John Robinson

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

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

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

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

Creating Pathways for Accessible Education

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

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

Sherry and Steven L. Einhorn

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

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

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

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

About John Robinson

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

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

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

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

To learn more about the Office of Microcredentials, visit .

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

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

On this episode of the “‘Cuse Conversations” podcast, El-Baz Abdallah and Budoor Alsaadi discuss their experiences as international Fulbright students participating in the pre-academic program, how they adjusted to life as students in the United States and how they plan on using their research to make a difference.

Each summer, the hosts a prestigious preparatory program that helps dozens of international Fulbright Scholars begin their journeys to graduate degrees and research opportunities.

It’s called the , and ���ϲ����� has served as a proud host site for the last 10 years, celebrating the power of both an international education and a cultural exchange.

This year, 44 master’s and Ph.D. students��from 20 countries around the world are spending four weeks on campus discovering American culture, learning about life as a graduate student in the U.S. and developing necessary research skills.

The program is operated on campus by the (ELI), sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs and administered by the Institute of International Education.

Each morning, the ELI offers English courses and lessons, including how to write a research paper as a graduate student. In the afternoons, cultural presentations and workshops are offered by ���ϲ����� faculty and staff.

These international scholars are connected to a facilitator, a graduate of the pre-academic program who offers advice, guidance and friendship while mentoring these aspiring researchers. On the weekends, participants can take advantage of social field trips to cultural destinations like Niagara Falls and Green Lakes State Park.

El-Baz Abdallah

Before departing for their graduate schools, the students give poster presentations on their research as a potential springboard to the research they will conduct for their capstone project.

“Through my research, I want to see how we can use technology and data information to better people’s lives,” says El-Baz Abdallah, a facilitator from the Comoro Islands who is entering his second year studying data analytics in the . “When I heard about the pre-academic program, I had been working for some time and hadn’t really thought about going back to school for my master’s degree, but the prestigiousness of the Fulbright program really stood out. There’s such a great impact, not just from the curriculum or the academics but the networking with your fellow scholars. This program was very rigorous, but it was really worth it.”

Budoor Alsaadi

“From how we should be writing up our research and our bibliographies to what it means to do research as a graduate student in the United States, I’ve been really happy with all of the information I’ve learned that helps us adapt to the educational system here,” says Budoor Alsaadi, a native of Iraq who is pursuing a master’s degree in civil engineering with a focus in environmental engineering at the University of Nebraska-Lincoln.

In this “�Ļ��ܲ��� Conversation,” Abdallah and Alsaadi discuss their beneficial experiences as international Fulbright students participating in the pre-academic program, how they acclimated to life as students in the United States and how they plan on using their research to make a difference.

Check out podcast featuring Abdallah and Alsaadi. A transcript [PDF]��is also available.

How has this program helped with your academic transition to graduate school and your cultural adjustment?

El-Baz Abdallah: This program helped me tremendously. It was a big adjustment in terms of the food, the people, the culture and the language. Before I came here, I spoke English every day but had to think about what I wanted to say in French first and then express myself in English. But the College of Professional Studies made our transitions so easy. They set me up with a host family, which is a proud tradition here, and that host family became like a second family for me.

Academically, the program taught me how to directly interact with the professor if we have a question about a lecture or a topic. Back home, you would go to class and take notes, but here, we learned you can actually ask questions of your professor. We learned about office hours where you can go and discuss the topic if there’s something you didn’t understand. These are things I wouldn’t have known about being a master’s student in America were it not for the pre-academic program.

Budoor Alsaadi: There was a lot of new information to learn. There was so much harmony in the program because we’re all international students trying to figure things out while supporting each other. Everyone has been so kind, sweet and caring and willing to help each other out. We’re learning but we’re also having fun.

Another great thing is how many different cultures are in this program. There are students from more than 20 countries here, so we get to learn about their cultures, music, foods and languages. It’s great that Fulbright brings together these people from different backgrounds and experiences to learn from each other.

How do you plan on using your degree to make a difference in the world?

Alsaadi: I want to study water treatment and water pollution, which is a rising problem in my country and all over the world. It’s a problem that needs much more attention, because one day, we’re going to have very limited resources for water. Water technology is a broad field with a lot of opportunities, and I wanted to accelerate my knowledge on this topic at an early age so I can be well-equipped to make a difference in my career.

Most people in Iraq drink groundwater because the water in the rivers has high levels of total dissolved solids (TDS), which is expensive to treat and turn into drinking water. I hope that, through my research, I can go back to Iraq and find new technologies and new chemicals that can help with treating TDS. I want to discover a solution that can improve the water quality in my country and help deal with this ongoing and increasing water shortage.

Abdallah: My studies combine data science and artificial intelligence (AI), how to actually build AI models to harness information or data. I’ve been involved with two projects I’m passionate about. One was analyzing the energy consumption trends of New Yorkers to study how low-income people can improve their energy consumption through incentives from the government. Another project was working with my mother, who is a gynecologist back home on Comoros Island, to enhance maternal health care and address the big problem of women losing their baby without knowing it. For my capstone research project, I’m building an AI model to analyze the mother’s and the baby’s heart rates, analyzing the existing data and looking at gaps in the data to ensure that when this happens, we can act so mothers don’t have to move from their rural home to the capital city, or from one island to another, to get medical attention.

Note: This conversation was edited for brevity and clarity.

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

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

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

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

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

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

Q: Where did your interest in outer space originate?

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

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

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

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

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

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

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

Kazuma Nagao, center, with fellow ELI students.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

About the English Language Institute

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

Isabel Bekele also contributed to this story.

Tony Callisto

As more than 10,000 athletes have prepared to take part in the 2024 Olympic Games in Paris, France, so too have the security personnel tasked with keeping the Olympic Village and athletic venues safe.

Tony Callisto, emergency management instructor and retired ���ϲ����� senior vice president for safety and chief law enforcement officer, has had plenty of experience managing large-scale events, including concerts and athletic events at the JMA Wireless Dome.

SU News sat down with Callisto to ask him for his thoughts on security needs for the Olympics and what it takes to be a good candidate for a career in emergency management.

As someone who has been involved in large-scale event planning, what is the number one thing that keeps you up at night?

Having been involved in many major and large-scale events, the number one thing that would tend to keep me up at night would be the possibility of the need for a mass evacuation or an incident of mass casualties. In planning for these types of events, having a multi-phased evacuation plan with detailed evacuation routes, locations for post-evacuation mustering/areas of refuge and ensuring event staff are fully trained on the evacuation protocols are critical for preparation.

Further, in these types of incidences, it is possible that there would be mass casualties, therefore having a preplan with appropriate medical responder staffing in place is also critical to the success of a large event.

Those in charge of security in Paris have openly discussed their top concern of terrorism. Businesses in the region are worried that tight security will hurt their bottom line. How do you balance the two?

(Credit: Paris 2024/pawel.gaul/Florian Hulleu)

As we think about the Paris Olympics, as with any major international event, the possibility of intentional disruption or even an act of terrorism has to be considered in planning.��There are several key elements in security planning, including full threat assessment and analysis, full vulnerability assessment of the venues and protocols for the event, and development of strategies to limit access to only those authorized to be present, and ensuring each of those who are present undergo security screening at specifically designated access points.

In my experience, the less access points there are the better; however, understanding that there will be a significant number of spectators, there needs to be enough controlled access points to accommodate the volume and account for the possibility of the need for evacuating.

All of this does have to be balanced with the enjoyment of the spectators and participants, the ability of businesses to provide services and support the spectators and participants, and limiting the disruption to unrelated businesses impacted by the significant increase in activity and volume in the area.

Without a doubt, as with any major event, there will be business interruptions associated with traffic, street closures, extraordinary building uses, heavy pedestrian activity and increased security measures. The best plans will include sufficient event staffing and training to make the flow of pedestrian and vehicular traffic, spectator access and security processes occur as seamlessly and efficiently as possible.

When an anomaly occurs, there must be a sufficient and swift response from authorities with an immediate focus on protecting life and property, and an urgent secondary focus on recovery and resumption of activities. All of this requires mitigation strategies, preparedness, response capabilities and recovery capacity.

A secondary concern this year is a shortage of security contractors. Is workforce always a concern in public safety?

Of course, in this post-pandemic era, recruitment, training and retention of qualified personnel to provide event-related services and security is a public safety concern. Planners must ensure that there are sufficient financial and benefit incentives to attract qualified and competent event staff. Planners will also have to ensure that training provided to event staff is robust and relevant to the risks, as well as to the services necessary for the success of any major event.

With today’s incredible technology, high resolution video surveillance, paired with behavioral pattern recognition and other analytics, will be a significant force multiplier. Likewise, interoperable radio communications will enable those operating the camera and imaging systems to relay live time critical information to security and law enforcement staff on the ground for rapid response.

All of this requires outstanding leadership and the use of a well-coordinated and integrated “unified command,” including leadership representation from law enforcement, security, event management, fire and emergency medical services organizations.

With regard to the day-to-day staffing needed for general public safety, the same staffing concerns are common around the U.S. and abroad. There are no simple answers, so making these jobs as attractive as possible tend to be the necessary actions to minimize the problem, and ensuring a well-coordinated command structure, using the newest proven security technologies, will help to keep the athletes, fans and community members safe.

You teach classes in emergency management in the College of Professional Studies. What are the qualities of your most successful students?

I find the most successful students in classes about crisis and emergency management tend to be those students who are excellent critical thinkers, have a sense of vision and purpose, and understand the importance of mission.

In the emergency management and crisis management disciplines, mitigation through risk identification and analysis, preparedness through development of protocols and conducting drills and training, response capabilities, and a forward focus on recovery tend to be key components.��Students who can think critically, have excellent writing skills and have efficacy to consider appropriate contingencies, tend to excel in crisis and emergency management studies.

Volunteers are sought to host Fulbright Scholars for a meal during their time in Central New York.

The students, hosted by International Programs within the College of Professional Studies, are Fulbright scholars from Asia, Africa, Central America, South America, and Eastern Europe who will be attending a four-week, pre-academic program on campus to prepare them for full-time graduate study.

They will be in ���ϲ����� from July 15 through Aug. 9 and will then join graduate, Ph.D. or research programs at universities throughout the U.S. They were chosen for the scholarship program because of their exceptional leadership and skills. These scholars will receive further training so that they can then return and tackle challenges in their home countries.

These students have few opportunities to interact with Americans in a relaxed setting, but they have intriguing stories to tell and a lively curiosity about ���ϲ����� and American culture.

Volunteers are asked to provide transportation both from and returning to campus from their homes the day of the mutually convenient established date. Two to three grantees are placed together to create diverse and interesting conversation for both hosts and the students.

If you are interested in participating, please contact Jackie Monsour, assistant director, international programs, in the College of Professional Studies.

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��

Student Leaders Leondra Tyler ’24 and Omnia Shedid L’24 have made their mark and discovered their career ambitions through their time on campus. They plan on using their degrees to make a difference.

This weekend’s ���ϲ����� Commencement marks a time to reflect and celebrate the end of a long journey for students. Two decorated student leaders, Leondra Tyler’24 and Omnia Shedid L’24, share their stories and their paths to ���ϲ����� on this edition of “�Ļ��ܲ��� Conversations.”

Leondra Tyler

A non-traditional student, Tyler will graduate cum laude with dual degrees in neuroscience and psychology from the and the through the Part-Time Higher Education Opportunity Program (HEOP).

Tyler has been recognized as a McNair Scholar, Our Time Has Come Scholar and Remembrance Scholar, and is a passionate leader with the Hendricks Chapel Food Pantry. She is engaged in both social psychology and behavioral neuroscience research, including a (SOURCE) research fellowship, and she eventually plans on utilizing her degrees to impact her community as a doctor.

“I took advantage of all ���ϲ����� has to offer, and I made a mark on this campus. I’m making it a better campus for the next round of students that are coming in. It’s been such an amazing journey. While it’s very sad to me that it’s almost over, I know ���ϲ����� will always be my home,” Tyler says.

Omnia Shedid

Shedid, the president of the College of Law’s Class of 2024, is a member of the Advocacy Honor Society’s Trial and Alternative Dispute Resolution divisions. She’s helped connect veterans with access to essential resources with the , and held two prestigious summer internships—as a law clerk at the Office of the Attorney General of Rhode Island, and at the U.S. Court of Appeals for the First Circuit. Shedid landed her “dream job” as an honors attorney with the government after graduation.

“Being at the College of Law taught me how to lead with understanding, which is such a beautiful way to tie up my entire experience because my law classes taught me how to understand not just the law, but other people’s perspective on the law. It’s important to understand where people are coming from and what they need as a lawyer, because you can’t really support people unless you actually know what it is that they need,” says Shedid.

On this Commencement-centric “�Ļ��ܲ��� Conversation,” Tyler and Shedid discuss their surreal paths to Commencement and how their time on campus reinforced their drive to make a difference once they graduate.

Check out episode 163 of the�� podcast featuring Tyler and Shedid. A transcript [PDF]��is also available.

Judith Seinfeld.

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

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

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

For more information on the celebration, visit the

The pathway program, “Roadmap Into ���ϲ����� Engineering Undergraduate Programs and the Profession” (“RISEUP²”), aims to attract academically talented, low-income students from Central New York who historically have been excluded from those types of careers, including adult learners, first-generation students, traditionally under-represented minorities, veterans and students with high levels of financial need.

The grant also allows a multi-school project team to plan for and prepare to submit a later for NSF funding that would provide student scholarships for science, technology, engineering and math (STEM) studies.

That step recognizes the need to educate, grow and retain a diverse and highly skilled STEM workforce in the Central New York region, a realization catalyzed by of plans to build a $100 billion megafab semiconductor manufacturing facility in the region and New York State’s subsequent in community and workforce development, says , Laura J. and L. Douglas Meredith Professor of Teaching Excellence and chair of biomedical and chemical engineering in the College of Engineering and Computer Science (ECS), who is the project’s principal investigator.

Julie Hasenwinkel

“This is a really exciting opportunity for ECS to envision different ways to bring students into our undergraduate program. With the growing regional and national need for engineers, we want to attract students who don’t just come to us straight out of high school. This planning grant gives us the opportunity to dig deeply into assuring that we would give those students the best opportunity to succeed if they come here,” Hasenwinkel says.

