Transportation

has announced reduced campus shuttle services during the Thanksgiving break.��Safety escort services are available from 8 p.m.-6 a.m. from Nov. 23-Dec. 1 by using the .

For those students looking for help reaching their destinations over the break, Student Engagement provides roundtrip buses to select cities on the East Coast. The cities include: New York City; Boston, Massachusetts; Washington, D.C.; White Plains, New York; Philadelphia, Pennsylvania; and Rockaway, New Jersey. Bus tickets are $110 and seats are still available. Visit the for more information.

The University also provides complimentary roundtrip transportation to the ���ϲ����� Hancock International Airport and the Regional Transportation Center (for buses and trains). Buses will run from 9 a.m. to 9 p.m. on Friday, Nov. 22, with pickup from Goldstein Student Center (South Campus), College Place and the Brewster/Boland/Brockway Complex. On Sunday, Dec. 1, buses will provide return transportation from the ���ϲ����� Airport/Regional Transportation Center from 9 a.m. to 9 p.m.

Campus Dining

Many campus dining options will be closed or operate at limited hours over the break.��To see the hours of operation for all locations, ��. Here are some options for where to eat on campus each day.

• Saturday, Nov. 23
  • Sadler Dining Center, 10 a.m.-7 p.m.
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
• Sunday, Nov. 24
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
• Monday, Nov. 25
  • Dunkin’, 8 a.m.-2 p.m.
  • Gerry’s Café, 8 a.m.-3 p.m.
  • Life Sciences Café, 8 a.m.-3 p.m.
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
  • Halal Shack, 11 a.m.-3 p.m.
  • Tavola 44, 11 a.m.-3 p.m.
• Tuesday, Nov. 26
  • Dunkin’, 8 a.m.-2 p.m.
  • Gerry’s Café, 8 a.m.-3 p.m.
  • Life Sciences Café, 8 a.m.-3 p.m.
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
  • Halal Shack, 11 a.m.-3 p.m.
  • Tavola 44, 11 a.m.-3 p.m.
• Wednesday, Nov. 27
  • Dunkin’, 8 a.m.-2 p.m.
  • Gerry’s Café, 8 a.m.-3 p.m.
  • Life Sciences Café, 8 a.m.-3 p.m.
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
  • Halal Shack, 11 a.m.-3 p.m.
  • Tavola 44, 11 a.m.-3 p.m.
• Thursday, Nov. 28
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
• Friday, Nov. 29
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
• Saturday, Nov. 30
  • Sadler Dining Center, 10 a.m.-7 p.m.
  • Orange Dining Center, 10:30 a.m.-6:30 p.m.
• Sunday, Dec. 1
  • Brockway Dining Center, Ernie Davis Dining Center, Graham Dining Center, Orange Dining Center, Sadler Dining Center and Shaw Dining Center, all open standard hours.
  • Starbucks (West Campus), 7 a.m.-3 p.m.
  • Dunkin’, 8 a.m.-2 p.m.
  • Greens and Grains, noon-11 p.m.
  • Otto’s Juice Box (Goldstein), noon-11 p.m.
  • Starbucks (Goldstein), noon-8 p.m.
  • CoreLife Eatery, 1-7 p.m.
  • Halal Shack, 1-7 p.m.
  • Original Orange, 4-11 p.m.
  • Southbound, 4-11 p.m.
  • Tomato Wheel, 4-11 p.m.

Barnes Center at The Arch

Barnes Center at The Arch hours for health care, mental health, recreation and other facilities over Thanksgiving break are available on the��.

Reminder: Call 315.443.8000 for 24-Hour Support

Students experiencing a mental health crisis, seeking support for sexual assault or relationship violence, or needing urgent medical consultation can receive free, confidential services 24 hours a day, seven days a week, by calling 315.443.8000. Routine consultations should hold until the next business day.

Libraries

The hours for ���ϲ����� Libraries facilities are as follows:

• Saturday, Nov. 23
  • Bird Library, 10 a.m.-6 p.m.
• Sunday, Nov. 24
  • Bird Library, noon-8 p.m.
• Monday, Nov. 25
  • Bird Library, 8 a.m.-8 p.m.
  • Carnegie Library, 8 a.m.-5 p.m.
  • Law Library, 8 a.m.-5 p.m.
  • King + King Architecture Library, 9 a.m.-5 p.m.
• Tuesday, Nov. 26
  • Bird Library, 8 a.m.-8 p.m.
  • Carnegie Library, 8 a.m.-5 p.m.
  • Law Library, 8 a.m.-5 p.m
  • King + King Architecture Library, 9 a.m.-5 p.m.
• Wednesday, Nov. 27
  • Bird Library, 8 a.m.-6 p.m.
  • Carnegie Library, 8 a.m.-5 p.m.
  • Law Library, 8 a.m.-5 p.m.
• Thursday, Nov. 28-Friday, Nov. 29
  • No libraries open
• Saturday, Nov. 30
  • Bird Library, 10 a.m.-6 p.m.
• Sunday, Dec. 1
  • Bird Library, opens at 10 a.m.
  • Carnegie Library, noon-8 p.m.

Department of Public Safety

The Department of Public Safety is available to the campus community 24 hours a day, 365 days a year. The department can be reached at 315.443.2224 or by dialing 711 from any campus phone.

This story was written by Student Experience communications intern Chloe Langerman ’25, S.I. Newhouse School of Public Communications.

This training will be the American Heart Association’s (AHA) Basic Life Support-Health Care Provider (BLS-HCP) class, which will review adult, child and infant CPR, including automated external defibrillator (AED) usage. Members of the campus community that complete the training will be CPR certified at the BLS-HCP level for the next two years.

“In this class, you will review and gain the knowledge of the five links of the AHA chain of survival. With this knowledge, you will be ready to recognize and assist in the event of a cardiac emergency either on or off campus,” says Paul Smyth, manager of emergency medical services with Health and Wellness Services at the Barnes Center at The Arch.

The course fee is $50 per person, which includes the certification and a pocket mask. Attendees can pay by check or interdepartmental order. Please bring a form of payment to the class.

To register, interested participants can contact Smyth at pjsmyth@syr.edu. Class size is limited to eight people per session. Contact Smyth at arrange a private class for a group or department.

Students studying (Photo by Angela Ryan)

With midterm exams right around the corner and World Mental Health Day on Thursday, Oct. 10, SU News put together a guide for students to help manage their mental health all year long, but especially during the midterm stress.

As you study and prepare for midterms, here are some quick tips to keep in mind to focus on your mental health:

• Create a manageable study plan: Break your study sessions into manageable time blocks, prioritize your tasks and focus on one subject at a time.
• 

  Sound Bathing Immersive Experience at the Barnes Center at The Arch (Photo by Jeremy Brinn)

  Take breaks: Short, frequent breaks can help you stay focused and reduce stress. Try stretching, going for a walk or doing something you enjoy.

• Be active: Physical activity can give a boost to your energy and mood.��Even a short walk or a quick workout can make a big difference.
• Eat healthy: Nutritious food fuels your brain and body.��Try to eat balanced meals and drink plenty of water.
• Prioritize sleep: Aim for 7-9 hours of sleep each night.��Quality sleep is important for memory, concentration and overall mental health.
• Connect with others: Talking to friends or family can provide emotional support.
• Practice mindfulness and relaxation techniques: Deep breathing, meditation or yoga can help reduce anxiety and improve focus.
• Use resources at Barnes Center at The Arch: In addition to being a great place to get a workout in, you can also find counseling services, support groups and more which are outlined below.

Resources at the Barnes Center at The Arch

“T��� Barnes Center is such a rich resource for health and wellness, and we know from our students that mental wellness is most effective when approached from a holistic perspective that focuses on the connection between the mind and body,” says Carrie Brown, counseling director at the .

Mental health is one of the focus areas at the Barnes Center at The Arch. There are numerous resources available to provide support to students while they are away from home and feeling challenges with their mental health.

“Barnes Center Counseling offers therapeutic support through individual and group therapy offerings as well as crisis and emergency support,” says Brown. “We have multiple groups that teach skills and techniques to help manage anxiety and emotional regulation. We also work very closely with our partners in Barnes Center Recreation and Health Promotion to connect students with other health and wellness resources.”

Students can also benefit from creating structure and routine and using the resources highlighted below, as part of a personalized self-care plan.

Barnes Center at The Arch (Photo by Jeremy Brinn)

Clinical Support Services

Counseling

: Provides an opportunity to talk confidentially with an objective, caring professional about concerns and gain insights for a better understanding of one’s difficulties. These insights are then used to create a plan of action to carry out in one’s daily living.

: Focuses on developing insight, changing behavior and improving relationship skills. In the group setting, students struggling with similar concerns can share feedback with each other and learn new ways of coping.

: Counseling offers support with off-campus mental health referrals. Off-campus referrals may be provided to students who request a referral, present with an issue best suited for specialized treatment, long-term care or in cases when a student’s schedule is not compatible with our business hours or therapist availability.

Psychiatry services are available on a referral basis from the Barnes Center at The Arch�������Ի�����teams. Services are provided jointly between the Barnes Center at The Arch psychiatric provider and the student’s home psychiatric provider. In order to see a psychiatric provider, a student will need to��.

Health and Wellness at the Barnes Center at The Arch (Photo by Jeremy Brinn)

Mental Health Activities

In addition to the support services available on campus, the Barnes Center offers various activities to engage in to support mental health, including the following:

With several locations across campus, the Crowley Family MindSpa offers a welcoming, accessible and private space for students to practice and prioritize self-care by providing access to a variety of mindfulness and self-care activities, tools and resources.

Mindfulness and Meditation

: Through science-backed meditation and mindfulness tools, Headspace helps you create life-changing habits to support your mental health and find a happier, healthier you.

: This program teaches the art of paying attention on purpose to the present moment with open and nonjudgmental awareness.

The Barnes Center at The Arch, in partnership with community organizations, offers pet therapy opportunities through the Deborah A. Barnes Pet Therapy Program. Visit the Walters Pet Therapy Room to de-stress and enjoy a pet’s company for free.

Students interact with a therapy dog during a pet therapy session at the Barnes Center at The Arch. (Photo by Marilyn Hesler)

���ϲ����� students experiencing a mental health crisis, seeking support for�� or needing urgent medical consultation can receive free confidential services 24 hours a day, seven days a week by calling��315.443.8000.

The innovative work of implementing and assessing the Barnes Center at The Arch Integrated Health and Wellness Model has earned the team, , School of Education associate professor and Barnes Center Interdisciplinary Health and Wellness Research Consortium faculty affiliate, and campus partners their latest peer-reviewed publication, “,” in the Journal of College Student Mental Health (formerly the Journal of College Student Psychotherapy).

Helping to lead the health and wellness research team and this publication is , Barnes Center at The Arch associate director of health and wellness research, who answers a few questions about the publication.

Pet therapy at the Barnes Center at The Arch (Photo by Amelia Beamish)

What are some exciting highlights about the study discussed within the publication?

“Possibly the first peer-reviewed research on an integrated wellness model in a college setting, our study is participatory in nature, aiming to meet the needs of our university community and the wider academic community across various disciplines. The study presents empirical evidence demonstrating the significant impact of the Barnes Center at The Arch’s Integrated Health and Wellness Model on reducing depressive symptoms among college students. The article revealed that our integrated model encompasses various health and wellness components, such as self-guided mindfulness (), pet therapy (), and .”

You’ve mentioned that this may be the first peer-reviewed research of its kind, how do you anticipate this may further support others on a national and even global level?

“We are proud that our Barnes Center Integrated Health and Wellness Model is unique and successful in college settings. While existing literature has some data on integrated health care in hospital settings, our study is likely the first to demonstrate its significance in college settings. We anticipate conducting more research to support college student well-being based on our model, and to provide more data-driven evidence to impact policies and resources for college student well-being nationally and even globally.”

How do you anticipate these findings will help further enhance the ���ϲ����� student experience?

A student enjoys a massage chair at the MindSpa.

“Our current research underscores the significance of an Integrated Health and Wellness Model in a college setting. This model is a bridge connecting many domains of well-being, including physical, mental, social and spiritual, which allows the Barnes Center at The Arch team to provide holistic care for our students. We found that students seeking mental health services could also benefit greatly from engaging in other wellness activities, such as incorporating physical exercise alongside mindfulness experiences of pet therapy and/or self-guided mindfulness practice through the Crowley Family MindSpa, in addition to counseling to enhance mental health outcomes. Taking these findings further, the Barnes Center has implemented a new referral system based on this model, enabling our counseling and health care providers to recommend students to participate in physical exercises, nutrition services, pet therapy and the MindSpa.”

The University community is invited to explore future opportunities for participating in research and supporting the student experience.

• Interdisciplinary Health and Wellness Research Consortium: Involving faculty, graduate students and those interested in participating in research from various disciplines, the Barnes Center at The Arch is working to establish an Interdisciplinary Wellness Research Consortium. The group’s focus will be evidence-based health and wellness research and practitioner-researcher collaboration efforts, incorporating practices such as counseling, health promotion, physical wellness and more. It will also provide graduate students in training with mentorship opportunities in data analysis, research development and publication. For more information, email Yu at qyu105@syr.edu.
• 

  Shooting hoops at the Barnes Center (Photo by Ross Knight)

  Student Health and Wellness Advisory Committee: This committee is hosted for the 2024-25 academic year and offers leadership opportunities for students to provide feedback on health and wellness initiatives, programming and services to help inform the Barnes Center. The application is open through Friday, Sept. 20. More information and the application is available on the .

1. Football game in the JMA Wireless Dome

Grab your friends and get loud because fall Saturdays in ���ϲ����� are synonymous with cheering on the . The home opener is Saturday, Aug. 31, when we take on Ohio University at 3:30 p.m. Join , the official student section, and snag your —which also includes tickets to every home men’s basketball game and complimentary admission to all home women’s basketball, men’s and women’s lacrosse, men’s and women’s soccer, field hockey, ice hockey, volleyball, tennis and softball competitions!

A packed house for a football game vs. Notre Dame in fall 2023. (Photo by Marilyn Hesler)

2. Involvement fair on the Shaw Quad

Every semester, Student Engagement hosts an involvement fair to connect students with opportunities to get… well, involved, with recognized student organizations (RSOs). This year’s fair spans three days: , will highlight RSOs in the cultural, performing or special interest category; , will include those dedicated to public service, publications, club sports, sports interest and esports; and , will feature Honors, religious and fraternity/sorority-related RSOs. Festivities are from 11 a.m. to 2 p.m. each of the three days on the Quad (rain location is Goldstein Auditorium in the Schine Student Center).

RSO University Union recruits new members at last year’s fall involvement fair. (Photo by Angela Ryan)

3. A visit to the Barnes Center at The Arch

Whether the purpose of your visit is to , , or take advantage of one of the facility’s , it’s only a matter of time before the Barnes Center becomes a staple of your life on campus. The center provides integrated wellness services and programs that support a holistic and inclusive student-centered experience promoting lifelong growth and development—which thankfully, includes .

The Barnes Center is lit up with activity on a fall evening. (Photo by Angela Ryan)

4. Apple and pumpkin picking

A fall field trip to a local pumpkin patch or apple orchard is a must during your time in ���ϲ�����. in Baldwinsville, in Lafayette and in ���ϲ����� (among many others!) all offer apple picking. Later in the season, in Marietta and in ���ϲ����� are two favorites for pumpkins and fall fun. All of these destinations are within a 30-minute drive from campus, but if you’re lacking transportation check the for upcoming outings to such places, which are sometimes sponsored and coordinated by the University.

A plethora of pumpkins available for picking at Abbott Farms. (Photo by Randy Pellis)

5. The season’s first snow

If you grew up nearby, this will be about as exciting to you as an all-nighter in Bird—but if you’re one of the many students who come to ���ϲ����� from warmer climates, perhaps you’ll be experiencing your first-ever snowfall later in the fall semester. When it happens, put on your favorite scarf, get a mocha java from and prepare to wow your friends and family back home with your snaps of our beautiful campus covered in the season’s first snow. And then get used to it—because it will be here until April!

A light dusting of snow covers campus. (Photo by Jeremy Brinn)

It is my pleasure to welcome you to campus for the 2024-25 academic year. I enjoy participating in Welcome Week activities every year and meeting so many of you and your families. As dean of students, I want you to know our staff are here to support you in achieving your goals and celebrating your successes. My colleagues in Student Experience and I all have different specialties and areas of expertise, but we all share one common goal—to provide support to you as you move through your time at ���ϲ�����. Together, we work with you to help you understand expectations, provide guidance and support when there is a concern, and empower you to develop critical life skills, like independence, accountability, self-advocacy and resiliency.

As you begin your classes and settle into a new routine, we are writing to share an overview of resources, services and pertinent policies. They are designed to promote a respectful, inclusive and supportive environment for all.

Barnes Center at The Arch

Did you know well-being is one of the strongest predictors of academic success? That’s why it is so important to familiarize yourself with the . As the hub for student wellness, the Barnes Center features programs, services and offerings that promote holistic health, thriving and well-being in one accessible, centralized space on campus. The health and wellness team is committed to providing high-quality, student-centered care. Our approach encompasses mind, body, spirit and community and includes such things as physical and mental health care, recreation and fitness, pet therapy, mindfulness offerings, peer health education, crisis response and so much more. Please visit the website to explore the full slate of activities, resources and services.

Student Conduct Code

The outlines the standards we expect all students to uphold. Please familiarize yourself with the code. Details outlining the investigation, formal conduct, resolution by agreement and appeal processes and sanction guidelines may be found in the . If you have a concern about an alleged violation of the code, you can reach Community Standards at 315.443.3728, via email at studentconduct@syr.edu or using the . Their office is located at 804 University Ave., Suite 106.

���ϲ����� Statement on Free Expression and Free Inquiry

In May 2024, ���ϲ����� adopted and endorsed the “,” following a process in which a working group of faculty, students and staff sought and gathered community input. The statement defines and affirms the University’s commitment to free expression and free inquiry. We urge you to review it carefully.

Important Policies to Review

In addition to the aforementioned Student Conduct Code, the University has several policies that provide clear, consistent guidance around space reservations, prohibited harassment of others, demonstrations and other activity on campus. We urge you to review the following policies and visit to learn about other existing policies.

Student Title IX Case Management

Students who have experienced or witnessed sexual harassment, sexual assault or intimate partner violence have . One of the options includes the Student Title IX Case Management team, which supports students through the reporting and investigation process when the alleged perpetrator of misconduct is a student. Students can reach Student Title IX Case Management at titleix@syr.edu or 315.443.0211. Their office is located at 005 Steele Hall. If you believe a staff or faculty member has violated the University’s policy on sexual harassment, sexual assault or intimate partner violence, you may contact Equal Opportunity, Inclusion and Resolution Services at equalopp@syr.edu or 315.443.4018.

