“Native American Heritage Month is an amazing opportunity for those that want to learn more about Indigenous culture,” says Darrin White, Native Student Program coordinator. “T���re will be events throughout the month that express culture, heritage and traditions. While the month is important, it is not the only chance for people to learn. Throughout the year, our Indigenous students practice and carry our teachings with them daily.”

This year’s monthlong celebration will kick off with an event on Friday, Nov. 1, from 3 to 4:30 at 113 Euclid Ave. The space at 113 Euclid Ave. serves as a gathering place for Native students and for those who are interested in exploring Native American culture and history. Kalhaku McLester, a member of the Oneida Nation and a mechanical engineering student in the College of Engineering and Computer Science, will lead a discussion on the Native Thanksgiving Address. Tours of 113 Euclid and light refreshments will be available.

Event highlights include the following. A complete list is available on the .

• Tuesday, Nov. 4, 4 to 6 p.m.
• Friday, Nov. 8, 5 to 8 p.m.
• Sunday, Nov. 10, 2 to 4 p.m.
• Tuesday, Nov, 12, 5:30-7 p.m.
• Wednesday, Nov. 20, 5-7 p.m.

All week:

• Sign your graduating class’s first-generation banner at the Intercultural Collective in the Schine Student Center. The banner will be displayed during graduation season. Participants can also get free first-generation stickers.
• A poster display, “Exploring the First-Generation ���ϲ����� Experience,” featuring campus community members, will be on exhibit on the first floor of Bird Library. Learn about the history of the first-generation identity in higher education, the diverse definitions of “first-generation” and inspiring profiles of current first-generation campus members. A library research guide will offer a wide array of books and resources by and for first-generation individuals, covering themes such as cultural education, memoirs, celebrations and wellness.

Monday, Nov. 4

• • A workshop on “Crafting Your Pitch” will be offered by Career Services and the Kessler Scholars Program from 1:30 to 3 p.m. in Room 104 of the Tolley Humanities Building. The workshop is tailored to the needs of first-generation students, with a special emphasis on undergraduate students. Participants will discover, practice and leave with branding and elevator pitch techniques to support their career journeys.
  • “,” will be held from 4-6 p.m. in the Peter Graham Scholarly Commons, 114 Bird Library. A diverse panel of faculty, staff, students and alumni will share their unique experiences, challenges and advice in navigating college and the professional environments. The discussion and Q&A session will include how to gather support and resources,

Tuesday, Nov. 5

• The Center for Learning and Student Success (CLASS), located on the lower level of Bird Library, will hold an open house from 3:30-5:30 p.m. for first-generation students to explore the variety of individual and group academic support services available.

Wednesday, Nov. 6

• Affinity and networking pop-up space for first-generation students, faculty and staff will be available from 11 a.m. to 1 p.m. at the Intercultural Collective office in the Schine Student Center. Meet fellow first-generation peers, share your experiences, sign your class banner and enjoy some light refreshments while building a supportive community.
• “Thriving as a First-Generation Professional: Navigating the Workforce with Confidence,” a trauma-informed workshop designed to empower first-generation college students as they prepare to enter the professional workforce, will be held from 1:30-3 p.m. in 103 Huntington Hall. Participants will explore practical strategies for overcoming challenges unique to first-generation professionals, such as navigating workplace dynamics, developing self-advocacy and managing financial independence.

• A on “Building Your Professional Network” will be held from 4 to 5 p.m. Learn how to unlock life-changing conversations, mentorships, internships and jobs. Connect with members of the vast Orange community. Open to all undergraduate students, regardless of school/college affiliation.

Thursday, Nov. 7

• An open house will be held in 208 Bowne Hall from 11:30 a.m. to 1:30 p.m. for participants to learn about research, fellowship and other resources and opportunities available for first-generation students with the Center for Fellowship and Scholarship Advising (CFSA), ���ϲ����� Office of Undergraduate Research and Creative Engagement (SOURCE), Women in Science and Engineering (WiSE) and the Lender Center for Social Justice.

Friday, Nov. 8

• A First-Generation Resource Fair will be held from 10:30 to 11:30 a.m. in the Jacquet Commons in Huntington Hall. The fair will feature information from�� SOURCE, ���ϲ����� Abroad, Blackstone Launchpad, the McNair Scholars Program, the Louis Stokes Alliance for Minority Participation and more.
• A First-Generation Celebration featuring “Living Between Two Worlds” with Tianna Faye Soto will be held from 11:30 a.m. to 1 p.m. in the��Jacquet Commons in Huntington Hall. Soto will focus on empowering first-generation students to explore their identities, celebrate intersectionality and highlight the unique strength each person holds.

The National First-Generation College Celebration is celebrated annually on Nov. 8 to mark the anniversary of the signing of the Higher Education Act of 1965. The act provides equal opportunity for those from low-income and minority backgrounds. The legislation created grants and loan programs, invested in higher education institutions and started the Federal TRIO Programs (TRIO) to facilitate the academic success of first-generation college students.

First-Generation College Celebration Week events are made possible by the collaboration and generous contributions of multiple individuals, offices and units on campus that believe in elevating and celebrating our first-generation community of students, faculty and staff.

New Student Programs maintains the for those who self-identify as first-generation college students. The list serves a visual representation of faculty and staff dedication to helping current first-generation college students build their personal success networks and their eagerness to help grow a campus of support. Students are encouraged to connect with faculty and staff members who can share their personal journeys, insight and support throughout this unique student experience.

After the presentation, Director of Inclusion and Belonging Armando Martinez will lead attendees in a workshop that will provide guidance on how to enhance belonging in their respective areas of impact on campus.

The forum will be held from 3:30 to 5 p.m. in the Schine Student Center, Room 304ABC. Doors open at 3 p.m., and appetizers will be served. is required by 5 p.m. on Monday, Oct. 28.

American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be provided.��Please contact the Office of Diversity and Inclusion with any questions.

Participants benefit from professional photography, mentorship resources, educational opportunities, receptions and social gatherings.

Gabriela Vasquez Jimenez (pictured in glasses) with her mentor, Beth Wagner (far right) during the Staff Mentoring Program’s opening reception. (Photo courtesy of Diversity and Inclusion)

Gabriela Vasquez Jimenez, administrative specialist for the public administration and international affairs department in the Maxwell School of Citizenship and Public Affairs, is a mentee in the first cohort of the program. She says she experienced significant personal growth, especially with her confidence and ability to connect with others.

“When I started, I was new to both the University and ���ϲ�����. Having Beth Wagner [associate director of budget and administration in the College of Arts and Sciences] as a mentor—a ���ϲ����� native with over 20 years of experience at the University—was the perfect match for me,” Vasquez Jimenez says. “If you want to grow, learn more about this institution and its operations, and expand your network while connecting with various learning opportunities, I highly recommend this program.”

The program is open to all staff; those who are members of marginalized identities are strongly encouraged to apply.

. Completed applications and the submission of a current resume is required to be considered as a mentor or mentee. All applications are due Friday, Nov. 1.

Mentee qualifications:

• Full-time, active staff members with up to five years of career experience
• In good professional standing as confirmed by the Office of Human Resources
• Not currently receiving mentorship as part of a formal University program

Mentor qualifications:

• Full-time, active staff members with an associate director title or above, or equivalent responsibilities, and at least five years of professional experience
• Combined full-time, active ���ϲ����� work history of no less than one year
• In good professional standing as confirmed by the Office of Human Resources
• Not currently providing mentorship as part of a formal University program

For more information, attend the on Thursday, Oct. 17, at 2 p.m., or email the Office of Diversity and Inclusion.

LGBTQ History Month was created in 1994 by Rodney Wilson, a high school history teacher in Missouri. In 1995, a resolution passed by the General Assembly of the National Education Association included LGBTQ History Month within a list of commemorative months. October was selected to coincide with National Coming Out Day (Oct. 11), which was already established, and the anniversary of the first march on Washington for gay and lesbian rights in 1979.

LGBTQ+ History Month provides an opportunity for the campus community to learn more about and celebrate the history, culture and contributions of LGBTQIA+ communities.