The NSF award funds information-gathering, program research and partnership-building efforts that the multi-school, multi-organizational project team is undertaking through spring 2025, when the Track 3 S-STEM NSF grant proposal will likely be submitted, Hasenwinkel says. That type of grant would directly fund scholarships for engineering students and underwrite the support services to help assure the academic, social and career success of RISEUP² program participants, Hasenwinkel says.

Goals for the planning phase include:

• Strengthening current connections between the University and Onondaga and Mohawk Valley Community Colleges and expanding partnerships with additional regional community colleges (potentially Jefferson, Cayuga, Tompkins Cortland and Broome Community Colleges)
• Formalizing transfer agreements with the regional community colleges to provide direct admission to ���ϲ����� ECS programs
• Conducting a comprehensive needs assessment across all partner institutions to determine what kinds of programming best support low-income engineering students at their two-year college, during their transition to a four-year university and throughout their time at ���ϲ�����
• Developing formal partnerships with Micron and other area STEM employers and strengthening alliances with the Manufacturers Association of Central New York and the Technology Alliance of Central New York to solidify internship and employment opportunities
• Conducting research to better understand how a scholarship-based cohort model focused on workforce development can improve outcomes for low-income community college engineering transfer students

Project team members envision a program that offers a clear pathway to a bachelor’s degree within a “360-degree” system of student support. Beginning in the earliest years of college, it would offer ongoing guidance in financial aid, academic counseling, student success and educational and social programming at both the community college and University campuses. It would also offer living-learning residency opportunities, summer internships, professional development training and ultimately, job placement assistance.

Michael Frasciello

Working with Hasenwinkel are co-principal investigators ,��professor of mathematics at ; , associate professor of higher education in the ; , dean of the School of STEM Transfer and associate professor at ; and , dean of the at ���ϲ�����. Other ECS faculty and staff in admissions, recruitment and enrollment, student success and inclusive excellence are also part of the process, as are their counterparts at the community colleges.

David Pérez

Though the team fully plans to proceed with a Track 3 S-STEM proposal, this year’s planning activity and research will be useful in and of itself, creating knowledge and new information regarding the group of students the proposal aims to help, Hasenwinkel says.

“We’ll also be learning as we go, and we’ll be able to contribute to the educational literature on the most effective practices for supporting this population of students.”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Questions? Learn more about the .

Cjala Surratt ’22 in her shop, Black Citizens Brigade. Photos by Hope Alvarez

On a recent trip to visit extended family, Cjala Surratt ’22, founder of the , was presented with a gift—her late grandmother’s boiler room jacket. Surratt’s grandmother had been a ship-fitter in Norfolk, Virginia, and the clothing item had been a welcome surprise for Surratt, a vintage clothing fanatic.

Even more surprising than the jacket, however, was the history behind the woman who wore it.

“Did you know she was the first Black female union leader for the shipyard?” a relative asked Surratt during her visit. Surratt’s grandmother, who had stepped up to do the job no one else wanted, had been trailed by a security detail at the time, as the owners of the commercial port were against unionization.

“I was like, wait, what?” says Surratt. “This is exactly what I mean—that clothes can be the prompt for these broader stories.”

For Surratt, clothes have always been a conduit for storytelling. Following her graduation from ���ϲ����� and ten subsequent years spent as the director of marketing for , the University’s nonprofit photography studio, Suratt opened the Black Citizens Brigade, a downtown storefront dedicated to amplifying Black history through clothes, books and art.

Surratt’s grandmother’s jacket is displayed at the Black Citizens Brigade.

“For Black and brown people, or those who’ve historically experienced economic disparity, upcycling has always been an economic imperative,” says Surratt. “I think I’m part of continuing that legacy.”

Legacy is the through line of Surratt’s work. Her love of vintage clothing came from growing up in a family of seamstresses, milliners and creatives. During the early days of COVID-19, Surratt and her daughter would peruse the racks of Goodwill, one of the few businesses open at the time. With many elderly people going into nursing homes, the pandemic made thrift stores abundant with discarded clothes from families cleaning out their parents’ closets, says Surratt.

Once her home began overflowing with garments from thrifting trips, she decided it was time to finally take the leap and pursue establishing her own shop. After months of working with the ���ϲ����� Downtown Committee, scouring listings for vacant storefronts and organizing her collection, Surratt opened the Black Citizens Brigade in June of 2023 and has been providing downtown ���ϲ����� with an eclectic mix of clothing, culture and community ever since.

Today, Black Citizens Brigade sells hard-to-find items that center on Black history, specializing in clothes from the 1980s, along with vintage books, magazines and records. The time period of the clothes is an ode to Surratt’s fascination with the aesthetics of that time, while the book selections represent her commitment to education.

“The clothes and the books are prompts for larger conversations about race, culture, history and gender,” says Surratt. “And so, the books all center on Black community, Black history, Black culture.”

Surratt’s blending of learning through culture stretches back to her time at ���ϲ�����, where she studied stage theater through the and minored in cultural anthropology and psychology. Later on, she came back as a continuing education student to finish credits part-time through the . She credits specific parts of her education, such as doing character studies that involved thinking about the history of trends, as helping her in her current career.

“The common thread is understanding people—a desire to know why people arrive at the choices they make, and also a deep curiosity about culture and community,” she says.

Since its opening, Black Citizens Brigade has Surratt’s community to thank for the store’s success. She’s leveraged her upbringing in ���ϲ����� and attendance and former job at the University to bring more attention to her space.

Downtown, where businesses founded by people of color statistically don’t last as long as businesses with white business owners, is where the physical storefront is located, Surratt says. However, Surratt knows that being a visible part of the community beyond the brick-and-mortar is crucial, as it shares the message that Black and brown businesses are here to stay.

“We’re at a very pivotal time in our city to bring the message,” says Surratt.

Looking forward, Surratt hopes to expand her storefront and host interactive events, such as poetry workshops and listening sessions. In her store lined with archival photos of Black domestic life, Surratt is aiming to cultivate a feeling of homecoming for all who enter.

“I want it to feel like you’re coming into a Black family photo album.”

Story by Isabel Bekele, communications assistant in the College of Professional Studies

Driving around ���ϲ�����, keep your eye out for mammoth figures chiseled in bronze or other hearty materials. BuMann’s expert, compassionate hands have either restored existing pieces or created new works to reflect the city’s rich history.

On Oct. 25, ���ϲ����� Deputy Mayor Sharon Owens presided over a proclamation ceremony at the Jerry Rescue Monument in Clinton Square to honor BuMann in recognition of her lifetime achievements and contributions to the Central New York community.

From Butter to Bronze

Sharon BuMann (left) listens to ���ϲ����� Deputy Mayor Sharon Owens preside over a proclamation ceremony honoring BuMann’s lifetime achievements and contributions to the Central New York community.

The creator of many of ���ϲ�����’s best-known pieces of public art, Sharon earned a bachelor’s degree in fine art from VPA and administered through the . Previously, she had earned an associate degree in graphic arts from Onondaga Community College. She’s also pursued post-graduate study at the Lyme Academy and the University of Hartford in Connecticut.

Almost 40 years after graduating from ���ϲ�����, “Sharon BuMann Day” was proclaimed by the City of ���ϲ����� in October. The timing aligned with the anniversary of the Jerry Rescue Monument, which commemorates the rescue of fugitive slave William “Jerry” Henry when citizens of ���ϲ����� stormed his jail cell in 1851 and helped him escape to freedom in defiance of the Fugitive Slave Act.

BuMann has deep family and artistic roots in Central New York, having been raised in Central Square, just north of ���ϲ����� near Oneida Lake. Her grandmother, also an artist, gave 11-year-old BuMann her first sketchbook.��Years later, BuMann designed and created the Jerry Rescue Monument.

Among other works in ���ϲ�����, she also created the Elizabeth “Libba” Cotten statue on the city’s southside, honoring the world-renowned folk and blues singer from North Carolina who decided to live out her days in the city. BuMann also formed the Mountain Goat Monument in Upper Onondaga Park celebrating the annual 10-mile run, and was involved in the exterior structural design of the Onondaga County War Memorial that pays tribute to veterans in ���ϲ����� and around the world, for which she and her team received the ACI Grand Award of Excellence.

Artistic Values and Virtues

In addition to creating her artistic works, BuMann and her husband raised two children: Amy, a healthcare professional, and George, also a sculptor. George earned a bachelor’s degree in environmental and forest biology from the SUNY College of Environmental Science and Forestry, and a master’s degree in wildlife science from��Virginia Polytechnic Institute and State University.

Attending the ceremony, George discussed the values and virtues his mom created throughout her career. “As much of what my mother modeled through her work speaks to liberty, equality, women’s suffrage, and abolitionism, she also wove these elements among her everyday life,” George said. “These still live in the bricks and mortar of the Jerry Rescue monument and other works, but my mother’s ‘invisible moments’ have become cherished memories for those who’ve been able to work with her or share her company.”

Inclusivity and Diversity

“Inclusivity has always been a central part of my mother’s philosophy, her career, and our family. My sister and I absorbed many of these lessons passively without realizing them, often around the dinner table that served as the impromptu story time for our family. Not until years later would we understand how fortunate we were, as our world did not distinguish between people based upon color, creed or any other orientation. This came with the implicit understanding that we are infinitely more productive, creative and resilient when we work together as one,” George said during the ceremony.

BuMann’s ���ϲ����� journey started as a student and continued as an art instructor in VPA. Michael Frasciello, dean of the��College of Professional Studies, mentioned that BuMann’s outlook about life and relationships aligned perfectly with the philosophy of the University and the College of Professional Studies.

“We strive to provide access to the university experience to all people to expand the thinking, understanding and respect we need to survive — and thrive — locally and globally,” Frasciello says.

Community Partnerships to Create Art

One of Sharon BuMann’s sculptures is on display in the city of ���ϲ�����.

BuMann has worked diligently to share her artistic vision in ���ϲ����� and across the country, crediting many individuals with her success as a prolific contributor to the Central New York landscape: ���ϲ����� faculty and administrative leadership; those in local government who’ve seen the value of the public art scene; and community volunteers and cheerleaders, including John Marsellus and Chet Whiteside, who paved the way for many of the projects that reflect her creative spirit.

Throughout the years, she has continually attended workshops and prides herself on the vast amount of independent study and research that informs her work. “Life-long learning is a philosophy I live by,” BuMann says in keeping with the mission of the College of Professional Studies.

While BuMann is enjoying life at a more relaxed pace, art and sculpture remain part of her daily existence. “My dream and my choice have been, from a very young age, to work as a professional artist,” she says.

The ���ϲ�����-trained, Central New York native holds the Guinness World Record for the largest butter sculpture ever assembled, a model of Big Tex, an icon of the Texas State Fair, that was displayed at that venue weighing in at 4,077 pounds. As monumental as this task may seem, BuMann sums it up simply: “I just love what I do.”

Story by Cheryl Abrams

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

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

A Personalized Educational Journey

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

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

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

Start Now Grant

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

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

For more information, visit .

Ludmilla Evelin

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

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

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

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

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

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

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

Expanding Opportunities

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

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

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

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

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

Staying Involved

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

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

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

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

Advancing Career Goals

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

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

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

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

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

This is a casual conversation group where the group leader and students have conversations about a wide range of topics. As the group leader, you pose topics, ask questions, answer any questions they might have about ���ϲ����� and U.S. culture, and facilitate the conversation.

Some suggested topics are holidays, sports, food, English slang, etc. These sessions provide students with the opportunity to practice and use their English in a less formal setting outside of the classroom.

If you are interested in becoming a conversation group leader, or have any questions, email Kelsey Gillette, international student advisor in the College of Professional Studies, at kgille02@syr.edu.

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

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

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

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

Translating Research Into Storytelling

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

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

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

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

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

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

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

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

Continuing the Conversation With Open Access Publishing

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

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

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

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

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

The Direct Transfer Admission Program Agreement guarantees eligible OCC graduates admission to academic programs in ���ϲ�����’s , , and , where they can complete a bachelor’s degree in four semesters.

“���ϲ����� is proud to partner with Onondaga Community College to offer a new pathway to prepare students for emerging careers,” says ���ϲ����� Chancellor Kent Syverud. “To fully take advantage of the economic opportunities developing in the region, we need a workforce with the training and knowledge to meet the needs of emerging industries. This new agreement makes it easier for learners from OCC to benefit from the outstanding educational opportunities available at ���ϲ����� while building a ready workforce for the region’s employers.”

“We’re honored to partner with ���ϲ����� on this Direct Transfer Admission Program,” says OCC President Warren Hilton. “As the community’s college, we are committed to giving students access to higher education pathways, and ultimately the opportunity to enjoy rewarding careers at places like Micron’s new chip fabrication facility right here in Onondaga County. This agreement gives our students a clearly defined pathway to one of the top institutions in the country, and we are proud to collaborate with ���ϲ����� for the betterment of our students and the Central New York region.”

���ϲ����� Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter says, “This partnership reflects the University’s commitment not only to expanding academic excellence in STEM and other areas, but also to growing and strengthening our local community and embracing economic opportunities for our students and alumni.”

Adds OCC Provost and Senior Vice President Anastasia Urtz: “We appreciate the tireless work of our innovative faculty who have built more than 20 new programs in health and human services, STEM and advanced technologies, and the liberal arts. Our programs respond to local economic needs and prepare people for careers across New York state and around the world.”

To be eligible for the program, OCC graduates must have earned a minimum GPA of 3.0. Those with GPAs of 3.25 or higher will be awarded a merit-based scholarship of at least $10,000.

Both OCC and ���ϲ����� will establish advising guidelines and course transfer recommendations to support students in the program and ensure their ability to complete their degrees in a timely manner. The institutions will also work together to recruit students to the program from the ���ϲ����� City School District and other regional schools.

While participants in the program may study a range of disciplines, an emphasis on pathways to STEM-related majors will serve to prepare students for careers at high-tech companies, including Micron Technology, which plans to build a $100 billion semiconductor fabrication facility in the ���ϲ����� suburb of Clay. In this way, the program dovetails with OCC’s new associate degree in and related , as well as existing degrees in engineering science and liberal arts: mathematics and science.