Student Outreach and Support

Case managers in are available to assist students involved in University processes, including the conduct process and Title IX process, by providing supportive measures, explanations and follow-up services. They also support students navigating a personal difficulty or challenges through a variety of interventions, referrals and advocacy. Students can reach Student Outreach and Support at 315.443.4357 (HELP) or studentsupport@syr.edu. Their office is located at 111 Waverly Ave., Suite 220.

STOP Bias and Hate Initiative

The University has a robust reporting system designed to empower individuals to alert appropriate officials to incidents that may be motivated by bias targeting on individual’s or group’s protected characteristic(s). The outlines resources to report and receive support for such incidents. Review the webpage for the definition of bias, reporting processes, how the University responds to reports, aggregated data by semester, educational opportunities and support resources. You may also elect to report a bias-motivated incident directly to the Department of Public Safety (DPS) via the options on the .

Department of Public Safety

In addition to the resources outlined above, we also encourage you to review the outlining important safety and reporting resources offered through DPS. DPS team members are focused on maintaining a safe and secure place to live, learn and work. Visit to learn more.

Stay Connected Digitally

There is a wealth of online resources that can help you make the most of your time at ���ϲ�����. Download the for convenient access to campus systems and information, frequently visit SU News to stay up-to-date on what’s happening across the University and on your favorite social media platforms.

The first weeks of a new academic year can be challenging. Please know that your fellow students, our staff and faculty want you to be successful and are available to provide any assistance you may need. If you have any questions, concerns or need support, please do not hesitate to reach out to any of the resources listed above.

Wishing you a great semester,

Dean Dixon

Sheriah N. Dixon
Associate Vice President and Dean of Students

2023 Haudenosaunee Welcome Gathering (Photo by Angela Ryan)

The Haudenosaunee Welcome Gathering is an event held on campus to welcome all incoming and returning students, faculty and staff for the 2024-25 academic year, and for all to show respect for the Indigenous people on whose ancestral lands ���ϲ����� now stands. Schenandoah is a citizen of the Oneida Nation and a Wolf Clan Faithkeeper, as well as . The Haudenosaunee Confederacy is comprised of Six Nations: Mohawk, Oneida, Onondaga, Cayuga, Seneca and Tuscarora.

This year’s featured speaker, Wakerahkáhtste Louise McDonald Herne, is a Bear Clan Mother for the Mohawk Nation Council. Wakerahkáhtste presented at the United Nations Permanent Forum on Indigenous Issues and lectures regularly at universities throughout Canada and the United States on Ratinonhsón:ni philosophies and self-determination regarding the rights of women. Wakerahkáhtste has been the Distinguished Scholar in Indigenous Learning at McMaster University Institute for Innovation and Excellence in Teaching and Learning (MIIETL) and received an honorary doctorate from State University of New York at Canton. Her most recent work includes a feature in the award-winning documentary film, “Without a Whisper: Konnon:kwe” about the Ratinonhsón:ni women’s influence on the women’s rights movement.

Diane Schenandoah, Faithkeeper of the Wolf Clan, Oneida Nation, speaks at the 2023 Haudenosaunee Welcome Gathering. (Photo by Angela Ryan)

“This land is sacred. We welcome visitors to be part of this sacred place. Part of our teaching is that no one can own the land, so it’s important to remember that ���ϲ����� is part of a much bigger picture,” says Schenandoah. “It’s important to acknowledge and recognize that there are Indigenous peoples still here and we are standing in the capital of the Haudenosaunee territory.”

At the gathering, speakers and dancers will welcome a new academic year. Hot scones and strawberry drink will be offered. The hot scones are derived from traditional breads and the strawberry drink consists of strawberries, maple syrup and water. “This is significant because strawberries are the leaders of the plants and maples are the leaders of the trees. In this way we honor them,” says Schenandoah.

Schenandoah encourages students, faculty and staff to participate in the Haudenosaunee Welcome Gathering. “We are sharing our culture because the Earth is calling to us to pay attention, we require collective healing, and most importantly, we are inviting our community to live in gratitude,” she says.

For more information on this and other Hendricks Chapel programs and services visit .

Barnes Center at The Arch

has received reaccreditation from the through October 2032. The IACS is the premier leader in setting the standard for the full range of professional counseling services on college and university campuses worldwide.

“IACS standards have long been recognized as the benchmark providing us with best practices and evaluating quality within the field of counseling services,” says , director of counseling. “Having been successfully reaccredited means a lot to the staff as it reflects the quality of their work and is a stamp of validation that we meet the highest established standards in the field.”

IACS’ rigorous accreditation process involves detailed documentation, a comprehensive site visit evaluation and multiple peer reviews in five areas:

• relationships within the University community,
• counseling and clinical services,
• ethical standards,
• personnel and
• resources and infrastructure.

Approval by the IACS is also dependent upon evidence of continuing professional development as well as demonstration of excellence of counseling performance. After being evaluated, the IACS found that Barnes Center Counseling offered competent and reliable professional services to the ���ϲ����� community.

“Having this accreditation illustrates that the staff and services of Barnes Center at The Arch Counseling have been evaluated by external experts in the field and that we meet the highest standards of the profession,” says Brown. “For students, family members and our campus community, it is reassuring to know that we are providing high-quality mental health services and have been determined to meet the gold standards established in the field.”

The Barnes Center offers and to ���ϲ����� students, which are covered in full through the Health and Wellness Fee. For more information or questions, please visit the or call 315.443.8000.

Counseling Center waiting room

This year’s SummerStart cohort, which arrived on June 29, includes 121 students from all of the University’s schools and colleges. As participants in the program, the students will earn 7-9 credits toward their degree, learn about and access campus resources, make connections with faculty and classmates, and experience a sense of community, says Kal Srinivas, director of retention and student success. The initiative brings together various University departments, demonstrating the power of teamwork in fostering a supportive and enriching environment for incoming students, she says.

121 students participated in this year’s SummerStart program to receive an early acclimation to campus life. (Photo by Amelia Beamish)

“From the moment they step onto campus, SummerStart students are met with a comprehensive network of support designed to address both their academic and personal needs,” Srinivas says.

SummerStart students also benefit from tutoring services in math and writing and resources like the . They also participate in social activities like (DPS) game nights, ropes course challenges, a resource fair and other group activities. DPS also conducts safety workshops and the offers the initiative to cultivate a culture of compassion, connection and well-being.

First-year student Tae Callam arrived at ���ϲ����� from Cleveland. The biomedical engineering major in the says the SummerStart experience has already helped her acclimate to campus life and meet new people. And her coursework, particularly in writing, has helped her develop her language skills as a non-native English speaker, she says.

“I am so glad that I have this opportunity to participate in SummerStart,” Callam says. “Even in the first week of SummerStart, I have become familiar with the campus, got a head start on my academics and made friends. What more could anyone ask for?”

Srinivas emphasizes the collaborative nature of SummerStart, which also involves , , and other administrative units.

“SummerStart is not just a program; it is a testament to what can be achieved when an entire institution works together with a common goal,” she says. “By combining resources, expertise and a shared commitment to student success, ���ϲ����� has created a nurturing environment that prepares students for both academic and personal growth.”

The CPN Seal of Prevention represents the highest standard for online prevention education, with a rigorous set of criteria to ensure colleges and universities are taking action to create a safer, more inclusive campus through comprehensive, evidence-based digital prevention education across critical areas, including sexual assault, alcohol misuse, mental health and discrimination. The CPN Seal of Prevention establishes guidelines for discerning quality online prevention education and implementation practices, and positions prevention as central to key institutional outcomes.

“O�ܰ� for incoming first-year and transfer undergraduate students are directly related to this award,” says Veronica Whalen Jones, director of Barnes Center at The Arch Health Promotion. To fulfill the University’s Community Wellness Requirements, incoming students are required to take three online training modules on alcohol education, sexual assault prevention and diversity, inclusion and belonging prior to arriving on campus for their first semester.

These required education modules help positively impact the campus community and help students thrive. “T��� programs that make up the Community Wellness Requirements are focused on equipping students with knowledge to create a safer, supportive and inclusive community for students to live and learn,” says Whalen Jones.

Expanding on education for returning sophomores, juniors and seniors, the Barnes Center Health Promotion team helped to implement the last summer. This is an annual sexual and relationship violence prevention training requirement that builds upon the Community Wellness Requirements.

To learn more or with questions, please visit the Barnes Center at The Arch , call Barnes Center at The Arch Health Promotion at 315.443.8000 or email communitywellness@syr.edu.

The Retention and Student Success team receives the “Best Use of Results” award from Lois Agnew, associate provost for academic programs. From left: Hope Smalling, Radell Roberts, Lois Agnew, Kal Srinivas, Samantha Trumble, ShawnMarie Parry, Priyasha Sinha Roy ’24 and Prabin Raj Shrestha ’24

Academic Affairs and Institutional Effectiveness (IE) presented awards to several faculty and staff members, students, offices and programs during the One University Assessment Celebration on April 26, in the School of Education, Education Commons.

In her opening remarks, Lois Agnew, associate provost for Academic Programs, highlighted the importance of celebrating the various ways faculty, staff and students have engaged in assessment practices, illuminating our strengths but also reinforcing a commitment to continuous improvement. Awards were given in five categories:

• Assessment Champion: Recognizing campus community members who advocate for meaningful assessment to enrich the student experience and who have made outstanding contributions to the University’s culture of improvement.
• Outstanding Assessment: Recognizing a distinguished academic, co-curricular and functional area for overall robust assessment.
• Best Engagement Strategies: Recognizing programs/units for engaging faculty, staff and students to participate and contribute to the assessment process.
• Best Use of Results: Recognizing an academic, co-curricular and functional area for how assessment results are used in making decisions.
• Collaborative Inquiry and Action: A new award recognizing a unit that collaborates with others outside of their primary school, college or division to use assessment methods and data, resulting in actions to improve student learning and campus operations.

This year’s recipients included:

• Assessment Champion | Academic: Blythe Bennett, program manager, School of Information Studies
• Assessment Champion | Co-Curricular/Functional: Jessica Newsom, assistant director, Living Learning Communities
• Assessment Champion | Shared Competencies: Maureen Thompson, undergraduate director and associate professor, Department of Public Health, Falk College
• Outstanding Assessment | Academic Programs: Forensic Science Undergraduate and Graduate Programs, Forensic and National Security Sciences Institute, College of Arts and Sciences (A&S)
• Outstanding Assessment | Co-Curricular: Student Outreach and Support, Student Experience
• Outstanding Assessment | Functional: Future Professoriate Program, Graduate School
• Best Faculty Engagement Strategies: Human Development and Family Science program, Department of Human Development and Family Science, Falk College
• Best Staff Engagement Strategies: College of Professional Studies Dean’s Office
• Best Student Engagement Strategies: Living Learning Communities, Student Experience
• Best Use of Results | Academic: Film program, Department of Film and Media Arts, College of Visual and Performing Arts (VPA)
• Best Use of Results | Co-Curricular: ���ϲ����� Office of Undergraduate Research and Creative Engagement (The SOURCE)
• Best Use of Results | Functional: Retention and Student Success
• Collaborative Inquiry and Action: Barnes Center at The Arch

After the awards, 2023 Assessment Leadership Institute participants were recognized for their poster presentations detailing assessment activities over the past year:

• Keonte Coleman, director of assessment and program review and assistant professor, Newhouse School of Public Communications
• Nadeem Ghani, assistant teaching professor, Electrical Engineering and Computer Science, College of Engineering and Computer Science (ECS)
• Dimitar Gueorguiev, Chinese studies program director and associate professor, Political Science, Maxwell School of Citizenship and Public Affairs
• Jody Nyboer, associate professor, School of Design, VPA
• Kathleen Roland-Silverstein, associate professor, presenting with Isabel Hampton ’24 and Katie Weber ’24, Sentor School of Music, VPA
• Darwin Tsen, Chinese language minor coordinator and assistant teaching professor, Languages, Literatures and Linguistics, A&S
• Andrea Willis, director of academic programs, College of Professional Studies

Recipients of the inaugural “Student Engagement in Assessment” grant were also acknowledged for their poster presentations showcasing the collaborative experiences of students, faculty and staff:

• Biomedical and Chemical Engineering: Tessa DeCicco ’25, Kerrin O’Grady ’25, Jade Carter ’24, Carly Ward ’24, Natalie Petryk ’21, Bridget Sides ’25, Mia Paynton ’25 and Doug Yung, associate teaching professor, Biomedical Engineering undergraduate program director, ECS
• Center for Learning and Student Success (CLASS): Student Success Advisory Council, which includes Eadin Block ’26; Margot MacKechnie ’26; Gary Shteyman ’26; Karen Toole, coordinator of academic support, Center for Disability Resources; Tasha Terzini, advisor, A&S; Kate Bussell, assistant director of academic expectations CLASS; and George Athanas, associate director, CLASS
• New Student Programs: Winnie Naggar ’24 and Butch Hallmark, interim director, New Student Programs
• Retention and Student Success: Prabin Raj Shrestha ’24 and Hope Smalling, functional business analyst, Retention and Student Success

Jerry Edmonds, senior assistant provost, shared final remarks. He noted that ���ϲ����� achieved “two important milestones this year. It is the fifth annual celebration highlighting the dedicated efforts of faculty, staff and students to assess and improve, as well as 10 years since the University embarked on a campus-wide initiative of systematically collecting evidence to inform decision-making across our campus.” He concluded with thanks and appreciation for everyone’s continued efforts.

Visit the�� for event photos, presentation materials highlighting recipients’ achievements and posters.

Story by Laura Harrington, associate director, Institutional Effectiveness��

Students studying at Carnegie Library (Photo by Ross Knight)

Are you feeling stressed or overwhelmed?

Shannon Hefti

With the last day of classes just under a week away, on Monday, April 29, and during Stress Awareness Month, now is the time to remind yourself what stress looks like for you personally, how you can combat it and where to find assistance.

, associate director for health promotion at the Barnes Center at The Arch, offers tips to stay grounded during this extra hectic time: know thyself, connect and get moving.

According to the , stress is the physical or mental response to an external cause, such as having a lot of work to complete at the end of the semester or having an illness. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time.

Advice From Barnes Center at The Arch Health Promotion

SU News spoke with Hefti, who oversees the strategic direction of the University’s mental wellness initiatives, to find out how to best combat stress during this time of year.

What is your advice for students who are feeling stressed and overwhelmed as the semester wraps up?

Regularly check-in with themselves and their bodies. We know that this time is stressful due to finals and many students packing up to move so it cannot be avoided. But they can do a self-check-in to see how they are managing the stress by listening to their body and the alarms it raises when it is feeling overwhelmed. In those moments, I know it can seem counterproductive to slow down and engage with a de-stressing activity, but it ultimately will help the body to be able to sustain balance during a time we know has several high stressors.

Is there anything students should avoid that could add undue stress during this time?

As I mentioned, we know this is already a time with stressors that cannot be changed, so it can be helpful for students to be aware of what other things cause them stress. Then they can do their best to avoid those activities, thoughts or people during this time. Those other stressors might not be able to be removed from their lives, but if they have the ability to avoid them while the semester concludes it can help to keep the stress levels manageable.

What are your favorite things to do to help combat stress?

Lean into the people, places and things that provide them with positive sensations existing in their lives currently! De-stressing activities can vary from person to person; the most important thing is that it brings the student a positive sensation and is a safe, healthy activity. Common activities that people engage in to de-stress that are accessible and convenient include reading a book for recreational purposes, exercising, listening to music, drawing/painting, meditation, going for a walk outside and talking with a friend or family member, etc.

What are some of the resources available to students to combat stress?

The first resource I would recommend is —as the premium membership is free to ���ϲ����� students so they are able to access mindfulness, meditation and other wellness tools right through their phone. is a great option for those students who want a good cuddle with a dog or the if they wanted to utilize the massage chairs, zen gardens, light therapy boxes and more. Using any of the many options on the recreation side of the Barnes Center is a great way to de-stress whether that is a quick workout on the fitness floors, trying the climbing wall, taking a fitness class or checking out the esports gaming room. Booking a fitness class and an appointment for the MindSpa can be done through the . I also encourage students to connect with their existing social circles, clubs or organizations to lean on each other for support. It is a stressful time for most people, but they do not have to do it alone—connection with one another even if it is just to study is a great way to mitigate stress.

Students enjoy the indoor rock-climbing wall at the Barnes Center at The Arch. (Photo by Angela Ryan)

Stress-Busting University Events

Various groups on campus, including the Student Experience Division, ���ϲ����� Libraries and Hendricks Chapel, are hosting events on campus for students to partake in as they prepare for finals including:

• Monday, April 29:
• Monday, April 29:
• Tuesday, April 30:
• Tuesday, April 30:
• Tuesday, April 30:
• Tuesday, April 30:
• Wednesday, May 1:
• Wednesday, May 1: Pet Therapy and
• Thursday, May 2:
• Friday, May 3:
• Friday, May 3:
• Sunday, May 5:
• Tuesday, May 7:

Students interact with a therapy dog during a pet therapy session at Barnes Center at The Arch. (Photo by Marilyn Hesler)

Other Recommendations

The NIH recommends the following to help combat stress:

• Keep a journal.
• Download an app that provides relaxation exercises (such as deep breathing or visualization) or tips for practicing mindfulness, which is a psychological process of actively paying attention to the present moment.
• Exercise, and make sure you are eating healthy, regular meals.
• Stick to a sleep routine, and make sure you are getting enough sleep.
• Avoid drinking excess caffeine, such as soda, coffee or energy drinks.
• Identify and challenge your negative and unhelpful thoughts.
• Reach out to your friends or family members who help you cope in a positive way.

Students in the Meditation Room at the Barnes Center at The Arch (Photo by Ross Knight)

The Barnes Center Drives Student Wellness

As the hub for student wellness, the Barnes Center features programs, services and offerings that promote holistic health and well-being, all in one accessible, centralized space on campus. The health and wellness team encompasses health care, counseling, health promotion and recreation.

“We’re very excited to have reached our 2 millionth visitor milestone. Our health and wellness team is dedicated to providing an unsurpassed student experience that prioritizes integrated care within a welcoming, inclusive, respectful and supportive environment. In all spaces we promote learning, connecting and thriving,” shares , Barnes Center at The Arch director of recreation. “Hosting 2 million visitors is a physical representation of our staff’s dedication to supporting student health and wellness.”

Offering a variety of student-focused health and wellness resources, services and programs, at the Barnes Center all are encouraged and empowered to “Be Well” in their own unique, ever-evolving wellness journey. This holistic wellness approach encompasses mind, body, spirit and community.

Exploring Recreation and Fitness Opportunities

From very experienced to no experience, the Barnes Center recreation and fitness spaces offer countless offerings fitting for unique preferences, wellness goals and schedules. like Vinyasa Flow, The Strength Zone and Cycle50 foster a fun group environment guided by professionals and at no additional cost for students. The supports unique challenges for those seeking to reach new heights. There is even an and each semester.