LGBTQ+ History Month provides an opportunity for the campus community to learn more about and celebrate the history, culture and contributions of lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA+) communities through a host of educational events, social events and discussions. With planning led by the LGBTQ+ Resource Center, the month supports the ongoing efforts of the center to raise awareness and offer support to queer and trans students, staff and faculty and promote a sense of belonging and inclusion on campus and beyond.

“We invite the entire ���ϲ����� and SUNY College of Environmental Science and Forestry community to participate in the schedule of events planned to honor LGBTQ+ History Month,” says Emily Stewart, director of the LGBTQ+ Resource Center. “At the LGBTQ+ Resource Center, we are committed to celebrating queer and trans individuals and their many intersecting identities throughout the year. There’s historical pride in holding space for these communities.”

Among the activities is the featuring Jackie Cox, from “RuPaul’s Drag Race” Season 12, and local queens, Twigs Von’Du and Aria Vee. Student hosts Tommy DaSilva and Tati Nelums will moderate a panel to discuss the history and importance of drag in today’s climate and open up questions to the audience. The event will be held Oct. 18 from 7 to 8:30 p.m. in the Underground, Schine Student Center. Doors open at 6:45 p.m. RSVPs will get priority over day-of event walk-ins. .

Other events include the following:

• Friday, Oct. 11, 11 a.m.-3 p.m.:
• Friday, Oct. 11, 1-2:30 p.m.:
• Tuesday, Oct. 22, 6-8:30 p.m.:
• Thursday, Oct. 24, 6-8 p.m.:
• Saturday, Oct. 26, 8-10:30 p.m.:
• Tuesday, Oct. 29, 4-5 p.m.:

Carrie Murawski

Carrie Murawski started a little over two months ago in her role as the inaugural DEIA director of learning and development for the . Already immersed in expanding learning experiences on campus to advance diversity, equity, inclusion and accessibility (DEIA), Murawski was drawn to the University because of the importance it places on DEIA and the community of people dedicated to the work.

“It was obvious that there is a true commitment to diversity, equity, inclusion and accessibility practices at the University, and I wanted to be part of an institution that values that sort of investment into their community,” Murawski says. “I see DEIA as a lifelong commitment of learning and relearning and I knew that ���ϲ����� shares that principle.”

Murawski, who began in her role July 16, came to ���ϲ����� from Roanoke College, where she was assistant professor of communication studies, faculty affiliate for the Center for Studying Race and co-coordinator of the Gender and Women’s Studies Program.

In her role with ODI, Murawski provides leadership, collaborative decision-making and oversight of short and long-term professional development opportunities through the office. She is also coordinating the biennial DEIA Symposium and follow-up activities, a new micro-credential program and a new train-the-trainers program. She also provides direction on the Office of Diversity and Inclusion’s CORE Four curriculum, learning materials/resources, and discussions and workshops. All of this work is essential to achieving the critical priorities and goals outlined in the and .

“We are so pleased to have Carrie join us in our work to make the University a place welcoming for all. In this inaugural position, she will help guide and shape DEIA learning and development into a new era,” says Tanya Williamson, assistant vice president for diversity and inclusion. “With her strategic experience and background, Carrie will help pave the way for the development of DEIA professional programs and sustained learning experiences for students, staff and faculty.”

In the following Q&A, Murawski shares more about the work she will be doing and offers a peek at what to expect for next year’s DEIA Symposium.

Why were you interested in this role at ���ϲ�����?

I applied for the director of DEIA learning and development role because I was, and still am, excited about the opportunity to lead inclusive initiatives and programs at ���ϲ�����! I see this institution as leading the way for inclusivity in higher education.

What do you see looking forward regarding DEIA professional development for University community members?

I’m looking forward to creating more long-term professional development infrastructure for the University with an office that prioritizes sustainable change to make the campus more inclusive and accessible for everyone. I’m enthusiastic about building on the , which lays a DEIA foundation for our University community. I’m also eager to think about how to create more professional development opportunities for staff and faculty members whose work is already rooted in DEIA.

What are your plans regarding microcredentialing and how University community members can really immerse themselves in DEIA personal development and greater understanding?

The office’s microcredentialing program is one of my big undertakings this academic year! We’re thinking about not just what it means to be inclusive, but how our DEIA microcredentialing program is uniquely Orange. Our office wants to offer microcredentialing that is free, accessible and self-paced. With a blend of theory and practical application, we want our program to focus on how we can enhance our own community, and University community members will have a way to demonstrate their long-term commitment to DEIA. I’m excited to work with the to make this happen.

Can you give any hints about what to expect for the 2025 symposium? What can prospective presenters start to think about?

The 2025 DEIA Symposium is, in fact, happening, and we are preparing for it to be even bigger than the inaugural event. We’re planning for fall of 2025 and we are excited to have faculty, staff and students from across campus present. The University community can expect diverse topics and a wide range of presentation formats, including keynote speakers, poster presentations, discussion panels and more. We are especially delighted about the focus on accessibility. We are going to offer more ways to participate, virtual and in person, to include as many people as possible.

What have you enjoyed so far about the University and the local community?

I’ve enjoyed meeting my colleagues across campus! It’s refreshing to meet so many folks who are just as passionate and committed to DEIA as I am. Campus is beautiful, and I like to walk around during my lunch break. I’ve started to explore the local eateries on Marshall Street and I’m mapping out my calendar for all the wonderful programming that will take place this fall semester. I’m still waiting on my selfie with Otto, but I’m sure that day is just around the corner.

Diane Crawford

Crawford, executive director of institutional culture at the Whitman School of Management, and Yu, health and wellness research director at the Barnes Center at The Arch, will each conduct projects to advance the priorities outlined in the .

“T��� fellowships offered by the Office of Diversity and Inclusion provide a unique opportunity for staff members to advance a diversity, equity, inclusion and accessibility project that may fall outside of their primary role,” says Vice President for Diversity and Inclusion Mary Grace Almandrez. “T��� professional development for supervisors and student research projects that will be led by our fellows this year will assist us in our efforts to ensure every campus member feels a sense of inclusion and ��belonging at the University.”

Crawford plans to develop a course that will empower supervisors to foster a culture and climate of authentic inclusion, where every team member is valued, developed and included. “This embodies what ‘Leading with Excellence’ looks and feels like. Campus members who have direct reports are encouraged to participate,” says Crawford.

This fellowship provides Crawford an opportunity to develop leadership discovery learning tools, which are practical skills that campus leaders can leverage to drive inclusivity in their respective areas of focus. “As the landscape of the workforce continues to diversify and evolve, it is crucial for leaders to understand and practice ways to make their team members feel that they are valuable contributors,” she says.

“T��� goal is to equip our leaders with the necessary tools to enhance their leadership capacity in regard to inclusivity, thereby building stronger, dynamic teams that further establishes ���ϲ����� as an exceptional workplace,” says Crawford.

Qingyi Yu

Yu plans to conduct focus groups among multiple marginalized identity student groups on topics of belonging and inclusion in different contexts, such as social belonging and academic belonging. This fellowship allows Yu to combine her passion for health and wellness research and assessment while focusing on enhancing DEIA.

“As the leader of the Barnes Center Health and Wellness Research Consortium, I aim to foster cross-campus collaborations and use data to identify predictive and protective factors for student wellness and thriving,” says Yu. “A key goal of my assessments is to better understand how inclusion and belonging impacts student success and thriving. I see the ODI fellowship as a valuable opportunity to expand the reach of DEIA assessment and research, support data-driven strategic planning and serve a diverse student population at the University.”

Through the fellowship, Yu aims to capture unique narratives and perspectives to guide the creation of an inclusive, equitable and supportive environment for all students. “T��� focus groups’ data collected will identify key aspects of belonging and existing resources that enhance the sense of community,” she says. “T��� project seeks to gain a comprehensive understanding of students with marginalized identities, identify successful resources that promote a sense of belonging, propose interventions to enhance this sense of inclusion, and provide data-driven recommendations for strategic planning.”

