedure Committee, and the Diversity, Equity and Inclusion Training and Development Committee.

“Bell hooks wrote, ‘Honesty and openness is always the foundation of insight dialogue.’ The College of Professional Studies is poised to be a trailblazer for DEIA initiatives at ���ϲ����� through their approach to transparent and authentic leadership,” says Allen. “I believe that my lived experience has uniquely prepared me to lead this team, and I am excited to do the hard work that needs to be done.”

In Summer College, students can explore potential college majors and academic interests by taking one (or more!) of the over taught by expert ���ϲ����� faculty and instructors. From July through August 2023, high school sophomores, juniors and seniors can experience college life on campus, online or in a hybrid format during 6-week, 3-week, or 2-week sessions.

High school students from more than 55 countries and 50 states have enrolled in a ���ϲ����� pre-college program, and 98% report that their experience prepared them for academic life and beyond. Students leave the program with a greater sense of independence and confidence, better prepared for college, and with a unique differentiator on their college applications.

and will close on May 1, 2023. Students are encouraged to apply early as many courses fill before the deadline. To learn more about Summer College, .

2023 Summer College Discount Information

���ϲ����� Employee 20% Discount

To qualify, the student must be a child or dependent of a current ���ϲ����� employee. This discount has no association with the general dependent tuition options offered by ���ϲ����� and is offered independently by The Office of Pre-College Programs. This discount provides a 20% discount on the total cost of attendance for each course enrolled.

���ϲ����� Legacy Alumni 20% Discount

To qualify, the student must be one of the following: a child, grandchild, or great-grandchild of a ���ϲ����� Alumni, a sibling of a student currently enrolled at ���ϲ�����, a former pre-college student, or a current or past SUPA (���ϲ����� Project Advance) student. This discount provides a 20% discount on the total cost of attendance for each course enrolled.

Central New York Resident 20% Discount

To qualify, students must be residents of Onondaga County or the immediate surrounding counties (Cayuga, Cortland, Madison, Oneida, and Oswego) and live on campus for the duration of the course as a residential student. Commuter students are not eligible for this discount. This discount provides a 20% discount on the total cost of (residential) attendance for each course enrolled.

Veteran and Military 50% Discount

���ϲ����� is proud to have a tradition of service to veteran and military families. Summer College will continue this tradition by offering children of veterans or active service members a discount. Documentation is required to qualify for this 50% discount on the total cost of attendance for each course enrolled.

Native American and Indigenous Student 50% Discount

Our campus is just minutes from the heart of Haudenosaunee territory, and we are committed to empowering and supporting Indigenous students of any tribe or nation. Summer College will continue this tradition by offering indigenous students from any tribe or nation a discount. Documentation is required to qualify for this discount. This discount provides a 50% discount on the total cost of attendance for each course enrolled.

Multi-Program and Sibling 20% Discount

To qualify, students must either enroll in more than one Summer College course in 2023 or have a sibling attending a Summer College course in 2023. This discount provides a 20% discount on the total cost of attendance for each course enrolled.

To qualify for any discount above, applicants will be instructed to provide the necessary information as part of the scholarship and discounts section in the . Discounts and scholarships cannot be combined. The Office of Pre-College Programs will offer the award that provides the maximum benefit to the student in situations where more than one discount or scholarship applies.

Daniela Orozco Poveda (left) and Jonato Xavier participated in the Fulbright English for Graduate Studies Program on campus this summer.

For the first time in two years, the returned to an in-person format at ���ϲ����� after it was conducted virtually due to the COVID-19 pandemic. This year, 29 Fulbright scholars from 25 countries attended the four-week program, which prepares scholars for graduate life before matriculating into their degree programs at institutions across the United States. Sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs as part of its Fulbright Program, scholars spend this time building an international education network while participating in interactive workshops, field trips, and textual and oral communication courses.

“It is a blessing to be part of a program with so many tangible and intangible benefits for a range of different stakeholders—first and foremost, for the Fulbrighters, of course, but also for all those who have had the pleasure of getting to know them—faculty and staff, host families and others in the community—who have been touched by their contagious enthusiasm and optimism for a better future,” says David Lind, director of the .

A Golden Opportunity

After 36 hours of travel, Poveda finally arrived at ���ϲ�����. Although exhausted from a marathon of flights, there was no time to rest. Fulbright Scholars chattered at Ernie Davis Hall, a temporary home base where they would exchange stories about their lives, their research and the four-week long preparation program. Eager to dive in, Poveda knew it was time to make the most of this prestigious opportunity and began introducing herself to Xavier and the other Fulbright Scholars.

“This is the opportunity to be a better researcher and be a better professor,” Poveda says. With a background in law and political science, Poveda’s goal during the Fulbright Program is to master her research and teaching skills. In the world of law, industry work often prevails over academia, but Poveda believes that academic research is just as crucial to the development of the industry. During the Fulbright Program, the Ph.D. candidate will sharpen her researcher skills at the University of North Texas as she continues her research about symbolic laws. The experience she gathers in the U.S. will enrich the lessons she teaches when she returns to Colombia.