A Barnes Center fitness class

“We understand that when looking to try out new spaces or activities, individuals may be hesitant or unsure about where to begin or how to get started,” explains Hackett. “From fitness floor staff, group fitness instructors, personal trainers, outdoor adventure guides and more, students with questions about how to begin tackling their goals are encouraged to connect with our dedicated team in person, by calling or emailing the Barnes Center. We’re here to answer any questions and support each unique wellness journey.”

Additional highlights include spaces to study and connect with friends, in addition to the student-named cafe, Otto’s Juice Box, providing delicious smoothies and snacks to replenish the mind and body.

Student Experience Highlights

The Barnes Center’s 2 millionth visitor to the recreation and fitness center is a testament to its importance on campus. The space will undoubtedly continue to attract new and returning visitors alike. In celebration of the 2 millionth visitor milestone, students partaking in the recreation and fitness spaces were asked to share their experiences:

“It lets me stay fit while I’m in college,” says Gabbie McCafferty ’26. “T���re are lots of opportunities for classes to stay fit even if you don’t know what you want to do.”

“It’s so open and so big. I feel like I can really do whatever I want, whatever workout I’m into and there’s so many options for what I can do here,” says Abby Cohen ’27. “It’s an inclusive environment and I don’t feel like I’m being judged by anybody here.”

“I like coming because I like to play basketball. When I want some mini-nutrition, I come to Otto’s Juice Box,” says Ariel Lewis ’25.

The campus community is encouraged to explore a variety of recreation offerings on the and , by calling 315.443.8000, emailing BarnesCenter@syr.edu and visiting the Guest Services Desk in person.

This story was written by Student Experience communications intern Madison Manczko ’24, S.I. Newhouse School of Public Communications.

Survey results will inform services, programs and awareness efforts to help prevent and respond to sexual and relationship violence. Students who receive this anonymous survey in their ���ϲ����� emails (@syr.edu) are encouraged to complete it and by doing so, help the University gain a comprehensive understanding of the student experience.

“Regardless of their experience, when students take the 10-15 minutes to answer the survey, it allows the University to better understand the scope and prevalence of sexual and relationship violence at ���ϲ����� and respond with relevant resources,” shares , co-chair of the survey assessment committee, S.I. Newhouse School of Public Communications professor and Lerner Center for Public Health Promotion and Population Health senior research associate. “Participating in this survey is one way that ���ϲ����� students can help, and in my experience, this is an issue that students care deeply about addressing and doing what they can to help.”

Supporting the Orange Community

The Chancellor’s Task Force on Sexual and Relationship Violence is comprised of dedicated students, faculty, staff and more, that work to bolster the University’s efforts in sexual violence prevention, education and advocacy services. By allowing students to anonymously share feedback, the Sexual and Relationship Violence Survey further supports these efforts through the representation of student voices.

“It is important for the task force to hear different voices and use the survey findings to make decisions about campus resource allocation and service provision,” shares , Barnes Center at The Arch assistant director of health analytics and survey assessment committee member. “We urge everyone who receives the email to participate and contribute to its lasting positive impacts.”

Results of the survey will continue to be used across the campus community to strengthen student experiences, improve campus climate and enhance programs and services.

For more information on the Sexual and Relationship Violence Survey, contact healthpromotion@syr.edu.

I am writing today to provide an important update on new guidance issued by the U.S. Centers for Disease Control and Prevention and subsequently adopted by the New York State Department of Health (NYSDOH). The new guidance, as outlined below, revises response protocols for when an individual tests positive for COVID-19.

New Guidance

• Continue to stay home if sick: If you test positive for COVID-19, you are encouraged to stay home if you are experiencing symptoms such as fever, chills, fatigue, cough and other known respiratory virus symptoms.
• No longer mandated to isolate: Those with COVID-19 are no longer required to isolate for five days. Instead, according to the NYSDOH, “individuals can go back to normal activities when, for at least 24 hours, both of the following are true:
  • symptoms are getting better overall, and
  • they no longer have a fever without the use of fever-reducing medication.”
• No longer required to report a positive test: Students and faculty and staff who test positive for COVID-19 are no longer required to report that positive test to the Barnes Center and Human Resources, respectively.

How to keep yourself and those around you healthy!

Although isolation and vaccination are no longer required, COVID-19 continues to be present and causes varying degrees of illness. There are several ways you can keep yourself and those around you healthy, including:

• Get vaccinated: We encourage our community to consider vaccinations against common communicable illnesses, including COVID-19. Students, faculty and staff can search locations offering COVID-19 vaccinations using the . The COVID-19 vaccine is available in the pharmacy at the Barnes Center. Please use the patient portal to make an appointment.
• Monitor for COVID-like symptoms: If you’re a student, contact the Barnes Center at 315.443.8000 if you are concerned about your symptoms. Barnes Center staff will direct you on what actions to take next. Faculty and staff should contact their primary care provider.
• Stay home: If you’re experiencing COVID-like symptoms, including a fever, stay home.
• Wear a mask: If you are feeling under the weather, consider wearing a mask to limit the spread of your symptoms. Anyone who wishes to wear a mask is welcome to do so and should be supported.
• Exercise good hygiene habits: Cover your cough and sneezes. Wash your hands often. Avoid close contact with people who are sick. Clean and disinfect surfaces frequently, especially your residence hall rooms.

The University appreciates your continued cooperation and commitment to a safe and healthy environment for all members of our community. To learn more about public health guidance, please visit the .

Wishing you a successful end to the spring semester.

Sincerely,

Ramesh Raina
Professor, Department of Biology, College of Arts and Sciences

K.G. Tan

Table tennis is a game of both force and angles.

The goal is to strike the ball past your opponent by taking advantage of the observable angles and opportunities. Devising a plan of attack for problems known and unknown. Predicting your opponents’ future moves while remaining in position to return a forehand, backhand or overhand slam.

It’s no wonder Kwang G. Tan G’73 naturally took to table tennis.

Possessing an innately inquisitive, problem-solving mind, Tan, who earned a Ph.D. in electrical engineering from the (ECS), was ideally suited for the fast-paced game that requires one to both immediately tackle the problem they’re facing while thinking about where your opponent is vulnerable now, and where they will be vulnerable in the future.

“I always liked playing table tennis. Even now, we have table tennis downstairs, and I still like playing,” Tan says about the facilities in his retirement community in San Diego, California. “T���re’s always a lot of physical movement, side to side, forward and backward. You always have to be thinking.”

When it comes to philanthropy, Tan is always thinking of ���ϲ�����. He is a generous benefactor of the University, including his immense support of the .

In 2017, K.G. Tan made a gift of $3.5 million, which led to the creation of the Barnes Center at The Arch.

In 2017, a $3.5 million gift from Tan enabled students to have access to comprehensive health, wellness and recreation services and resources through both significant renovations to Archbold Gymnasium and the creation of the Barnes Center at The Arch. The result is the K.G. Tan Sports and Fitness Facility on the second floor, and a dedicated table tennis space where students who wish to follow in Tan’s footsteps can pick up a paddle and play on the third floor.

In 2019, Tan donated $5 million toward the creation of the National Veterans Resource Center, a facility dedicated to academic research, programming and thought leadership that addresses the social, economic and wellness concerns of the nation’s veterans and families.

“K.G. has enjoyed an exemplary and innovative career in the technology sector. His commitment to the University highlights the impact a defining Orange experience can have,” Chancellor Kent Syverud says. “���ϲ����� is grateful that K.G. continues to inspire current and future generations of students. His support and generosity will set our students and faculty up for continued academic and research excellence.”

Recently, Tan funded the $1.5 million K.G. Tan Professorship, which will focus on artificial intelligence (AI) research for ECS faculty.

“Dr. Tan’s endowed professorship will support a preeminent researcher and educator in the field of artificial intelligence. This person will be a top scholar in the development and rigorous analysis of AI algorithms, all while serving as a compelling instructor for our talented cadre of computer science students. We are grateful for his gift, his guidance and his passion for innovation,” says ECS Dean J. Cole Smith.

Devising Solutions for Unknown Problems

The same traits that suited Tan in table tennis helped him carve out a successful career in the technology sector, especially in the early days of computers, when engineers were devising solutions for problems that weren’t yet known. Engineers like Tan were both examining problems that needed to be solved and working out the answers to those problems.

K.G. Tan

Working for such titans of the industry as IBM, Hewlett-Packard (HP) and Sun Microsystems, Tan held five patents —four from IBM and one under Sun Microsystems—while maintaining important leadership positions at both IBM and HP.

The very first time Tan used a computer as an undergraduate student studying electrical engineering at the University of Illinois-Urbana in the late 1950s, he became determined to understand what made these ginormous machines work.

“Every field has potential, and that potential is unlimited. But at the time, we knew very little about what computers could do and what role they would play in the future. I gained experience working on the university’s main computer then and from that point on I was fascinated with learning as much about computers as I could. What can these big supercomputers do? How does their software and hardware work? I didn’t know, but I knew I wanted to know,” Tan says.

From IBM to ���ϲ�����

After earning a master’s degree in electrical engineering from The Ohio State University in 1962, Tan immersed himself in the exciting world of computers, designing computers for IBM for roughly five years.

While at IBM, Tan applied for an IBM residence fellowship program, with the hopes of earning a doctoral degree in electrical engineering. Out of more than 200 applicants, Tan was one of two selected to the prestigious program and was admitted to ���ϲ�����’s electrical engineering doctoral program.

As part of the program, ECS engineering professors traveled to IBM’s Poughkeepsie-Kingston campus. One faculty member in particular, Professor Ming-Kuei Hu, made a lasting impression on Tan. Hu helped lead the intellectual development of ���ϲ�����’s computer engineering program, which at the time was only the second accredited program of its kind in the country and Hu was the first professor to teach computer courses at the University.

As one of Tan’s professors and his advisor, Hu encouraged Tan to build upon his impressive practical experience with computers and conduct a deeper dive into the field.

“Professor Hu was very open-minded and gave me some great guidance in the field of computers that really enhanced the work I was doing for IBM while encouraging me to focus on new areas of study in computing,” says Tan, who spent two years at ���ϲ�����.

Doing Whatever It Takes to Accomplish a Task

Today computers are everywhere, from personal laptops and desktop computers to powerful smart phones and Apple watches. Users have an insatiable need for speed when it comes to accomplishing tasks on computers and electronic devices.

When Tan first started working for IBM, he was tasked with designing some of the company’s first functional computing units. Much was unknown about the tasks a computer could handle, but the same desire for computing tasks to be completed as quickly as possible permeated throughout IBM’s offices.

In this emerging field, there were countless problems for Tan to investigate. Every problem he attempted to solve was brand new. Tan says that, in general, adding more components would lead to a faster solution, but he was also operating in a finite system where the physical space was limited.

It was a constant balancing act between speed and space.

“Take the adder (a digital circuit that performs additions of numbers). You based your work on the component given to you and went about providing the fastest unit you could design. That was the goal. Of course, the component you were designing didn’t exist in the field, so you had to design something that would meet specific performance requirements,” Tan says. “We were given specifications for how fast it should be and had to figure out the minimum components to use. Much of the time, adding more components wouldn’t fit the physical space requirements. There’s always a trade-off of speed versus space. In this field, there was no precedent; you had to think about different solutions and go through many iterations. Sometimes it worked.”

The Profound Impact of Giving Back

Growing up in China, Tan’s parents instilled in him at an early age the importance of getting an education and being a lifelong learner. As he was pursuing his college degrees, Tan helped pay for his room and board by working part-time jobs, first as a busboy and then in a lab.

Every minute Tan was working part-time was time he couldn’t spend either studying or working on that day’s classroom lessons.

Wanting to give more time back to ���ϲ�����’s students, in 2013 Tan established the Tan Family Education Foundation Scholarship, providing a minimum of six and as many as nine qualified students $10,000 annually. As of March 2022, this Scholarship amounts to $90,000 annually for three years through 2024.

“Time is the most important resource. The scholarships I had as a student were important to me because they bought me more time to pursue my studies. Those two extra hours I was working each day could have been spent in the lab and in the classroom,” Tan says. “When recipients have a scholarship, they have more time to do the research that they need to do. More time to work on solving their problems. More time to focus on their studies. More time to pursue what they’re interested in academically. It makes a difference.”

About ���ϲ�����

���ϲ����� is a private research university that advances knowledge across disciplines to drive breakthrough discoveries and breakout leadership. Our collection of 13 schools and colleges with over 200 customizable majors closes the gap between education and action, so students can take on the world. In and beyond the classroom, we connect people, perspectives and practices to solve interconnected challenges with interdisciplinary approaches. Together, we’re a powerful community that moves ideas, individuals and impact beyond what’s possible.

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.

The input will help researchers better understand student experiences at the University and improve the resources available. Participation is entirely voluntary and anonymous.��

Time commitment

The should take approximately 10 minutes to complete.

What’s in it for you?

By participating, students will also have the chance to win one of 50 $75 Amazon gift cards. The email address provided will be kept separate from survey responses, ensuring there is no way to link survey responses with the identity of respondents.

The survey is open��until Friday, March 15.

Any questions should be directed to the principal investigator of the survey, Michiko Ueda-Ballmer, associate professor, public administration and international affairs department, Maxwell School, at��miueda@syr.edu.

Barnes Center at The Arch (Photo by Jeremy Brinn)

A month into 2024, have you hit the wall with your New Year’s fitness goals? , associate director of fitness programs with the , shares ways to get back on track—and ways to create and launch your plan (if you’re just starting out).

In this Q&A, Anthony, a certified strength and conditioning specialist, advises individuals to keep it practical and find a workout that works for them, and reveals what keeps her motivated.

Transportation

reduced campus shuttle schedules during the Thanksgiving break period. Safety escort services are available from 8 p.m. to 6 a.m. from Nov. 18-26 via the .

For those looking for help reaching their destinations over the break, the University provides to ���ϲ����� Hancock International Airport and the Regional Transportation Center (for buses and trains). Buses will run from 9 a.m. to 9 p.m. on Friday, Nov. 17, with pickup from Goldstein Student Center (South Campus), College Place and the Brewster/Boland/Brockway Complex. On Sunday, Nov. 26, buses will provide return transportation from the ���ϲ����� Airport/Regional Transportation Center from 9 a.m. to 9 p.m.

The ���ϲ����� Airport anticipates increased travel volume for air travelers this holiday season. Please note the following to help support your departure for break. It’s encouraged to arrive two hours before departure (especially for departures from 10 a.m. to noon and 4 to 6 p.m.).

Food Services

Many campus eateries will be closed or operate at limited hours over the break. To see the hours of operation for all locations, . Here are some options for where to eat on campus each day.

• Saturday, Nov. 18
  • Graham Dining Center, 8 a.m.-1 p.m.
  • Sadler Dining Center, 8 a.m.-1 p.m.
  • Shaw Dining Center, 8 a.m.-7 p.m.
• Sunday, Nov. 19
  • Shaw Dining Center, 10 a.m.-7 p.m.
• Monday, Nov. 20
  • Eggers Café, 8 a.m.-2 p.m.
  • Life Sciences Café, 8 a.m.-2 p.m.
  • Dunkin Donuts (Schine), 8 a.m.-2 p.m.
  • Shaw Dining Center, 10 a.m.-7 p.m.
  • Panda Express, 11 a.m.-3 p.m.
  • Tomato Wheel (Schine), 11 a.m.-3 p.m.
• Tuesday, Nov. 21
  • Eggers Café, 8 a.m.-2 p.m.
  • Life Sciences Café, 8 a.m.-2 p.m.
  • Dunkin Donuts (Schine), 8 a.m.-2 p.m.
  • Shaw Dining Center, 10 a.m.-7 p.m.
  • Panda Express, 11 a.m.-3 p.m.
  • Tomato Wheel (Schine), 11 a.m.-3 p.m.
• Wednesday, Nov. 22
  • Eggers Café, 8 a.m.-2 p.m.
  • Life Sciences Café, 8 a.m.-2 p.m.
  • Dunkin Donuts (Schine), 8 a.m.-2 p.m.
  • Shaw Dining Center, 10 a.m.-7 p.m.
  • Panda Express, 11 a.m.-3 p.m.
  • Tomato Wheel (Schine), 11 a.m.-3 p.m.
• Thursday, Nov. 23
  • Shaw Dining Center, 10 a.m.-7 p.m.
• Friday, Nov. 24
  • Shaw Dining Center, 10 a.m.-7 p.m.
• Saturday, Nov. 25
  • Graham Dining Center, 10 a.m.-7 p.m.
  • Sadler Dining Center, 10 a.m.-7 p.m.
  • Shaw Dining Center, 10 a.m.-7 p.m.
• Sunday, Nov. 26
  • Brockway Dining Center, Ernie Davis Dining Center, Graham Dining Center, Sadler Dining Center, Goldstein Student Center Dining, all open standard hours
  • Dunkin Donuts (Schine), 11 a.m.-3 p.m.
  • CoreLife Eatery, 1-7 p.m.
  • Halal Shack, 1-7 p.m.

Barnes Center at The Arch

Barnes Center at The Arch hours for health care, mental health, recreation and other facilities over Thanksgiving Break are available on the .

Reminder: Call 315.443.8000 for 24-Hour Support

Students experiencing a mental health crisis, seeking support for sexual assault or relationship violence, or needing urgent medical consultation can receive free confidential services 24 hours a day, seven days a week, by calling 315.443.8000. Routine consultations should hold until the next business day.

Libraries

The hours for ���ϲ����� Libraries facilities are as follows:

• Saturday, Nov. 18
  • Bird Library, 10 a.m.-6 p.m.
• Sunday, Nov. 19
  • Bird Library, noon-8 p.m.
• Monday, Nov. 20
  • Bird Library, 8 a.m.-8 p.m.
  • Carnegie Library, 8 a.m.-5 p.m.
  • King + King Architecture Library, 9 a.m.-5 p.m.
• Tuesday, Nov. 21
  • Bird Library, 8 a.m.-8 p.m.
  • Carnegie Library, 8 a.m.-5 p.m.
  • King + King Architecture Library, 9 a.m.-5 p.m.
• Wednesday, Nov. 22
  • Bird Library, 8 a.m.-6 p.m.
  • Carnegie Library, 8 a.m.-5 p.m.
• Thursday, Nov. 23-Friday, Nov. 24
  • No libraries open
• Saturday, Nov. 25
  • Bird Library, 10 a.m.-6 p.m.
• Sunday, Nov. 26
  • Bird Library 10 a.m.-midnight
  • Carnegie Library, noon-8 p.m.

Department of Public Safety

The Department of Public Safety is available to the campus community 24 hours a day, seven days a week, 365 days per year. The department can be reached at 315.443.2224 or by dialing 711 from any campus phone.

Danielle Drop, campus minister at the SU Catholic Center (left) and Father Gerry Waterman pose with Auggie, dressed up as a pumpkin.

Members of our campus community and their families had fun getting into the festive spirit this Halloween!

Brian Glennon ’26, student in the College of Arts and Sciences, dressed as Director Krennic from “Star Wars: Rogue One.”