From left to right, Chinny Nwagbo, Felisha Legette-Jack and Vera Jones, panelists for the “Breaking Barriers and Empowering Women in Sport” discussion Sept. 13 at Falk College.

When Tatiana Warren ’04, G’06, was a student-athlete at ���ϲ�����, she received support from all corners of campus: her track and field coaches; faculty and staff in the Department of Exercise Science; and her advisors in the Ronald E. McNair Post Baccalaureate Program, which prepares high-achieving undergraduate students for success in graduate/doctoral studies.

Knowing first-hand the benefits of mentorship and allyship in breaking barriers for women in all fields of work, Warren will be spending this year’s Coming Back Together weekend giving back to current students during two signature events at ���ϲ�����’s .

(CBT) is a triennial event for Black and Latino alumni to return to campus and celebrate their accomplishments, meet current students and remain connected to ���ϲ�����. For this year’s CBT from Sept. 12-15, Warren will participate in a networking event for current students and moderate a star-studded panel discussion called “Breaking Barriers and Empowering Women in Sport.”

“Having mentors and allies who believe in your potential can make a significant difference in one’s career trajectory,” says Warren, a member of the Falk College Advisory Board. “Additionally, creating inclusive environments where diverse voices are heard and valued is essential for driving systemic change. It’s not just about giving women a seat at the table, but also ensuring they have the support and opportunities to thrive.”

Warren, fellow members LaTisha Marshall ’98 and Andrea Massop Ramos ’85, MCN, and member Jasmine Jordan ’14��worked together to create the Falk networking and panel discussion events.

Warren earned her Bachelor of Science and Master of Science in Exercise Physiology degrees from ���ϲ����� and her Ph.D. in public health with a focus on health aspects of physical activity from the University of South Carolina. Affectionately known as “Dr. Tati,” Warren is a distinguished health equity strategist and the founder of , a multimedia initiative dedicated to disseminating accurate, evidence-based health information to diverse audiences. Warren consults with health professionals, community leaders, educators and community members to implement and evaluate effective health programs.

During Coming Back Together weekend, Falk College Advisory Board member Tatiana Warren will participate in the networking event and moderate the panel discussion at Falk.

Warren attended CBT for the first time in 2017 and says the weekend “was incredibly nostalgic” for her as she played in the inaugural CBT Celebrity Basketball Classic for former student-athletes.

“I’ve learned that Coming Back Together is a fantastic opportunity to bridge the gap across all generations, especially for Black and Latino communities, and invest in the future ���ϲ����� leaders of tomorrow,” she says.

To that end, Warren, Ramos and other notable ���ϲ����� alums will participate in a speed networking event with students from 12-12:45 p.m., Friday, Sept. 13, in Room 335 at Falk College. Ramos is a clinical nutritionist, private health chef and entrepreneur who in 2018 founded Healthy FRIENDZ Nutrition to build independence and confidence in youth, students with disabilities and the aging.

Warren says networking is a crucial gateway to establishing and advancing your career, and she has a wealth of knowledge and experience to share after spending nearly two decades specializing in community engagement and improving health in underserved populations.

“My first job opportunity after completing my doctoral degree in healthcare was at a hospital, and it came about because I was a ���ϲ����� alumna,’’ Warren says. “I remember that interview being effortless; I simply discussed my experiences at ���ϲ�����, highlighting how being a student-athlete and specifically a student-athlete of color laid the foundation for my commitment to community-based work from an equity perspective.”

The panel discussion featuring ���ϲ����� women’s basketball head coach Felisha Legette-Jack ’89, NFL Players Association Director of Player Programs and Engagement Chinny Nwagbo ’05 and award-winning broadcaster Vera Jones ’88, G’91 (all former ���ϲ����� basketball players) will run from 1-1:50 p.m., Sept. 13, in Grant Auditorium at Falk College.

Jones will also be the emcee and announcer for this year’s CBT Celebrity Basketball Classic. “This game is for those who can walk the walk,” says Jones. “I can talk the talk and that’s what I plan to do!”

Warren says the panel topic–Breaking Barries and Empowering Women in Sport–is important to her because she has spent her professional career breaking barriers as often the only woman or person of color serving boards or advisory groups that helped shape the future of health programs for people of color or people from marginalized communities.

“Empowering women in sports is close to my heart; as a former track and field athlete and recipient of the , I understand the unique challenges and triumphs women face in this field,” she says. “This discussion’s theme extends beyond the sports industry as it highlights the broader issues of gender and racial equity, representation and empowerment in all sectors of society.”

In addition to the networking event and panel discussion, Falk is sponsoring a table at the Saturday, Sept. 14, “Shades of Orange Sneaker Ball,” a fundraising and alumni awards gala at the JMA Wireless Dome to support the . Here’s a complete ��Visit the�� to register for the program through Saturday, Aug.��31.

Here’s more information about the guests for the Falk College panel discussion:

Head Coach – ���ϲ����� Women’s Basketball

“Coach Jack,” a ���ϲ����� alumna with degrees in child and family studies and psychology, returned to lead the Orange basketball program in 2022. With over 30 years of coaching experience, she has guided three Division I programs to 13 winning seasons, nine postseason berths, and six 20-win seasons, amassing a 343-279 record. Legette-Jack is enshrined in several halls of fame, including the Greater ���ϲ����� Hall of Fame, the ���ϲ����� Urban Sports Hall of Fame and the ���ϲ����� Orange Plus Hall of Fame. In 2021, she became the first female in ���ϲ����� history to have her No. 33 jersey retired in the JMA Wireless Dome rafters.

Director of Player Programs and Engagement – NFL Players Association

Chinny Nwagbo, a former ���ϲ����� women’s basketball standout, graduated in 2005 with a degree in biology. She played professional basketball for 11 years in various countries and represented Nigeria in the 2006 World Championship Games. Post-retirement, Nwagbo has built a successful career in the sports industry with roles at the U.S. Department of State, PeacePlayers International, Monumental Sports & Entertainment and more. She now serves as Director of Player Programs and Engagement at the NFLPA, creating resources to help professional athletes succeed beyond their playing careers.

President. Vera’s VoiceWorks, LLC
Adjunct Professor of Public Speaking, University of North Florida

Vera Jones is a motivational speaker, communication coach, author and award-winning broadcaster. She has over 30 years of experience as a women’s basketball analyst and reporter for ESPN, Fox Sports and NBA-TV. Vera hosts the women’s basketball show “Certified Unscripted” and the motivational podcast “Perseverance Live.” She holds a bachelor’s degree in broadcast journalism and a master’s degree in television, radio, and film from ���ϲ�����’s Newhouse School of Public Communications.

���ϲ�����’s Office of Multicultural Advancement will recognize seven accomplished alumni during (CBT), which will be held Sept. 12-15.

CBT is a triennial reunion that welcomes Black and Latino alumni back to campus to celebrate their accomplishments, meet current students and remain connected with the University. 2024 represents the 14th CBT reunion held on campus. In 2021, the University’s reunion raised $1.29 million for the Our Time Has Come scholarship.

This year, Abdul K. Abdullah ’10, Ada Agrait ’94, Tara Favors ’95, JaNeika James G’05, Jason Olivo ’95 and Savalle Sims ’92 will be honored with Alumni Awards. Sade Muhammad ’12 will be honored with the Young Alumni Award.

The award recipients will be celebrated by Chancellor Kent Syverud at the “Shades of Orange Sneaker Ball” fundraising gala on Saturday, Sept. 14, from 6:30-11 p.m. in the JMA Wireless Dome. The awards recognize the significant civic or career achievements by the selected. Since 1983, the ceremony has been a signature event presented at the CBT reunion.

“I am so pleased to celebrate these outstanding alumni at the 2024 Coming Back Together reunion,” says Chancellor Syverud. “Each of these awardees, through their careers and their commitment to ���ϲ�����, inspires the next generation of leaders. They give generously by mentoring current students and young alumni, creating new learning experiences, and encouraging their friends and fellow alumni to get involved. I am proud to honor the Orange leaders for all they do for their alma mater.”