Xavier is eager to dive into the industry side of law. As a Fulbright scholar, he will be participating in an international LL.M. program at Loyola University New Orleans.

“[Fulbright] is simply a golden opportunity,” Xavier says.

For him, the Fulbright Program has been an enriching opportunity that allows him to learn about the diverse avenues of research and gather dynamic perspectives from scholars around the world. A global viewpoint is vital for Xavier as he continues his research about human rights.

Connecting Through Cultural Experiences

The Fulbright Program is more than just a research opportunity. During the Fulbright English for Graduate Studies Program, scholars spend the preparation period connecting through a variety of workshops and off-campus activities. Whether it’s a session about library resources or enjoying a home-cooked meal with University hosts, the program offers a unique camaraderie that can only be found in person. The variety of immersive learning is structured to prepare scholars for a successful Fulbright experience.

One day Fulbright Scholars will learn about professionally applying their personality strengths, while other days are spent exploring museums and art centers. The diverse agenda strengthens the Fulbright community and offers a window of new perspectives.

“What makes this experience unique for the students is the magical mix of learning and networking opportunities that we provide for them, made possible thanks to the interest and generosity of a broad cross-section of folks from the ���ϲ����� community,” says Lind. “All of us involved in the program got a rush out of watching how this amazing group of people has come together from the four corners of the world for a common purpose.”

Outside of the classroom, University employees host dinners for the Fulbright Scholars. According to Poveda and Xavier, the relaxed gathering offered a chance to connect through cultural experiences while the scholars painted, played ping pong, and feasted on food like tacos, paella and strawberry cake. As the Fulbright cohort embarks on this new adventure together, the immersive activities strengthened their connections, Poveda says.

More Than a Global Network

It’s the final day of the Fulbright English for Graduate Studies Program. The cohort of Fulbright Scholars are preparing for the Fulbright Scholar Poster Session at Bird Library, where they will present their research using the resources and skills they have acquired during their time at ���ϲ�����.

Fulbright English for Graduate Studies Program poster session at Bird Library

Poveda and Xavier share a laugh with their cohort, projecting the illusion that they have known each other for years. It’s difficult to imagine that these scholars only recently met, but the fresh environment provided a blank slate for the cohort to journey through and tackle any interferences together.

Despite the challenges of living in a different country, navigating language barriers and adjusting to new academic rigors, Poveda and Xavier felt these hindrances were necessary to face during the study abroad experience. The obstacles provided a new way to learn and adapt while enforcing the importance of community. Throughout their learning experiences, the Fulbright network is the greatest tool they’ll utilize for the remainder of their careers.

“This is a community,” Poveda says. “There is a network between us now, and it is all around the world. If someone needs something, we are going to be there for them.”

Silence filled the room as the judge took her seat. Lawyers shuffled through their notes one last time while the jury prepared to listen about the criminal actions of a man who fled the state of Florida.

Olga Oganesyan, assistant director of academic programs at the , smiled as she watched her students navigate the courtroom with confidence and poise.

English for Lawyers 2022 mock trial

The mock trial was about to begin.

Now in its ninth year, the English for Lawyers cohort concluded its summer program with a mock trial on Aug. 10 after six weeks of courses. Hosted by the English Language Institute at ���ϲ�����, English for Lawyers is a program designed to provide a foundation in legal terminology and language usage in various areas for non-native speakers of English who intend to earn an LL.M. degree in the United States.

“Through English for Lawyers, we can help students prepare for their program and make the transition as seamless as possible,” Oganesyan said.

Working in collaboration with the University’s , the program is divided into three components to offer a personalized and targeted approach when it comes to students’ needs. Textual communication, oral communication and grammar courses provide a structured environment for immediate feedback. During classes, students work on various projects related to their field and are encouraged to write essays and prepare presentations in legal context.

English for Lawyers student Ludmilla Cardoso learned about the program when she applied to the College of Law and values the foundational learning necessary to navigate the American legal system.

“When I started at the College of Law, I realized how important this course was and is for my American journey,” Cardoso said. “[English for Lawyers] has prepared us to be confident about our previous background and the new knowledge acquired in classes.”

Additionally, the program offers engaging opportunities to network with guest speakers and attend field trips related to the legal field. The interactive events offer a chance for students to adjust to life in the U.S.

This summer, English for Lawyers hosted Deborah Moore, senior law associate to Honorable Frederick Scullin; Judge Therese Dancks, United States magistrate judge for the Northern District of New York; and the College of Law’s and .

English for Lawyers 2022 cohort

“In addition to learning from the classes, the ELI team helps a lot in adapting to the city. This factor is very important, as it allows starting the master’s degree with prior knowledge of the city and American culture,” says English for Lawyers student Glauciane Alves Macedo.

Through English for Lawyers, international students are able to establish a community before beginning their studies in the United States. When their education is over, they are connected to a global network.

“Living in another place is not easy. It is the beginning of a new history. However, this experience is worth it. The English Language Institute prepares us to overcome challenges,” Cardoso says. “When I return to my work, I will be able to serve the citizens even more carefully.”