Jersey wore two costumes this Halloween: an elephant and a deer. Jersey’s mom, Associate Director of Internal Communications Jen Plummer, said he was awfully grumpy about it, but we sure do think he looks cute.

101 Dalmatians! Well, maybe not 101 in this picture, but the team at the Barnes Center at The Arch sure got into the spirit this Halloween!

Brady the gnome was ready for any adventure mom, Shannon Botsford, administrative specialist in the Maxwell School, was ready to take him on.

Staff from the Maxwell School got into the Halloween spirit and pose together in their costumes.

The pups in the Marquettes’ house went with the Barbie theme for their Halloween costumes this year, including Sammy (left) as beach Barbie, Scrappy (center) as Ken and Nola as western Barbie.

JoAnn Rhoades, academic support coordinator in the College of Arts and Sciences, dressed up as Raggedy Ann.

The Boccacinos’ pups, Wrigley (left) and Ernie got into the Halloween spirit dressed up as a frog and Woody from “Toy Story.”

It’s a big change for students, one that, if not handled properly, could set them up for a lifetime of potentially unhealthy decisions involving food.

Deirdre Smith-Howard

Thankfully, for students who are struggling to maintain a healthy relationship with food, the employs two registered dietitian nutritionists: and , who have plenty of advice for students to develop healthy eating tendencies from their first day on campus.

“It’s a big transition for students. The change can bring both excitement and challenges. Many students are leaving home routines where there may have been more structure around meals. Students are now responsible for their own schedules and carving out time for meals. If students are not prioritizing meals, it can be easy to fall into bad habits where they may be skipping meals or eating out more frequently,” Smith-Howard says.

“T���re is so much that is new the first semester on campus, and eating in a dining hall is just one aspect of a student’s new reality. It’s a huge change and a different transition for each student, depending on their previous at-home food environment. A student who hasn’t previously made many decisions about what to eat each day might find it difficult to get into a rhythm with their eating patterns,” adds Douglas.

Finding Balance

Here are some important tips for students to consider when planning their meals:

• Smith-Howard recommends practicing good time management skills, finding ways to include a meal and/or a snack every three to five hours by keeping snacks on hand for busy afternoons and during long stretches when there are limited food options, including taking a meal to-go from the dining hall.
• Douglas recommends eating three meals a day as an effective strategy for balanced eating, healthy digestion and optimal energy.
• For students who feel overwhelmed by the wide variety of food options available in the dining hall, consult with the online dining menu ahead of time, incorporating a balance between foods that taste good and foods that are good for you, and mixing in an assortment of grains, protein, produce, fruits and vegetables with every meal.

Kristin Douglas

“A healthy eating pattern is flexible and balanced and includes eating regular meals and snacks. Focus more on foods to include versus foods to cut out,” Douglas says.

“I often talk to students about ‘work foods’ and ‘play foods.’ Work foods are nutritious and support health by providing us with good nutrients. Play foods might not have a significant nutrient profile but they are foods we enjoy based on taste and enjoyment. A healthy diet can include both fun and play foods,” says Smith-Howard.

Common Mistakes

Among the common mistakes they see students making: skipping out on meals, only eating a large meal in the evening, waiting until the last-minute to settle on a meal choice, eating while distracted (think popping potato chips into your mouth while binge-watching your favorite television show), and becoming too rigid with their diet that it negatively affects their physical and mental health.

What about the freshman or first-year 15, referring to the penchant for students to pack on 15 or so pounds their first year at college?

Douglas says it’s an “unsubstantiated notion that only serves to create added stress for students who are already going through an adjustment period. This concern can make eating even more difficult.”

Smith-Howard agrees that the first year of college is a “great time for young adults to practice self-care and create healthy habits around sleep, food and exercise. Mindful eating practices can also be helpful in establishing a healthy relationship with food.”

For students living off campus, Douglas stresses the importance of planning, shopping for and preparing their meals since “we often underestimate the time, effort and cost of preparing meals.” She recommends investing in a lunch box with a freezer pack, purchasing reusable containers to store leftovers, grocery shopping regularly and buying frozen fruits and vegetables.

If a student is struggling with food and dietary issues, the Barnes Center at The Arch offers that do not require a doctor’s referral and are covered by the student health and wellness fee. To schedule an appointment, call 315.443.8000 or visit the .

On top of that, a recent report from the annual shows that rates of social anxiety, depression and suicidal thoughts among U.S.-based college students are at an all-time high, with 44% of students reporting symptoms of depression, 37% reporting anxiety disorders and 15% reporting seriously considering suicide in the past year, the highest recorded rates in the 15-year history of the survey.

There was some positive data to come out of the survey of more than 96,000 students: the number of college students receiving therapy or counseling rose from 30% to 37% in the last year, the highest recorded rates.

The mental health and well-being of ���ϲ�����’s students is a top priority for Carrie Brown, the counseling director at the Barnes Center at The Arch who also serves on the Sexual and Relationship Violence Response Team.

Carrie Brown, the counseling director at the Barnes Center at The Arch, on the importance of students working on their mental health and well-being.

“We’ve definitely seen an uptick in social anxiety. Students are saying the number one thing they’re worried about is how other people perceive them. When we think of social anxiety, sometimes we think of people being introverted, and certainly that can be a part of it,” Brown says. “But what was really interesting is our students are more worried about how their peers perceive them. Social media plays a role in that. There’s this expectation that everybody is living an extraordinary life and everybody is doing everything the right way and looks great all the time. I think that distorts the reality. Most of us just want to connect with people and be happy.”

On this “‘Cuse Conversation,” Brown explores the topics of social anxiety, mental wellness, making new friends and finding community on campus.

Brown discusses the University’s integrated health and wellness model for addressing mental health concerns, shares how the University focuses on a student’s holistic development while remaining empathetic to their concerns, offers up tips for finding community and shares common mistakes students make when trying to make friends and develop their social circle.

Check out featuring Brown. A transcript [PDF]��is also available.

Massage Chair Room

���ϲ����� Libraries is adding two ‘MindSpa’ wellness rooms, designed similarly to the , on Sunday, Oct. 1, in Bird Library.

The Bird Library MindSpa consists of two rooms – a and a , both available by reservation for free through the Libraries . The Massage Chair Room includes a full-body massage chair with multiple massage options, which can be reserved for 30 minutes at a time. The Meditation Room can be reserved for 1-hour periods and includes a desk with items such as a dimmable salt lamp and chakra crystals. There is also space within the room to allow for meditation or yoga. Both rooms include a dimmable salt lamp to allow patrons to control their level of brightness while using the room.

“We thought it was important to provide a space in the Libraries for our users, and especially students, to support their overall wellness and reduce stress,” said Melinda Dermody, interim associate dean for academic success at ���ϲ����� Libraries. “We were guided by our colleagues at the Barnes Center at The Arch and their Crowley Family MindSpa room. Promoting holistic health and wellness on campus supports the success of our students, faculty and staff. Similar to how we worked with our colleagues at Hendricks Chapel a few years ago to provide a in Bird Library, this new location allows users to have a place to practice mindfulness and guided meditation independently in a private, accessible and welcoming environment.”

Meditation Room

Users interested in practicing relaxation or mindfulness exercises may also take advantage of any of the items available at Bird Library or our new meditation kits. These kits are available to be loaned out from the first floor check out desk at Bird Library and include:

• Meditation cushion
• Yoga mat
• Light therapy box
• Sound machine
• Headphones
• Set of mindful message cards

���ϲ����� will soon begin offering a new, first-of-its-kind degree program focused on esports. The esports communications and management program will be offered jointly by the S.I. Newhouse School of Public Communications and the David B. Falk College of Sport and Human Dynamics.

Electronic sports, or esports, has seen a remarkable spike in popularity over the years, with a recent study from Pew Research finding that 90% of teenagers between the ages of 13 and 17 play video games.

Seeking to both capitalize on the tremendous popularity of esports and continue to innovate, expand career options in emerging fields and deliver academic programs that meet its students’ needs, ���ϲ����� will soon begin offering a new, first-of-its-kind degree program focused on esports.

The esports communications and management program, offered jointly by the����and the��, will include three tracks:

• esports business and management, covering such topics as sport promotion, sport venue management and finance for emerging enterprises;
• esports communications, including coursework in virtual reality storytelling, esports and advertising, public relations principles and sports in the metaverse; and
• esports media and design, focused on 3D animation, game experience design and virtual production.

Jeff Rubin ’95, G’98, special advisor to the chancellor on esports and digital transformation

The University will begin enrolling students in the program in fall 2024 and is currently searching for an executive director of esports.

The program taps into the rapidly growing, multibillion-dollar esports industry, serving as a continuation of the work already happening on campus.

For nearly two years, , special advisor to the chancellor on esports and digital transformation, worked alongside faculty and deans from the Falk College and Newhouse School to research and develop the hands-on, innovative program that will be dually owned and operated by both colleges.

Elaborating on the three program tracks, Rubin says, “You can take a very business-centric approach to esports. You can take a communication-centric approach, such as shoutcasting [broadcasting an esports event]. You can take a technical approach, such as game development. You could take a design-centric approach such as computer graphics or animation. We can look at esports in the metaverse—now we’re dealing with virtual reality and augmented reality.

“T���re’s not a mold that says when you graduate with this degree, this is where you’re going to end up. I think it’s quite the opposite. That’s why it was so important that we create those tracks, to allow students flexibility to choose the path that makes the most sense for them,” he says.

Joining Rubin on the University-wide task force charged with conducting the benchmarking that led to the creation of the esports program were:

• , professor of practice of television, radio and film and director of the Newhouse Sports Media Center;
• , associate professor of English in the College of Arts and Sciences;
• , assistant director of academic operations in the Newhouse School;
• , associate professor and undergraduate director of sport management in the Falk College;
• , David B. Falk Endowed Professor of Sport Management;
• , Falk College senior associate dean; and
• , Falk College academic operations manager.

Stomski and Hanson have co-taught the interactive and innovative Esports and Media class since 2018.

On this ’Cuse Conversation, Rubin, Stomski and Hanson reveal why the time was right for ���ϲ����� to add an esports degree program, share how the new academic offering will position students for success once they graduate, explain the research that went into creating this program and discuss the rapid growth of esports on campus.

Check out of the “’Cuse Conversations” podcast featuring Jeff Rubin, Olivia Stomski and Chris Hanson. A transcript [PDF]��is also available.

The new unit was supported by University administrators, including Dr. Vincent Lamparella, then director of health services; Peter Baigent, vice president for student affairs and Dr. Bruce Baker, a local orthopedic surgeon who worked with the athletics department. The 10 charter members of the organization received 20 hours of in-house training and operated with rudimentary medical equipment, including a used ambulance.

Members tend to a victim at an accident scene (Photo courtesy of SU Ambulance)

“T��� medical crisis unit was thought of as just a bunch of kids playing ambulance up on the Hill,” says Steve Busa ’83, an architect and EMT in the Skaneateles community who served in leadership roles with the medical crisis unit from 1976-83.

The late 1970s were years of uncertainty—the unit almost folded in 1977 because of the condition of the ambulance. Help came through from the Student Association and Health Services. By the end of that year, the unit was fully operational and began providing 24/7 coverage for the campus community.

The unit officially became known as ���ϲ����� Ambulance (SUA) in 1978. The rebranding was a major milestone, with increased emphasis on recruitment, EMT training and new vehicles. Its membership—and reach—grew steadily over the years. When the Carrier Dome opened in 1980, SUA was at the forefront of providing critical coverage for events that brought thousands of fans to campus.

Calls for Service

Today, SUA has nearly 100 members, first-year through graduate students, responding to emergencies ranging from minor to life threatening. The organization operates under the umbrella of Health Care at the Barnes Center at The Arch and has been led by Paul Smyth, emergency services manager and a veteran paramedic, for the past decade. Smyth is assisted by five student field supervisors. SUA exceeded 1,200 calls for emergency service this academic year.

A dispatcher in the early years (Photo courtesy of SU Ambulance)

Membership in SUA requires a significant commitment. It is open to all regardless of prior experience, and those interested go through an application and interview process. If selected, they undergo in-house training and testing, followed by the 150-hour New York State emergency medical technician class.

“O�ܰ� members devote an extraordinary amount of time and effort to serving the campus community,” says Smyth. “I am proud of the dedication that they all have to living out SUA’s mission and values, and to providing a critical service here at ���ϲ�����.”

SUA is strongly supported by Chancellor Kent Syverud and Dr. Ruth Chen, professor of practice in the College of Engineering and Computer Science. Chancellor Syverud offered remarks at SUA’s recent anniversary banquet, which drew over 200 current members and alumni.

Chancellor Syverud spoke of his pleasant surprise in coming to ���ϲ����� and finding scores of students running their own ambulance service, providing virtual 911 service to the campus and vicinity and at sports events and concerts.

“And the students ran it all, with their own leadership and planning. And they come from every school and college, every race and background and creed. And they like each other and they talk to each other, including all night shifts when they are helping others,” he said. “… ���ϲ����� is better because of SU Ambulance.”

SUA operates with two New York State basic life support ambulances as well as a University supervisor’s vehicle. SUA staffs all major events on campus, including athletic events in the JMA Wireless Dome. The organization maintains a medical support unit used for large campus events and serves as mutual aid to city/county agencies for multiple casualty incidents. SUA also provides critical cardiopulmonary resuscitation (CPR) and Stop the Bleed trainings for members of the community.

Through the years, the medical crisis unit and later SUA have answered calls across a spectrum, ranging from sports injuries to diabetic emergencies to full cardiac arrests. They have included the April 9, 1978, University Avenue fire that claimed the lives of four ���ϲ����� firefighters and a 1982 incident in the Dome in which a ���ϲ����� cheerleader was badly injured. In 1984, SUA members delivered the baby of a University staff member.

By 1993, SUA members were required to be New York State-certified emergency medical technicians. The next year, the organization, which had been student run since its inception, moved under the umbrella of then Health Services. Also in 1994, SUA was named a New York State Emergency Medical Services Agency of the Year.

Life Lessons

Crucially, SUA has served as an important training ground for students, providing life lessons and experience that has served them in their careers and in service to their communities.

Alumnus Howard Riesel ’76 was a member of the medical crisis unit from September 1974 through May 1976. “My time spent riding the ambulance at ���ϲ����� resulted in changing career paths from television production to the field of mental health and substance abuse treatment,” he shared on Facebook.

Alumna Dr. Kate Bunch ’15, a resident neurosurgeon at the University of Wisconsin Hospitals and Clinics, joined SUA in spring 2012. She became a field supervisor, personnel supervisor, training supervisor, field training officer and secretary, earned her EMT-B and dispatcher certifications and was certified as a basic life support/CPR instructor.

Her time at SUA included her first time performing CPR and her first mass casualty incident—a bus accident on Interstate 81. “What made these calls a bit more memorable was that they were introductions to incidents I see as a physician and surgeon now,” she says.

Bunch says that her experience at SUA gave her valuable life lessons. “What SUA taught me was far less about medicine (although I certainly learned some) and was far more about leadership, communication and patient advocacy,” she says.

Dr. Anthony Schramm ’16 joined SUA in his first year in spring 2013. He was one of four field supervisors during his senior year.

Schramm’s first call as a newly appointed crew chief was for a fall from an unknown height. “Upon arrival, we quickly realized it was more critical than we expected. Being able to care for your peers during some of the worst days of their lives is something I did not take for granted; it was truly special,” he says.

SUA members pictured following an event in the JMA Wireless Dome. SUA provides coverage for Dome events.

Schramm is now chief resident at New York-Presbyterian Hospital, Columbia University Medical Center in the Department of Anesthesiology. “To excel at SUA one must learn how to think critically, communicate effectively, triage and anticipate next steps. These skills are invaluable to a young professional beyond our years at ���ϲ�����,” Schramm says.

SUA alumnus Chris Jennison ’12, G’16 is an attorney with the Federal Aviation Administration. He also serves his community in Maryland as an EMT.

“My experience as a college EMT definitely influenced my decision to pursue a career in law. I often encountered situations where patients’ needs were impacted by legal and regulatory barriers, and this made me realize the importance of advocating for policy changes that could improve patient outcomes,” he says.

As an employment attorney, Jennison works to navigate the complex web of employment laws and regulations.�� “Whether I’m working with an individual manager to address a specific issue or advocating for policy changes at a higher level, my experience as a college EMT continues to influence my work and inspire me to make a positive difference in people’s lives,” he says.

SUA members Ryann Washington and Kayina Ross

Caring for the Community

For Ryann Washington, a sophomore biology and forensic science major in the College of Arts and Sciences, SUA has given her the opportunity to pursue her passion for health care and make a difference in her community.

“As an EMT, I have been able to provide vital care to patients and improve my knowledge of the health care profession. Being a Black woman in this field is essential, as representation is crucial to ensure patients feel comfortable and receive proper treatment,” she says. “I joined SUA not only to obtain my EMT license but to be an advocate for all students of diverse backgrounds so that they receive the care and attention they deserve in a hospital setting.”

Washington says her work with SUA has helped her learn the value of teamwork. “I hope to inspire other students of color to pursue careers in health care and to feel empowered to take on leadership roles in their communities,” Washington says.

Abby Presson, a junior from Arlington, Virginia, majoring in magazine, news and digital journalism in the S.I. Newhouse School of Public Communications, joined SUA in fall 2020 as a first-year student. She came to SUA as a fully certified EMT, joining her dad in service. She continues to be an active member of the Vienna Volunteer Fire Department in Fairfax, Virginia, and works shifts for the VVFD when she is home.

Presson is a field supervisor. In addition to her academic schedule, she works one to two 15-hour shifts and a rotating 24-hour weekend shift.

“Joining SUA not only gave me a space where I could grow without fear of judgement, but it gave me a supportive network of friends who have been there for me every step of the way,” she says. “I’m forever going to be grateful to SUA for giving me this environment and support network, and for trusting me to help lead the organization and pass down all the knowledge that was given to me over the years.”

While SUA’s early beginnings were filled with challenges, the performance of its crews over the years have made it into the professional and trusted resource for the University community that it is today.

“It used to bother me that SUA was thought of as ‘just a bunch of kids playing ambulance up on the Hill,’” says Busa. “Today I am proud to say we are still just a bunch of kids up on the hill, providing superior EMS services to the ���ϲ����� community and beyond as alumni.”

Origins of the Barnes Center at The Arch Crowley Family MindSpa

Differing versions of a health and wellness focused mindspa have been available on campus throughout the years. However, the fall 2019 opening of the Barnes Center at The Arch also made available the newly constructed Crowley Family MindSpa to the campus community.

The is a space on the first floor of the Barnes Center at The Arch offering free guided relaxation techniques in a private, welcoming and accessible environment. The space has three rooms with wind chime machines, massage chairs, art materials, Zen Gardens and other items designed to help one de-stress.

Students, faculty and staff are invited to . Please note, appointments for individual rooms and the massage chairs must be made separately. Additional details are available on the .

A student enjoys a massage chair at the Day Hall MindSpa.