“I am thrilled to join our Orange community in celebration of this year’s honorees,” says Rachel Vassel, associate vice president in the Office of Multicultural Advancement. “T���se individuals have achieved phenomenal success while also finding time to give back to current students and stay connected with the University and their fellow alumni.�� We are proud that they’re an active part of the ���ϲ����� family.”

Read more about the recipients below.

Abdul K. Abdullah ’10

Abdullah is the founder and chief executive officer of AfroFuture Fest (formerly known as Afrochella). Founded in 2017 and held in Accra, Ghana, AfroFuture is a festival designed to highlight and promote talent from and within Africa.

AfroFuture became the anchor event of Ghana’s Year of Return tourism campaign in 2019, which encouraged people of African descent to return to their ancestral homeland. Since its inception, AfroFuture Fest has brought over 65,000 global travelers to Ghana, generating over $4 billion in tourism revenue and economic support and 6,000 local jobs. Abdullah was named Goodwill Ambassador of Tourism to Ghana, named an African Voices Changemaker by CNN and recognized as a Top 100 Under 40 Most Influential People of African Descent by MIPAD.

In addition to his entrepreneurial pursuits, Abdullah is a global trial manager for Bristol Myers Squibb, a position he’s held since 2022.��Previously he was a global clinical trials manager for Syneos Health Clinical Solutions (2019-22) and held a variety of roles at Memorial Sloan Kettering Cancer Center culminating in the position of clinical research project manager.

Abdullah’s childhood and early education were spent in both Ghana and the United States.��At ���ϲ�����, he earned a bachelor’s degree in psychology with a minor in biology from the College of Arts and Sciences. During his time as a student, he was involved in CSTEP and the PanHellenic Council as a member of the Phi Beta Sigma fraternity. He was also involved with the NAACP, the African Student Union and the Student African American Society. He graduated from Hunter College in 2013 with a master’s of public health degree.

Abdullah supports the University as an Our Time Has Come (OTHC) donor and by mentoring recent graduates and helping them with job opportunities and career advancement.

Ada Agrait ’94

Since 2022, Agrait has been the executive vice president and global head of corporate marketing for SAP, a business software management company. She is also a board member of Dress for Success Seattle and has served as the board president since January 2023. Prior to this, Agrait worked for Microsoft, starting as a director of MSN marketing in 2005 and advancing to the position of vice president of commercial marketing in 2021. She has also worked as an associate director for Ernst & Young, a director for the Association of National Advertisers, and a senior account executive for Dobbin/Bolgla Associates.

Agrait was born and raised in San Juan, Puerto Rico. She earned a bachelor’s degree in public relations from the S.I. Newhouse School of Public Communications in 1994. During her time at the University, she was a member of the sorority Kappa Alpha Theta and studied abroad in London and Florence. She graduated from Fordham University’s Gabelli School of Business with an MBA in 2003.

Agrait is actively involved with the University. She is a supporter of the OTHC Scholarship Program, mentoring scholarship recipients, serving as a guest speaker for OTHC Leadership sessions and serving as a professional resource to the OTHC cohort.

During the Forever Orange Campaign, Agrait hosted local alumni during a Salon Event at her home in Seattle, and she has remained connected with Newhouse through activities, such as participation in Dean’s Roundtable. Additionally, Agrait has engaged consistently with University representatives in support of strategic priorities on the West Coast.

Tara Favors ’95

Since 2021, Favors has served as the chief human resources officer for Mutual of America Financial Group.��In this position, she is responsible for all aspects of human resources strategy for the company’s 1,100 employees. From 2019 to 2021 she served as the vice president of human resources business partners for American Express. Her career in corporate human resources also includes positions with Merrill Lynch, Morgan Stanley, Revlon and Deutsche Bank. Favors serves on the board of NJLEEP, a four-year college program serving underserved students in the greater Newark area. She also serves on the University’s Multicultural Advancement Advisory Council.

Favors earned a bachelor’s degree in psychology from the College of Arts and Sciences in 1995. During her time as a student, she participated in the National Association of Negro Business and Professional Women’s Clubs and the Caribbean Students Association. She graduated from the New School in 1997 with a master’s degree in human resources.

Favors is a loyal ���ϲ����� alumna who continues to serve her alma mater. She was the lead donor of the OTHC Kevin Richardson Endowed Scholarship, leading fundraising ��amongst her ���ϲ����� classmates to ensure that the fund was endowed. She supports the OTHC Scholarship and the OTHC Midwin Charles Endowed Scholarship, named for Midwin Charles, an alumna in law and media who died suddenly in 2021. Favors has also named the Brown Favors Quiet Lounge at the Barner McDuffie House. During the Forever Orange Campaign, Tara was a featured speaker during the Forever Orange Campaign Event in New York City where she shared her motivations for giving back. She currently serves as a CBT 2024 co-chair, and has been actively involved in planning and promoting the reunion among her numerous Orange connections.

JaNeika James G’05

James is an executive producer on Peacock’s “Bel-Air.” James and her identical twin sister and producing partner, JaSheika James, frequently work together in television.�� They have served as co-executive producers for Netflix’s “True Story” and HBO Max’s “Gossip Girl.” They rose from positions as staff writers to supervising producers on the Fox’s hit series “Empire” and have published an autobiographical book, “Living Double.”

James worked in scripted development at VH1 and for the producing team of Jennifer Crittenden and Gabrielle Allan (“Seinfeld,” “Scrubs,” “What’s Your Number?”) at ABC. She began her career working for Yvette Lee Bowser on the UPN show “Half & Half.”

She earned a master’s degree in television, radio and film from the Newhouse School in 2005. She graduated from the University of Florida with a bachelor of science and majored in telecommunications.

James is a supporter of the OTHC Scholarship Program and is a member of the Office of Multicultural Advancement Advisory Council. She has participated in several alumni panels, including events at SU in Los Angeles and during the Coming Back Together reunion. In 2022 she attended Forever Orange Salon Event at the home of Roland Williams in Los Angeles. She and JaSheikia hosted donors for a tour and a cast meet and greet on the set of Empire in Chicago. Most recently, James spoke with student-athletes during a visit to Los Angeles.

Jason Olivo ’95

Olivo is a senior vice president for investments at JPMorgan Chase Bank, N.A, a position that he has held since 2003. From 2000 to 2003 he was a vice president and director for Prudential Securities. Previously, he served as senior vice president at Kaufmann Brothers L.P., where he worked on initial public offerings and private placements in the technology industry. Olivo also holds a professional license as an insurance agent in many states. Olivo was involved in the J.P. Morgan Chase Corporate Challenge in 2009, 2010 and 2013. He has been a National Achiever from 2004 to present and a member of the President’s Club from 2010 to present. He is also a JPMorgan ���ϲ����� internship mentor from 2015 to present and participated in the Our Time Has Come Virtual Immersion with his colleagues at JPMorgan.

Olivo earned a bachelor’s degree in information management and technology from the School of Information Studies. During his time at ���ϲ�����, he was a member of the Lambda Upsilon Lambda fraternity, studied abroad in London, and was involved with Black and Latino IST Support (BLISTS). Olivo was one of the lead donors of the first Latino Fraternity Endowment Fund at ���ϲ����� through the Our Time Has Come program–the La Unidad Latina Endowment Fund. He volunteered at ���ϲ����� Stage, worked in Schine Student Center Security and was a member of Inroads. Olivo also interned at Carrier Corporation, where he managed infrastructure projects both locally and abroad.

Olivo is the proud father of three boys and enjoys coaching his sons’ baseball and AAU basketball teams.

Savalle Sims ’92

Sims serves as executive vice president and general counsel for Warner Bros. Discovery, overseeing the company’s global legal teams and managing legal issues across 20 worldwide offices.��She played a key role in AT&T’s sale of WarnerMedia and the subsequent creation of the new company, Warner Bros. Discovery.

Sims worked for Discovery Inc. as an executive vice president and general counsel, where she managed Discovery’s Litigation and Trademark legal teams, handling legal efforts around Discovery’s intellectual property. She was named to the National Association for Multi-Ethnicity in Communications’ (NAMIC) Luminary Class, has been recognized on Cablefax’s Diversity List each year since 2013 and was featured in the Black General Counsel Project as part of Bloomberg Law.