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About the English Language Institute

The English Language Institute, a department within the College of Professional Studies, at ���ϲ����� is a pre-degree program that prepares international students to succeed in their undergraduate and graduate degree programs. Established in 1979, this immersive year-round program allows international students the opportunity to learn English and culture in the heart of New York state.

Joseph Carringer

It’s been more than 25 years since the small business entrepreneur took a ���ϲ����� course. Now, he’s tackling two majors and three minors—an undertaking that wouldn’t have been possible when Carringer’s past self ran out of tuition funding. Now, scholarships fuel his education and it’s all possible through the plethora of scholarship opportunities funded by University donors.

When Carringer returned to ���ϲ����� to study online in Spring 2020, the pandemic offered more time to focus on education. However, work opportunities, which Carringer was depending on to support his education, dwindled. This limited the amount of courses Carringer could take and prolonged his estimated graduation date.

In the 2021-22 academic year, 51 scholarships were awarded to College of Professional Studies students. For students like Carringer, scholarships are vital to keeping to their education journey alive.

Carringer is a didgeridoo sound therapist and chief executive officer of a sustainable apparel consulting firm. As a recipient of the , Carringer was offered financial relief to pursue his studies after his small businesses were impacted by COVID-19. Through scholarships, Carringer says he was able to “approach his studies like a full-time job” and completely immersed himself in his education.

“I originally left school because I ran out of money,” says Carringer. “With scholarships, I never once had to question if I’m going to be able to finish. Not only do I have my ���ϲ����� education, but it’s paid for and I’m incredibly grateful for it.”

The most significant force of funding for tuition during the 2020-21 academic year was more than awarded to students in the form of University grants and scholarships.

“Post-traditional students are often working to transition into the next phase of their careers and depend on scholarships to reduce tuition costs and other expenses associated with completing their degrees,” says Michael Frasciello, dean of the College of Professional Studies. “The growing portfolio of scholarships at the College of Professional Studies draws from range of resources including government-sponsored student assistance programs, privately funded education initiatives, and college-specific aid. If a student qualifies for aid, we will work tirelessly to find the support.”

The opportunities provided by the College of Professional Studies has allowed Carringer to unlock a new foundation of skills to advance his career. Powered by scholarships, Carringer has completed 24 credits in the spring 2022 semester with a 4.0 GPA. Pursuing an , Carringer expects to complete his studies in fall 2022. The online program option offered a flexible form of education and challenged Carringer to enhance his skills in communication, leadership and management.

“The College of Professional Studies is the most unrealized gem,” Carringer said. “I’m able to leave as a more well-rounded individual.”

To learn more about scholarship opportunities, visit the .

��About the College of Professional Studies

The College of Professional Studies is a global, inclusive and future-facing college, providing access to diverse students and learners seeking a ���ϲ����� degree, credential, certificate or education experience.

Starting this fall, the $150 million expansion of TAP will support part-time students enrolled in six or more credits per semester, . Because NYS TAP is a grant, it does not have to be paid back.

As the College of Professional Studies continues to expand its , the expansion of TAP unlocks new opportunities for a wider population to attend ���ϲ����� part-time.

“The expansion of the TAP program removes the main barrier many part-time students are facing when pursuing a college degree—cost,” says Michael Frasciello, dean of the College of Professional Studies. “The expanded program comes at a time when the College of Professional Studies is maintaining and lowering costs to close the gap between tuition and what part-time students can pay. New York State is now fully aligned with our mission as a college that is accessible to anyone who otherwise cannot study full-time on campus.”

New York residents looking to study part-time at ���ϲ����� can affordably do so with the expansion of TAP. The flexibility of part-time study combined with TAP positions students for success as they pursue a range of future-focused programs available both online and on campus.

“TAP broadens access for students who might otherwise think attending college is financially out of their reach,” says Peg Stearns, director of financial aid at the College of Professional Studies. “This increases accessibility to higher educational opportunities for post-traditional students. Next to the Federal Pell Grant Program, NYS TAP is the most generous grant available to eligible New York State students.”

All students who plan to apply to ���ϲ����� part-time study are encouraged to complete the FASFA, as this is also the easiest way to apply for part-time TAP.

The College of Professional Studies’ Financial Aid Office will notify potentially eligible New York State students who have received their 2022-23 FAFSA results. The University’s main campus Bursar’s Office will process part-time TAP funding.

The College of Professional Studies’ Financial Aid Office is dedicated to providing TAP application completion assistance as needed. To learn more about part-time TAP eligibility, .

To learn more about financial aid opportunities at the College of Professional Studies, .

About the College of Professional Studies

The College of Professional Studies is a global, inclusive and future-facing college, providing access to diverse students and learners seeking a ���ϲ����� degree, credential, certificate or education experience.

Victoria Baratta ’21 delivers her remarks at the Spring 2022 Convocation ceremony at the College of Professional Studies.