Day Hall Satellite MindSpa Makes History

When planning for increased access to mindfulness resources akin to the Barnes Center at The Arch Crowley Family MindSpa, prioritizing meeting students where they are was taken literally, making residence hall locations the prime target. In fall 2022, the Barnes Center at The Arch alongside campus partners worked together to make history by launching the first satellite MindSpa in Day Hall.

Providing a welcoming and accessible wellness environment, the newly launched Day Hall MindSpa echoes features of the Barnes Center at The Arch Crowley Family MindSpa including meditation resources, Zen gardens, light therapy boxes, massage chairs and more. Residents of Day Hall are invited to request access to this free space from the building’s front desk.

Robert Frahm Jr. ’25, helps operate the Day Hall MindSpa, and highlights its effectiveness of promoting relaxation unique to each student’s needs and goals. “T��� Day Hall MindSpa can be used in a multitude of ways and helps people relax as they please. The best part are the massage chairs. The chairs help with relaxing and becoming unstressed, especially during midterms and finals.”

With continued generous support from Paige and Doug Babcock, the Barnes Center at The Arch will be implementing additional satellite mindspa locations throughout campus. For more information or to request accommodations, visit the , email the Barnes Center or call 315.443.8000.

Story by Student Experience communications intern Esteban Quiñones ’24, S.I. Newhouse School of Public Communications

When explored through a student-focused lens, facing career concerns encompasses the , with an emphasis on , , and .

The following tips have been curated to enhance the student experience and to help undergraduate students establish a customized foundation to launch their careers. Searching for jobs and internships is not a “one size fits all” process; what’s most important is self-defining success, working toward personal goals and maintaining overarching wellness.

Tip One: Remember You’re Not a Failure or Falling Behind
It’s important for students to remember not to compare themselves to peers. “Is it too late for me?” Is a common question receives from students. Almost always, the short answer is no.

Everyone moves at their own pace, meaning students should not start panicking because friends may have secured an internship before them. Taking the first steps in professional development can be daunting but by doing so it ignites essential momentum forward in an overarching journey to success. Students unsure where to begin, or seeking guidance surrounding suggested professional development checkpoints, are encouraged to .

Tip Two: Define What Success Means to You
Woven throughout each student journey is a unique definition of success. By first defining what post-graduation success means on an individual level, it then naturally helps to establish professional goals and identify support opportunities.

“T��� reality is, that almost every student I meet with has some degree of uncertainty,” says Mercer. “Students face pressure from internal factors such as self-set timelines and external factors such as unknowns about interviewing, to overarchingly still planning out exactly what they are going to do upon graduation.”

Gathering a strong understanding of personal likes and dislikes, skills and more, often can assist students in discovering their definition of success. Career Services offers a variety of ��in addition to .

Tip Three: Organize a Plan and Take Action Often

Once success is defined, organizing goals, identifying milestones and an overarching professional development plan will become clearer. in partnership with Career Services, understand the importance of frequent professional development experiences. Students are encouraged to turn their professional aspirations into reachable destinations, by exploring a variety of opportunities often.

• Attend and development events.
• Schedule .
• Utilize ���ϲ�����’s centralized career management tool, .
• Explore financial support through the annual and .
• Strengthen resumes through the .

Tip Four: Don’t Neglect Holistic Wellness

While “grind culture” or “hustle culture” approaches to professional goals that often deprioritize wellness are thankfully on the decline, it is still imperative to be mindful of prioritizing and aligning professional development with holistic wellness.

The Barnes Center at The Arch team also challenges students to consider how not only career success but also its stress can affect their wellness. “It’s important to understand the intersectionality of wellness, as if someone isn’t happy at their job, all other Dimensions of Wellness could suffer. Or if someone feels successful in their career, then all other Dimensions of Wellness could be uplifted,” explains .

Meaning that as a student and beyond graduation, focusing on Career Wellness, is just as important as Physical Wellness, Emotional Wellness, Social Wellness and more. The Barnes Center at The Arch and offer a variety of resources, services and more to enhance the student experience.

Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters as catalysts of health and wellness within their daily interactions.

This story was written by Student Experience communications intern Madison Manczko ’24, S.I. Newhouse School of Public Communications

Esports gaming room at The Barnes Center at The Arch.

���ϲ����� will soon begin offering a new, first-of-its-kind degree program focused on esports.

The program, Esports Communications and Management, will be offered jointly by the and the . It will include three tracks: Esports Business and Management; Esports Communications; and Esports Media and Design. The University will begin enrolling students to the program in fall 2024.

“T��� esports program is a natural extension of ���ϲ�����’s leadership in sport-related programs and commitment to 21st century academic excellence,” says Chancellor Kent Syverud. “This new major is the latest example of ���ϲ����� innovating, expanding career options in emerging fields and delivering programs students want.”

“This new academic offering is particularly exciting because it leverages the University’s key areas of strength, distinction and excellence to embrace an emerging, fast-growing field and provide our students with the tools to enter that field,” says Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter. “Investment in our sport-related academic disciplines will be one of the keys to our success moving forward.”

A proposal for the Esports Communications and Management degree was passed by Falk College and Newhouse School faculty last fall. It was subsequently passed by the University Senate in December and approved by the New York State Department of Education in February. A search is currently underway for an .

The program, which will be among the first of its kind at a major university, taps into the rapidly growing, multibillion dollar esports industry and builds upon work already happening on campus. The Barnes Center at The Arch, the University’s recreation center, includes a outfitted with Omen Obelisk gaming stations; Xbox, PlayStation and Nintendo consoles; SIM racing stations; and a virtual reality unit. An active Esports Club has also flourished in recent years.

, special advisor to the chancellor on esports and digital transformation, has been leading the effort to bring an esports major to ���ϲ�����. For more than a year, Rubin has been working with faculty and deans from both Falk College and the Newhouse School to develop the program that will span both colleges.

“It has been an extraordinary experience working with some of the smartest minds in communications and sport management to develop a program that will be at the forefront of this burgeoning industry,” says Rubin. “I am especially proud of the collaborative work that is producing the educational opportunities and experiences are students are looking for.”

In 2018, the Newhouse School collaborated with social video service Twitch to launch an innovative new course, Esports and Media, which is still offered through the school’s . Rotating industry partners serve as case studies for the students, who develop skills to enhance the company’s social media strategy, distributed content and brand management. Some recent partners include ESL, Microsoft and Super League. The course is co-taught by SMC director and , associate professor of English in the College of Arts and Sciences, who has taught multiple courses with an esports component over the last several years.

“T��� Newhouse School has long been known for excellence in sports communications, with roots stretching back to 1939 alumnus Marty Glickman, one of the first great sports broadcasters,” says Newhouse School Dean . “We are excited to build on that foundation with this new degree, which—as we have already seen with our academic programming in esports—will set students up for success in this burgeoning field. Our partnership with Falk College ensures a truly top-notch program that will provide students with the best possible education and training to keep pace with the industry.”

The Falk College has been at the forefront of sport industry education for 20 years. In 2005, Falk launched one of the nation’s earliest undergraduate degrees in , followed by one of the very first undergraduate degrees in in 2017.

“T��� Falk College is an established leader in sport management and sport analytics academic training, preparing future leaders who have found great career success in the sport industry,” says Falk College Dean . “With this partnership between the Falk College and the Newhouse School, ���ϲ����� is well positioned to enter the next era of growth in sport academic programming with a major in esports.”

“This pioneering esports degree will focus on an emerging sector of the global and domestic sport industry,” says , chair of the Department of Sport Management in the Falk College. “It combines the strengths of Falk and Newhouse programs in sport communications, media production, technology, business and event management to offer a cutting-edge degree.”

“This esports major embodies the culture and reputation of both the Newhouse School and the Falk College,” says Stomski. “We have spent countless hours researching the industry and the interests of our students to create a rigorous and dynamic curriculum that will prepare graduates to succeed in this thriving, ever-changing field.”

Stomski, Veley and Hanson—together with Newhouse School Assistant Director of Academic Operations , sport management Undergraduate Director , David B. Falk Endowed Professor , Falk College Senior Associate Dean , and Falk Academic Operations Manager —worked to build the new degree as part of a University-wide task force convened last spring. The well-rounded curriculum is designed to provide students with industry-specific competencies in event management and marketing, broadcasting/production, communications, content creation, entrepreneurship, strategic communications and esports experience and design. The three tracks will provide students with the ability to tailor the degree according to their career goals.

• Esports Business and Management: Covers such topics as sport promotion, sport venue management and finance for emerging enterprises.
• Esports Communications: Includes coursework in virtual reality storytelling, esports and advertising, public relations principles and sports in the metaverse.
• Esports Media and Design: Covers 3D animation, game experience design and virtual production.

Successful cohabitation includes adjusting to the living styles of others. At times, this may get complicated and can even impact personal wellness. The dimensions of and play important roles that shouldn’t be overlooked. Not feeling at home may lead to feelings of stress and uncertainty, and could even impact academic performance.

“Roommates can provide protective and risk factors depending on the quality,” says . “Higher levels of social support are associated with higher grade point averages, overall college retention, less conflict and psychological distress. As expected, frequent conflict is a predictor in overall stress.”

Establish Expectations Early

Each student journey is unique, often bringing differing living expectations. It then amplifies to a community level when navigating on- and off-campus living.

“Expectations and boundaries are best shared upfront, but in a learning environment, such as the shared living spaces throughout a college experience, we sometimes don’t learn where our boundaries are, or what they are, until a fracture has occurred,” says Rios.

Helping to empower all involved, the earlier roommates share what they are and are not comfortable with, the easier cohabiting likely will be.

According to , “Boundary making should not be an effort to ostracize or punish. Instead, healthy boundaries appear as an investment in maintaining mutual respect.”

Differences do not always forecast a doomed roommate relationship. “Despite having distinctive living styles, it is not impossible to still have a good, functioning relationship. Negotiating responsibilities and compromising may help mitigate frustrations around sharing a living space,” says Sohn.

Cohabitation Communication Is Key

Student Living staff frequently discover that roommate conflicts are often avoidable and a result of limited or no proactive or follow-up communication. Topics to discuss include but are not limited to guests, cleaning, sleeping expectations and more.

“T��� and are incredibly helpful resources that students should complete proactively and should take seriously. They are tools that will be something they can come back to throughout the remainder of the year,” says Josh Stone, interim assistant director for staff selection and student leadership.

Navigating Uncomfortable Situations

Even if expectations are expressed early, the shuffle of daily life may bubble over into uncomfortable situations surrounding living spaces, noise and more, requiring additional communication.

Pending the existing roommate relationship and personal communication preferences, students may feel varying levels of comfort when it comes to addressing living situations that have become negative. The following may help.

• In-person and respectful conversations: “Have an open and respectful conversation acknowledging concerns and explore how to move forward harmoniously if wants, needs and boundaries are not being met,” Stone says. Avoid text messages, emails and/or physical notes.
• Expressing feelings and finding solutions: Sohn suggests using “I” statements to express feelings without making others feel attacked. “I feel [personal feeling(s)] when [specific situation] because [why the situation makes the personal feeling(s)]. So I am hoping to [solution]. Let me know if this is agreeable, if there are suggestions or if it’s preferred to create a solution together.”
• Seek campus support: The following resources may help mediate conversations, discover amicable solutions and ultimately grow relationships.

Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters as catalysts of health and wellness within their daily interactions.

Story by Student Experience communications intern Madison Manczko ’24, S.I. Newhouse School of Public Communications��

DEIA: The Core of Wellness

Diversity, Equity, Inclusion and Accessibility is at the heart of The Barnes Center at the Arch’s Wellness Wheel, showing its intersections with all eight Dimensions of Wellness.

When explored through a student-focused lens, DEIA is the core of holistic health and wellness. It’s also physically represented as the , showing its intersections with all eight Dimensions of Wellness.

“Holistic well-being cannot be explored without first acknowledging global and historical systems of oppression and health inequities that exist and interact with each Dimension of Wellness,” explained Tanya Williamson, Barnes Center at The Arch associate director for diversity and inclusion. “If not discovered and addressed, systemic health inequities can create barriers to accessing care, education and services.”

Cultivating a Culture of Belonging

Individuals thrive in affirming spaces. Seeking to cultivate a culture of belonging, the Barnes Center at The Arch health and wellness team not only represents DEIA as the core of their Wellness Wheel, but work to keep DEIA at the center of every action.

“Every ���ϲ����� community member should feel welcomed and valued. Our mission is to integrate Diversity, Equity, Inclusion and Accessibility, into all aspects of health and wellness,” Williamson says. “To achieve optimum health and wellness, our services, policies, practices, and the way we treat others must include the values and practices of DEIA.”

Leading the Wellness of Tomorrow by Prioritizing DEIA Today

Tanya Williamson

Williamson and the , which enhances the student health and wellness experience. Examples of this include but are not limited to: speaking with, gathering and implementing student feedback; trainings and workshops; expanding campus coalition through the Barnes Center DEIA Committee; and more.

“We are invested in DEIA initiatives that enrich the student experience. We’re learning and deepening our knowledge while taking actionable steps,” Williamson says. “O�ܰ� collaborative work manifests in a variety of ways, including identifying the interrelated and overlapping impact of personal and institutional forms of inequity. We then exam issues from historical and current perspectives. We acknowledge the inequity that our students may face, and we ultimately strive to create opportunities for education, action and results to enhance the student experience. Specifically, we want students to feel they belong at the Barnes Center and on campus.”

About the Supporting Student Wellness Series

Through a student-focus lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters, as catalysts of health and wellness within their daily interactions.

“Led by Director of Operations Lisa GreenPope and Director of Health Care Kathleen Coughlin, our health care team has continuously met the rigorous national standards and detailed criteria for the AAAHC. This accreditation is a well-deserved recognition of our team’s care and commitment to students,” says Cory Wallack, Ph.D., associate vice president of student health and wellness.

Ambulatory health care organizations seeking AAAHC accreditation undergo an extensive self-assessment and onsite survey by AAAHC expert surveyors—physicians, nurses and administrators, who are actively involved in ambulatory care. The survey is peer-based and educational, presenting best practices to help organizations such as the Barnes Center at the Arch improve care and services. The process covers all aspects of care including, members’ rights, case management, health education and wellness promotion, governance, administration and more.

For more information or questions, please or call 315.443.8000.

Written by Tessa Hodinger G’23, graduate assistant in Student Experience Communications

Efforts are inclusive of consistent evaluation of current offerings and the needs and experiences of students, alongside wellness disruptors such as the COVID-19 pandemic.

As part of ongoing efforts to design and deliver health and wellness-related programs, services and resources to meet the current needs of students, the has partnered with to administer the to all students.

“T��� Health and Wellness Survey is intended to help us gain an anonymous yet comprehensive understanding of students’ overall well-being. This understanding is critical, as we will then take what we’ve learned to evolve resources to meet the current wellness needs of our students,” says Cory Wallack, Ph.D., Barnes Center at The Arch associate vice president of student health and wellness.

Completing the Health and Wellness Survey | Due: Friday, March 10

The survey empowers students to share valuable anonymous responses to help inform the future of health and wellness programming, services and more at ���ϲ�����. Closing Friday, March 10, the includes questions related to substance use, physical wellness, and sexual, reproductive and mental health. More details:

• The survey is available in students’ ���ϲ����� (@syr.edu) emails.
• 20 participants will be randomly selected to win a $75 Amazon gift card.
• 5 participants will be randomly selected to win early course registration.
• Survey takes 10 minutes or less to complete.
• Responses are recorded anonymously.

Learn more by visiting the .

Ellie Allen, a first-year student who was the one-millionth visitor to the Barnes Center at The Arch, receives a swag bag from Matt Hackett, director of recreation.

“When I received the email telling me I was the one-millionth visitor to Barnes, I couldn’t believe it; I literally thought it was a scam email,” she said. “I thought it was really cool because the services at the Barnes Center had been among the reasons I chose to attend ���ϲ�����.”

, director of recreation at the Barnes Center, emphasized the importance of the milestone. “T��� Barnes Center recreation staff is very excited to have reached one million patrons served within just our fitness and recreation center,” he says. “We strive to provide a fun, safe, inclusive and welcoming environment for the entire campus community.”

Since its official opening in September 2019, the Barnes Center has promoted an integrated, holistic approach to health and wellness across the student experience. Mirroring this across Barnes Center teams of Health Care, Counseling and Health Promotion and through its recreational facilities by combining physical, mental, social and spiritual well-being. While the Barnes Center’s gym is the most visible of such facilities, there is a multifaceted programming network beneath the surface.

Ranging across student interests, experiences and goals, qualified professionals encourage students to be in the driver’s seat of discovering wellness through recreation. Yoga, spin and total body training are available at no charge for students and provide a sense of community. Recently, the Barnes Center has introduced its Lift and EmpoWer: Women on Weights series, designed to promote inclusivity and confidence in the weight room. In addition, recreation hosts a professional-grade , complete with various PCs and consoles, that also offers students a place to connect.

While the Barnes Center expected to meet this milestone sooner, like all recreation and fitness centers, the pandemic presented a unique and unprecedented challenge in providing resources to large numbers of visitors. Still, the Barnes Center progressed during its formative years to adapt during the pandemic, providing virtual fitness classes and adjusting in-person activities.

“T��� Barnes Center enacted a number of safety measures and cleaning protocols that limited capacity during COVID restrictions to keep patrons safe, but also allowed us to keep the facilities open,” says Hackett. “Now, the Barnes Center is back to full capacity operations and serving thousands of students daily.”

For Allen, the Barnes Center’s resources were an integral transition piece to ���ϲ�����: “I made my first friends on the LOOP Pre-Welcome trip run through Barnes. I’ve also had a ton of fun going on other outdoor adventure trips this semester,” she says. “Another thing I really like at Barnes is the pool because swimming is a really nice way for me to de-stress.”

The Barnes Center’s millionth visitor to the fitness and recreation center is proof of the valuable resources it brings to the ���ϲ����� campus and its commitment to increasing the quality of life for its visitors. For Hackett, he and his recreation team are excited to reach their two-millionth milestone.

“O�ܰ� recreation team will continue to grow and expand programs and services and adapt to emerging student wellness needs as we look forward to welcoming even more visitors into the Barnes Center this year,” he says.

The campus community is encouraged to explore a variety of recreation offerings on the and , by calling 315.443.8000 and visiting the Guest Services Desk in-person.

Story by Eden Stratton ’24

Here is important information about the hours of operation for student services on campus during the Thanksgiving break period—Saturday, Nov. 19, through Sunday, Nov. 27. The ’Cuse Trolley will also offer transportation services to students traveling over break. Read on to learn more!

Transportation

Parking and Transportation Services has announced reduced campus shuttle schedules during the Thanksgiving break period. .

Food Services

Many of the popular campus eateries will be closed or operate at limited hours over the break. To see the hours of operation for all locations, .

Here are some options where to eat each day:

Saturday, Nov. 19

• Graham Dining Center, 8 a.m.-1 p.m.
• Sadler Dining Center, 8 a.m.-1 p.m.
• Shaw Dining Center, 8 a.m.-7 p.m.