Sims earned a bachelor’s degree in transportation and distribution management from the Whitman School of Management in 1992. She earned a juris doctorate from Notre Dame in 1995.

A loyal and generous supporter of ���ϲ�����, Sims is a supporter of OTHC, ���ϲ����� Black Law Alumni Collective, William H Johnson Endowed Scholarship, Inclusive U and Athletics (Women’s Basketball, Lally Complex Fund, and the Football Head Coach’s Fund).�� Recently, she was a speaker at the Orange Central Multicultural Breakfast, attended the Forever Orange Salon Event in Bronxville, New York (hosted by SUMA Council Member Sammy Cueva), and returned to campus to accept an award at the Black Excellence Gala hosted by the Black Student Union. She hosted a half-day immersion at Warner Bros. Discovery for the OTHC scholars in April.

Sims is married to former ���ϲ����� football player Turnell Sims Jr. ’90 (College of Visual and Performing Arts) and her sister, Marie Davis ’03, is an alumna of the School of Social Work in the David B. Falk College of Sport and Human Dynamics.

Sade Muhammad ’12

Muhammad is the chief marketing and impact officer of Time, where she oversees Time’s newest and emerging go-to-market sales products, including events and paid social, as well as content platforms, such as The Closers and Time Impact House.

She has over a decade of experience in marketing, digital transformation, ad products and organizational change via diversity, equity and inclusion. She founded the Representation and Inclusion Practice at Forbes, a revenue-generating ad business centered on equity as a path to marketing innovation and cultural change. Her work has been celebrated in Digiday, Adweek, PRSANY and more. Prior to Forbes, Muhammad helped bring digital products to life at NBCUniversal.

Muhammad serves on the University’s Multicultural Advancement Advisory Council and is a member of Delta Sigma Theta Sorority Inc. She contributes to the OTHC Delta Sigma Theta Endowed Scholarship Fund.

Over the four-day CBT weekend, workshops, receptions, social events and cultural activities will be offered to attendees. Highlights include the CBT Celebrity Classic basketball game, a comedy show featuring comedian Roy Wood Jr., the fundraising gala and awards ceremony and a Sunday worship service featuring the Black Celestial Choral Ensemble and Grammy-winning gospel artist Erica Campbell.

For a full list of CBT events and registration information, visit��.

A public health professor whose research focuses on social determinants of health has been selected as the 2024-26 faculty fellow.

will explore how Black adults who reside in historically redlined neighborhoods can experience a disadvantaged occupational life course and subsequent health consequences. Redlining was a discriminatory practice of designating certain neighborhoods, especially predominantly Black ones, as being poor credit risks.

Mutambudzi is an assistant professor of public health at the She is also a faculty affiliate of three centers at the : the ; the ; and the .

In addition to Mutambudzi, an interdisciplinary team of will work on the project. Students from any discipline and background who are excited about community advocacy and social justice are for the two-year fellowships. Applications are accepted through early October and fellows are chosen before the end of the fall semester. The faculty-student group will present their findings at a community symposium in 2026.

We recently sat down with Mutambudzi to learn more about her project.

Why is this topic important?

This research tackles the ongoing challenges faced by Black communities from the legacy of historical discriminatory housing practices and the subsequent impact of those practices on community members’ employment and health.

While the was enacted as federal law, it failed to fully dismantle racial discrimination in housing resulting from the practice of redlining. Redlining is a discriminatory practice that began in 1930s America [where] banks and insurance companies refused or limited loans, mortgages and insurance to residents of specific geographic areas—primarily neighborhoods with predominantly Black residents. Residents of redlined areas had limited access to credit and other financial services and were hindered in their efforts to own homes, invest in property or improve their neighborhoods. The results were often urban decay and a perpetuation of poverty in those areas.

While redlining is a historical concept, its effects are very much present today. Its legacy continues to limit many life opportunities, and neighborhoods with predominantly Black residents where that occurred still face social and economic disadvantages.

How do limited employment prospects—or the lack of a good job—affect health issues?

Both employment and discriminatory policies are key factors contributing to racial��disparities in health outcomes. Job insecurity, precarity, lower wages and periods of unemployment—which occur more frequently among Black workers—all contribute to income gaps and limit access to good health insurance and quality healthcare.

Young adults from disadvantaged neighborhoods enter the workforce at a significant disadvantage. Job prospects within their communities are scarce, limiting their ability to find work that pays well, offers stability and provides a path for advancement.

This lack of good-quality jobs in their immediate surroundings creates a vicious cycle and the absence of good-quality, stable employment nearby creates a double-edged sword. Not only are opportunities limited, but these young adults also miss out on crucial skill-building and networking chances that come with these jobs. Those factors further restrict their potential, hindering their ability to compete for better opportunities.

In addition, involuntary employment interruptions are more frequent for these young adults and further disrupt their career trajectories. This disparity perpetuates a system where economic mobility becomes nearly impossible for those starting from behind. The cascading constraints imposed by limited job opportunities in disadvantaged neighborhoods have a profound impact on residents’ access to health-promoting resources, creating a cycle that undermines well-being.

For example, limited financial resources often translate to poor housing conditions, which may be overcrowded, poorly maintained and may lack essential amenities. Nutritious and organic foods are generally more expensive and less readily available in “food deserts,” leading to a reliance on cheaper, processed unhealthy foods. The jobs in which Black workers are disproportionately employed may contribute to these health issues, as their work is more likely to be physically and psychologically demanding. All of these factors also combine to contribute to increased risks of health conditions such as obesity, diabetes, respiratory illness and hypertension.

Miriam Mutambudzi, assistant professor of public health at the David B. Falk College of Sport and Human Dynamics, with a mural that depicts the College’s public health program history.

What questions are shaping your research?

There’s much we don’t know about how historically racist policies such as redlining��continued to affect the employment trajectories of Black Americans. People can work for 45 years or more in their lives, so it’s essential that we understand the factors that shape occupational trajectories and the subsequent impacts they have on a person’s health.

This project looks at three areas: developing an understanding of historically��redlined neighborhoods as predictors of racial disparities in long-term employment��trajectories: seeing how employment trajectories may be predictors of chronic health conditions and determining how education might moderate those relationships.

In what ways will the student fellows be involved?

They will contribute to data analysis and management and will conduct literature reviews to gather relevant reports on social and economic disparities and health outcomes. They’ll help synthesize findings to inform the study’s background and contextual understanding. Students will also have opportunities to engage with the local community since my goal is to work with grassroots organizations that are already addressing the adverse effects of redlining in ���ϲ�����.

What do you hope to accomplish with this research?

My goal is to illustrate how the historical discriminatory redlining policy that systematically marginalized Black communities still adversely impacts work and health for those communities today, regardless of residents’ educational attainment.

Ultimately, we want to raise awareness regarding the lasting effects of discriminatory��practices as fundamental social determinants of health that require much attention, and inspire policymakers, community leaders and the public to drive meaningful action.

The students were part of the Significant Disabilities: Shifts in Paradigms and Practices (SPE 644) course taught by , associate professor in the School of Education, who was the Libraries’ 2023-24 Special Collections Research Center .

The students presented their findings at a public showcase in spring 2024 and their work is available online as a digital exhibition. “” explores disability as a cultural construction by examining historical developments in special and inclusive education, as well as the development and later closures of institutions and asylums for individuals with intellectual disabilities. The archives—and exhibit—show details of how Americans in past decades regarded disability, including information about eugenics (the selective breeding of humans) as the basis for institutionalization; letters exchanged between institutions and individuals about certain individuals and situations; and striking images collected by those who advocated for disabled individuals and disability rights.