Victoria Baratta ’21 gripped the edge of the podium. While the applause dwindled down, a smile peeked out of Baratta as she adjusted the microphone. Rays of sunlight spilled into Hendricks Chapel, casting a glow onto the crowd as they waited to listen to the College of Professional Studies Spring 2022 Convocation student speaker. While echoes of children murmuring to their parents adorned in graduation regalia floated to the ceiling, Baratta scanned the room filled with students like her—soon-to-be graduates who studied part-time while juggling the side quests of life.

Many spent their evenings in front of a computer and books after a fatiguing day of work. Or some were like Baratta, studying alongside their college-aged children, learning about each other’s goals. Despite their different lives, they all gathered for the same reason: to celebrate their educational achievements studying part-time through the .

Her Mother’s Mantra

“When I was younger, education was always one of the most important tools to have in your toolbox,” Baratta said, beginning her speech. “Knowledge is power, and that power is something no one can ever take away from you.”

Baratta’s words held weight as she sunk into childhood memories.

“As a little Black girl, I was never seen. My mother moved us to a neighborhood where there were no other people of color,” she said. “The kids looked at me like I was an alien.”

Kids would make cruel remarks to Baratta, using negative insults to make her feel small. Alienated from her classmates, Baratta felt invisible.

“Purposeful persistence, perseverance and integrity” was the mantra her mother spoke to her daily. She held tight to those words, using them as a shield to fight off the negativity. The mantra soon became a compass that navigated her journey where she learned to juggle multiple male-dominated careers all while raising a family and completing a psychology degree at ���ϲ�����.

Lessons Along The Way

Head-to-head with a former bodybuilder twice her size, Baratta reflected on how she had gotten to this place in her life.

As a teenager, Baratta’s plan was simple. She would graduate high school, join the Army and simultaneously attend the University of Maryland. With military tuition benefits, it was an affordable option and offered stability.

But instead, Baratta found herself at age 20 sparring with a man of pure muscle at the ���ϲ����� Police Academy.

What was meant to be a hometown visit while Baratta was in the middle of college soon became a recruitment opportunity for her family friend who was deputy chief of the ���ϲ����� Police Department. After scoring in the high 90s on the police assessment, Baratta was awarded a job offer, but she didn’t intend to take the job. Persistent, her friend and deputy chief offered a list of benefits, hoping something would ignite her interest.

“He said it will help pay for college. I heard that and I thought, ‘this is what I wanted all along,’” Baratta said. “That’s why I was in the military.”

In 1985, Baratta became one of the first Black female police officers on ���ϲ�����’s police force.

After transferring to ���ϲ����� and the Army Reserves, Baratta began what would be a 28-year career in street patrol and community relations.

Working diligently to prove she could keep up with the boys, Baratta faced discrimination from her peers and the community around her. One day, during field training, a colleague demanded she sit in the back of a police car.

“They weren’t discriminating because they didn’t like women,” Baratta said. “They felt like they were protecting us.”

Lined with hard plastic seats and a thick protective wall that distinctly defined who was in charge, Baratta refused to sit in the backseat because she knew her place. It was up front, protecting the citizens of ���ϲ�����, some of whom also judged Baratta’s ability to protect and serve due to her petite stature.

“I went on a call once where the complainant answered the door and yelled that he called the police, not the campfire girls,” Baratta said. “He then called the police department and told them to never send me again. He wanted a ‘real’ police officer, a man.”

But Baratta didn’t let the badgering stop her. Instead, she navigated these moments using the psychology lessons she learned during her University classes. At the time, every challenge Baratta encountered at work invariably coincided with her psychology classes. Much like a lighthouse beaming in the distance, the coincidences repeated and reminded her that she was headed exactly where she was meant to be. Both Baratta’s career and psychology classes came effortlessly to her, proving she was born to treat the emotional pain of those around her and guide them to an era of hope and positivity.

“I feel like I’d been using my degree before I even got it,” Baratta said. “Growing up, I wanted to be a doctor. The doctor was the helper. Once I found a couple of psychology classes, I was like ‘This is it.’”

Baratta wanted to be a helper, and for her, it was achievable with a psychology degree.

When Baratta wasn’t patrolling, she was mentoring and assisting families through anti-drug and anti-gang programs.

“I got to be a part of helping the kids go down a better path, but also helping the parents who were in that culture but didn’t have the resources to get out,” Baratta said. “I got to work on both sides of the coin, and it was very fulfilling. I felt like that psychology degree helped me to connect with people in a way that I wouldn’t have been able to.”

Study Sessions at the Dinner Table

It was another evening in the Baratta household. The family sat at the dinner table while Baratta and her daughter studied side by side, each immersed in their ���ϲ����� studies. Baratta’s husband pulled up a chair. Acting as Baratta’s tutor for the night, he cheered her on when she faced an obstacle.

After taking a step back as a police officer and working part-time at an Apple retail store, it was those moments that made Baratta realize why she was completing her degree. Having an established career, many might wonder why she would continue her studies, but for Baratta, college wasn’t just about getting a degree. Education offered a new perspective that acted as a guide to navigating the complex moments of life.