Sunday, Nov. 20

• Shaw Dining Center, 10 a.m.-7 p.m.

Monday, Nov. 21

• Life Sciences Café, 8 a.m.-2 p.m.
• Dunkin Donuts (Schine), 8 a.m.-2 p.m.
• Panda Express, 11 a.m.-3 p.m.
• Shaw Dining Center, 10 a.m.-7 p.m.

Tuesday, Nov. 22

• Life Sciences Café, 8 a.m.-2 p.m.
• Dunkin Donuts (Schine), 8 a.m.-2 p.m.
• Shaw Dining Center, 10 a.m.-7 p.m.
• Panda Express, 11 a.m.-3 p.m.

Wednesday, Nov. 23

• Life Sciences Café, 8 a.m.-2 p.m.
• Dunkin Donuts (Schine), 8 a.m.-2 p.m.
• Shaw Dining Center, 10 a.m.-7 p.m.
• Panda Express, 11 a.m.-3 p.m.

Thursday, Nov. 24

• Shaw Dining Center, 10 a.m.-7 p.m.

Friday, Nov. 25

• Shaw Dining Center, 10 a.m.-7 p.m.

Saturday, Nov. 26

• Graham Dining Center, 10 a.m.-7 p.m.
• Sadler Dining Center, 10 a.m.-7 p.m.
• Shaw Dining Center, 10 a.m.-7 p.m.

Sunday, Nov. 27

• Dunkin Donuts (Schine), 11 a.m.-3 p.m.
• Halal Shack (Schine), 1-7 p.m.
• Skytop Marketplace (Goldstein), noon-8 p.m.
• CoreLife Eatery (Schine), 1-7 p.m.
• Dunkin Donuts (Goldstein), 11 a.m.-3 p.m.

Schine and Goldstein Student Centers

The Schine Student Center and Goldstein Student Center on South Campus will have .

Barnes Center at The Arch��

All Barnes Center at The Arch Thanksgiving Break hours are updated on the .

Recreation:

Saturday, Nov. 19, and Sunday, Nov. 20

• Barnes Center: noon-6 p.m.
• Pool and Climbing Wall: closed
• Esports: noon-4 p.m.
• Tennity Ice Skating Pavilion: noon-6 p.m

Monday, Nov. 21, and Tuesday, Nov. 22

• Barnes Center: 8:30 a.m.-6 p.m.
• Pool: 11 a.m.-2 p.m.
• Climbing Wall: noon-4 p.m.
• Esports: noon-4 p.m.
• Tennity Ice Skating Pavilion: noon-8 p.m

Wednesday, Nov. 23

• Barnes Center: 8:30 a.m.-6 p.m.
• Pool: 11 a.m.-2 p.m.
• Climbing Wall: noon-4 p.m.
• Esports: noon-4 p.m.
• Tennity Ice Skating Pavilion: noon-6 p.m

Thursday, Nov. 24

• Barnes Center, Pool, Climbing Wall, Esports and Tennity Ice Skating Pavilion are all closed.

Friday, Nov. 25

• Barnes Center, Pool, Climbing Wall, Esports and Tennity Ice Skating Pavilion are all closed.

Saturday, Nov. 26

• Barnes Center: noon-6 p.m.
• Pool and Climbing Wall: closed
• Esports: noon-4 p.m.
• Tennity Ice Skating Pavilion: noon-6 p.m.

Sunday, Nov. 27

• Barnes Center: noon-10 p.m.
• Pool: 4-8 p.m.
• Climbing Wall: 4-8 p.m.
• Esports: 4-8 p.m.
• Tennity Ice Skating Pavilion: noon-6 p.m.

Health Care, Pharmacy and Counseling:

Saturday, Nov. 19, and Sunday, Nov. 20

• Closed

Monday, Nov. 21-Wednesday, Nov. 23

• 8:30 a.m.-5 p.m.

Thursday, Nov. 24-Sunday, Nov. 27

• Closed

Crowley Family MindSpa:

Nov. 18-27

• Closed

Walters Pet Therapy Room:

Nov. 17-28

• Closed

Reminder: Call 315.443.8000 for 24-Hour Support

Students experiencing a mental health crisis, seeking support for sexual assault or relationship violence, or needing urgent medical consultation can receive free confidential services 24 hours a day, seven days a week, by calling 315.443.8000. Routine consultations should hold until the next business day.

Libraries

Saturday, Nov. 19

• Bird Library, 10 a.m.-6 p.m.

Sunday, Nov. 20

• Bird Library, noon-8 p.m.

Monday, Nov. 21

• Bird Library, 8 a.m.-8 p.m.
• Carnegie Library, 8 a.m.-5 p.m.
• King + King Architecture Library, 9 a.m.-5 p.m.
• Law Library, 8 a.m.-5 p.m.

Tuesday, Nov. 22

• Bird Library, 8 a.m.-8 p.m.
• Carnegie Library, 8 a.m.-5 p.m.
• King + King Architecture Library, 9 a.m.-5 p.m.
• Law Library, 8 a.m.-5 p.m.

Wednesday, Nov. 23

• Bird Library, 8 a.m.-6 p.m.
• Carnegie Library, 8 a.m.-5 p.m.
• Law Library, 8 a.m.-5 p.m.

Thursday, Nov. 24-Friday, Nov. 25

• No libraries open

Saturday, Nov. 26

• Bird Library, 10 a.m.-6 p.m.

Sunday, Nov. 27

• Bird Library, reopens at 10 a.m.
• Carnegie Library, noon-8 p.m.

Department of Public Safety

The Department of Public Safety is available to the campus community 24 hours a day, seven days a week, 365 days per year. The department can be reached at 315.443.2224 or by dialing 711 from any campus phone. You can also download the for convenient tools to help keep you safe on campus.

Traveling for Thanksgiving Break?

For those looking for transportation, the to ���ϲ����� Hancock International Airport and the Regional Transportation Center (for buses and trains). The schedule is as follows for departing travel:

• Friday, Nov. 18, 9 a.m.-6 p.m.
• Saturday, Nov. 19, 9 a.m.-6 p.m.
• Sunday, Nov. 20, 9 a.m.-2 p.m.

Pick-up Location: College Place

Time: Every hour on the hour

Drop-off to Regional Transportation Center: 20 minutes past the hour

Drop-off to ���ϲ����� Airport (north terminal): 35-40 minutes past the hour

For return travel, pick-up at the airport and Regional Transportation Center, with drop-off at College Place, will be provided on Sunday, Nov. 27, from 10 a.m. to 10 p.m. (also from the airport’s north terminal).

Diane Schenandoah

Firmly rooted in her Haudenosaunee heritage—her mother was a clan mother of Oneida Nation’s wolf clan; her father an Onondaga Nation chief—Schenandoah brings teachings of gratitude, faith, peace and inner resilience to students who meet with her. A wide range of healing modalities, including energy work and acupressure, art therapy, dream interpretation, tuning forks, and ritualistic smudging with sage and tobacco, are included in the toolkit she uses to help students find their center in today’s hectic world.

Schenandoah has also brought various Haudenosaunee ceremonies, customs, learning opportunities and events to campus since joining the staff—including a monthly full moon ceremony (the next one is on�� ), monthly and the introduction of sage and print copies of the Thanksgiving address in the Barnes Center pharmacy.

With November marking the celebration of Native Heritage Month, we invited Schenandoah to join the “’Cuse Conversations” podcast, where she shares about her life growing up on Oneida Nation lands with her close-knit family; her spiritual principles and practices; her role as faithkeeper; her art and singing careers; and her experience at ���ϲ����� since joining the team at the Barnes Center.

Students interested in scheduling an appointment with Schenandoah are encouraged to call the Barnes Center at 315.443.8000 or send her an email.

Check out episode 123 of the “’Cuse Conversations” podcast featuring Schenandoah. A transcript [PDF] is also available.

Scheduling an Appointment
Students may schedule appointments using the Patient Portal. Visit the for more information. Subject to appointment availability, Fall 2022 Student Flu Clinic dates and times are available on the .

Attending an Appointment
Students should bring their pharmacy benefit card and health insurance card to their appointment. The flu shot will be billed to students’ insurance. Most insurance companies cover the cost of a flu shot in full. Students who have a copay or medical charge applied will have it billed accordingly to their Bursar account. Please know, ability to pay is not a barrier to service.

Students actively enrolled in the , do not need to bring their insurance information and a flu shot is covered in full.

For more information or to request accommodations, visit the , email the Barnes Center or call 315.443.8000.

Story by Student Experience communications intern Esteban Quiñones ’24, S.I. Newhouse School of Public Communications

In nature, away from screens, daily routines, “comfort zones” and alongside soon-to-be-friends, the feelings of adventure, reduced stress, personal growth and discovery of holistic wellness await exploration. Helping students explore inner wellness through , is Scott Catucci G’21, associate director for outdoor adventure, esports and student development, and Julie DeLeo, certified therapeutic recreation specialist and assistant director for outdoor education.

“Trips provide opportunities for students to unwind and take time to be mindful during the week. Simply being outside has numerous wellness benefits,” says DeLeo.

When explored through a student-focused lens, Outdoor Adventure Trips encompass the Barnes Center at The Arch Dimensions of Wellness, with an emphasis on , , , and .

Outdoor Adventure Trip experiences are unique for each student and throughout each trip. “We meet students where they are and support growth through experiential learning. At the foundation of each Outdoor Adventure Trip are outcomes that can support health and wellness for a lifetime,” says Catucci.

How does the Barnes Center at The Arch help students experience Outdoor Adventure Trips?

The team shares a passion for opening the outdoors to all and encouraging students to step out of comfort zones. Efforts to increase access include the following:

• knowledgeable staff leading trips;
• offering trips for those with and without previous experience;
• providing transportation and equipment;
• subsidized costs; and
• trips are organized to support relationship building and as a result are supportive of students registering independently or with a group.

What types of Outdoor Adventure Trips are hosted and how do students participate?

On average throughout an academic year, a little over 100 student-focused Outdoor Adventure Trips are hosted. The team emphasizes that there is something for everyone.

Updated at the start of each semester, available trips are listed on the . Additional user details are available on the .

Outdoor Adventure Trip Highlights

Students are invited to register for the remaining fall trips and be on the lookout for spring trip registration opening soon!

What if students are unsure about joining an Outdoor Adventure Trip?

Students wanting to learn more about what trips will entail and if they will be comfortable are encouraged to call 315.443.8000 or email BarnesCenter@syr.edu to speak with an Outdoor Education professional.

About the Supporting Student Wellness Series

Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters as catalysts of health and wellness within their daily interactions.

Here are ways campus community members can get involved and show support during DVAM.

‘Go Purple’ Office Decorating Contest

Offices and departments across campus are invited to decorate their spaces with information, facts and resources related to violence prevention. Purple decorations are encouraged. To participate, complete the by Friday, Oct. 14. Spaces will be judged beginning Oct. 24-27, with results announced on Friday, Oct. 28.

Clothesline Project

The is a visual display of T-shirts decorated with empowering messages and statistics by individuals impacted by interpersonal violence. The project will be on display in the atrium of the Schine Student Center from Oct. 17-21, serving as a visual exhibition to break the silence on dating and domestic violence and honor the strength of those impacted by interpersonal violence. Sigma Psi Zeta Sorority, Inc. is hosting a in Eggers 010 on Oct. 13 at 7 p.m. in support of the project, where Peer Educators Encouraging Healthy Relationships and Sexuality (PEEHRS) peer educators will be providing education on the Clothesline Project and DVAM.

Purple Thursday

Show support by wearing purple on Thursday, Oct. 20, for . Campus community members are encouraged to post photos wearing purple and sharing messages of support on Instagram with #SUGoesPurple.

Education Efforts and Workshops

Health Hubs, a signature program of the health promotion team in the Barnes Center, will pop up around campus to provide quick education and connection to resources regarding healthy relationships and interpersonal violence prevention. The Wellness Leadership Institute also has many opportunities to attend workshops about consent, relationships and other related topics. You can register through the

For more information about resources, education and reporting, visit the .

With questions about any of the events pertaining to Dating and Domestic Violence Awareness Month, please email Shannon Hefti.

Story by Tessa Hodinger G’23, Student Experience communications graduate assistant

Why is prioritizing sleep important?
“Sleep is essential to every process in the body.” Growing awareness and support of strengthening good sleep hygiene to enhance the student experience is one of the many topic areas covered by the Barnes Center at The Arch Students Advocating for Mental Health Empowerment (SAMHEs) peer education team. “It affects our physical and mental functioning, ability to fight disease, develop immunity, metabolism and more.”

At its core, sleep is an essential part of holistic wellness. When explored through a student-focused lens, sleep encompasses the , with an emphasis on , , and .

What is good sleep hygiene?
Sleep hygiene is the culmination of assessing physical experiences such as nutrition and exercise, environmental experiences such as bedroom setup or technology habits, in addition to emotional strains such as stress, that all weigh into successful or unsuccessful sleep hygiene habits.

Good sleep hygiene is considered sleeping anywhere between seven to nine hours per night, while also being on a consistent schedule (waking up at and going to sleep at the same time–even on weekends).

Improving Sleep Hygiene: Sleep Audit
Students are encouraged to begin where each day ends, by auditing and adjusting sleep environments. Sleep solutions often change person to person, throughout the year and over a lifetime. Questions include:

• Is the space relaxing?
• Is the space dark?
• Is the space a comfortable temperature?
• If possible, have you removed technology (e.g. TVs, computers, smart phones) from the room?
• Have you reduced exposure to blue light/screentime at least 30 minutes to two hours or more before attempting sleep?

Moving past sleep environment, students are then encouraged to reflect on daily experiences surrounding mindfulness, movement, nutrition and more.

Improving Sleep Hygiene: Mindfulness
Feelings of overwhelm, uncertainty and stress may also negatively impact sleep hygiene. “Stress increases cortisol levels within the body, essentially triggering “fight or flight” response symptoms. With increased cortisol levels comes an increase in heart rate and blood pressure. This does the exact opposite of relaxing to prepare for sleep,” explains Alena Anthony, certified strength and conditioning specialist (CSCS) and Barnes Center associate director of fitness programs. Prior to bedtime, students should avoid activities that elevate cortisol levels and work to reduce stress with breathing exercises, meditations and more. Resources include:

• : Customizable support surrounding bedtime exercises, sleep sounds, stress, meditation, movement and more.
• : Workshop topics support holistic sleep hygiene.

Improving Sleep Hygiene: Movement
“Movement serves as a tool to regulate stress when used appropriately. Exercise releases serotonin, which improves mood. This diminishes production of stress hormones, keeping heart rate and blood pressure in a steady state, thus making it easier to relax. It’s important to note that while movement serves as a tool to regulate stress, movement itself does tax the energy systems of the body, meaning that it’s important to leave a few hours between workout and sleep to allow for recovery,” says Anthony. Customizable for a variety of interests and goals, highlighted are shared below.

• (Free personalized meetings to support health and wellness goals.)

Improving Sleep Hygiene: Nutrition
Sleep’s copilot when fueling daily life is nutrition. “T���y are interrelated and essential to physical and mental health. What we eat may influence sleep quality and duration. At the same time, how we sleep may alter our inclination to select certain foods,” shares Kristin Douglas G’04, registered dietitian nutritionist (RDN) and certified dietitian nutritionist (CDN). The following highlighted food habits and choice overviews may support sleep hygiene. For a , please call 315.443.8000.

• Strengthen: High fiber, whole grains, starches, fruits, vegetables and unsaturated fats (e.g. nuts, seeds, avocados, olive oil).
• Weaken: Caffeine, alcohol, meal skipping, being hungry or too full at bedtime.

Contact the for questions or if unsure how to begin strengthening sleep hygiene by calling 315.443.8000 or emailing BarnesCenter@syr.edu.

About the Supporting Student Wellness Series
Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters as catalysts of health and wellness within their daily interactions.

The latest in the pursuit of enhancing student focused health and wellness is the Fall 2022 launch of free for ���ϲ����� faculty, staff and students. Within interactive and easy to understand trainings, Kognito enhances confidence and skills surrounding supporting students with mental health concerns.

“Supporting student mental health is a campus community responsibility,” says Cory Wallack, Barnes Center at The Arch executive director of health and wellness. “It’s important that the campus community work together to create a strong safety net. Especially as students at the highest risk are often not seeking counseling.”

A Campus Call to Complete Kognito Trainings
The ���ϲ����� Kognito partnership implements strategies to improve holistic well-being of students through increased education within the lenses of mental health, suicide prevention, substance use and empathic communication.

All ���ϲ����� faculty, staff and students are encouraged to .

Please email the Barnes Center at The Arch or call 315.443.8000 for questions.

When the feelings of loneliness and seeking connection are explored through a student-focused lens they encompass each of the , with an emphasis on , and .

Not Alone in Feeling Lonely
Rios says, “we can be surrounded by people and still feel lonely. This is human.” Navigating social experiences, establishing new support systems, communities and routines, are just a few of the many reasons why it is not uncommon for college students to feel lonely from time to time.

However, it’s important to highlight that though it’s not uncommon to feel lonely and/or disconnected, it does not mean that these experiences are insignificant and for some more difficult to overcome.

Exploring One’s Loneliness and Connections

Similar to each unique student experience, the feelings of loneliness and seeking connection are not simply supported within a “one-size fits all” approach. “Loneliness manifests in a range of ways, including social withdrawal, anger, irritability, substance use disorders, addictions, sadness, depression and anxiety,” explains Rios.

Students and those seeking to support students are invited to further explore and ultimately identify possible sources of loneliness and from there establish actions that when executed may lead to long-term solutions. Diving in further, Rios shares, “When we feel lost, lonely and/or uncertain we can resort to looking outside of ourselves for someone else to take the brave action of inviting us out, starting a conversation with us or addressing a lifestyle change we can be responsible for doing ourselves.”

Through self-reflection, individuals are invited to explore the following examples that may be generating feelings of disconnect and loneliness and also work to identify those unique to their experiences:

• New routines
• Difficulty managing time
• Uncertainty of the future (e.g. major, career and more)
• Distance from family, supporters and home
• Not yet established campus friends/community
• Uncertainty of University support and resources

Building a Personal Toolkit to Reduce Loneliness and Build Connections

“True belonging and connection require that we get brave with our authenticity. It requires us to take down the barriers and façades of self-protection and allow ourselves to be seen,” says Rios. “Loneliness is a human experience. How we approach and manage the feelings of loneliness will determine the outcome.”

After identifying areas that may be resulting in the feelings of loneliness and disconnect, students are invited to take action. The following resources can help meet new people and build connections.

• (registered student organizations)
• (create student experiences)
• (designated gaming room, virtual events)
• (faith communities, community service opportunities)
• (late-night programs)
• (hiking, apple picking,�� snowshoeing and more)
• (all events)

Supporting the Student Experience

Students and those seeking to support students are also invited to begin a personalized conversation with the following campus resources.