Yet for more than 60 years, school’s been decidedly “in” at ���ϲ����� through its program for motivated high school learners from across the globe.

“Access to college is an important part of the mission of the ,” says Dean Michael Frasciello. “While we are well known for assisting nontraditional students with their higher education goals, the College remains committed to providing a transformational introductory experience to university life, including academics and on-campus living.”

Now that summer is over and the regular school year rhythm has begun, Christopher Cofer, executive director of Pre-College Programs, reflects on 2023 and prepares for the coming months.

2023 Summer College participants take a selfie on campus.

For the first time in six decades, Summer College in 2020 and 2021 were offered online only, due to the pandemic; enrollment for both sessions exceeded 800. Total enrollment across all programs in 2022 was just over 1,000 and close to 1,200 in 2023.

Ironically, the pandemic provided the College with opportunities to diversify and expand programming. “We enhanced our summer portfolio by adding a hybrid program that offered study full time on campus for two weeks, followed by course completion online for four additional weeks,” says Cofer.

The College also added commuter courses at and the . A research immersion program was launched, providing pre-college students with the ability to work with faculty in their labs. Finally, Summer College was re-branded as the Office of Pre-College Programs. “We began an Accelerated Semester Online, allowing pre-college students to enroll for eight-week online courses in the fall and spring through the College of Professional Studies,” Cofer says.

The College plays a major role in expanding the University’s global presence, with Summer College attracting students to campus from 35 U.S. states and Puerto Rico, as well as from 25 nations around the world.

As enhancing as the Summer College experience may be, tuition can present obstacles for many students. This year, the University provided partial need- and merit-based scholarships to more than 150 students, with more than 300 attending Summer College at no cost to them or their parents though partnerships Cofer has established with more than 30 schools, organizations and foundations across the country. An additional 200 students took advantage of one of the College’s many 20% or 50% discount offers.

While many students from private and suburban schools take advantage of Summer College, access for ���ϲ����� City School District (SCSD) high schoolers has been prohibitive due to cost. In summer 2020, the city schools committed funds, along with donations from private individuals and organizations.

Post-pandemic, Summer College returned to campus with an increasing number of SCSD students: 17 in year one, 31 in year two and 35 during 2023. “We are especially grateful to the International Brotherhood of Electrical Workers, IBEW Local 43 in ���ϲ�����, for the $20,000 in funds they provided in 2023,” says Frasciello.

Harkening back to Alice Cooper’s “School’s Out” invocation of years ago, students today may not be as eager to sing that song as they once were. “���ϲ�����’s Summer College program provides as close as a high school student can get to a��college-like experience while still being in high school,” says Cofer.

He also points to the more than 100 credit and noncredit course offerings from 10 of the University’s schools and colleges, including unique subjects like Astro-Bioengineering: Searching for the Limit of Life, InstaFamous 101: Creating and Maintaining a Social Media Empire, and Movies and the Meaning of Life among those more commonly known, such as Introduction to Sociology.

The 1972 Billboard hit’s lyrics proclaimed, “Well, we got no choice, all the girls and boys…making all that noise, ‘cause they found new toys.” Some 50 years later, the new toys of summer for high schoolers may just well be cool new courses at ���ϲ�����.

Story by Cheryl Abrams

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

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

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

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

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

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

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

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

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

To learn more about this program, visit .

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

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

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

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

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

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

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

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

To learn more about the project management resource, visit or

As far back as the Revolutionary War, women had fought for liberty and freedoms they themselves, as women, could not benefit from. Passing the integration act officially recognized women as a part of the military, but there were still heavy restrictions that limited their career opportunities.

In 2013, 65 years after integration, women were authorized to enter jobs placing them on the front lines—a place they were already serving in the decade prior of conflict in Afghanistan and Iraq.

In honor of the 75^th Anniversary of the Women’s Armed Services Integration Act, we proudly acknowledge and celebrate the contributions women from ���ϲ�����’s military-connected community have made through service. Several of them share their thoughts on the significance of, and their contributions to, the legacy of women in the military below.

Colleen Drum – U.S. Marine Corps Veteran

Drum served in the U.S. Marine Corps as a field radio operator from 2003-07. She says she joined for the adventure of seeing the world and to gain a sense of greater purpose. She now works as a program manager for the ’ (IVMF) Onward to Opportunity career training program.

Drum says that her military service taught her to be reliable, consistent and meticulous about planning. “I gained confidence in myself to know I can adapt and tackle anything that comes my way,” Drum says.

She says she’s proud to see the advancements women have made in the military, but also looks forward to seeing the positive accomplishments that will be made in the future.

“Women are powerful and by encouraging and empowering our strengths I believe the U.S. will continue to be the strongest military force in the world,” she says.

2^nd Lieutenant Liz Green – U.S. Air National Guard

Green is the executive director for with the College of Professional Studies. She recently completed the U.S. Air Force’s Officer Training School, having earlier in the year.

Her decision to join was influenced by her experiences with speaking about the University’s online programs for Air Force personnel at nearby Hancock Field.

“I spent a lot of time on the base, meeting with people like prospective students at least once a week. I had a connection with some of the wing leadership, so I was fortunate to have the opportunity to talk to them about the work I was doing,” says Green. “As that conversation meandered, they had an opportunity in public affairs they said would be a good fit, and the rest is history.”

Working in public affairs makes her aware of the issues facing the military today, including the ongoing effort for the inclusion of women within the military. Green says she’s already been exposed to some influential women, however.

“I am fortunate to have been inspired and supported by the women at my current unit, the 174^th Attack Wing, as well as the female trainees and instructors at Officer Training School. I hope to demonstrate even the tiniest bit of the leadership and resilience they have shown. It is through demonstrating such qualities that female service members can continue to empower positive change for the next generation,” says Green.

Kari Mickinkle ’11, G’20 – U.S. Marine Corps Veteran

Mickinkle is a school certifying official with the University’s . She supports military-connected students by handling the necessary administration between the University and the Department of Veterans Affairs.

From 2012-17, Mickinkle served in the U.S. Marine Corps, assigned to the military police. She says she joined looking for a sense of purpose she had not found in life, and thought doing something unexpected would help her find it.

Mickinkle says that while she has seen positive changes for women in the military, she wants to make sure that women are being given a seat at the table not just because of a “check-the-box” mentality, but because women have earned it.

Her time in the service was influenced by other women who went before her, and she recalls a particular mentor that taught her a lot about leadership.

“I had a female first sergeant who knew the appropriate times to educate versus going straight into chewing someone out,” says Mickinkle. She was impressed by the woman’s ability to make it clear she wasn’t someone to cross.

“To do that in an organization where you don’t see a lot of female leadership, especially on the enlisted side, was just awe-inspiring,” Mickinkle says.

Amanda Gritsavage LaLonde ’23 – U.S. Navy Veteran

LaLonde recently finished her undergraduate studies at ���ϲ����� and was selected as a in 2022. She graduated from the College of Arts and Sciences with a bachelor’s of science in psychology and forensic science and now works as a program coordinator for the IVMF’s Community Navigator Pilot Program.

LaLonde served in the U.S. Navy from 2005-14 as a Machinist Mate Second Class in the Navy, she says one of the first lessons she learned during her nuclear engineering training has stuck with her.

“It was the 6 Ps: Prior Preparation Prevents Piss Poor Performance,” says LaLonde. She says it reminds her to plan ahead to keep disappointments at a minimum.

LaLonde’s great aunt, Alice Gritsavage, retired from the U.S. Army as a colonel and served as an inspiration for her decision to join the military.

“My great aunt served during World War II and the Korean War and was appointed by General Douglas MacArthur as Chief Nurse of the Far East Command,” says LaLonde. “She was able to obtain medical supplies and equipment when they were scarce during the war. She is also the first woman to have a VFW [Veterans of Foreign Wars] Korean War Veterans chapter named in her honor.”

During her time in the Navy, LaLonde says she experienced plenty of moments where being a woman resulted in her being passed up for advancement opportunities. Enlisted women were not able to serve on submarines until the year after she left the Navy.

“Women can now serve aboard submarines, In 2022 the first female executive officer of a submarine was appointed, as well as the first enlisted female chief of a submarine, serving as senior enlisted advisor to the commanding and executive officers,” says LaLonde. “These are huge milestones for women in the Navy, but there can certainly be more progress made.”

Patricia Piazza – U.S. Navy Veteran

Patricia Piazza served in the U.S. Navy from 1982-2002, retiring after 20 years of service as a Navy leadership facilitator. She is currently the Florida military community program manager for .

During her time in the Navy, Piazza found her passion for career development and training, something that continues to benefit her to this day as she helps service members navigate the complexities of transitioning out of military service.

Piazza served at a time when the military had placed a cap on how many women could serve, fearing substantial readiness issues if it allowed too many women into the ranks.

Known as the “Woman Pause” of the 1980s, the policy limited women’s representation in the military to 2% of the total armed forces, and each military branch was limited to a single commissioned officer at the 0-6 rate.

Piazza acknowledges that the military has advanced in opening doorways for women, but there is still work to be done.

“I think the military has made some progress since I was on active duty however, my daughter is now serving on active duty and she is still facing the same stereotypes and biases I did in equality and fairness on evaluations, billet options and career enhancement opportunities against her male counterparts within her command,” Piazza says.

Mast Sergeant Jennifer Renee Pluta G’15 – U.S. Army Reserve

Jennifer Pluta runs within the University’s Office of Veteran and Military Affairs (OVMA). She has served with the U.S. Army Reserve since 1999 and continues to serve as an Army Reserve career counselor.

Her overlap in career counseling helps her develop and maintain crucial relationships with the University’s hiring partners and companies actively seeking veterans for their workforce.

“I am privileged to serve as an Army Reserve career counselor, which has impacted my career at ���ϲ�����. This role has uniquely positioned me to understand the skills and experiences of student veterans, specifically having the ability to see how their experiences transfers into their desired career paths,” says Pluta.

She has observed extensive changes in the military and how restrictions have been lifted on women over the course of her career. She recalls how women like Lieutenant General Jody J. Daniels, the command general of the U.S. Army Reserve Command, navigated historically unforeseen challenges within today’s Army Reserve.

“Today’s Army is one that has opened up the doors of opportunity for female soldiers, opportunities that once were limited to male soldiers,” Pluta says.

As part of the initiative to make ���ϲ����� the best place for veterans, the University routinely observes and recognizes significant anniversaries in military history, and celebrates the accomplishments of its military-connected community. For more information, visit the .

Mike Frasciello (left), dean of the College of Professional Studies, hosted international Fulbright students for dinner last summer.

The students, hosted by , are Fulbright scholars from Asia, Africa, Central America, South America and Eastern Europe who will attend a four-week English for graduate studies program on campus to prepare them for full-time graduate study.

The scholars, chosen for the program because of their exceptional leadership and skills, will be in ���ϲ����� July 17-Aug. 11, then join graduate, Ph.D. or research programs at universities throughout the U.S. Students will receive further training so they can then return and tackle challenges in their home countries.

Although they tend to have few opportunities to interact with Americans in a relaxed setting, these scholars have intriguing stories to tell and a lively curiosity about ���ϲ����� and American culture.

Volunteers are asked to provide transportation between campus and their homes (to and from) the day of the mutually convenient visit. Two to three grantees are typically scheduled together to create diverse and interesting conversation for both hosts and students. Any dietary restrictions will be communicated ahead of time.

Those interested in volunteering, please contact Jackie Monsour, assistant director of international programs in the College of Professional Studies.

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

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

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

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

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

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

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

The OVMA has awarded more than half a million dollars in scholarships since 2017 and will continue making scholarships available each semester with more than $1.2 million available for scholarship opportunities. The growing availability of scholarship programs wouldn’t be possible without the support of the university’s military-connected alumni and supporters. Their contributions allow the OVMA to offer more opportunities and support to military-connected students ranging from professional networking events specifically hosted for military-connected students, on and off-campus activities, and cost-free career immersion trips where military-connected students are able to meet face to-face with leaders from some of the largest companies in the country.

Military-connected students using their G.I. Bill benefits may have their tuition covered and receive a housing stipend, but the G.I. Bill benefits have certain limitations that can leave student veterans scrambling to fill the gaps in finances. This is particularly true during the summer and winter months when most military-connected students are not enrolled in classes, which means they do not receive monthly payments from the Department of Veterans Affairs to cover their living expenses.

The recipients of the OVMA Spring Scholarships are:

OVMA Family Member & Dependent Undergraduate Scholarship,��awarded to Allison Crossman ’23

Allison Crossman ’23

Crossman, a military spouse, is a senior in the College of Visual and Performing Arts pursuing an undergraduate degree in communications and rhetorical studies.

“As a non-traditional student, my decision to return to school with three young children was not made lightly. Upon completion of my undergraduate degree, I look forward to attending ���ϲ����� College of Law this fall,” Crossman says.

Gerald B. Faigle Jr. and Robert M. Faigle Student Veteran Endowed Scholarship, awarded to Karl Cutler

Karl Cutler

Cutler is an active-duty U.S. Army captain currently enrolled in the Whitman School of Management’s online MBA program. Originally from Mattituck, New York, he is currently stationed in Hawaii where he serves as a Field Artillery Captain with the 25^th Infantry Division.

“I would like to serve another ten years in the Army, completing my twenty-year commitment to serving our nation. After that, I hope to move back to New York and become a financial advisor, putting all that I have learned at ���ϲ����� to work for the betterment of my community,” Cutler says.

Louis A. and Patricia H. Mautino Veteran Endowed Scholarship, awarded to Joshua Kompf ’23 and Justin Sauve ’25

Joshua Kompf ’23

Kompf is a U.S. Army veteran currently studying creative leadership with the College of Professional Studies. Originally from Jordan, New York, Kompf became a Green Beret and served for eight years with four deployments to Afghanistan.

“Growing up just outside ���ϲ����� in the town of Jordan, choosing ���ϲ����� was easy. I always wanted to attend ���ϲ�����, and once my time serving in the United States Army was complete, I finally made it a reality,” Kompf says. “My experience thus far at ���ϲ����� has been phenomenal. Every class I take is an opportunity to share and experience views and opinions different than my own, opening my mind to endless possibilities.”