“Challenges inspire me,” Baratta said. “When someone tells me I can’t do something, I am on fire to prove them wrong in the biggest way that I can.”

As a part-time student, Baratta accepted there would be a lack of connection with her classmates.

“I felt like I was part of the school, but not technically part of the community,” Baratta said.�� “Then I got on the dean’s list for the first time.”

In the College of Professional Studies, making the dean’s list wasn’t just an acknowledgment of excellent grade point averages, but instead provided an opportunity to celebrate students and their achievements.

Hesitant to attend an in-person ceremony honoring dean’s list students, Baratta bucked up, recalling the endless hours she had spent poring over flashcards and textbooks. The little victories deserved to be celebrated.

“I really felt like I was going to be this wallflower standing in the back of the room,” Baratta said. “But it wasn’t like that at all. They welcomed me and made me really feel like I was part of the University.”

Baratta finally felt seen.

It was the feeling she had been chasing since childhood and it was here in the form of mingling with her peers and academic mentors. Surrounded by students just like her, the feeling of invisibility washed away as she listened to the stories of other part-time students.

“Our motivation changes over the years, but our drive stays the same,” Baratta said.

Inspiring a New Generation

“Purposeful persistence, perseverance and integrity,” Baratta recited back to the crowd at Convocation.

Her mother’s mantra continued to guide her through the last moments of her academic journey. From here, she would pass down these words of wisdom in a cadet program hosted by the ���ϲ����� Police Department and mentor a new generation of changemakers.

Baratta surveyed the room one last time. She finally made it to the top after conquering an uphill battle, her mind a little bit wiser and skin a little bit thicker. It was time for her and the other graduates to close this chapter and begin a new one.

“Goals we set are goals we get,” Baratta said. “Make a plan, set the goal, achieve the goal. This is the equation for success.”

International Year One students tour the ���ϲ����� campus.

The International Year One Program (iY-1) offers international students unprecedented access to U.S. higher education. ���ϲ�����, in partnership with Interlearn, Inc., has developed a special blended first-year university learning curriculum for students in designated countries. This program provides students with a practical education and a more simplified college application process that is both rigorous and inclusive.

“The iY-1 program allows ���ϲ����� to take the lead in offering an innovative and transformative international program,” says Stephen Larsen, founder and CEO of Interlearn. “This program provides students extensive preparation for study in the U.S. and access to ���ϲ����� in a way that is meaningful to them and their families. Our mission is to bring talented students the higher education opportunities that can change their lives and benefit their communities.”

Structured for Success

Across the U.S. an astonishing number of international students face significant challenges in finishing their degrees. This can be for social, personal, cultural, and academic reasons. Students cite a range of challenges, most of them directly related to making the tremendous jump to a new culture and different approach to learning while far away from family support.

For Chang, obtaining a degree at an American university was a powerful personal goal. On social media, Chang saw his friends attending architecture classes at ���ϲ�����, and while he wanted the “American university experience” too, he wasn’t sure how to get there. Then on ���ϲ�����’s website he found the International Year One (iY-1) Program, a program that provides U.S. education through transitional stages for international students.

“For me, the iY-1 program is the entrance to higher education in the United States,” Chang said.

Whether it’s an intensive English for Academic Purposes course or a dynamic economics course, each class has acted as a building block to prepare Chang for his time in America. It has allowed him to create his own opportunities and to study subjects he might not have considered, he said.

iY-1 student Jin Chai

The structure of iY-1 is not your typical international education program. Before students fly overseas and begin curriculum at ���ϲ�����, students spend the Fall and Spring semesters studying on-site with instructors at their local educational institution and online with ���ϲ����� faculty.

“The iY-1 Program offers international students a unique entry ramp to begin their higher educational journey,” said Ryan O. Williams, associate dean of the College of Professional Studies. “The combination of academic English preparation with credit-bearing courses, and online learning blended with on-ground instructional support in students’ home countries, empowers students to overcome language and cultural barriers, benefit from a customized support structure, and acclimate to university life in the United States before they arrive.”

“Through iY-1, students are prepared to succeed,” Larsen said. “The program offerings and engagements allow students to get accustomed to the rigors of U.S. academic study while they have support systems around them to help prepare for the enormous leap of leaving home to study halfway around the world in a new culture and with sometimes unfamiliar learning approaches.”

In the Fall semester, students take two credit-bearing undergraduate level courses coordinated with English for Academic Purposes coursework, which provides students with opportunities to engage in activities in English that encourage critical thinking, problem-solving, and independent learning. In the spring semester, the credit-bearing class load increases and students may choose their track of study leading into engineering, the sciences, business, health professions, and a wide variety of other fields. Then, students spend their summer at ���ϲ�����. With a first year of study completed, students are supported socially and academically through their transition into the University and campus life. By the end of the summer term, students are ready to join the ���ϲ����� student body as sophomores.