• Barnes Center at The Arch: Please , call 315.443.8000 or email BarnesCenter@syr.edu to learn more.
• Student Outreach and Retention (SOaR) Case Managers: Please , call 315.443.2616 or email studentsupport@syr.edu to learn more.

About the Supporting Student Wellness Series

Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters as catalysts of health and wellness within their daily interactions.

As a mobile app wellness leader and through virtual experiences, Headspace helps to create habits supportive of mental health. Complementing the , Headspace further places students in the driver’s seat of their unique health and wellness journeys.

“I believe a big part of college is not only challenging yourself academically but also learning to take care of yourself,” says Yvonne Chen-Yih Kuo ’24, Barnes Center at The Arch peer educator. “Headspace allows students to step back and take time for themselves, to sleep better, while also find opportunities to learn different ways of mindfulness and self care.”

���ϲ����� Student Premium Headspace Memberships
Free Headspace premium membership is available to ���ϲ����� students on a first-come, first-served basis and provides the opportunity to grow availability. Detailed instructions for creating and linking existing accounts are available on the .

“Oftentimes as a college student I am physically and mentally busy. By using Headspace I have been able to take time to clear my thoughts and practice meditation frequently,” says�� Tianna Carrington ’23, Barnes Center at The Arch peer educator. “I encourage students to use Headspace as a free “on the go” guide to help with everyday college student stressors.”

Headspace highlights include but are not limited to the following:

• Learn the fundamentals of meditation and mindfulness directly from experts.
• Customizable experiences support managing stress, sleep, self-esteem, focus, movement and more.
• Sleep sounds and bedtime exercises.

For more information, visit the . For questions, email the Barnes Center at The Arch or call 315.443.8000.

(Photo by Elizabeth Morris/NBC)

Incoming freshman Jay Lewis comes to ���ϲ����� from Cheshire, Connecticut, and he just might be a familiar face to those who watch the hit NBC program “American Ninja Warrior.” On the show, contestants are put through a rigorous obstacle course, and Lewis says his decision to come to the University was partially driven by a cool feature found in the Barnes Center at The Arch: the giant climbing rock wall.

Recently, Lewis sat down with us to discuss his decision to attend ���ϲ����� and what it’s been like to appear on network TV.

This ancient traditional welcoming occurred whenever visitors appeared in Haudenosaunee villages. “O�ܰ� ancestors sent singers to welcome visitors, then they spent the evening celebrating with song, dance and food to nourish them for their journeys,” says Schenandoah. “We gathered to show the Creator that we are grateful to be a part of all creation here on Mother Earth.”

The Haudenosaunee Welcome Gathering is a new annual event held on campus to welcome all students, faculty and staff into Haudenosuanee territory. Schenandoah is a citizen of the Oneida Nation and a Wolf Clan Faithkeeper. The Haudenosaunee Confederacy is comprised of the Six Nations: Mohawk, Oneida, Onondaga, Cayuga, Seneca and the Tuscarora.

“It’s important to acknowledge and recognize that there are indigenous peoples still here and that we are all standing in the capital of the Haudenosaunee territory,” says Schenandoah. “This land is sacred. We welcome visitors to be part of this sacred place. Part of our teaching is that no one can own the land, so it’s important to remember that ���ϲ����� is part of a much bigger picture.”

When she started as the University community’s first ��DzԷɲ��徱���Բ��ɲ�’s���—One who helps them—Schenandoah shared cultural beliefs through the Full Moon Ceremony and . Schenandoah says she is excited to share more teachings of the Haudenosaunee, the ways of her ancestors and relatives, and the little known fact that . Through these teachings, Schenandoah hopes to offer awareness, acknowledgement and forgiveness.

At the gathering, speakers and dancers will set the stage for the new academic year. Hot scones and traditional strawberry drink will be offered. The hot scones are derived from traditional breads and the strawberry drink consists of strawberries, maple syrup and water. “This is significant because strawberries are the leaders of the plants and maples are the leaders of the trees. In this way we honor them,” says Schenandoah.

Schenandoah encourages students, faculty and staff to participate in the Haudenosaunee Welcome Gathering. “We are sharing our culture because the Earth is calling to us to pay attention, we require collective healing, and most importantly, we are inviting our community to live in gratitude,” she says.

For more information on this and other Hendricks Chapel events, visit .

What’s up with you?

It’s likely you’re suffering from .

In the ���ϲ�����-Central New York region, a place regularly cited as on the nation’s list of areas worst for allergy sufferers, we’ve just finished peak season for spring . This usually runs from April through mid-June, though symptoms can linger longer for some. Still, there’s no need to suffer when there are simple ways to manage your symptoms and at least get some relief, says LeeAnne Lane, R.N., nurse manager at the Barnes Center at The Arch.

��Avoid Triggers

The simplest way to avoid having allergy symptoms is to avoid your allergy triggers, says Lane. However, it’s very hard to avoid pollen, which can be everywhere this time of year.

You can’t live your whole life indoors, but these tactics can help you get through allergy season:

• Don’t hang laundry outside. Pollen can easily cover it, and when you put those clothes on, you’re wearing all that!
• If you’ve been working or playing outside, change your clothes and take a shower once you’ve come back in.
• If grass cutting worsens your symptoms, don’t be outside when your neighbor is mowing the lawn and wait for a few hours before going outside.
• Wear sunglasses. They offer a barrier to circulating pollens when you’re outside. (They’ll also disguise your red, itchy allergy eyes and mean less explaining you might have to do.)
• Consider wearing a mask outside. (Yes, really!) This step can truly help block allergens, Lane says, so for those with severe allergies, it is worth doing.

If you can’t avoid triggers, you don’t have to just suck it up. There are some simple ways for you to manage your symptoms.

• Some people opt to use over the counter or prescription medications. These typically include antihistamines. Your pharmacist can offer information on which ones might work best for you and those to avoid regarding interactions with other medications.
• Thinking about taking Benadryl? Better think ahead, says Lane. This antihistamine tends to make users sleepy—so it’s a better option for bedtime.
• Eye drops (regular and those made specifically for allergy symptoms) can help alleviate the red, itchy-eye thing. (That doesn’t help much if you’re one of those people who doesn’t like to—or has a true aversion to—putting anything in their eyes.)
• Others may choose to see allergy specialists, undergo allergy testing or take on a series of allergy shots to desensitize their systems to specific allergens.

The Environment

While we can’t control Mother Nature, you can have some impact on how much of the outdoors you let get inside.

• Are cars awash with veils of and are the trees shedding? That’s not the time to open your windows, Lane says.
• Avoid environments that bother you (i.e., don’t go for a walk near a field of goldenrod if you’ve got a goldenrod—or ragweed—allergy.)
• Be aware of the . Check the weather so you know which days are better to remain indoors.
• Check the clock. Pollen counts are higher earlier in the morning, get lower as the day goes on, then drop overnight. Plan .
• Use air conditioning. In your car, the “internal air circulation” cuts down on pollen entering your vehicle. Air conditioning your indoor space can help ease symptoms too, especially if you have a whole-house system. Window air conditioning units still pull air in from the outdoors, and while they’re helpful, you must maintain them, and regularly change the filters.

Boosting Immunity

��During allergy season, when your body is already reacting to allergens, it’s especially important to keep your immunity up. “We generally recommend your ability to fight illness or other types of infections, viral or other, by eating properly, staying well hydrated, sleeping a good amount each day. These steps can help control your inflammatory process,” says Lane.

A Second Thought

��Then again, what if your allergic symptoms ?

Several of the same types of symptoms could potentially signal that you’re actually . This spring, a generated the same kind of issues: runny nose, sneezing, cough—so if the symptoms you’re experiencing don’t align fully with those of allergies, you might want to take a COVID test. Red, watery, itchy eyes can differentiate whether what you have is allergies rather than COVID, and if you’ve got a fever, that factor may also indicate more than simply an allergic reaction.

“COVID confuses things,” Lane says. “It’s easier to write it off as allergies when that’s part of your normal annual thing every April and May.”

To rule out COVID and be safest, Lane says, you can always get tested.

Note: While the University discontinued on-campus as of May 23 for the summer, faculty and staff are now encouraged to seek testing from their doctor’s office or another community provider.��And as a reminder, tips on COVID , and are available.

This holistic wellness approach showcases a concentrated effort of dismantling historic service silos and barriers, to then construct spaces of education, empowerment and inspiration. The intersections also host opportunities for the health and wellness team to enhance the student experience through reimagined services.

Challenging the status quo of health and wellness is the Barnes Center team behind the launch of the integrated experience of Adventure Based Counseling:

• Gwyn Esty-Kendall, health promotion specialist
• Julie DeLeo, assistant director outdoor education
• Scott Catucci M.S. Ed, M.A., G’21, associate director for outdoor education, esports and student development

Envisioning a Future of Holistic Wellness Experiences
At its core, the free is a hybrid of adventure based activities and experiential processing to foster personal growth. The series is offered each fall and spring semester, meeting in person, once a week for 10 weeks.

“T��� experiential learning model used allows students to process feelings, emotions and the physical reality of what they are doing in the moment and then apply that to their past, present and future experiences,” explains Catucci.

Meetings host a series of challenges, that ultimately combine to strengthen skillsets and provide students with tools to navigate obstacles they may face throughout a lifetime. Each weekly meeting includes the following:

1. Activities that may challenge students mentally, physically and/or emotionally.
2. Group processing explores how goals were accomplished and feelings around challenges.
3. Further processing connects identified skillsets with real-life obstacles to discover solutions and expand comfort level with addressing challenges.

Stepping Away From Predictable and Into Customized Growth
The Barnes Center team hosts safe spaces for students to immerse themselves in risk-taking, moving out of comfort zones, overcoming challenges, finding a sense of belonging, self-discovery, trust and more. Takeaways are also customizable per unique student goals and may also yield skill-building results surrounding leadership, teamwork, increasing community connections, processing emotions and more.

“Adventure Based Counseling may appeal to students who may not be as inclined to seek out traditional therapeutic interventions. Taking a similar approach to process group therapy facilitation, we move through physical and emotional challenges with students, creating unique opportunities for growth,” says Capparelli. “Through exposure to novel experiences and coping with uncertainty in the moment, students expand their comfort zones while doing something active and connecting. Over the course of 10 weeks, participants benefit from being seen, heard, respected, appreciated and supported. They leave with a greater sense of emotional acceptance, community and overall well-being.”

Highlights of Adventure Based Counseling include the following:

• Team Building Activities

Future Adventure Based Counseling Opportunities ����

Applications for Adventure Based Counseling open within the first few weeks of the fall and spring semesters. The health and wellness team encourages students to apply early as spaces are limited and fill quickly. Application information will be available on the and . Students who would like to share interest prior to applications opening may email the Barnes Center at The Arch Health Promotions team.

For additional information or questions, please email the Barnes Center at The Arch or call 315.443.8000.

The Headspace partnership will be free for students on a first-come, first serve basis and provides the opportunity to grow availability. Headspace experiences focus on mindfulness, stress management, sleep management, and more, and are customizable based on the individual. Details and instructions on how to access Headspace will be made available on the during the Fall 2022 semester.

Opportunities are also being explored for faculty and staff members.

The Headspace platform replaces the current . ���ϲ����� students have until Tuesday, May 31 to register for their free one-year Sanvello mobile app premium subscription. Students will receive a notification seven days before their access expires, at which point they will have the option to purchase the premium version of the app. Visit the ��for more information.

For additional information, please email Barnes Center at The Arch Health Promotion or call 315.443.8000.

Yvonne Kuo ’24

Helping to build Wellness Leadership Institute outreach and lead workshops is Yvonne Kuo ’24, Barnes Center at The Arch peer educator. “I think students are often surprised about how much they learn. Such topics as nutrition, investing basics or dealing with paychecks are something that we, as students, may not be taught in school, so why not learn about it for free?” Kuo says.

Why Is the Wellness Leadership Institute Important?

Woven throughout these empowering educational experiences is the . All workshop topics highlight the core of diversity, equity, inclusion and accessibility, while partnering with one of the .

Emphasizing that workshops are open to all undergraduate and graduate ���ϲ����� students, Kuo encourages students to step out of comfort zones and into ownership of their health and wellness journeys. “My favorite workshop was one that I attended with a campus nutritionist. It was an eye-opening experience to learn about different cultures and the different diets that they often consume,” she says.

What Topics Are Explored in Wellness Leadership Institute Workshops?

Nearly 80 workshop topics, hosted by health and wellness focused staff, faculty and peer educators, magnify the Dimensions of Wellness, while weaving together student experiences with available resources and services. Campus community members are encouraged to and those highlighted below.

• Allyship 101
• Fitness 411
• Investing Basics
• Leading From an Open Heart
• Relationships and “Situationships”
• Strategies for Career Planning

How Can Students Earn a Completion Certificate and Graduation Medallion?

Students that attend a workshop within each of the Dimensions of Wellness will earn a graduation medallion and certificate. Available through virtual, in-person and pre-recorded video opportunities, hundreds of free workshops are hosted throughout the year and accommodate a variety of schedules. Workshops are available now and will continue to grow and 2022-23 academic year.

Throughout their time at ���ϲ�����, students are invited to attend workshops. Traditionally, schedules host the opportunity to complete all Dimensions of Wellness within a semester. As of spring 2022, 14 students have achieved this accomplishment.

How Can I Help Students Connect With the Wellness Leadership Institute? ��

If a student may be struggling to balance commitments, navigating stress management and more, it may be helpful for all campus community members to suggest attending Wellness Leadership Institute workshops. Faculty and staff interested in weaving holistic health and wellness into curriculum and/or student groups are invited to partner with the Wellness Leadership Institute. Complete instructions are available on the .

• Students are encouraged to .
• Faculty, staff may use the referral function in and the .
• Parents, supporters are encouraged to and recommend attendance.

For more information or to request accommodations, visit the , email the Barnes Center or call 315.443.8000.

About the Supporting Student Wellness Series

Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters as catalysts of health and wellness within their daily interactions.

Students enjoying the zip line experience.

Why is it important to encourage participation in the Challenge Course and Zip Line?
Skills learned through outdoor adventure, inclusive of the challenge course and zip line experiences, are transferable throughout students’ unique health and wellness journeys. When explored through the , they encompass , , , and .

“Woven into daily interactions, these skills can be used to successfully navigate group projects and tasks while developing healthy, positive relationships with peers, colleagues, faculty, staff and future employers,” says Scott Catucci G ’21, Barnes Center at The Arch associate director for outdoor adventure, esports and student development.

Growth themes focus on reexamining how students relate to the people and places around them. Additional highlights include:

• Effective communication
• Cooperation
• Resilience
• Trust-building

Students learn effective communication skills, cooperation, resiliency and more while participating in the University challenge course.

What is needed to participate in the challenge course and zip line?
Individual and opportunities, along with opportunities, are available throughout the end of the semester and into the summer months. Students are asked to register on the . For registration instructions and more information visit the .

There is no additional cost to participate. Students are asked to wear closed-toe shoes, such as sneakers or boots, in addition to weather-appropriate attire, such as athletic gear. The health and wellness team will further support experiences through education, guidance and providing all other needed materials, such as a helmet and harness.

Where is the Outdoor Challenge Course and Zip Line?
Located on South Campus, the Outdoor Education Center, challenge course and zip line can be accessed using the .

Are there other outdoor adventure opportunities?
Throughout the academic year, the Barnes Center at The Arch offers a variety of outdoor adventure experiences. Future offerings will be available on the and the .

• (offered per semester).

About the Supporting Student Wellness Series
Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters as catalysts of health and wellness within their daily interactions.

For more information or to request accommodations, visit the or call the Barnes Center at The Arch at 315.443.8000.

For the ���ϲ����� club curling team, spring break was a time to put their skills to the test, traveling to Fargo, North Dakota to compete in the Collegiate Curling National Championship, held March 11-13.

The ���ϲ����� club curling team competed in the national championships this year (photo courtesy of Tiffany Scheel).

The team earned a spot in the national championship thanks to significant success and plenty of hard work and practice throughout the season. The team participated in four qualifying bonspiels (tournaments), winning two of those competitions to enter the national championships ranked third overall.

“Combining the experience from our experienced curlers, the willingness to learn from the lesser experienced ones, and the drive to win a national title has propelled this team into great success this year,” says Paul Mokotoff, ’21, G’22, skip of the curling club and an aerospace engineering student in the College of Engineering and Computer Science.

The ���ϲ����� club curling team advanced into the 2022 USA Curling College National Championship (photo courtesy of Tiffany Scheel).

The team embraced the experience of belonging to a club sports team. Every Sunday, alongside their club advisor, Becky Schewe, the team travels to the Utica Curling Club for practices. During these practice sessions, the team received invaluable coaching advice, expertise and strategy from other college curling coordinators.

“It’s been really fun to work with the team as an advisor. I love curling and it’s great to see them work so hard and be so successful as a young team,” says Schewe.

The national championship was canceled the past two seasons because of COVID-19. Despite missing one full season of competitive play due to the pandemic, the University’s club team was able to practice and improve their craft thanks to a consistent practice schedule.

According to curling club president and vice skip Christopher Lorenz ’22, a supply chain management and finance major in the Whitman School of Management, the team’s achievements are a result of their weekly practices and their drive to compete.

“By being in the finals of three bonspiels this year, we have put ourselves in some really good pressure scenarios. This has also allowed us to bolster our communication and team dynamics, which is essential for any high-performing team,” says Lorenz.

As the season comes to a close, the team reflected on their successful season and goals for the future.

“My expectations were exceeded and I’m really proud of the front end of the team – they’ve put in tons of work improving their delivery and shot-making abilities this year,” says Lorenz.

About Sport Clubs at the Barnes Center at The Arch

The Barnes Center at The Arch supports more than throughout the year. Clubs are student-led groups that engage in recreation, competition and/or instructional sport-related activities. To learn more, visit the or the��.

Story by Isabella Podgorski ’22, communications intern in the student experience

Supporting the campus community and advocating for many of these initiatives is Emily Graham ’22, Barnes Center at The Arch health promotion intern. “For students not sure where to start, the are a great place. Peer educators are integrated all over campus, welcoming and a nonjudgmental resource for students who are looking to explore resources unique to their goals.”

Resources, services and consultation opportunities are available to those who are seeking to be recovery allies, are sober curious, living a sober lifestyle, seeking education and support, in recovery and more. All members of the campus community are invited to share the resources on the and learn more about them below.

Recovery Ally Training

Celebrated annually on April 15, National Collegiate Recovery Day honors those in recovery and highlights community support, resources and services available throughout the year. In addition to the resources below, campus community members are invited to .

Whether the celebration will include alcohol or not, this peer-led program helps students approaching their 21st birthday plan for a happy and safe time. Expect an invitation email (@syr.edu) the week before the start of your birthday month! Or the week of your birthday. Highlights include a free birthday prize pack and a personalized meeting to discuss how to maximize celebrating and minimize risk.