Justin Sauve ’25

Sauve is a U.S. Marine Corps veteran who is a sophomore at the College of Engineering and Computer Science where he studies mechanical engineering. After graduation, he hopes to pursue a career in the aerospace industry

“Due to being a student veteran, I have the added financial responsibilities of supporting a family, the financial stresses of pursuing an education instead of employment have, at times, been significantly greater than the academic stresses and curriculum. The support awarded through this scholarship will significantly help me pursue my educational goal of obtaining my bachelor’s degree in mechanical engineering,” Sauve says.

Wilder J. Leavitt and Mary P. Morningstar Scholarship for Military-Connected Students, awarded to Samirah Crawford ’26 and Kamileh Rivera ’23

Samirah Crawford ’26

Crawford is a military dependent and first-year biomedical engineering student at the College of Engineering and Computer Science. After graduating she plans on joining the U.S. Air Force Reserve and continuing to pursue a graduate degree.

“This scholarship will significantly impact me, allowing my education to be more affordable, reducing the stress involved with the cost of an excellent education, and helping me to complete my engineering degree successfully. I plan to graduate with my biomedical engineering degree and promote STEM for young girls, especially in underprivileged or underserved communities, to provide a spotlight on all of the career fields and opportunities in this field,” Crawford says.

Kamileh Rivera ’23

Rivera is a senior studying neuroscience and biology in the College of Arts and Sciences. She is the daughter of a U.S. Army veteran and is originally from Bayamon, Puerto Rico. After graduating, she plans to pursue a career in medicine with the intent of returning to Puerto Rico to help those in need.

“This donor-funded scholarship has impacted me in many ways. Not only does this award relieve financial hardships for my family and me, but it’s rewarding to know that someone believes in my education. I feel honored to be chosen and will not take this opportunity for granted,” Rivera says.

Lucy and Joseph Napoli Veterans Scholarship, awarded to John Nipper ’23

John Nipper ’23

Nipper is a U.S. Navy veteran who is currently studying international relations in the Maxwell School of Citizenship and Public Affairs. He plans to continue his education and earn a master’s in public administration after graduation. Nipper, originally from Fort Myers, Florida, was also recently elected as the President of the Student Veterans Organization at ���ϲ�����.

“After my tour of duty, I felt a pressing call to public service, which led me to pursue a bachelor’s in international relations and public policy. I aspire to advance cyber policies that improve the safety of the American people, understand policy barriers to cybersecurity and digital diplomacy, identify successful solutions, and help implement them,” Nipper says.

Richardson Family Scholarship for Military Family Members and Dependents, awarded to Karyne Brown ’26

Karyne Brown ’26

Brown is a military dependent with a parent who served in the U.S. Army. Originally from New Jersey, Brown is a freshman in the College of Arts and Sciences who was selected for the Renee Crown University Honors Program.

“This scholarship will allow me to devote more time to academic endeavors and extracurriculars by relieving much of my financial stress. In my first semester, I struggled to find that balance, and, now, not only has the stress been relieved but helps to mitigate the problem itself. After ���ϲ�����, I hope to live in New York City and work at a financial firm,” Brown says.

Flanik Family Scholarships for Student Veterans, awarded to Ryan Simmons ’24

Ryan Simmons ’24

Simmons, is a U.S. Air Force veteran who is currently enrolled in the College of Engineering and Computer Sciences, studying cybersecurity administration as a remote student. Originally from Chenango Forks, New York, Simmons aims to earn a commission with the U.S. Space Force where he hopes to work in cyber security.

“Over the past year I’ve been here, the professors, the student body, and even the administration staff have only reaffirmed that coming to ���ϲ����� was the right decision for me.�� I’ve made many professional connections and even friends along the way.�� Some of the professors I’ve had have really been a blessing when it comes to not just imparting class knowledge but also firsthand experience of their professions,” says Simmons.

Interested in supporting ���ϲ�����’s growing commitment to educating servicemembers, veterans, and their families? Want to learn how to contribute to their future academic success? Consider donating to the .

Hsa Mu Na

Living in Burma (also known as Myanmar) under military dictatorship was a difficult and challenging experience for Hsa and fellow Burman citizens. The military had a long history of suppressing political opposition, limiting free speech and using violence to maintain power. The military controlled many aspects of the economy, leading to suppressed economic and educational opportunities for citizens, limiting their chances for personal and economic growth.

“I had a lack of education while living there, because education in Myanmar was too expensive for my family. You had to pay a lot for the school fees, materials and supplies. It is hard to go to school for poor families there. For me, I had only completed a few grade levels and then stopped going to school because of the expense,” says Hsa, who is now pursuing a liberal arts associate’s degree through the College of Professional Studies.

In 2001, Hsa fled to Thailand’s Nu Poe refugee camp, which is supported by the United Nations High Commissioner for Refugees (UNHCR) organization. He lived there for six years and was able to continue his education through the assistance of the local and international NGOs, and community-based organizations. Hsa successfully earned his high school certificate. However, the quality of refugee education is unusually defined and measured by ineffective standards, leading to the government of Thailand not formally recognizing refugee camp high school graduates as national students.

A New Beginning as a Refugee in the US

From 2008-2014, approximately 109,000 Burmese refugees arrived in the United States from camps and urban settings in Thailand and Malaysia. Hsa was among this large group of refugees, resettling in the United States in 2008 with the hopes of having a better life.

After arriving in the U.S., Hsa found employment working at an optical company. “It was a good job, but I was not yet satisfied with my life. I believe that education is very important. Going to a college was one of my dreams, but I also thought that college was not a possibility.”

“The higher education level you have, the better job you will get. I knew that education was my greatest goal. However, it’s not easy to get your GED as a full-time worker because you need to manage your time, schedule and be aware of your living costs too. I could only study part time in my situation at the time. If I worked part time and studied full time, I could not afford my rent or bills,” Hsa says.

In 2013, Hsa joined the English as a Second Language (ESL) program through the (SEOC). The SEOC provides urban communities with innovative academic programs leading to higher education, and vocational training programs leading to gainful employment and economic self-sufficiency.

“I studied ESL from 9 a.m. to noon and then worked from 12:30 to 9 p.m.,” says Hsa. “If I had to work overtime, I would come home at 11 p.m. or midnight. Often, I did not have enough time to do my homework or sleep.”

Through the SEOC, Hsa was able to earn his GED after studying grammar, vocabulary, mathematics, science, social studies, reading and writing in English. Due to his work schedule, Hsa had to step away from his educational studies for a few years.

A Goal Realized Through ���ϲ�����’s Part-time HEOP

In February 2014, Hsa, along with 45 other people from 29 countries became U.S. citizens at the U.S. Northern District Court House in ���ϲ�����.

In January 2022, he returned to SEOC to attend college preparation classes with the intention of going to college to become a social worker. He would drive by ���ϲ����� and see students walking around campus. Feeling inspired, Hsa looked into going to several local institutions to pursue his bachelor’s degree but learned that they didn’t accept part-time students through the Arthur O. Eve Higher Education Opportunity Program (HEOP).

“I learned that ���ϲ����� is the only school that accepts part time HEOP students. So, finally and happily, I decided to choose to go to ���ϲ�����,” Hsa says.

Hsa (far left) and fellow refugees at Nu Poe refugee camp

HEOP was established in 1969 by the New York State Legislature to provide access to independent colleges and universities for economically and educationally disadvantaged students from New York State. While there are many colleges and universities that have full-time HEOP programs in New York state, the College of Professional Studies at ���ϲ����� has New York state’s only

HEOP provides academic support and financial assistance to and covers the majority of the cost of tuition, fees, books and parking. HEOP students also receive one-on-one counseling from advisors who are qualified to help them discover their strengths, overcome roadblocks to success, and choose an academic program that meets their interests and career goals.

“The greatest benefit to any student in this program, is they can receive a quality ���ϲ����� education at little to no cost to them or their families. It goes without saying, this program is a life changing opportunity that provides scholarships and grants to students who otherwise could not attend,” says Marsha Senior, director of ���ϲ�����’s part-time HEOP. “Our part-time HEOP students are hardworking, dedicated and appreciate the opportunity they’ve been given. They take nothing for granted, and they work hard to maintain their grades.”

“I feel like I am very lucky to be here because of the HEOP program. It is an extraordinary program for part-time students who already have a high school diploma. And it is a very helpful program for students who have to take care of their family and work full-time and want to continue their education,” Hsa says.

Hsa, like many post-traditional students that choose ���ϲ�����, has shown remarkable resilience and perseverance in the face of adversity. He enrolled at ���ϲ����� in the summer of 2022, pursuing a liberal arts associate’s degree. His goal is to become a social worker at a refugee’s center in ���ϲ����� and to go on to pursue his bachelor’s degree.

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

Noura Allen

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

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

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

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

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

By taking a holistic approach to leadership, sustainability leaders consider the long-term impacts of their decisions on the environment, society and the economy. They are committed to promoting sustainable practices in their organizations and communities, and they encourage others to do the same.

In partnership with , ���ϲ����� announces a three-phase . Phase I of the program is a two-part virtual session engaging participants in discussions facilitated by instructors Karin Botto, senior human resources business partner at ���ϲ����� and Hilary McManus, professor of biological and environmental sciences at Le Moyne College. Phase II is an in-person, on-site retreat hosted at ���ϲ�����’s Conference Center in Blue Mountain Lake, New York, from June 3-6, 2023. Phase III is an additional virtual session to solidify the key learnings from the program.

Throughout the Sustainability Leadership Program, participants will:

• Learn about climate change issues by connecting the dots between personal, organizational and planetary thriving.
• Deepen self-awareness, personal well-being and resilience through learning a variety of contemplative practices aimed at mitigating eco-anxiety.
• Develop and present SMART leadership goals for yourself, your community and/or your organization.
• Engage with change management practices to support your leadership goals.
• Experience a variety of peer coaching methods and professional mentoring.
• Expand network of change-makers to enhance community engagement.

Upon successful completion of phases I-III of the program, participants will earn a foundations microcredential. Additionally, participants can continue to earn an impact microcredential by completing a portfolio review.

The registration deadline for the Sustainability Leadership Program is Friday, May 5, 2023. Interested participants can .

About the Instructors

Karin Botto, senior human resources business partner at ���ϲ�����

Karin Botto has worked in higher education for more than three decades in areas such as leadership development, human resources, enrollment management, strategic planning, mission integration and faculty development. She currently serves as senior HR business partner at ���ϲ����� where she partners with senior leaders to shape, develop and deliver plans and strategy in line with the needs and priorities of the organization including organizational development, performance management, talent management, professional development, workforce planning and employee relations. She also teaches Individual and Collective Discernment in the Master of Business Administration program at Le Moyne College.

Botto holds a Master of Science in Training and Organizational Development from Saint Joseph’s University and earned a Doctorate of Education from Creighton University in Interdisciplinary Leadership. Her dissertation research focused on developing the ecological self for sustainability leadership. She was recently interviewed by Jesuit Schools Network about her research for the Ignatian Inquiry Podcast.

In 2015, Botto co-developed a leadership model published in the Journal of Jesuit Business Education (2015). She co-authored a chapter of Success After Tenure (2019) by Stylus Publishing and wrote a chapter of Women Courageous: Leading through the Labyrinth (2021) by Emerald Publishing.

Botto’s specialties include sustainability leadership, group dynamics and decision-making, leadership development, coaching and mentoring, management training, and integrating contemplative practices into one’s life and leadership. Her most important role is mother to Jack, Gwyn and Gavin.

Hilary McManus, professor of biological and environmental sciences at Le Moyne College

Hilary McManus is a professor of Biological and Environmental Sciences at Le Moyne College in ���ϲ�����. She teaches about the science of the climate crisis in the classroom and local community and aims to nurture the current and next generations of environmental stewards through hands-on experiences connecting with nature. McManus co-chairs Le Moyne’s Environmental Sustainability Steering Committee, developing a comprehensive campus-wide framework for a greener campus, and is also a certified executive leadership and career coach.

In 2018, McManus was selected as a participant in Homeward Bound, a global leadership development initiative for women in STEMM, which culminated in a three-week voyage to Antarctica with 78 other women from around the world. Currently, with over 700 women strong, the network continues to grow as an international collaboration of women scientists aiming to lead and influence decision-making as it shapes our planet. McManus is also a member of the Climate Reality Leadership Corps founded and led by Al Gore. She delivers presentations with interactive components that offer audience members an opportunity to brainstorm climate action items on the individual, community and policy levels.

McManus’s time away from Le Moyne is spent with her two sons, hiking, camping, gardening and sitting zazen.

Nichole Henry

Henry, director of admissions and recruitment in the College of Professional Studies, was told the good news by her colleague Marissa Willingham, a member of the MLK Jr. Celebration Committee and manager of the Intercultural Collective.

“I asked her, ‘The Unsung Hero? The MLK Unsung Hero?’” Henry says. ��When Willingham confirmed, Henry says she was in shock and in tears. “I didn’t do anything special. I just do what I love to do.”

Henry has devoted her professional career to welcoming and recruiting hundreds of students to ���ϲ�����, through the College of Law and now in her current role.

She is also committed to students through her volunteer work as a dialogue facilitator for InterFaith Works, a FullCircle mentor and a lead instructor with First-Year Seminar.

For those who know Henry, her work, her care for students and her enthusiasm for higher education are an exemplary example of someone behind the scenes moving others forward.

Henry credits others around her for propelling her in the work that she does.

“I am so humbled and blessed to be named an Unsung Hero because I didn’t get here by myself. I’m recognized because I have been surrounded by, fostered by, comforted by and encouraged by so many individuals on this campus who go unnoticed,” Henry says.

At the MLK Jr. Celebration, Henry says they all walked the stage with her in spirit.

“I stand on their shoulders, humbly and lightly, because of what they’ve done for me,” Henry says.

Commitment to Community

Jimmy Luckman, associate director for First-Year Seminar, nominated Henry in a recommendation because of her commitment to the University and ���ϲ����� communities, including her work as president of the Delta Alpha Gamma Zeta Chapter of Zeta Phi Beta Sorority Inc., which supports student scholarship. In the nomination, he weaved in comments from other individuals in support of Henry’s recognition.