“In mid-May, we were delighted to welcome our first cohort of iY-1 students to the ���ϲ����� campus,” Williams said. “For all of us who worked so hard on this project, it was a moment of pure joy to greet the students in person, to introduce them to their new home in Central New York, and to observe how this unique program had transformed the group.”

A Trio of Learning Environments Offers Student Support

It’s not just the academic opportunity that iY-1 provides. For some international students, attending university in the U.S. can be an isolating experience. With iY-1, students enter a program that honors community. Students travel through the program with a cohort and are provided access to continuous program support by advisors and instructors.

“There is the on-the-ground community in country, the synchronous online community, and the asynchronous online community,” said David Patent, online instruction coordinator for International Programs at the College of Professional Studies.

In the Fall 2021 and Spring 2022 semesters, Patent designed, taught and managed the English for Academic Purposes courses. The online synchronous component involved one hour-and-a-half-long class each week taught by the ���ϲ����� instructor, while the in-person component involved nine hours of on-the-ground instruction at an educational institution in China. Additionally, the course provided an asynchronous online instruction component. The combination of these three learning environments enabled students to receive consistent support and cultivate a community both online and in-person.

“We spent two semesters in China. The courses included online sessions taught by teachers at ���ϲ����� and offline courses taught by local teachers,” said Jin Chai, an iY-1 student. “All the classes were taught in English, which laid a good language foundation for our next three years of student life at ���ϲ�����.”

Students participating in the International Year One program pose in Eggers Hall during a tour of the ���ϲ����� campus.

Just The Beginning: Global Expansion and Advanced Degrees

Although iY-1 is currently only available to students in China, the program plans to extend to teaching centers in a range of countries.

“Interlearn is growing with ���ϲ����� and our partners worldwide. We are building new teaching centers not only in China but also in the Middle East, Africa, Latin America, and South and Southeast Asia. Students in these countries represent the diversity and inclusivity that American colleges and universities highly value. We are working with our partners to reduce the overall cost of programs, and to expand degree options to include a range of associates, bachelors, graduate and professional degrees. Interlearn is excited about the opportunity to meet the new challenges and opportunities this expansion will allow, and we are proud to be a part of building for ���ϲ����� an expanding international presence and an ever-growing global alumni base,” Larsen said.

To learn more about iY-1, visit professionalstudies.syracuse.edu/academics/international-programs/international-year-one-iy-1-program.

About the College of Professional Studies

The College of Professional Studies is a global, inclusive and future-facing college, providing access to diverse students and learners seeking a ���ϲ����� degree, credential, certificate or education experience.

About Interlearn, Inc.

Interlearn is a global education company committed to expanding access to quality higher education through transformative teaching and learning.

The Start Now incentive grant will be awarded to students admitted into the Spring 2023 cohort. They will receive a discounted rate of $1,000/credit, which is 44% less than the graduate tuition rate ($1,802/credit hour). The discount will be applied for the first three years of study, allowing students to earn the degree for a total of $30,000 within that timeframe.

Consistent with the University’s commitment to being the number one school for military-connected students, all active duty, guard, reserve and veterans, including spouses and dependents, admitted to the M.P.S. degree program pay $1,000 per credit hour, regardless of when they start the program.

All non-military connected students admitted after spring 2023 pay $1,350 per credit hour, which is 25% less than the graduate tuition rate.

“Project management is an increasingly high-demand career choice for members of the military,” says Michael Frasciello, dean of the College of Professional Studies. “The new online master’s program is ideally suited for active and prior military members, as these students come into the program with an ability to think strategically to solve complex challenges. The curriculum is designed to leverage that ability, so each student further develops expertise across a wide range of project management skills.”

The field of project management is vast, and individuals with advanced degrees have opportunities to work in many industries. Regardless of the industry in which they operate, effective project managers lead projects from conception through implementation, creating value and driving change. Project managers are invaluable in all types of organizations, large and small, making this degree highly relevant and sought after in today’s workforce.

“Project management is the art and science of getting stuff done using a proven set of tools, approaches and controls. Studies continue to show that project managers get tasks done more efficiently, and in today’s world, that translates into lower cost and better results,” says Arthur Thomas, executive director of professional acceleration and microcredentials and program director for the master of professional studies in project management. “The Project Management Institute has reported in its recent that we can anticipate growth of about 2.3 million annual job opportunities in project management through 2030. Now is the time to be a project manager.”

The project management M.P.S. curriculum will equip students with the knowledge and skills to create project plans, manage schedules and budgets, identify and manage potential risks and communicate effectively with stakeholders at all levels within an organization.

The dynamic learning environment of the online project management master’s degree program combines both synchronous and asynchronous learning. Much of the coursework is designed to be completed outside of class meeting times in combination with a required weekly live session that gives students the opportunity to engage in real time discussions with classmates and instructors, ask questions and receive immediate feedback, and gain a stronger understanding of course topics.

Students who take one course every eight-week session can complete the program within 18 months.

To be eligible for the Start Now incentive grant, prospective students must apply by Monday, Aug. 8.

To learn more about admission requirements and program details, visit the .