Graduate students held a public showcase last spring describing their research and capping their course, “Significant Disabilities: Shifts in Paradigms and Practices.” From left are Associate Professor Julia White and students Neil Boedicker, Kayla Cornelius and Raquell Carpenter. (Photo by Martin Walls)

White says the primary source materials provided the students with particularly rich and informative records, in part due to ���ϲ�����’s long history as a vanguard for disabled individuals and a leader in inclusive education and disability rights. Today, the Center on Disability and Inclusion continues the legacy of the , founded in 1971 by Dean Burton Blatt, a groundbreaking disability rights scholar. Blatt and other individuals at the University were involved in disability rights lawsuits during the 1970s and developed language surrounding the creation of special education law. All of that history—and dozens of associated original documents and artifacts—are preserved for viewing and research.

Julia White

“We at ���ϲ����� have really reconceptualized how to think about people with disabilities, especially intellectual disabilities. The University is known for its forefront advocacy on inclusive education and all that work is evident in the archives,” White says. “T���re are so many things to investigate and so many lessons we can get from this; it’s a gold mine waiting to be explored.”

A former special education teacher, White now researches national and international special education policy and inclusive education as a human right. But she “was always interested in how law and policies could be applied to different people under different circumstances. I noticed how some students could be placed in segregated or self-contained classrooms while others were in resource rooms and were more integrated. Very little was different about their learning profiles other than their race or socioeconomic profile. I wondered why, if some students had more significant disabilities, they were held to very few or no academic standards.”

Based on her experience as both a doctoral student and a teacher, White says, “I had a pretty strong sense of the racial and economic injustice inherent in U.S. society and always considered inclusive education a civil rights issue.” Yet it was her experience in a Fulbright teacher exchange program in the Slovak Republic and later work for the Landmine Survivors Network for the United Nations Convention on the Rights of People with Disabilities, that cemented her perspective of inclusive education as a broader human rights issue.

Cover of “.” (Photo: Special Collections Research Center, ���ϲ����� Libraries)

‘Fantastic’ SCRC Process

The time she spent examining materials and working with staff at SCRC “was a fantastic process all around,” White says. “Sometimes, an artifact had very little to do with what I was interested in—���ϲ�����’s role in deinstitutionalization, inclusive education and disability activism—but there were many�� ‘aha’ moments that sent me down rabbit holes and that was a lot of fun. The discovery of so many amazing contributions of folks affiliated with the University was the best part of this fellowship. And the staff were phenomenal; they had great insights. I came into this knowing little about archival work and hadn’t done any myself, but they were so gracious and so helpful.”

SCRC staff were also readily available to the , discussing their readings, helping them categorize materials and offering advice on how to formulate the exhibit, White says. , instruction and education librarian, was involved with the class almost every time they met. , humanities librarian and digital and open scholarship lead, helped them create the digital exhibit.

Gratifying for Students��

The experience of using primary source documents and finding so much relevant information to work with was gratifying for the students, two of the class members say.

Sierra Eastman ’20, G’25 teaches math to seventh- and eighth-grade students in the ���ϲ����� City School District. Her review of archive materials helped her gain a better understanding of the perspectives of people with disabilities, Eastman says. “I have students with various disabilities in my classes and I wanted to get an understanding of them that I didn’t have as an able-bodied person. We tried to put ourselves in their shoes and see how we could make sense of how this [institutionalism] happened, how they were personally impacted and the larger societal reasons that it occurred.”

A “Fight Handicapism” poster provides a historic perspective about the word’s definition. (Photo: , Special Collections Research Center, ���ϲ����� Libraries)

Kionna Morrison G’24 is an algebraic reasoning teacher in the ���ϲ����� City School District who completes the inclusive special education (grades 7-12) program this month as a scholar. She wanted to understand the experiences that people of color, especially Black children, had in institutions for the intellectually disabled. “I could see how disability, institutionalization and racism can be traced to the pre-Civil War and Reconstruction eras. I gained insight on how certain bodies have been consistently institutionalized.��Now, I want to continue to learn about the intersectionality between race and special education and how people from multiple marginalized communities navigate their experiences with disability,” she says.

White believes there has been a significant change in the public’s views on disability, and particularly on intellectual disability, in recent years. “T��� U.S. has much farther to go in terms of changing society’s perception of disability, intellectual disability and breaking down barriers for any group of marginalized people,” she says. “We need to recognize how far we’ve come in changing attitudes in society, making places accessible, and providing higher education opportunities for disabled people, such as ���ϲ�����’s program. That’s a good start to thinking differently. Although attitudes are something that we still have to change, the civil and human rights of people with intellectual disabilities are routinely denied in the U.S. and worldwide, and I hope that this project helps shed some light on the history of the continuing fight for disability rights.”

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Professors Karin Ruhlandt, Shobha Bhatia, Eleanor Maine and Suzanne Baldwin participate in a Women in Science and Engineering panel discussion this past spring.

Four women STEM faculty members, all longtime members of the University community, have recently retired with emerita status, but they leave behind a significant legacy—as valuable researchers, dedicated teachers and inspiring mentors to the next generation.

Suzanne Baldwin, Shobha Bhatia, Eleanor Maine and Karin Ruhlandt are renowned in their respective science, technology, engineering and mathematics (STEM) fields. They were key leaders in establishing the University’s Women in Science and Engineering (WiSE) initiative and growing it into the strong support network it is today.

In the spring, they were celebrated for their distinguished careers during a WiSE reception and panel discussion.

“T���se four women are an inspiration to us all,” says Kate Lewis, Laura J. and L. Douglas Meredith Professor of Teaching Excellence and professor of biology in the College of Arts and Sciences. “T���y have had, and are continuing to have, a tremendous impact on their respective fields and STEM in general, here at ���ϲ����� and also internationally—through their research, their mentoring of students and colleagues and their work for diversity, equity and inclusion.”

Below, the four faculty members reflect on their careers and the importance of mentoring younger faculty members to help them reach their fullest potential.

Suzanne Baldwin, Thonis Family Professor Emerita: Thermochronology and Tectonics, Department of Earth Sciences, College of Arts and Sciences

Baldwin retired in January after 24 years as a faculty member. The roots of her career in STEM were planted during her college years, when she had to make a decision whether to pursue a dance major or science major.

Suzanne Baldwin

“T���y are certainly very different fields,” Baldwin says. “I always loved science, so I took a bunch of science courses—physics, math, chemistry and biology—and didn’t really settle on any one science. I ended up taking a geology course and then I was hooked.”

Baldwin loved field trips and being outdoors, working to find out how the Earth evolved. “It was really my curiosity and passion that led me down this path,” she says. “I’ve never looked back.” She earned an M.Sc. degree and a Ph.D. at the State University of New York University at Albany.

Her research has focused on how the Earth’s plate boundaries evolve over time, in particular around the Pacific Rim. That research has led to a number of discoveries in Papua New Guinea, for example. Baldwin has conducted field work globally, including in Antarctica. “T��� Earth is my lab,” she says.

Along with her research group, Baldwin built the internationally recognized ���ϲ����� Noble Gas Isotopic Research Laboratory (SUNGIRL), which she directed for 23 years. Baldwin and her team studied noble gases in minerals from Earth and lunar samples to reveal their thermal histories. She is proud of the research community she built, providing opportunities for undergraduate and graduate students, postdocs, faculty and visiting researchers.

She is also proud of the community that has been built through WiSE, especially her role in leading the Faculty Peer Mentoring Committee. Her desire to help and mentor other faculty comes from challenges she experienced throughout her career.

There were times when, because of her responsibilities, Baldwin was not able to be as active in WiSE as she wanted. But she always made sure that her students, post docs and lab manager, attended and benefited from WiSE programs. “We’ve seen over the years that many of the programs started in WiSE have expanded to help the entire University community,” Baldwin says. “So that’s been very gratifying.”

Baldwin was elected a fellow of the Geological Society of America in 2005 and was the inaugural Marie Tharp Fellow at the Earth Institute of Columbia University in 2006. She was awarded ���ϲ�����’s Chancellor’s Citation in 2010. She was appointed the inaugural Susan G. and Michael T. Thonis Professor of Earth Sciences in 2014.

In retirement, she continues to conduct research and mentor students, and is returning to writing projects. In June 2025, she will co-convene an international conference on her research specialty (eclogites) in Sonoma, California. It will be the first time the International Eclogite Conference will be hosted in the United States.