Nichole Henry receives the Unsung Hero Award from Chancellor Kent Syverud during the 38th Annual Rev. Dr. Martin Luther King Jr. Celebration in January. (Photo by Amelia Beamish)

“Nichole has been a visionary leader within��Zeta Phi Beta Sorority Inc. and has reimagined how to support students through the admissions��process,” Luckman says. “Her warmth and love radiates to all those around her, so it was an easy decision to work with other members of the community to nominate her for this recognition.”

In her admissions role, Henry enjoys building relationships with all of those around her—mentors who’ve been at the University for many years and those coming up from the next generation—and make connections between everyone she meets, to empower others to find their passions and pursue their goals.

Henry calls her work in admissions “an energetic lifeline,” connecting her to the work that she loves to do. “You just have to really love what you do, and you have to love students and you have to love education,” she says. “Education is an outlet for people to do better, learn better, live better.”

Advocate for Students

Henry, who is pursuing a Ed.D. in educational executive leadership from St. John Fisher University, has also devoted time and her doctoral research to the advancement of students through the Arthur O. Eve Higher Education Opportunity Program (HEOP). Henry, who was an EOP student (the name of the program at public colleges) at SUNY Oswego, has been a strong advocate for the role of such programs that provide various forms of support for those from marginalized backgrounds to succeed in higher education.

Henry has focused her research on such programs and advocating for the needs of students because she knows the benefits herself as an EOP recipient and the empowering effect such resources can have.

“My son has a learning disability; he has always struggled with reading. And it was a struggle for me with the school system to find the right way to deal with the issues,” Henry says. “Black males are at risk out of every population that goes into higher education—they have the highest dropout rate and they are at the highest rate among those who say they don’t feel a sense of belonging.”

Henry wants to know why they—along with other students from marginalized groups—drop out and how that can be fixed.

Nichole Henry and Jimmy Luckman at the 38th Annual Rev. Dr. Martin Luther King Jr. Celebration in January

“How can we create a healthy, positive bridge for them to come to school and be successful here?” she says. “���ϲ����� is a place with the tools,” she says, but we need to make sure they know the tools are here to help them.

Henry describes herself as someone who looks at the glass as half full but is centered in reality through her own experiences, growing up in a disadvantaged community in Brooklyn but finding a path to her goals through education.

“I understand that if we try as individuals, as educators, to recognize every student in the room, we can make such a great impact,” she says.

Winning the Unsung Hero Award also has given Henry more impetus to continue in the work she does.

“I have to continue to actively engage with like-minded individuals who want to do social action; civil engagement; diversity, equity and inclusion work; education work—those who are looking to encourage students in that capacity,” Henry says. “I have to take them as far as I can and let them blaze new paths.”

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

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

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

2023 Summer College Discount Information

���ϲ����� Employee 20% Discount

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

���ϲ����� Legacy Alumni 20% Discount

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

Central New York Resident 20% Discount

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

Veteran and Military 50% Discount

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

Native American and Indigenous Student 50% Discount

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

Multi-Program and Sibling 20% Discount

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

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

The AACSB-accredited business management degree, which represents a partnership between the College of Professional Studies and the Whitman School of Management, is ranked No. 8 in Best Online Bachelor’s in Business Programs (No. 5 in private schools), while ���ϲ����� additionally earned a ranked spot (No. 13) for Best Online Bachelor’s Programs for Veterans (No. 3 in private schools).

This is the highest ranking ���ϲ����� has achieved in the history of its online undergraduate programs.

“Our rapid movement through the U.S. News rankings is a direct result of ���ϲ�����’s commitment to quality, rigor, high-touch student support and distinctive excellence in online education,” says Michael Frasciello, dean of the College of Professional Studies. “And while the rankings are a confirmation of our excellence, the more important measures are found in the data – in the dramatically expanded access we are creating to ���ϲ�����; in the dramatically increasing numbers of military-connected students we are serving; in our exceedingly high credit transfer rates, and our rapidly increasing persistence and graduation rates. To be more precise, our success in this year’s rankings are a direct correlation to the increasing numbers of diverse students who are transforming their lives with a ���ϲ����� education through our online programs.”

���ϲ����� currently offers 10 market-sensitive , as well as eight through the College of Professional Studies.

The maintained its top 10 ranking from last year. “The Whitman School of Management is very proud of our partnership with the College of Professional Studies. This most recent accolade helps to underscore the strength and potential of joint programs, where we leverage the areas of expertise of both partners in better support of our students,” offered Alex McKelvie, interim dean of the Whitman School.

The University’s No. 13 ranking as Best Online Bachelor’s Programs for Veterans is a recognition of ���ϲ�����’s commitment to being the best school for veterans, active military and military-connected students, jumping 27 spots from last year’s rankings. ���ϲ����� is the only R1 private university in the Northeast that offers online and residential part-time undergraduate study to active-duty military, guard and reservists at their respective tuition assistance (TA) rates beyond the member’s annual benefit. This means active-duty and reserve students pay no more than $250 per credit (or the current DoD TA rate) after they expend their annual TA allotment.

U.S. News & World Report ranks over 350 public and private U.S. online bachelor’s degree-granting institutions on multiple measures of academic quality alongside factors of program delivery and effectiveness of awarding affordable degrees in a reasonable amount of time. Ranks are based on methodology used by the publication that includes student engagement, services and technologies, faculty credentials and training, in addition to expert opinion provided by high-ranking academic officials which help account for the intangible factors that affect program quality that are not captured by statistics. For more information about the methodology, visit .

U.S. News & World Report college and program rankings are considered to be one of the premier rankings of U.S. higher education institutions. The full rankings, released earlier on Tuesday, are available on the U.S. News & World Report website.

The Unsung Hero Award is given to community members, students, faculty and staff who have made a positive impact on the lives of others but are not widely recognized for their contributions. The awards were created to honor Dr. King’s vision of creating positive change in a troubled world.

The award winners will be recognized at the 38th Annual Rev. Dr. Martin Luther King Jr. Celebration. Additionally, the 2021 and 2022 Unsung Heroes will be recognized this year since they were unable to be applauded in person due to the COVID-19 pandemic. The 2023 celebration will be held on Sunday, Jan. 22, with dinner at 5 p.m. and the event at 7 p.m. featuring keynote speaker Rev. Phil Turner. Tickets for the celebration are available at .

Read more about the 2023 Unsung Hero awardees below.

Nichole Henry (���ϲ����� Staff)

The Rev. Dr. Martin Luther King Jr. stated that building community requires “a qualitative change in our souls as well as a quantitative change in our lives.” This powerful proclamation reflects Nichole Henry’s 20-year impact at ���ϲ�����.

Nichole Henry

Henry has devoted her professional career to welcoming and recruiting students to ���ϲ�����, which is evident through her work within the College of Law, admissions and in her current role as the director of admissions and recruitment in the College of Professional Studies.

Henry has helped hundreds of students gain access to higher education because of her persistence to learn more about supporting post-traditional students and empowering such students to continue their quest of lifelong learning. In addition to her work in admissions, Henry has devoted time, energy and her doctoral research to the Higher Education Opportunity Program (HEOP). She has balanced work and life responsibilities along with her advocacy efforts of supporting those from marginalized backgrounds both through academic studies and her everyday lived experiences.

For Henry, creating a welcoming environment does not focus solely on the process before students arrive on campus or begin virtual classes. Her commitment is evident in her volunteer work as a dialogue facilitator for InterFaith Works, a FullCircle Mentor, as well as being a lead instructor of First-Year Seminar.

Henry’s legacy of leadership extends outside of the classroom and beyond her office, as she currently serves as president and charter member of the Delta Alpha Gamma Zeta Chapter of Zeta Phi Beta Sorority Inc. Henry has demonstrated engagement within the community as she has worked with her sorority sisters to offer scholarships to local women that aspire to further their education and has expanded ways to engage in the Central New York region. She reflects the ideals of her sorority by engaging in “scholarship, service, sisterhood and finer womanhood,” in all that she does in the community and in her work to continue to uphold, lift up and empower all members of the community.

Candice Ogbu (���ϲ����� Student)

Candice Ogbu

Candice Ogbu ’23, a double major in neuroscience and psychology in the College of Arts and Sciences, has worked with different organizations within the ���ϲ����� community to develop a positive lasting bond.

In response to racial injustices affecting Black, brown and Asian individuals during the COVID-19 pandemic, Ogbu sought to work closely with numerous units and organizations to define and impact change in our society.

During her tenure as chair of the Student Association’s Diversity and Inclusion committee, Ogbu created multiple programs and hosted events, including a panel of BIPOC (Black, Indigenous, People of Color) ���ϲ����� professionals to visit with ���ϲ����� and Nottingham High School students about pushing beyond their perceived limitations and seeking bold opportunities.

She invited speakers like Marc Lamont Hill to discuss racial discrimination in modern society and what we can do as individuals to create positive change. Partnering with the sustainability committee of the Student Association, Ogbu implemented green days where students volunteered to clean ���ϲ����� community parks and gardens. Doing community outreach led her to apply for two separate internships—working as a peer health advocate (PHA) at Planned Parenthood and as a COVID-19 impact analyst with the City of ���ϲ�����.

As a PHA, Ogbu helped develop a mental health retreat hosted by Planned Parenthood. This three-day event involved workshops, mindfulness activities and lectures from mental health professionals. The program is now used as a model for other ���ϲ����� organizations hosting mental health retreats. Additionally, during her time at Planned Parenthood, Ogbu helped implement a city-wide resource list, with each section focused on a category of need within the ���ϲ����� community and lists of possible resources open to the public.

Ogbu is now planning to create a campus organization called PP Generation, focusing on student leaders looking to advocate for sexual, reproductive and gender rights. Her community outreach does not end at Planned Parenthood. She was a key figure during the COVID-19 pandemic in implementing a testing system for essential city workers. Like Dr. King, Candice thinks of what can be done and is not afraid to take the initiative to make her dreams a reality.

Thomas J. Wilson (���ϲ����� Student)

Thomas Wilson, a student in InclusiveU through the Taishoff Center for Inclusive Higher Education, embodies Dr. King’s legacy through his love and support for the ���ϲ����� community.

Thomas Wilson

Wilson is a frequent visitor and friend of many areas across the University community. A senior double majoring in broadcast and digital journalism and political science, Wilson is a news anchor at Citrus TV where “he loves to deliver the news.” Through an internship with Orange Television Network, he is also executive producer and show creator of “Thomas on the Town,” a show where he goes “into the field” interviewing ���ϲ����� community members on a wide variety of topics.

Wilson’s ability to connect with people and share stories is a remarkable resource for the ���ϲ����� community. Thomas immerses himself into campus life through internships and his work at Schine Student Center. He often shows his support of and interest in the community by showing up. He cares enough to take the time to learn.

Wilson is highly involved with the ���ϲ����� Catholic Center. At Wednesday, Thursday and Sunday Masses in the Catholic community, both at Hendricks Chapel and at the Catholic Center’s St. Thomas More Chapel, he puts the books away and makes sure all is set for the next scheduled mass. After Thursday Mass at the Catholic Center, at their “Community Night Dinner,” Wilson’s engaging personality and kind, attentive presence is frequently sought out at whatever table he chooses to sit.

He is a person that individuals naturally gravitate toward because of his generous demeanor, his skill to be an active listener and the confidence he exudes. Wilson’s ability to connect with others through these traits, as well as the professional and educational skills he has developed during his time on campus, will make him a natural leader for our future.

Trinity Brumfield and Camille Ogden (Community Youth)

Trinity Brumfield and Camille Ogden represent a generation of young, Black women who embody the life and legacy of Dr. King through their vision, efforts and commitment to diversity, equality, inclusion and accessibility.

Trinity Brumfield

Brumfield and Ogden seek to be advocates for justice in their high school. Currently juniors at West Genesee High School, they attempt to pursue change with diligence and positivity.

Founding members and co-presidents of Umoja, a student-led group at West Genesee High School that was created to actively unite students of all races around issues of diversity, equity and inclusion, Brumfield and Ogden believe they are beneficiaries of the legacies of previous generations of change-makers. They have been certified and trained through the Student Coalition on Race Equity, an initiative that accesses the talent and skills of students to eliminate racism in their community, starting in their own school

Camille Ogden

district. Over the course of four weeks, Brumfield and Ogden were provided in-depth training in three core topic areas: implicit bias, white privilege and Black history.

Both women were selected to serve on the Superintendent’s Advisory Council and also serve as members of the West Genesee Diversity, Equity and Inclusion (DEI) Council. They are committed to creating and maintaining change in their school and district, and believe it to be their responsibility to ensure that younger students understand the importance of advocacy for racial justice and equality. They perceive their efforts as legacy in action, as they have been privileged to speak to middle school students in their district about DEI and help grow chapters.

Brumfield and Ogden serve as members of the Restorative Council, which helps determine appropriate consequences when there is an incident at their school; co-chair the Justice, Equity and Diversity Inclusion group that develops ways to make progress; have formed and hosted lunch groups to meet with teachers and staff to have crucial conversations about their beliefs; helped to develop a film dealing with diversity that staff are required to view; and volunteered at church through working with special needs children in the youth ministry.

Oceanna Fair (Community Member)

Oceanna Fair is a ���ϲ����� native, educator and activist who has amplified the issue of childhood lead poisoning in Onondaga County. During her childhood years, Fair’s brother was impacted by lead poisoning, and he suffered debilitating effects which severely compromised his quality of life. Fair has spoken often about her brother, and highlights his lifetime of dependent care directly related to lead poisoning.

Oceanna Fair

In addition to her brother, Fair’s granddaughter would later receive test results for a high level of lead in her blood, which fueled Fair’s ongoing struggle to prevent and intervene on behalf of ���ϲ�����’s most vulnerable community members—children. Her advocacy is to prevent lead poisoning for all, but especially for Black and brown children who are disproportionately affected and who more often than not live below the poverty line in historically red-lined neighborhoods. Her selfless work to bring awareness to the lead crisis in ���ϲ����� has elevated understanding of the issue and was the impetus for the formation of the grassroots organization Families for Lead Freedom Now, which was founded in 2019 by a group of mothers seeking change. She currently serves as Southside branch leader.