The rigors of college can be challenging, particularly for students living an abstinence-based or substance-free lifestyle. Built on a foundation of community, all students are invited to connect with others living a sober curious, substance-free or abstinence-based lifestyle. Attend the next .

Orange After Dark Events (Late Night Programs and Movies)

With the help of a student team, , including , encourage fun, relaxation and connection, while offering a substance-free environment. Seeking more ways to be involved? Explore Barnes Center at The Arch events on the .

Wellness Leadership Institute

Offering holistic health and wellness education are free workshops. Students are encouraged to self-register and members of the Orange community are welcome to build workshops into coursework and student recommendations. support a variety of schedules and topics. Substance-related workshops include Alcohol Safety, Putting it Bluntly, Up in Smoke and more.

This living opportunity is available to first-year and sophomore students who wish to live in and are committed to an alcohol and drug-free community. Those interested may visit the .

For additional information or questions, visit the , call 315.443.8000 or email healthpromotion@syr.edu.

We are looking forward to another weekend filled with opportunities to engage, connect and recharge. From the for Asian American and Pacific Islander (AAPI) Heritage Month, to the start of the , to our ongoing late-night programs through , there are a variety of ways for you to make the most of your free time. Below I share just a sampling of what is scheduled this weekend.

Thursday, April 7

Friday, April 8

Saturday, April 9

Sunday, April 10

As always, I encourage you visit the , , and regularly for a full listing of activities scheduled throughout the week.

Stay safe and enjoy the weekend!

Robert D. Hradsky, Ed.D.
Vice President and Dean of Students

Diane Schenandoah

grew up in a longhouse within a large, close-knit family on the Oneida Nation in Madison County.

Her mother was a Wolf Clan Mother of the Oneida Nation, and her father was a Beaver Clan Pine Tree Chief from the Onondaga Nation. Schenandoah was immersed in the traditions of her family and her ancestors before her, particularly in the Native connections with nature and thankfulness for the gifts of the Earth. Energy work—finding natural ways of healing within nature and spirit—was woven into the fabric of her life.

Schenandoah, a faithkeeper of the Oneida Nation, Wolf Clan of the Six Nations Haudenosaunee Confederacy, is the ���ϲ����� community’s first ��DzԷɲ��徱���Բ��ɲ�’s���—One who helps them. The position, which she began last semester, is the result of commitments to diversity and inclusion the University has made to address concerns raised by Indigenous students in the fall of 2019.

In her role, Schenandoah shares her intuitive energy work with ���ϲ����� students, faculty and staff. “My work is grounded in my culture and traditional Haudenosaunee teachings, along with the techniques of hands-on energy work, art therapy, tuning forks, acupressure, dream interpretations and self-empowerment,” she says.

“My duty and my traditional responsibility,” she says, “are to share and promote the use of a ‘good Mind,’ which are ancestral principles of peace and the methods of conduct and responsibilities to the natural world.”

Schenandoah offers a new dimension to the University’s wellness offerings for students, faculty and staff.

“As Diane shares her work rooted in Haudenosaunee principles, she creates spaces with students that help them enhance their emotional and spiritual wellness in entirely new ways at the Barnes Center,” says Tanya Williamson, associate director of diversity, equity and inclusion at the Barnes Center at The Arch. “Her spiritual work with students and her education efforts across all parts of our community have tapped into gratitude and peace—components of holistic wellness that we can all benefit from focusing on.”

“I am having an amazing time working with students,” she says. “It is my great honor to be back at ���ϲ����� in this capacity.”

Members of the University community can make an appointment with Schenandoah by calling the Barnes Center at The Arch at 315.443.8000.

Among upcoming educational opportunities are:

on Monday, April 11, from 4 to 6:30 p.m. Using participatory education to foster truth, understanding and respect between Indigenous and non-Indigenous Peoples, the exercise is a unique two- to three-hour interactive group. Since its inception, this has been a powerful tool for participants to learn of the Indigenous experiences and historical impact for the past 500 years.

Participants are invited to experience colonization, conquest and attempted genocide of the Indigenous Peoples of Turtle Island, especially in the territory stewarded by people of the Onondaga Nation and other Haudenosaunee Nations. This exercise is designed to raise awareness of European conquest, Indigenous resistance and survival through the use of meaningful quotes and blankets representing the lands of Turtle Island. Participants engage and explore this shared history, that non-Indigenous peoples rarely learn or cannot be provided by reading a book, attending a class or even Indigenous events. Participants have the opportunity to share with the group what they learned, felt and more, while resources are shared by facilitators to help participants continue their education.

on Monday, April 18, from 6:30 to 7:30 p.m. on the Kenneth A. Shaw Quad. Participants will pause to thank Grandmother Moon for continuing her duties. During this small ceremony, participants will give collective greetings, thanks and pray for community, families and loved ones. Participants are encouraged to bring small hand drums, rattles and blankets. In the event of inclement weather, the ceremony will be held in the Hendricks Chapel Noble Room.

On Monday, Aug. 29, the first day of the Fall 2022 semester, Schenandoah has tentatively planned an “Edge of the Woods” gathering at 3 p.m. on the Quad. The gathering is a traditional custom that is carried out when Haudenosaunee welcome visitors into their homelands.

Schenandoah is a 1982 graduate of the Institute of American Indian Arts in Santa Fe, New Mexico. A sculptor for close to 40 years, she works in mediums of stone, clay, wood, antler and bronze. She also has sung professionally as a backup singer since 1990, touring with her late sister, Grammy Award-winning artist Joanne Shenandoah H’02.

Teal Tuesday is held in solidarity with individuals who have been impacted by sexual violence.

Barnes Center at The Arch Health Promotion��encourages members of the campus community to wear teal on Tuesday, April 5—Teal Tuesday—in solidarity with individuals who have been impacted by sexual violence. April is also Sexual Assault Awareness Month.

To show support, campus community members can help raise awareness in the following ways:

• Share that you are wearing teal with the hashtag #SUGoesTeal (and tag @BeWellSU on Instagram or Facebook).
• Take a picture in front of the Hall of Languages, Hendricks Chapel or the stadium. All will be lit in teal for the month of April.
• Visit the Clothesline Project set up in the Barnes Recreation lobby from��April 4-10. The Clothesline Project is a visual display of shirts created by individuals impacted by sexual violence, relationship violence, stalking or other forms of interpersonal violence—allowing them to share their experiences with others in our campus community.
• Sign up for the to receive email announcements and updates about sexual and relationship violence initiatives on campus.

For University information about support services, reporting options, educational opportunities and policies, visit the University’s .

The Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ) Resource Center and the Barnes Center offer strong foundations of support. As teams actively collaborate to create an unsurpassed student experience, LGBTQ Resource Center Director Jorge A. Castillo encourages students to begin where they are comfortable and explore all avenues of support. “T��� many resources and services available at ���ϲ����� are unique, and the Barnes Center staff participate in continuing education to ensure knowledge of and increase support for LGBTQ health and wellness. By bringing together folks with different levels of expertise and increasing access, we can ensure that everyone is able to provide and experience the most inclusive services possible,” says Castillo.

��Trans and Gender Affirming Services, Health and Wellness

The Barnes Center team enhances the student experience through holistic wellness by strengthening connections across health care, recreation, counseling, campus partners, education and more. As a result, the connected campus community works to remove barriers and increase access to care.

The Barnes Center at The Arch

A collaborative leader of these initiatives is Dr. Karen Nardella, Barnes Center at The Arch medical director. “Students benefit by having every aspect of their health and wellness addressed when considering, starting and throughout Trans and Gender Affirming Services,” says Nardella.

Highlighted resources are listed below. For more information and a comprehensive list, visit the. Students can make appointments by calling the Barnes Center at The Arch at 315.443.8000.

• Gender affirming care, wellness exams, and more.
• Initiation, training, monitoring, nutritional counseling and more for hormone therapy.
• Official letters and documentation of name and gender (e.g. passports, drivers licenses and more).
• A diverse team of provide a variety of therapeutic styles and services through such as the LGBTQIA+ Therapy Group in addition to .
• Free, discreet and inclusive sexual health care supplies are available through the .

Exploring Identity and Finding Community

Intercultural Collective space in the Schine Student Center.

Seeking to be a campus and regional leader delivering support, community and education around marginalized genders and sexualities, and the complex intersections of our multiple identities, is the LGBTQ Resource Center. Highlighted resources and programs include those listed below. For more information, visit the .

Creating a Welcoming Campus for All

Castillo also wants students to know on-campus resources are guided by student feedback. “We will continue updating and improving all services alongside the changing needs of our LGBTQ students,” he says. In addition to the aforementioned services and resources, the following are also available.

• Updating preferred names and personal pronouns in .

About the Supporting Student Wellness Series
Through a student-focused lens of integrated health and wellness, this series explores a variety of Barnes Center at The Arch resources and services. In the pursuit of enhancing the student experience, topics empower faculty, staff, students, families and supporters, as catalysts of health and wellness within their daily interactions.

The and the Barnes Center at The Arch invite the campus community to explore a number of ways to be involved to work towards ending interpersonal violence and cultivating a foundation of support.

Students participate in the 2021 Take Back the Night Rally

Planning Committee Chair Emily Graham Spring ’22 encourages others not only to participate in events but challenges them to reflect and think about what a healthy relationship means to them. “TBTN shows that the courage to speak up and speak out is truly impactful. It shows people that they are not alone when dealing with interpersonal violence,” she says.

Here’s how you can get involved in TBTN:

• : Through March 25. Using paper stars and posters, share how you will actively work towards a safer community. These will be collected and displayed at the TBTN rally.
• : As a visual representation of their support to end interpersonal violence, the campus community is invited to sign the pledge. Those who sign the pledge by Tuesday, March 29, will be included during the event.
• : Hosted in-person at Hendricks Chapel, on Wednesday, March 30, at 7 p.m., the night will include keynote speakers, a rally and march on campus. The event will be followed by a virtual message board where students can provide words of encouragement or messages of support.

For more information or to request accommodations, please , call the Barnes Center at The Arch at 315.443.8000 or email healthpromotion@syr.edu.

The Orange Experience Synchronized Skating Club Team.

After returning with silver from the 2020 Open Collegiate Eastern Sectional Synchronized Skating Championships, the faced a sudden and unexpected freeze. The COVID-19 pandemic cancelled all additional competitions, no new members tried out and the team was left questioning when they would return to the ice. Learning to adapt to these challenges and leading the implementation was the team’s head coach, Lisa Mirabito. “Last season, we faced illness, rink closures to control the virus and isolation that kept the team from regular weekly practices, but determined nonetheless,” she says.

As a result, the team’s passion and perseverance opened windows of opportunity to get back in the rink, keep practices safe and ultimately attend multiple competitions. Additionally, many first-year and sophomore students decided to try out and the team increased from 10 members to a whopping 20. “Since the team grew so big, so quickly, we were ready to take on anything the skating world threw at us,” shares skater Elisaveta Pronina Brauer ’22.

The freeze that COVID-19 placed on the team’s progress continued to melt as they won their first gold medal since 2020, beating rivals Princeton University at the Boston Synchronized Skating Classic in Nov. 2021. Even in the midst of a blizzard, the team’s success continued to heat-up in Jan. 2022 as they claimed silver during the Eastern Synchronized Skating Sectional Championships. While Feb. 2022 has proven the team is continuing to bring the heat on the ice, winning first place in the Lake Placid Empire State Winter Games and bringing home the final gold of the season from the Hershey, Pennsylvania, Reflections Synchro Invitational.

The team won silver at the Eastern Synchronized Skating Sectional Championships in January.

Overall, the team is excited to be back practicing and competing together. “This team truly is full of people I love dearly and I’m so happy that I could skate with them. Over these past competitions we’ve grown so close,” says Pronina Brauer ’22.

For more information or questions regarding trying out for the Orange Experience Synchronized Skating Club Team, visit the the team’s , or email orangeexperience@gmail.com.

Story by Division of the Student Experience communications intern Haley Mykytka ’22, College of Visual and Performing Arts.

Gina Kelepurovski

In her role with the University’s (EOIRS), Gina Kelepurovski is often the first person to reach out to students who have been impacted by sexual misconduct or relationship violence once a report is received by her office.

Kelepurovski, Equal Employment Opportunity and Title IX case coordinator, listens to students and provides them with information on resources, supportive measures and reporting options to let them decide whatever path is right for them.

“O�ܰ� process is very student driven, so if a student doesn’t want to take any action, that’s fine too,” Kelepurovski L’01 says. “I’m here to listen; I tell them, ‘Let me connect you to resources. Let me tell you about the people on campus who are here to help.’”

EOIRS and other such campus as the Barnes Center at The Arch, Department of Public Safety (DPS) and case managers in Student Outreach and Retention, and off-campus resource Vera House, are all available to students seeking help.

In her conversations with students, one of the most important messages Kelepurovski hopes to convey to a student is that the University cares for them.

“We work in this office because we care about students,” says Kelepurovski, who graduated from the College of Law and is a labor and employment attorney.

In this Q&A, Kelepurovski discusses what students who have been impacted by sexual misconduct or relationship violence can expect if they’d like to share their situation with the University.

Q: How do students contact your office if they have been impacted by sexual misconduct or relationship violence?

A: There’s a through our website that they can fill out and it goes automatically to our office. They can also contact us by phone at 315.443.4018 or through the Title IX email.

There are also a couple of different forms, on the DPS and Stop Bias websites, where information can be filled out, and the information is forwarded to us. Other offices also refer students to us. There is also contact information available on the .

Sometimes a student may tell a professor or a staff member and, with the University’s “responsible employee” policy, any employee that becomes aware of an incident having to do with Title IX has to tell our office, unless the employee is a confidential resource, such as with the counselors or medical staff at the Barnes Center or a Hendricks Chapel chaplain.

Q: What are the first steps once a student reaches out to your office?

A: Once I learn of the student’s name, I reach out to the student by email letting them know that I’d like to speak with them, and I include information about their rights and the resources available to them. We can talk by phone or meet by Zoom or in person at the EOIRS offices in Steele Hall.

I ask them if they can share what has happened to them, and I tell them all of the that are available to them on campus, such as referring them to the case managers in Student Outreach and Retention, who can help with academic accommodations if the student is struggling academically or has missed classes due to their situation. I also tell them about the resources available to them through our office, such as a no-contact order, their protection under the University’s no-retaliation policy and the complaint process available to them if they want to pursue a formal complaint.

Q: Can a reporting student come in with a friend?

A: Students can absolutely have someone with them in all our meetings. It could be a friend, a case manager from Student Outreach and Retention, a parent or whomever they choose.

Q: Can a student contact your office anonymously?

A: Yes, students can contact our office anonymously and we can help connect them to resources. However, anonymous reporting can make it more difficult for the University to address the reported behavior if that’s a path a student wants.

Sometimes students don’t give their name and that’s OK, but they might want to know about resources. I can talk to a student by phone to make sure they at least know the support resources available to them on campus. I try my best to be as empathetic and supportive as I can.

I do take the information from a student’s situation, and it goes into our case management system, so that we have the information documented and can track it.

Although the University will always attempt to honor the wishes of a reporting student in terms of what process occurs, there are certain reports that might require the University to move forward with a formal complaint even if a student does not file a formal complaint. The Title IX coordinator weighs multiple factors listed in the policy to determine whether the institution must proceed even without the participation of the reporting or impacted student. This is rare, but does occur, for example, where the facts suggest there is an ongoing threat to the campus community.

Q: If a student doesn’t share anything in your initial meeting, can they come back to discuss what happened and move forward?

A: Absolutely, I always tell students “If you have questions, if you have more to talk about or if you think that I didn’t hear everything, contact me and I will be happy to meet with you as many times as you need to talk about process.”

We want to give students agency to move forward at their own pace when they are ready.

Q: Can supportive measures, such as a no-contact order, only happen if students go through the complaint process?

A: The supportive measures are available to students whether or not they engage in any complaint process at all. Sometimes they may just want personal or academic support working with case managers in Student Outreach and Retention, or safety planning through DPS.

There are things that we can do, but we can’t help them if we don’t know that something has happened.

Q: What sort of legal aid do students have access to?

A: If a student is going through the formal process with our office and they don’t have legal support for a scheduled hearing, a legal advisor is provided to them by the University at no cost to the student.��Vera House can also provide students with information about options for legal support.

Q: What are some misconceptions that students might have about your office and the process?

A: The first is that I think a lot of students don’t know what our office is and that it’s here for them. A lot of them tell me, “I’m so glad you reached out. I didn’t know about the office.”

Also, they may not know there are options for taking action, including whether or not to file a complaint.

And many students think, “Well, if I report it, nothing is going to happen.” If a student does want to file a formal complaint through our office, there is an investigation. The investigator talks to everyone involved and gathers all the evidence, and then we bring it to Community Standards. Community Standards determines whether disciplinary action is appropriate.

Q: What is the most important thing that you want students to take away from your first outreach?

A: I want them to know that we want their experience at ���ϲ����� to be the very best experience that they have in their life. We want them to feel like it’s home, and when these things happen and they don’t feel safe on campus, we want them to know there are resources and people on campus who are there for them and can help them feel safe.

Q: Is there anything else you might want to share about your meetings that students might find helpful?

A: I want students to know there’s nothing to be nervous about coming here to meet with me. There is nothing that a student can tell me that’s going to upset me or shock me. Just come in. We’ll have a conversation, and I’ll help you in any way I can.

For , students can contact the Sexual and Relationship Violence Response Team at the Barnes Center, available 24/7 by calling 315.443.8000, or Vera House at 315.468.3260.

As you have settled into new routines for the first few weeks of the spring semester, I hope you have made time in your schedules for activities and meaningful opportunities to reflect, recharge and connect. This weekend we have another host of activities spanning wellness, gaming, art, speakers and late-night events. The list below is only a sampling of what is happening on and near campus.

Thursday, Feb. 10

Friday, Feb. 11

Saturday, Feb. 12

Sunday, Feb. 13

If there are opportunities or activities you are interested in that may not be reflected here, I encourage you to visit the , , and for a variety of ways to connect, explore and engage. Please know the is always available to support you in finding additional ways to connect in your residence halls, on campus and in the community.

Be well,

Robert D. Hradsky, Ed.D.
Vice President and Dean of Students

Vera House is an off-campus confidential resource that provides support and advocacy services to those impacted by sexual and relationship violence. For more information, call Vera House at 315.425.0818.

Vera House partners with the University in the University’s work to prevent sexual and relationship violence and provide resources to those impacted. Vera House staff members are also members of the Chancellor’s Task Force on Sexual and Relationship Violence and task force work groups.

To learn more about on-campus resources regarding sexual and relationship violence-related services, response, educational opportunities, policies and reporting options, visit the . The website highlights the network of units working to prevent and respond to sexual and relationship violence, including the Barnes Center at The Arch; Office of Equal Opportunity, Inclusion and Resolution Services (including Title IX); Department of Public Safety; Community Standards; and Dean of Students, among many others.