“Basically, I’m doing everything that brings me joy,” she says. “I’m proud of so many things that I’ve accomplished. I’m not done yet.”

Shobha Bhatia, professor emerita of civil and environmental engineering, College of Engineering and Computer Science

Bhatia, who retires in August, has been a member of the faculty for 42 years. As a child, she had a natural affinity for math and science. When it came time to choose a path for college, she decided she did not want to follow in the footsteps of her older sister, who was in medical school.

Shobha Bhatia

“I made the decision to carve my own path,” she says, and she chose engineering. Her uncle was a civil engineer and took her to his work sites. “I like working with soil; I thought this is a great profession. And so I chose civil engineering, following his path,” she says.

After completing undergraduate and master’s degree studies in India, Bhatia worked for two years at an earthquake engineering research institute on projects with a nuclear power plant and an oil refinery. “At the time, I didn’t realize how important those projects were and the kind of training and experience I got,” she says.

Bhatia came to Canada in the late 1970s as a Commonwealth Scholar at the University of British Columbia. She worked in a lab with six research scientists from Japan; she was the only student. Instead of being intimidated, she formed good, collaborative working relationships with the others in the lab. “T���y were wonderful mentors,” she says.

“Since joining ���ϲ�����, I have a chance to work on many exciting projects with my students and with colleagues, and I am very proud of what we have been able to produce,” she says. Bhatia received a Chancellor’s Citation for Faculty Excellence and Scholarly Distinction and designation as a Laura J. and L. Douglas Meredith Professor of Teaching Excellence, and this past April, received the Chancellor’s Citation Lifetime Achievement Award during the One University Celebration.

There have been challenging times for Bhatia early in her academic career, particularly in being the first female full professor in the College of Engineering and Computer Science. “I didn’t know who to talk to, who to really go to for advice, so it was a very isolating experience,” she says. “I now have wonderful colleagues here in engineering and in the STEM disciplines across campus.”

That was the impetus to start WiSE in 1999. At the time, Bhatia was department chair of civil and environmental engineering. She worked with Cathryn Newton, dean emerita of the College of Arts and Sciences and then professor and chair of Earth sciences, to write the grant proposal for funding and get WiSE off the ground.

“Now, after 25 years, WiSE is a vibrant community of extraordinary faculty, post-docs, graduate and undergraduate students. Not only have we maintained that community, but it has grown,” she says. “It’s ever evolving because there are so many people involved. It remains really vibrant.”

As she reflects on her career, she is proud of what she helped to build. “I feel this is my university. I’m not just coming to work, I’m contributing to something that is mine. And I think if you create that kind of network of students and colleagues around you, work becomes a pleasure,” she says.

While Bhatia will greatly miss her students and colleagues, she says it’s time to move on to the next phase of her life. “It has been a wonderful experience, but I think it is time to give the baton to other people who can run with it. I need to move on to the next phase of my life.”

In retirement, Bhatia and her husband, Tej Bhatia, who has also just retired from his faculty position in the College of Arts and Sciences, plan to continue working on projects they have underway. She will be presenting the first of four keynote lectures at Geotechnical Frontiers in March 2025 and will start her work as a consultant for a World Bank-funded project with the Indian Institute of Science, Bengaluru, India, in 2025.

Eleanor Maine, professor emerita of biology, College of Arts and Sciences

Eleanor Maine

Maine retired in May after a 34-year career on the faculty. As a child, she was drawn to the natural world, and both of her parents had science backgrounds. She found her passion in her introductory biology class in college. “T��� first thing we studied was animal development, and I just loved it,” Maine says. She didn’t start her college journey aiming to be a professor, but that is where her path led her after earning a Ph.D. at Princeton and postdoctoral fellowships at Princeton and the University of Wisconsin-Madison.

Her research interests include genetic regulation of development, cell-signaling, germline development and RNA silencing, and the Maine lab’s research team studied how cells and tissues form during animal development. Beyond the successes realized in her lab and the publications she got out, one of her greatest joys has been working with students, “just seeing them blossom,” she says.

One of her greatest challenges was the social side of being a professor. “I had zero training in teaching, so I really had to become a more outgoing person,” she says. It was all about a delicate balance of nurturing students who felt that they could do everything themselves to those who needed constant reassurance, and everyone in between. “That was a big challenge,” Maine says. “Most of the time it worked out, and I am proud of that.” Maine was the 2022 recipient of the William Wasserstrom Prize for the Teaching of Graduate Students.

“I think for me, the important thing is building community,” Maine says. “I’d been here many years when WiSE was founded, but still it was so helpful to meet women scientists in engineering and other departments in arts and sciences.”

“I was also very much wanting to foster an easier, more welcoming atmosphere for new faculty in general,” Maine says. “It’s helpful to talk with other people about these things, like difficult conversations with people.”

For many years, Maine was one of three women in the biology department. She says that over the years, she has seen silos come down. “I feel that there’s more acceptance of different research and teaching styles than when I came here,” Maine says. “And also more acceptance of ongoing outside obligations that some people have.” She has also witnessed more collaboration between departments and schools and colleges.

In retirement, Maine will continue to work on projects. Once a professor, always a professor.

Karin Ruhlandt, Distinguished Professor Emerita of Chemistry and Dean Emerita, College of Arts and Sciences

Ruhlandt was a member of the faculty for 31 years before retiring in May.

Karin Ruhlandt

A native of Germany, Ruhlandt grew up being fascinated by nature. What she loved even more, though, was art history and literature. She found resistance from her father in pursuing that passion. “Even finishing high school, he said, ‘Why are you doing this? You’re going to get married anyway, why bother?’ Ruhlandt found support from her mother in pushing back. When it came time to enter university, her father relented somewhat—under the condition that Ruhlandt pursue a field that he felt would keep a roof over her head and fed. To him, that was not art history and literature.

“So I became a chemist, it was really that. I must admit that I struggled with it a lot,” she says. At the time, there were a few other fellow female students but no role models in the professoriate. All courses were taught by men.

After earning a Dr. rer. nat. (the Ph.D. equivalent) in chemistry from Philips University in Marburg, Germany, she came to the United States to pursue postdoctoral work at the University of California, Davis. It was in her research that Ruhlandt began to truly find her passion for chemistry. She found a supportive advisor in California who gave her the independence within his lab to pursue the research she wanted to do. That freedom also had a downside. While she and her advisor were incredibly productive, publishing more than 30 papers together, she did the experimental work and data collection. “When I became a faculty member I regretted it, because there were certain aspects of the job I never learned. I had never written in my life a paper before,” she says.

Ruhlandt’s research specialty is the chemistry of highly reactive metals and their applications in such areas as computer memory and bone therapeutics. In 2009, she was appointed Distinguished Professor—the only female on campus to receive such an honor in the sciences—and chair of the Department of Chemistry, the latter of which she held until 2014. Named dean of the College of Arts and Sciences in 2015, Ruhlandt led A&S until 2022.

She is proud of the work she did as dean to enhance the student experience in A&S. Her accomplishments that are evident today in the retention of international students and students winning nationally competitive scholarships and awards, as well as gains in research, funding and admissions. Ruhlandt also laid the groundwork for a program in Madrid to allow science students to study abroad.

When she started at the University in 1993 as an assistant professor, she was the only woman faculty member in the department for eight years.

As with the other professors, Ruhlandt’s work as a co-founder of WiSE has been very important to her. “I find it incredibly important to show young scientists what is possible despite the obstacles. That is what I’m really passionate about,” she says.

Mentorship, she says, is also about showing young faculty members how to navigate through their careers. “That, I think, is what really is ultimately driving my passion for WiSE, and also making sure that they don’t feel isolated. … That there is a support network and that they see it’s not just them doing what they’re doing and that there are others who share their values and their passions,” Ruhlandt says.

Ruhlandt is proud that the support network that she and her colleagues built 25 years ago is still strong today. “I’m incredibly proud of the women we have hired over the last few years. They are incredibly successful in bringing in funding and writing really high-profile research publications,” she says. “T��� caliber of the papers produced is astonishing. We have hired incredibly good women, and they need to be nurtured and supported.”