“The online policy studies program extends the excellence of the Maxwell school to students who otherwise cannot attend ���ϲ����� on-campus or full-time,” says Michael Frasciello, dean of the College of Professional Studies. “The inter-curricular program is another wonderful expression of Maxwell’s commitment to make ���ϲ����� more accessible and truly a university welcoming to all.”

Policy studies students will examine the policymaking process while being introduced to the historical, social, economic and political factors shaping issues at local, state, national and global levels. Students will also learn to measure the resulting impact of policies and how they affect individuals and communities. With an in-depth research project involving a government agency or community organization, graduates of the program will have a rich portfolio that showcases their learning.

“Policy Studies has been a popular, signature undergraduate program in the Maxwell School for 45 years,” says Carol Faulkner, associate dean of academic affairs at the Maxwell School. “We are excited that this partnership with the College of Professional Studies will allow us to reach new audiences of students who want to make an impact in their communities.”

in policy studies program will be an online, immersive experience that provides opportunities for real-world learning through a blend of asynchronous coursework, remote experiential activities and synchronous classes. Much of the coursework is designed to be completed outside of the weekly class meetings. The weekly 90-minute classes provide students with the time and space to engage in active discussions, receive immediate feedback, and make connections with fellow classmates and instructors.

The structure of a BPS degree allows online part-time learners with busy schedules to focus on professional competency and practical skills. With a BPS in policy studies, graduates will be highly competitive in the job market and when seeking admission to a wide variety of graduate programs.

“A BPS degree is focused on professional skills and career preparation,” says Ryan O. Williams, associate dean of the College of Professional Studies. “The combination of coursework and seminars designed to enhance career readiness distinguishes a BPS from other bachelor’s degrees. We are delighted to be able to offer a policy-focused degree in partnership with the Maxwell School.”

As the leading provider for XR education and Unity learning and certification, has educated over 40,000 professionals and organizations through a range of interactive workshops, courses and other online resources.

“We’re very excited about this partnership,” says Circuit Stream CEO Lou Pushelberg. “By working with ���ϲ�����, we are hoping to broaden the knowledge and understanding of immersive technologies for professionals to accelerate and train the XR workforce, having a direct impact on surrounding industries.”

Two 10-week XR certificate programs will be offered starting in April. In the certificate program, participants will learn to design new experiences for AR/VR/XR technologies, gain best practices and build a fundamental toolbox to create intuitive and immersive user interfaces.

The certificate program teaches participants to create AR and VR applications using Unity, C# and industry-standard tools for developing extended reality XR applications. XR Development program students will also receive a voucher to take the Unity Associate Programmer certification exam.

The problem-based learning challenges in these programs give students the opportunity to apply patterns of design to immersive environments and XR application and help them build a portfolio of projects demonstrating their understanding of AR/VR technology and industry best practices. Both programs are offered completely online with two 1.5 hour online live sessions during the week, along with optional evening drop-in office hours Monday through Friday.

Upon course completion, students will earn a certificate and a digital badge from ���ϲ����� and Circuit Stream, receive lifetime access to project material, resources and lectures, and gain membership to peer and professional networks through Circuit Stream’s XR Community.

“We’re proud to partner with Circuit Stream to make these courses and certifications available to our wider community. The College of Professional Studies is committed to offering the best online instruction in these rapidly expanding areas, and we feel that Circuit Stream’s course design, hands-on practice and instructor guidance are key ingredients for the success of our participants,” says Arthur P. Thomas, executive director of the Office of Professional Acceleration and Microcredentials in the College of Professional Studies. “With a growing demand for these skills and certifications within multiple market areas, the connections that participants can make within Circuit Stream’s network of employers is a win for everyone.”

.

Teng will serve as an institutional lead, coordinating with academic leaders and faculty to research, evaluate and implement instructional and content development strategies and technologies supporting the University’s online programs.

“Judy joins us at a transformational moment for ���ϲ�����. She brings to us the thought leadership necessary to anchor the mission-critical center to the University’s strategic enrollment plan,” says Michael Frasciello, dean of the College of Professional Studies. “As a senior leader of large-scale instructional design and development initiatives, Judy understands what is required to drive sustainable, scalable and research-driven learning innovation.”

Teng joins ���ϲ����� from The George Washington University, where she served in academic leadership roles, overseeing transitions to online learning, establishing course design and development readiness. Teng guided technology infrastructure and academic support processes to meet the needs of globally dispersed online students.

Teng’s career additionally includes leadership and innovation design positions at the College of Saint Rose, the State University of New York and the Albany College of Pharmacy and Health Sciences.

Teng earned a bachelor’s degree from Jilin Normal University, a master’s degree in educational psychology from the College of Saint Rose and a Ph.D. in curriculum and instruction from the State University of New York at Albany. Additionally, Teng maintains professional certifications in technology-mediated instruction, instructional design quality and learning innovation from EDUCAUSE and Quality Matters.

About the College of Professional Studies

The College of Professional Studies is a global, inclusive and future-facing college, providing access to diverse students and learners seeking a ���ϲ����� degree, credential, certificate, or education experience.