Fair has worked at the local, state and federal level to advocate for stronger lead laws and policies that protect families and provide outreach. She has discussed childhood lead prevention at national forums and conferences. This vital advocacy work was instrumental in passing the City of ���ϲ�����’s Lead Ordinance in 2020.

As a change agent, Fair has helped support many families struggling with childhood lead poisoning and provided resources to others for prevention. She has amplified this issue and has fostered partnerships with other grassroots organizations and across state and regional networks. With champions like her, the ���ϲ����� community has witnessed an increase in more families becoming aware. Her vital work has supported those who have been most impacted by historic disinvestment and structural racism. Through her own family’s experience with generational lead poisoning, Fair made a longstanding commitment to eradicating this preventable public health problem.

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• (30 credits)
  • Sample courses: Project Management Fundamentals, Organizational Behavior and Leadership, Opportunity and Risk Management.
  • Project managers do not operate in a single domain—their skill sets are invaluable in all types of organizations and roles, large and small. The project management master’s degree satisfies the education/training requirement for project management professional (PMP) and certified associate in project management (CAPM) credentials.

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• (120 credits)
  • Sample courses: Data in Society, Informational Visualization, Data-Driven Inquiry.
  • Tying together the fields of computer science, management and business intelligence, the program prepares budding analysts to derive insights from complex data and teaches students how to interpret and translate data into market-ready, actionable information.
• (120 credits)
  • Sample courses: Global Leadership, Essentials of Marketing, Digital and Business Communications for Professional Studies.
  • Today’s businesses face unprecedented turbulence and disruption. Rapid changes in technology and the impact of globalization yield uncertainty, and companies need leaders with the skills to nimbly adapt to this changing landscape. Powered by the Whitman School of Management, this degree prepares students to be a leader in their careers.
• (120 credits)
  • Sample courses include those in writing, the humanities and critical reflections on ethical and social issues.
  • Develop a comprehensive and informed worldview through a powerful academic foundation. Students will gain critical thinking skills and knowledge that will open doors to advancement in their careers, new career opportunities or as a requirement for pursuing graduate-level study.

Certificate-Level

• (15 credits)
  • Sample courses: Foundations of Project Management, Project Organization and Leadership, Project Communications and Stakeholder Management.
  • Explore the foundations of organization, leadership, methodologies and the communication techniques of project management. The project management certificate satisfies the education/training requirement for Project Management Professional (PMP) and Certified Associate in Project Management (CAPM) credentials.

To learn more about these and other degree and certificate offerings, . Find out more about using remitted tuition by or the .

This Japanese expression of gratitude reflects how the students and leadership of Tokai University have felt about the English Language Institute (ELI) at ���ϲ�����’s College of Professional Studies for the past three decades.

Satoki Awano, a Tokai University student who participated in the English Language Institute at ���ϲ�����

“���ϲ����� has always been very welcoming to the many students we have sent to ���ϲ����� over the years,” says Chancellor Kiyoshi Yamada of Tokai University. “We have had the pleasure of hearing from students that they have learned a great deal and had a wonderful experience in a beautiful environment.”

Tokai students must spend at least one semester studying abroad. Their enrollment in ELI fulfills this requirement and provides rigorous instruction in textual and oral English skills, as well as grammatical accuracy. The students, primarily sophomores and juniors, attend ELI classes Monday through Friday, with scheduled breaks for birthday and holiday celebrations, pizza lunches and other social activities.

“The college’s English Language Institute has provided access to meaningful academic instruction for students from around the world for many years,” says David Lind, director of international programs at the college. “We are proud to have cultivated an enriching, mutually beneficial relationship with Tokai University for 30 years.”

International students have praised the education they receive through ELI. Kotaro Kishiguchi emphasizes the diversity inherent in the program saying, “Everyone at the ELI is so kind that I love studying here. Students come from different countries, so you can learn about many cultures.”

Dean Michael Frasciello points to the college’s longtime partnership with Tokai as an example of the University’s commitment to expand access to college through . “We have a proven track record in understanding the unique needs of students from varied nations and cultures,” he says.

Nonoko Omori, who recently completed the program, emphasizes how ELI’s specialized program builds skills in the academic setting that also enhance day-to-day living. “You can talk to students from different countries using English. You become confident in speaking, listening, reading and writing in English through this experience,” Omori says.

The ELI broadens horizons outside the classroom by providing opportunities for fun and socialization on campus, in ���ϲ����� and around New York state, including sightseeing ventures to iconic destinations such as Niagara Falls. ELI students can participate in a weekly Conversation Club, immerse themselves in University activities, and build friendships by living in dorms or sharing off-campus accommodations.

“So far this semester, ELI has had so many events we can enjoy,” says current student Rio Hamada, “including sharing pizza with fellow students once a month and celebrating birthdays with cake.” Neiro Takeuji adds, “Apple picking was so much fun, and we learned about culture and made new friends!” One Tokai student, Yuta Kukita, even recently completed the Community Police Academy.

Students from all over the world come to ���ϲ����� not knowing much English or about the academic and extracurricular activities that comprise college life. “These young people want to meet new people and soak up every experience here that they can,” says Lind. This fall, ELI participants have become captivated by ���ϲ����� football and sport their orange apparel proudly.

“We are truly grateful that our students have an enjoyable and meaningful experience at your university,” says Chancellor Yamada. “���ϲ����� has been and continues to be an essential partner for us. We look forward to an even stronger working relationship in the future to ensure that our students have great experiences.”

When students from Tokai University complete their studies in ELI, they also express thanks—“arigato”—for the extensive English language skills they’ve acquired, friendships they’ve made, and experiences in campus life and American culture that will enhance their lives for years to come.

To learn more about the English Language Institute at ���ϲ����� and ways to support activities for its students, visit or contact Jeffry Comanici, executive director of post-traditional advancement in the College of Professional Studies, at JJComani@syr.edu.

Story by Cheryl Abrams

“We are making it more affordable than ever for first responders to achieve undergraduate certificates, and undergraduate and graduate degrees,” says Green, executive director of online student success in the college. The new tuition grant program is another component of the Go Local Learn Local initiative, which recently expanded opportunities for health care workers in the region. Similar to the health care worker grant, first responders will be able to earn degrees through online part-time studies at a fraction of the normal cost.

“But first we have to overcome some negative perceptions—concerns they might have over not being able to do their studies while doing their jobs, or not being able to afford a higher education degree,” says Green. By appearing in person, Green hopes to build trust with the community’s public servants—trust in the University and trust in themselves and their abilities to excel.

“Just as they serve the entire city, police and firefighters serve our university community every day. We want to support and strengthen them,” says Michael Frasciello, dean of the College of Professional Studies. “As part of ���ϲ�����’s commitment to community, we have an obligation to be an innovator in providing education, training, services and support. Our greatest asset is our excellence in teaching and learning. We should be providing as many pathways to that excellence as we can.”

All full-time and part-time first responders in the City of ���ϲ����� are now eligible to apply for online professional certificates and undergraduate degrees in a wide variety of subjects, including data and predictive analytics, business management, cybersecurity, leadership and project management. The cost for admitted and eligible first responders represents a significant discount (50% of the normal part-time tuition rate, and an 89% discount off the full-time tuition rate).

In addition, all first responders throughout the entire state of New York who already have an undergraduate degree can apply for a 30-credit hour online graduate degree in project management at the discounted rate of $1,000 per credit hour.

“Everyone at every level of every organization does project management in some way,” says Frasciello. “The more training and skills acquired in all the dimensions and practice of project management, the more valuable individuals will be in their workplace. They become proficient in asset resource usage, time management, delegation and staff management.”

Frasciello says the offerings for undergraduate degrees and professional certificates are based on the rapidly changing needs of employers and employees to “upskill and reskill” to meet industry demands. For example, police officers are increasingly adding skills in research and data analysis. “So much of modern policing is digital, involving sifting through and analyzing large amounts of data,” he says. “That’s why our data science courses will be valuable.”

Frasciello expects police officers, many of whom have associate degrees in criminal justice, to pursue policy studies and other courses that will help them progress in their careers in the public sector and pivot to the private sector. “We know there’s a great interest in business management and creative leadership as well,” he says.

Interest in continuing education through online programs increased dramatically during the pandemic and ���ϲ�����’s programs have expanded dramatically to meet student needs. “It’s crucial for continuing education leaders to engage with people who live in the area and respond with programming that residents and employers find valuable,” says Frasciello. “We are the gateway to the University for the community.”

For more information on how to enroll, visit the .

David Meluni, sport management faculty in the Falk College of Sport and Human Dynamics, will lead the online seminar. Attendees will be introduced to concepts involving how to build a brand and ultimately monetize opportunities. This will include an Instagram analysis of a current collegiate athlete to provide participants guidance about how to approach brands to secure deals.

Critical points that are important to implementing the NIL model will be covered, including:

• Why athletes must build their personal brand
• Your messaging, your story, and your values
• Followers + Engagement = Everything you Need
• How to use and leverage social media platforms

The four-week online seminar meets virtually one evening per week and starts Oct. 6. The application deadline is Sept. 30. The cost is $244 to attend. For ���ϲ����� alumni, staff, faculty and students, the cost is $195 to attend.

To learn more or register for the seminar, .

Story by Allison Roth

Three of the 1,060 high school students from across the United States who participated in Summer College 2022, with a cameo by Otto

This summer, ���ϲ�����’s Summer College welcomed its largest cohort of high school students in its over 60-year history. More than 1,000 students from around the world enrolled in an on-campus or online pre-college course through the University. This was the first time in two years that pre-college students were on campus for the program.

“I am overjoyed that so many high school students chose to attend Summer College at ���ϲ�����,” says Chris Cofer, executive director of the Office of Pre-College Programs. “We made a concerted effort to maintain a robust and diversified portfolio of over 80 course offerings, and I think students responded to that.”

In the spring of 2020, Summer College had to quickly pivot in reaction to the COVID-19 pandemic. Up until that point, Summer College had only been an in-person program. All high school students who attended pre-college at ���ϲ����� would spend two to six weeks experiencing college life on campus. They lived in residence halls, attended college-level classes, ate meals in a dining hall and went on field trips to regional landmarks.

As the number of COVID cases started to rise in early 2020, many institutions around the country canceled their summer pre-college programs. ���ϲ�����’s Office of Pre-College Programs decided to take a risk and move all of its courses to an online format. “My team was prepared to take on the challenge of creating a program that met students where they were—at home,” Cofer says. “We viewed it as an opportunity to provide a robust, online pre-college program that high school students could attend virtually in the comfort and safety of their homes.”

Students responded, and the program exceeded enrollment expectations. Summer College had 837 high school students enroll in their online summer program, an 18% increase from the prior year.

In 2021, Summer College decided to only offer online courses again due to the high level of COVID cases. While students couldn’t have the experience of living on campus for yet another summer, the program tried to emulate a campus experience. Students had ‘community connectors’ in place and they could take part in virtual events and activities to unwind and meet students in other online courses. Professors had virtual office hours for extra help and students could take advantage of other ���ϲ����� resources offered online like the writing center.

Although case numbers were down significantly in 2022, the decision to offer an in-person option wasn’t easy. “We had to make the decision in the fall of 2021,” says Cofer. “I chose to stay true to our general operating philosophy to meet students where they are. We anticipated that cases would be lower and that students would want to be in person again.”

They were right, and a record was broken. 1,060 high school students from 40 U.S. states and 18 countries attended Summer College this year.

By offering more than 80 courses both in-person and online, a greater population of students could attend pre-college. While most students attended the in-person program, more than 150 took their classes online. For some, it was because of the ongoing risk of COVID. For others, an online program fits better into their lives because of jobs or other responsibilities.

Historically, high school students attend Summer College for many reasons. They can test out a college major to find out if it’s something they want to pursue. It’s also a valuable differentiator on a college application. Many students are interested in attending ���ϲ�����, but they want to see what it’s like before applying. This year, those reasons were all still true—but living through a pandemic has caused students to have different perspectives, challenges and needs. Two weeks of living on a college campus was transformational for these students.

“A quote from a 2022 Summer College parent sums it up better than I can,” Cofer says. “They said, ‘I have noticed that my son holds himself differently now. He moves through the world with a bit more confidence. A bit more assured of himself. He’s comfortable going off and figuring something out more than he was before.’”

Applications for Summer College 2023 will open in December. Applications for Accelerated Semester Online courses, which are offered during the school year, are open now. .

Story by Amy Kruse

“We know that for many in our community the path to economic prosperity and financial independence includes a comfortable home and continued opportunities to grow professionally,” says J. Michael Haynie, vice chancellor for strategic initiatives and innovation. “These two initiatives represent the University’s latest effort to support and build a stronger, more inclusive local economy.”

���ϲ����� first launched Go Local in 2019 with a commitment to leverage the power of the University to broaden the participation of local residents, underrepresented communities, women and veterans in building projects and contracting and in employment opportunities; increase economic growth through the University’s purchasing activities; and help sustain the growth of businesses in the community. Earlier this year, as part of Go Local, the University hosted a Career and Vendor Fair at the Oncenter Convention Center that helped create and strengthen relationships between local business owners and purchasing managers at the University and enhance awareness of job opportunities open to residents.

Making Home Ownership Possible

The newly expanded Live Local initiative extends the boundaries of the University’s home ownership assistance program and creates the University-area Home Ownership Program. Live Local expands eligibility for home ownership into neighborhoods to the west of the University Hill area, acknowledging the impact of the removal of the Interstate 81 viaduct.

“This is an important investment in our city, our people, our community and our economy,” says Cydney Johnson, vice president of community engagement and government relations. “By shifting and expanding boundaries, we are opening up new opportunities for more individuals to afford to buy homes.”

In partnership with Solvay Bank, the University will offer employees mortgage loans up to 100% of the purchase price. Those employees will also receive Solvay Bank’s best interest rate and will not have to purchase additional mortgage insurance. Further, program participants will be eligible to receive a forgivable home improvement loan valued at 10% of the purchase price of the home, up to $15,000.

Christopher Dunham, president of the University Neighborhood Preservation Association, says, “���ϲ�����’s plan to provide enhanced homebuyer incentives to its employees demonstrates a commitment to its surrounding neighborhoods and complements the work that UNPA does to promote homeownership in our area. We expect the University’s investment will mean that more people will choose to make our neighborhood theirs, to live, to work and to share in a vibrant and welcoming community.”

Eligibility for the new program remains the same as eligibility for the long-established provided through Empower Federal Credit Union, Summit Federal Credit Union and Tompkins Trust Company:

• All regular full-time and part-time faculty and staff may participate.
• One- and two-family homes, townhouses and condominiums are eligible.
• The property must be owner-occupied.

More information about the new mortgage guarantee program is available on the . Interested employees are encouraged to email realestate@syr.edu to begin the process of purchasing a home through the Live Local Program.

New Support for Health Care Workers

Also part of the Go Local initiative, Learn Local is now offering a tuition grant that expands opportunities for part-time, online undergraduate degrees and certificates to health care workers throughout the region.

“The tuition grant is designed to meet the education and career-readiness needs of the local health care community by ensuring that residents have access to market-sensitive and industry-informed degrees and professional certificates,” says Michael Frasciello, dean of the College of Professional Studies. “During these last few years, we were reminded how critical our health care workers are to the well-being of the entire community. We want to support them and strengthen their ranks.”

The Health Care Worker Grant is a tuition discount open to all full-time, part-time and per diem employees of Crouse Health System (including Crouse Hospital and Crouse Medical Practice), SUNY Upstate Medical University, St. Joseph’s Health Hospital, Veteran Administration ���ϲ����� Health Care System, KPH Healthcare Services Inc. (Kinney Drugs), and Loretto. The tuition rate will be $350 per credit hour, and an 89% discount on the full-time tuition rate.

“The continued growth and development of career pathways for our employees at Loretto is a top priority and programs like this make it affordable for our staff to pursue advanced degrees,” says Dr. Kimberly Townsend, president and CEO of Loretto. “We’re excited to make this opportunity available to our employees to take advantage of the great programs right in our own community. Career advancement is key to keeping and growing the healthcare workforce needed today and into the future.”

The tuition discount applies to ���ϲ����� online undergraduate degrees and undergraduate certificates in the College of Professional Studies. Current undergraduate bachelor’s degrees include health care administration, applied data and predictive analytics (data science), business management, computer programming, creative leadership, cybersecurity administration, knowledge management, policy studies, and liberal studies. An associate of arts in liberal arts is also available.

Health care workers interested in the grant and learning more about ���ϲ�����’s online undergraduate degrees and certificates should contact the College of Professional Studies at 315.443.9378 (Toll Free: 1.866.498.9378) or parttime@syr.edu.

These formidable sentiments are being expressed this month as the College of Professional Studies honors the service of an organization whose members have steadfastly exemplified these same qualities over many decades: the Women of the University Community (WUC).

Dean’s Lifetime Ambassador Award

During the college’s alumni luncheon as part of Orange Central, on Thursday, Sept. 29, from noon to 2 p.m., at Drumlins, Dean Michael Frasciello will present WUC with the Dean’s Lifetime Ambassador’s Award. This accolade is one of the highest forms of recognition the college bestows on alumni and organizations for their support of ���ϲ�����, the college and its students. Members of the University community and the public are invited to attend the event.

“���ϲ����� is tremendously grateful to the Women of the University Community for their unwavering belief in the transformational power of a college education, and their commitment to our shared mission of providing and supporting access to ���ϲ�����,” says Frasciello. “We look forward to celebrating their achievements on Sept. 29.”

Near Century of Dedication

The Women of the University Community was founded in 1927 (as it happens, a year after Queen Elizabeth’s birth) by some formidable women to bring together alumni and other women affiliated with ���ϲ�����. For nearly a century, the organization succeeded in providing support for women and education. Beginning in 1969, three scholarships were created to honor Beverly Whaley (SUNY-ESF), Mildred Eggers (University College, now Collage of Professional Studies), and Ruth Tolley (Falk College). These scholarships, which eventually became endowed and have since distributed more than $200,000 to deserving female scholars, will continue to be awarded.

The Mildred Eggers award is presented annually to three women studying through the college who are matriculated in a bachelor’s degree program and taking at least six credits the following semester. Recipients are selected primarily on academic merit, with financial need considered. The Ruth Tolley award is presented to outstanding juniors in the David B. Falk College of Sport and Human Dynamics, and the Beverly Whaley scholarship goes to a sophomore or junior at the SUNY College of Environmental Science and Forestry.

Profound Impact

Retired University administrator Esther Gray, who led the University Lectures Series for many years since its inception in 1996, is a College of Professional Studies alumna and past president of WUC. She received a Mildred Eggers scholarship while pursuing her degree. “That scholarship meant the world and helped get me through my studies at SU,” says Gray.

As a WUC member who attended many ceremonies when scholarships were awarded to recipients, Gray recalls one comment from a deserving student that has inspired her since. The young woman said, “The Women of the University Community’s belief in me through this scholarship led to my believing in myself.”

In 2021, WUC was formally disbanded for many compelling reasons, including the aging of long-standing members and their abilities to participate, as well as time commitments of current and potential members. The COVID-19 pandemic stalled in-person get-togethers and events, greatly impacting the cohesiveness of WUC as a sustainable organization.

Affirming the Past

While the disbanding of WUC could be viewed sadly, as a mourning for something that had been vibrant on campus for so many years, the remaining members instead focus on celebrating the accomplishments made possible by many women, as well as moving forward with the promise of and inspiration in women scholars of today. “We take heart in all that was achieved since WUC’s formation,” says Kate Veley, an alumna and long-time University employee who is now the director of corporate philanthropy at Make-a-Wish of CNY. As a former president of the group, Kate looks back with pride on both the time dedicated by members, as well as their monetary donations along the way.

Whenever WUC presented fundraising events, members paid for all associated costs, such as invitations, postage, room rentals and more. “From the very beginning, every penny raised went directly into the scholarship funding,” says Veley. “Administrative expenses were totally covered by the members; it wasn’t a line item in our budget.”

WUC held many annual book and garage sales, as well as its primary fundraising activity, an annual Poinsettia Sale, with more than 12,000 plants being sold over the years. Community and social services have also played a significant role in WUC through an outreach tutoring program, events for international students and families, and support for local charities such as the American Cancer Society and Hendricks’s Chapel Food Pantry.

At its core, the WUC has always been a highly social organization. Traditionally, members held three annual events: a Fall Welcome, seasonal Holiday Party, and a Spring Luncheon. Other activities included bridge, a book review group, gourmet dining events, bowling, creative writing, theater, and crafts and sewing. Neighborhood groups were also vital, with 15 different meeting locations in its heyday.

Service from a Different Age

While the WUC has seen many changes over the years, the organization has remained true to its founding as an organization of women who gather in friendship, camaraderie, and respect to sustain one another, create meaningful relationships and assist future generations in their academic pursuits.

Although the group formally disbanded last year, what continues say Veley and Gray is a profound sense of caring and support, particularly for its oldest members. “We have an email list and routinely stay in touch with one another,” says Veley. When a member may be ill or having a tough time, other members rally around to provide meals and whatever help they can, adds Gray.

As the college prepares to honor the WUC, two additional attributes that King Charles III ascribed to his late mother can aptly be applied to WUC members: “a fearless embrace of progress and an unerring ability to see the best in people.”

William, the now Prince of Wales, also stated that he thanks his grandmother, Queen Elizabeth II, “on behalf of my generation for providing an example of service and dignity in public life that was from a different age, but always relevant to us all.”

The ���ϲ����� community, likewise, thanks the Women of the University Community for 95 years of its example of dedicated service and engagement in the life of the campus and surrounding community.

Story by Cheryl Abrams

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

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

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

A Golden Opportunity

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

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

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

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

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

Connecting Through Cultural Experiences

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

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

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

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

More Than a Global Network

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

Fulbright English for Graduate Studies Program poster session at Bird Library

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

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

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

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

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

English for Lawyers 2022 mock trial

The mock trial was about to begin.

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

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

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

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

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

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

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

English for Lawyers 2022 cohort

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

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

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

.

About the English Language Institute

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

Joseph Carringer

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

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

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

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

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

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

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

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

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

To learn more about scholarship opportunities, visit the .

��About the College of Professional Studies

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

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

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

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

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

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

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

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

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

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

About the College of Professional Studies

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

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

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

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

Her Mother’s Mantra

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

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

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

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

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

Lessons Along The Way

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Study Sessions at the Dinner Table

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

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

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

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

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

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

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

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

Baratta finally felt seen.

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

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

Inspiring a New Generation

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

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

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

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

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

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

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

Structured for Success

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

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

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

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

iY-1 student Jin Chai

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

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

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

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

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

A Trio of Learning Environments Offers Student Support

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

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

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

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

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

Just The Beginning: Global Expansion and Advanced Degrees

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

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

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

About the College of Professional Studies

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

About Interlearn, Inc.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Fulbright Scholars, hosted by International Programs within the College of Professional Studies, come to ���ϲ����� from Asia, Africa, Central America, South America and Eastern Europe, and while on campus they will be attending a four-week English for Graduate Studies program that will prepare them for full-time graduate study.

These students will be in ���ϲ����� from July 18 through Aug. 12 before they embark on their graduate, Ph.D. or research programs at universities throughout the country. Fulbright Scholars are selected because of their exceptional leadership and skills, and during their program, they will receive further training that will help them tackle challenges in their home countries when they return.

These students would love to tell their intriguing backstories, and are eager to learn more about ���ϲ�����, the local culture and life in the United States. Please help make them feel welcome in the community. If you are interested in participating, please contact Jackie Monsour, assistant director, international programs in the .

Microcredentials: Filling Skill Gaps and Expanding Opportunities

Microcredentials play a unique role in helping students to upskill or reskill to be more competitive in the job market. By providing short and focused learning experiences, when and where students need it, microcredentials allow students to build a portfolio of demonstrated learning in a short amount of time, whether for professional advancement or personal interest.

The Office of Professional Acceleration and Microcredentials within the was launched in 2021 to expand the University’s portfolio of alternative learning credentials, including noncredit certificates, courses and workshops. Alongside the launch of this new office is the . While official diplomas issued by accredited institutions remain the gold standard for credit-bearing certificate and degree programs, digital badges are fast becoming a similar standard for marking the successful achievement of professional microcredentials.

The first digital badges awarded by ���ϲ����� were to those who completed the Leadership and Governance During Times of Crisis certificate program at the Maxwell School of Citizenship and Public Affairs, which has for decades offered distinguished, non-degree offerings in short-course formats to domestic and international audiences.

“Microcredentials expand our ability to publicly recognize and certify qualifications our alums have earned,” says Daniel Nelson, director of short courses in the Maxwell School Executive Education Program. “It’s a valuable tool for the school and representative of the ways we continually expand our offerings of flexible education pathways. Microcredentials are a great tool to support immediate learning objectives as well as offering opportunities to ‘stack’ these achievements towards enrollment in and completion of a traditional Maxwell degree.”

Digital Badges: Validating Learning Experiences

Through our digital badging platform, ���ϲ����� will recognize successful completion and demonstration of learning by issuing digital badges at various learning levels such as foundational, intermediate and advanced.

“When a ���ϲ����� college, school or special other unit awards a digital badge for an achievement, it means the achievement has been assessed and is now being recognized by that college, school or unit,” says Arthur Thomas, executive director of professional acceleration and microcredentials.

Digital badges serve as more than just an icon that can be shared on social media platforms like LinkedIn. The earning criteria listed on the digital badge help external evaluators and employers determine how to value the achievement of a particular digital badge against their own competency expectations.

Each digital badge provides specific information about not only the type of digital badge awarded, who it was awarded to and the date it was earned, but also what was necessary to achieve it and the awarding organization. The result is an online validation of an authenticated learning experience.

“When clicked on, the digital badge icon takes the user to a dedicated page on the badging platform where that badge is amplified, and its unique background information can be seen and verified,” Thomas says. “The authentic validation that accompanies these digital badges allows these individual journeys to become more ‘readable’ by the viewing public, empowering individuals to show details about what makes them truly unique.”

Powerful Packs of Learning: Personalized Learning and Stackable Badges

Individualized learning goals can be created, tracked and met due to the ability to pursue microcredentials at various levels and on different topics. Students can choose to customize their learning journey by pursuing one or multiple microcredentials that round out their skills for a specific career path or goal. Students may also take advantage of pre-designed pathways featuring courses of advancing depth, which allow for increased knowledge of a specific skillset or subject and earn more advanced digital badges.

“The ability to assemble microcredentials into a combination that is unique for a particular individual serves to define their professional brand,” Thomas says. “A student can assemble a powerful portfolio of digital badges that tells the story of their academic journey.”

The Office of Professional Acceleration and Microcredentials will work with all schools and colleges on the ���ϲ����� campus who want to issue digital badges to their students.

“We have an existing catalog of microcredential programs on campus that are currently recognized with printed certificates,” Thomas says. “We want to empower our students to not only pursue their lifelong learning goals but to also share their accomplishments with their networks. Digital badges allow us to give them that opportunity.”

In Summer 2022, a new and expanded catalog of microcredential programs will be launched alongside the integration of existing microcredentials into the badging platform.

To stay up to date on new programs and how to register, please visit .

Wilder J. Leavitt and Mary P. Morningstar Scholarship for Military-Connected Students, awarded to Kamileh Rivera ’23 and John Nipper ’23

Kamileh Rivera

Rivera, from Bayamon, Puerto Rico, is majoring in neuroscience and biology in the College of Arts and Sciences and is pursuing a minor in public health in the Falk College of Sport and Human Dynamics. Rivera plans to attend medical school after graduation; her goal is to become a doctor back home in Puerto Rico to “give back to the community that saw me grow up and develop into the woman I am today,” she says. While in ���ϲ�����, she is giving back to the local community�� through neighborhood clean-up efforts around campus. “I was able to see how picking up small pieces of trash can create a vibrant shared space and bring a community together,” she says. Rivera’s father served for 33 years in the United States Army.