About the Center for Digital and Online Learning

The Center for Online and Digital Learning provides evaluation, development, and delivery of world-class online programs at ���ϲ�����. Employing instructional design theories, prescriptive models, and research, all online courses are designed in collaboration with ���ϲ����� faculty to leverage the full spectrum of learning that is possible in technology-enhanced, feature-rich digital environments.

���ϲ����� has ranked as one of the top universities in the nation when it comes to online undergraduate education, according to U.S. News & World Report.

���ϲ�����’s AACSB-accredited business management degree, which represents a partnership between the College of Professional Studies and the Whitman School of Management, is ranked No. 8 in Best Online Bachelor’s in Business Programs, while ���ϲ����� additionally earned ranked spots for Best Online Bachelor’s Programs (No. 59) and Best Online Bachelor’s Programs for Veterans (No. 40).

“The recognition of our online bachelor’s programs is exceptional, given that our first year of eligibility to be ranked was 2021. Our online business management degree launched in fall 2021 and was immediately recognized as a top-10 program,” says Michael Frasciello, dean of the College of Professional Studies.

���ϲ����� currently offers 10 market-sensitive online undergraduate degrees, as well as eight online undergraduate credit certificates. “As our online undergraduate portfolio grows to meet current and emerging career and industry needs, we will remain focused on delivering a differentiated, accessible and high-quality online student experience,” says Frasciello.

The student experience starts with high-touch admissions advising, to include financial aid counseling. ���ϲ�����’s high rate of acceptance and selectivity (two key criteria in the U.S. News ranking methodology) are a function of the University’s approach to online student success. During admissions counseling, inadmissible students are encouraged to enroll as non-matriculated students. Under the guidance and support of dedicated student success advisors, these students complete one to three courses as non-matriculated students, demonstrating to themselves and to the University that they can succeed and grow at ���ϲ�����. They are then encouraged to formally apply, bringing their credits forward into their degree plan.

“Our holistic treatment of the entire online student experience is validated by the U.S. News rankings,” says Frasciello. “We do not limit our definition of the online student experience to the course environment. We engage the student as a learner outside of the course space beginning when they first inquire about our programs.”

The University’s top 40 ranking as Best Online Bachelor’s Programs for Veterans is a recognition of ���ϲ�����’s commitment to being the best school for veterans, active military and military-connected students. ���ϲ����� is the only R1 private university in the Northeast that offers online and residential part-time undergraduate study to active-duty military, guard and reservists at their respective tuition assistance (TA) rates beyond the member’s annual benefit. This means active-duty and reserve students pay no more than $250 per credit (or the current DoD TA rate) after they expend their annual TA allotment.

To learn more about continuing online education, visit .

“Educational opportunities such as Summer College are essential and necessary for young people to realize their inherent potential as individuals and as citizens,” says College of Professional Studies Dean Michael Frasciello. “Summer College introduces them to the transformational power of a college education.”

���ϲ�����, whose campus resides on the ancestral lands of the Onondaga Nation, firekeepers of the Haudenosaunee, is committed to empowering and supporting Native American and Indigenous students. As part of this extensive commitment, the College of Professional Studies has created a 50% tuition discount on Summer College for students from any Indigenous tribe or nation. The Indigenous Student discount will help establish Summer College as a viable pre-college pathway to high school students who later access the University’s Haudenosaunee Promise Scholarship, Honor Scholarship and Indigenous Pathways Grant—all developed to help make a ���ϲ����� education affordable for Indigenous students.

Continuing the University’s distinguished legacy of leadership in addressing the needs of our nation’s veterans and military-connected communities, Summer College will now offer military-connected high school students an increased tuition discount of 50%, up from 20%.

“Extending financial support to pre-college age children of veterans, active military, guard and reserve members is another example of our institutional commitment to those who serve and have served,” Frasciello says.

After celebrating 60 years of Summer College in 2020, the program has evolved in numerous ways. In 2020 and 2021, Summer College offered its entire portfolio of summer courses online due to COVID-19 restrictions. Moving ahead, Summer College will offer on-campus, online and hybrid experiences for students, as well as on-location programs for commuter students in New York City and Los Angeles.

From July through August 2022, high school sophomores, juniors and seniors can experience college life on campus, online or in a hybrid format during six-week, three-week, or two-week sessions.

High school students from more than 50 countries and 45 states have enrolled in a pre-college program, and 98% report that their experience prepared them for academic life and beyond.

“Students not only learn about what it’s like to be a college student, they leave the program with more confidence, enthusiasm and a sense of being ready for college,” says Christopher Cofer, executive director of the Office of Pre-College Programs. “This year, students can choose from over 100 courses in one of our pre-college programs.

“Many students complete their Summer College courses with a new sense of themselves and a new perspective of the world. Upon completion of Summer College, students often tell us they had no idea how much the experience would mean to them and how much of an impact it would have on them when they arrived often only two weeks beforehand,” Cofer says.

Applications for Summer College are open until May 1, 2022. For more information, visit .