John Nipper

A U.S. Navy veteran, Nipper is majoring in international relations in the Maxwell School of Citizenship and Public Affairs and the College of Arts and Sciences.�� “The community, camaraderie and level of academic excellence that I have been immersed in is unparalleled,” he says of his time on campus. When not attending classes, Nipper is spending time with his daughters, who are 8 and 6 years old. “Being a father has fundamentally altered my perceptions of the world and how I operate within it,” he says. After receiving his undergraduate degree, Nipper plans to pursue a master’s degree in public administration in the Maxwell School.

Office of Veteran and Military Affairs Military Family Member Scholarship, awarded to Hannah Gavin L’23

Hannah Gavin

Gavin’s father, a veteran, attended ���ϲ����� to pursue a degree in education. The experiences he shared with Hannah inspired her to follow in his footsteps at the University, with the goal of pursuing a law degree. Gavin, a second-year student in the College of Law, has dreamt of being a lawyer since she was a young child, and hopes to one day become a family law attorney to support families across the country and world. “I hope to pursue a career in a public interest firm providing legal support to those unable to afford private counsel,” she says. This scholarship will allow Gavin to participate in internships this summer and next year to pursue that career.

Amanda Lalonde

Lucy and Joseph Napoli Veterans Scholarship, awarded to Amanda Lalonde ’23�� �� �� �� �� �� �� �� �� �� ��

After moving to Florida from her hometown of Endicott, New York, and spending nine years in the U.S. Navy, Lalonde is now majoring in psychology and forensic science in the College of Arts and Sciences. She was worried how other students would perceive her, a nontraditional student, when she first decided to move back to ���ϲ����� and finish her undergraduate degree. However, through her experience as an�� orientation leader, she has become more comfortable with other students and realized many new students were older, nontraditional and/or veterans like herself. Lalonde hopes that she can continue to work with the University after graduation and provide insight to other hesitant nontraditional and veteran students.

Joshua Kompf

Louis A. and Patricia H. Mautino Veteran Endowed Scholarship, awarded to Joshua Kompf�� ’23

After four combat tours in Afghanistan as a Green Beret, Kompf knew it was time to return to his hometown and pursue an education that could provide impact beyond his military service. He is majoring in creative leadership in the College of Professional Studies. “���ϲ����� has opened up my mind to differing points of view, allowing me to have a more complete grasp of the world,” he says. After graduation, Kompf plans to pursue a career as an operational advisor. “In this capacity, I will be able to fully utilize and put into practice the knowledge gained here at ���ϲ����� and my skillsets as a former Green Beret,” he says.

Richardson Family Scholarship for Military Family Members and Dependents, awarded to Ava Henderson ’23

Ava Henderson

Born in Bethesda, Maryland, Henderson is pursuing her degree in social work in the Falk College of�� Sport and Human Dynamics. She is the daughter of disabled Marine Corps veteran. “My father’s service has provided him an unmatched sense of community, and the sacrifices made by his fellow service-members deserve to be repaid by those in the field of social work,” she says. During her time at ���ϲ�����, Henderson has participated in the College of Law’s Veterans Legal Clinic. “I am very proud of the work and research I have been able to complete during my time at the Veterans Legal Clinic with the help of my advisors,” she says. Henderson looks forward to pursuing her interests in military social work and in the field of law after graduation.

Christian Viola

Office of Veteran and Military Affairs Undergraduate Student Veteran Scholarship, awarded to Christian Viola ’22

A current member of United States Marine Corps Reserves, Viola is majoring in civil engineering in the College of Engineering and Computer Science. His decision to move from active duty to the reserves provided Viola with the flexibility to attend college. ���ϲ����� leaped out to Viola because of the resources and aid available to student veterans, which he says, “was unlike any other university I had toured.”�� Viola is delighted with the character and work ethic he has developed here at ���ϲ�����, and he thanks his professors and other students for their influence. Viola has accepted a full-time construction management position and will soon begin his pursuit of a master’s degree in business administration.

Gerald B. Faigle Jr. and Roberta M. Faigle Student Veteran Endowed Scholarship, awarded to Rob Ryan ’23

Rob Ryan

Ryan, a United States Marine Corps veteran, is majoring in social work and child therapy in the Falk College. During his time on campus, Ryan has been involved with various committees and organizations, including the Diversity Committee, Social Workers United and Student Veterans Organization. “My time at ���ϲ����� has shaped me not just as a student, but as a person,” he says. This scholarship will allow Ryan to pursue additional opportunities, including hands-on internships, that will help solidify his experience in his field of study.�� Ryan hopes to earn his doctorate and run for elected office in the future.

���ϲ����� Global provides students who are unable to engage with the University full-time or on campus with transformational educational opportunities, combined with integral support services, in pursuit of a ���ϲ����� degree, credential or certificate.

���ϲ����� today announced the official launch of , a virtual and extended campus that integrates and elevates the University’s broad range of digital and place-based learning opportunities to students around the globe. Regardless of location or life circumstances, undergraduate students, graduate students and lifelong learners have access to relevant, challenging and innovative courses, programs and non-credit credentials in a range of fields, from cybersecurity to health care to business.

“���ϲ����� Global takes many of the high-quality academic programs available, along with new programs in high-demand fields, and expands their reach beyond the borders of our campus,” says Chancellor Kent Syverud. “���ϲ����� Global removes barriers to obtaining degrees, credentials and knowledge that create opportunities for career advancement and professional success for students. Making a ���ϲ����� education accessible to a wide array of learners supports our mission of advancing academic excellence in a university welcoming to all.”

Attending the University through ���ϲ����� Global positions traditional and non-traditional students to grow, kickstart and accelerate their professional, academic and personal aspirations. ���ϲ����� Global provides students who are unable to engage with the University full-time or on campus with transformational educational opportunities, combined with integral support services, in pursuit of a ���ϲ����� degree, credential or certificate.

“Over the past four years—and as we rapidly adapted to the challenges of a global pandemic—we developed innovative and robust learning platforms to meet the needs of students who are not physically on campus,” says Vice Chancellor for Strategic Initiatives and Innovation J. Michael Haynie. “���ϲ����� Global takes the excellence of the University to a new level, offering online degrees, executive and professional education, credentialing programs and more. We are meeting students where they are, with what they need.”

���ϲ����� Global is designed to engage and educate a wider range of students from any location who are at different points and paths in their lives, making a ���ϲ����� education more accessible.

“���ϲ����� has a proud history of serving students who, for many reasons, could not attend campus classes full time,” says Vice Chancellor and Provost Gretchen Ritter. “Back in 1918, when the University launched its first evening session for part-time adult students, through decades of innovation at University College and now, as the College of Professional Studies, this university has found new ways to meet people where they are—in their lives and in their careers—and help them advance.”

The flexibility of digital learning is especially important for students like Edward Furcinito ’22, who works during the day for his family’s construction company. In the evenings, he joins a diverse cohort of classmates, including some serving overseas in the military, who connect across continents and time zones to learn together and share their interests in the emerging field of . “Knowledge management prepares me to work in any sector, because every company has data and people,” Furcinito says. “The focus on data-driven skills appealed to me as I believe in an education that not only prepares you for today’s job market, but for the future.”

College of Professional Studies Dean Michael Frasciello says it’s students like Furcinito who the University had in mind when building this global initiative.

“The strength of ���ϲ����� Global is the result of extraordinary collaboration among deans, department chairs, faculty and staff who brought this vision to life,” Frasciello says. “Our students are directly and immediately benefiting from the creativity, energy, commitment and excitement generated by their work. Together, we are redefining and reimagining transformative education through unbound access.”

���ϲ����� Global also offers students flexible access to a suite of support services, including individual counseling and advising on personalized academic pathways and career development.�� More than 60 degrees and credit certificate programs are offered. They are delivered digitally, and faculty are available to students on flexible schedules.

“As a global institution, we send students abroad to live and learn, and we bring students here from around the world to live and learn on campus,” adds Ritter. “Now, through ���ϲ����� Global, we are connecting high-quality opportunities for advancement to individuals regardless of how and where they learn.”

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.

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

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

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

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

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

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

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

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“Over the past four years, the University has dramatically expanded its commitment to access for nontraditional learners. We’re excited to share with our Washington, D.C., alumni and friends how this expansion extends our mission and positions the University to provide global access and transformational education opportunities,” says Michael Frasciello, Ph.D., dean of the College of Professional Studies.

From 6:30 to 9 p.m., alumni and friends can enjoy an evening of cocktails and hors d’oeuvres. There will be a brief program with remarks from J. Michael Haynie, Ph.D., vice chancellor for strategic initiatives and innovation, and Frasciello. University Professor , one of only 17 University faculty members to hold this designation, will be the evening’s special guest.

O’Keefe previously served as a presidential appointee during his time leading NASA as secretary of the Navy, as deputy director of the Office of Management and Budget, as deputy assistant to the president and as comptroller and CFO at the Defense Department. He is currently the Howard and Louise Phanstiel Endowed Chair in Leadership at the Maxwell School. Moreover, his achievements also include honorary doctorate degrees from five higher education institutions, as well as the Department of Navy’s Public Service Award.

The event provides the opportunity for post-traditional, online and executive education alumni and students to connect in Washington, D.C.

“Engaging post-traditional alumni is a priority of ���ϲ�����,” says Jeffry Comanici, executive director of post-traditional alumni. “Working with partners from across campus, we have identified over 340,000 post-traditional alumni and are excited to include them in the Orange Family.”

For questions or more information, contact Comanici at jjcomani@syr.edu or 315.443.1409.

With help and guidance from Liz Green, executive director for online student success in the College of Professional Studies, and a pre-workshop CliftonStrengths assessment, participants will explore how their top five strengths can help them support, engage and advocate for themselves and others in leadership. The cost of the workshop supports Nanhi Kali’s initiative to raise funds for uniforms, school supplies and tuition costs for girls in India who are otherwise unable to attend elementary or middle school on their own.

Two Zoom workshop options are available and open to all on April 1 and April 8 from 11 a.m. to 12:30 p.m. ET. The cost to attend is $52.

The workshop will donate 100% of the profits to Nanhi Kali, “an organization initiated by Mahindra in India, with a goal to educate underprivileged girl children,” says Ruchita Harsora, Nanhi Kali’s ���ϲ����� chapter president.

The workshop will donate 100% of the profits to Nanhi Kali, “an organization initiated by Mahindra in India, with a goal to educate underprivileged girls,” says Ruchita Harsora, Nanhi Kali’s ���ϲ����� chapter president.

“The workshop will encompass multiple avenues for self-reflection and engagement activities for participants to better understand their individual Top 5 Strengths and communicate with others about their strengths,” Green says. “CliftonStrengths provides a common lens for us to share and connect with our colleagues, coworkers and friends, and provides a foundation for us to effectively advocate for ourselves and others.”

As a registered graduate student organization, the Nanhi Kali ���ϲ����� chapter aims to raise awareness about the importance of educational access, Harsora says.

“This specific opportunity helps us give back to the community one of the essentials—education. Education is the steppingstone to success in any field and it’s a golden opportunity for us to give something back to an underserved community,” Harsora says. “We get a chance to give the privilege of education to the generation that is going to shape our future.”

To learn more or to register, visit the .

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

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

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

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

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

About the College of Professional Studies

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

About the Center for Digital and Online Learning

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

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

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

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

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

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

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

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

To learn more about continuing online education, visit .

The English Language Institute continues to offer superior English language training, plus a competitive advantage for any would-be scholar–extensive academic programming and personal support. [Photo taken prior to COVID-19.]

“���ϲ����� has long been considered a leader in international outreach and education,” says College of Professional Studies Dean Michael Frasciello. “For more than four decades, the College of Professional Studies has shaped and informed that leadership through the English Language Institute. The institute’s innovative language and culture programs continue to support the University’s recognition as one of just four post-secondary institutions in the northeast designated as a contractor by the U.S. State Department as a pre-degree host site for international students.”

While foreign students today may try to hone their English proficiencies through a variety of sources, the ELI continues to offer superior English language training, plus a competitive advantage for any would-be scholar–extensive academic programming and personal support.

Executive Director David Lind, appointed in 2017, understands the needs of potential ELI students. Through more than 30 years devoted to English language teaching, Lind, who holds a B.A. in history from Cornell University and an M.Ed. in applied linguistics from Open University, has logged more than 20,000 hours of experience in this field outside of the United States. He is also uniquely versed in online study, having administered a live remote teaching program that delivered English lessons weekly to 80,000 students in the United Kingdom, Philippines, Argentina and Uruguay.

“What the ELI provides non-English speaking students is precisely what they need to navigate their chosen areas of study in the U.S. successfully,” Lind says. “Language skills and academic reinforcement, plus professional discipline-specific programs and cultural orientation.”

Year-round instruction is available, both online and in-person on campus (when circumstances during the pandemic permit). Topical courses include instruction for students in architecture, law, medicine, information technology, and sport venue and event management. A flagship offering is the Fulbright Virtual English for Graduate Studies Program, which brings together scholars from around the world who plan to study in the U.S.

Some students who attend the ELI may not have plans to pursue their education at ���ϲ�����. “As one of four State Department host sites in the northeastern part of the country, we don’t expect this,” says Lind. “Our mission is to help any international student wanting to study in the U.S., regardless of where that may be.”

Two Central New York partnerships are aimed at attracting foreign students to our region. The College of Professional Studies has been working closely with Wells College in Aurora, New York, and Le Moyne College in ���ϲ����� to introduce foreign students to their institutions before starting at ���ϲ�����. Last August, the University welcomed its first cycle of Pathway Program students who had spent their first year of college at Wells.

“The idea is to ease the transition for our international students to university life in a smaller, more intimate setting,” says Lind. The Mother Cabrini Foundation has awarded Le Moyne with a grant to assist immigrant students and asylum seekers in their efforts to complete undergraduate and graduate studies, particularly in medical-related fields, in the U.S.

One may ask how the work of the ELI benefits the University community, Central New York and our nation. “Smart, talented individuals need to be nurtured and educated for making our world a better place, no matter what country the students ultimately decide to live and work in,” says Frasciello. “We consider the ELI to be a critical part of ���ϲ�����’s commitment to global stability and sustainability.”

To continue the important work in assisting international students with their immersion and education, consider to the English Language Institute.��For more information about supporting the ELI, contact Jeffry Comanici, executive director post traditional advancement, at��jjcomani@syr.edu��or 315.443.1409.

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

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

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

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

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

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

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

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

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

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