Ruhlandt began a new position as vice principal, academic and dean at the University of Toronto at Scarborough on July 1. In her new role she will oversee the building of a medical school on campus.

Macfarlane’s disability law research and advocacy focus on reasonable accommodations in the workplace and higher education. Macfarlane is herself a person with disabilities. She has had rheumatoid arthritis, an autoimmune disease that causes joint deterioration and visual impairment, since childhood. Her lived experience with disability is one reason she’s excited to direct the DLPP program, she says.

Before joining the faculty as an associate professor last August, Macfarlane served as special counsel for disability rights in the U.S. Department of Education’s Office for Civil Rights, an appointment supported by a grant from the Ford Foundation’s U.S. Disability Rights Program. She previously was an associate professor at Southern University Law Center and the University of Idaho College of Law. She also was an assistant corporation counsel in the New York City Law Department, where she served as lead counsel in federal civil rights actions and an associate in Quinn Emanuel Urquhart & Sullivan’s Los Angeles and New York offices. After law school, she served as a law clerk for the District of Arizona and the U.S. Court of Appeals for the Ninth Circuit.

Katherine Macfarlane (Photo by Marilyn Hesler)

In addition to her disability law research, Macfarlane writes at the intersection of federal civil procedure and civil rights litigation. Her about the modern implications of 42 U.S.C. § 1983, the landmark civil rights law originally passed as part of the Ku Klux Klan Act of 1871, has been cited twice by U.S. District Court Judge Carlton Reeves, most recently in , an order denying qualified immunity that received national media attention.

New DLPP Initiatives

Macfarlane appreciates that Kanter’s DLPP groundwork has provided an understanding of disability law and policies here.

“T��� University’s understanding of what it takes to support people with disabilities means I can jump right into the kind of programming I want to do. Things I might have had to fight for at other institutions are a given at ���ϲ�����. That’s so refreshing.”

Through DLPP, Macfarlane wants to empower law students to see themselves as disability law scholars and future academics. She hopes to make this year’s inaugural student scholarship-focused symposium a yearly tradition and continue hosting discussions with cutting-edge disability law scholars and advocates. She plans to spotlight the novel disability law work being done by several law faculty. She will also continue to offer disability knowledge workshops and trainings to departments and faculty at ���ϲ����� and around the country and wants to involve DLPP students in those efforts. She especially hopes to maintain the University’s reputation as a destination for law students interested in disability law and law students with disabilities.

“I want for us as a university to think beyond compliance and consider what it takes to continue to attract students and faculty who have disabilities—how to remain an institution where disabled individuals are supported and succeed,” she says. “That means we need to think through the experience of people with disabilities from the minute they arrive on campus and about how to streamline the process of obtaining a reasonable accommodation, for example. We need to ask how much time, money and health insurance a person with disabilities is required to expend and how we can lessen those burdens. Our conversations should reach far beyond a discussion about accessible design and dive into the day-to-day experience of people with disabilities.”

Early Law Interest

Macfarlane lived in Canada and Italy in her youth and always wanted to go to law school. When she moved to the U.S., she was drawn to and inspired by U.S. civil rights movements and civil rights law. Congressman John Lewis is one of her heroes. Her disability law specialty came about later in her career.

“I have been disabled for as long as I can remember, but in law school, I was too self-conscious to identify with the disability community or focus on disability law,” she says. “Well into my twenties, I lived my medical experience in secret, hiding my constant procedures and chronic pain from even my closest friends. Finding the disability community and disability law has been pretty life-changing for me in that I can finally be myself. I became an expert in disability law because I had to in order to protect my own rights, but then I realized I loved this area of the law and the people doing this work, and I never left.”

People with disabilities are underrepresented in the practice of law and academia, Macfarlane says. “Not only is there a real need for people with disability law experience, there is also an absolute need for people with disabilities to go into this area of law. Having more disabled people in the practice of law is a readily attainable goal. But the spaces they work in have to be accessible, too, so law schools, courthouses and law firms have to constantly audit their physical spaces and their disability-related policies,” she says.

DLPP As Leverage

DLPP provides a forum to leverage both objectives, Macfarlane says. “I also love that I can expose students with disabilities to this area of law and advocacy and help give them the confidence to exist as a person with disabilities that I didn’t have myself as a law student. And this generation of law students makes me so excited! They understand what access requires. I’m very interested to see what this generation of young people do when they enter the practice of law or when they come into positions like mine.”

A focus on the specialty requires careful monitoring of litigation and Supreme Court decisions to guard against a decline in disability rights, Macfarlane says. She cites a recent attempt to narrow the that could allow businesses to forego making their establishments accessible. She finds it concerning that some recent Supreme Court decisions may foreshadow a lowering of America’s commitment to disability rights as well.

That’s why the DLPP’s efforts are essential, Macfarlane says. “I’m always pitching DLPP to students. Disability law is a vital, cutting-edge area of law; it’s always changing. Many of us come to this specialty because we’re fired up about disability rights in our own lives. That’s why I’m so pleased to be here; it’s tremendous that a person with a disability is at the helm of this program.”

“Closing the Racial Wealth Gap: Public, Private and Philanthropic Collaborations” centered on how a plan of targeted, intentional philanthropy can help bridge racial wealth disparities and lead to the practical implementation of economic equity. Taking part in the discussion were ���ϲ����� faculty members who have been studying the causes of and solutions to the racial wealth gap in America, Lender Center leaders and MetLife Foundation officials. Also involved were several local business leaders who have supported the Atlanta community by investing in innovation and startup businesses, neighborhood revitalization and historic preservation.

Villaneuva discussed the need for reparations to Black and Native American communities and efforts by his to create racial equity through education and “radical reparative giving.” The discussion was led by alumna ’78,��director of operations for the National Association of Black Journalists. ��

A roundtable discussion featuring community leaders followed. Participating were alumnus ’83 of ; , an Atlanta housing commissioner and founder of ��; , president and CEO of ; and , ombudsman for neighborhoods for the City of Atlanta. Additional participants were ���ϲ����� Associate Provost for Strategic Initiatives and Lender Center Interim Director . Closing remarks were provided by , policy advisor for neighborhoods for the City of Atlanta and director of the Center for Urban Research at Georgia Tech University.

The event was part of an ongoing initiative of the Lender Center to examine the racial wealth gap in America and identify solutions to mitigate its impact. In nearly two years, the work has resulted in symposia and community conversations in ���ϲ�����, Washington, D.C., and Atlanta; funding for nine faculty research projects; and the creation of three postdoctoral fellowships. The center also formed a racial wealth gap composed of 15 notable business and community leaders and scholars from universities across the U.S. Those steps have been made possible by a $2.7 million grant from MetLife Foundation that was awarded in fall 2022.��

Kira Reed, senior research associate at the Lender Center for Social Justice, left, greets guest speaker Edgar Villaneuva for the Atlanta convening of a conversation about the racial wealth gap in America. Villaneuva advocates for the use of intentional philanthropy to provide economic racial equity.

Kendall Phillips, far left, interim director of the Lender Center, hosts the group of roundtable panelists for a question-answer segment.

A large audience gathered for the third conversation hosted by the Lender Center for Social Justice and supported by MetLife Foundation to discuss causes of and potential solutions for the racial wealth gap in America. The event was held at the National Center for Civil and Human Rights in Atlanta. Roundtable panelists (at left) were Brendan Doherty, an Atlanta housing commissioner and founder of The Same House; Jodi Merriday, ombudsman for neighborhoods for the City of Atlanta; Angela Y. Robinson ’78, of the National Association of Black Journalists; Cheneé Joseph, president and CEO of Historic District Development Corporation; and Thomas R. Boyle ’83 of Atlanta community group Fourth Ward Neighbors.

Robinson, left, hosts Villaneuva’s talk with the audience.

Roundtable panelists included Atlanta investors, business leaders and neighborhood advocates, from left, Brendan Doherty, Jodi Merriday, Cheneé Joseph, Thomas R. Boyle ’83 and David Edwards.

A number of alumni participated in and attended the racial wealth gap conversation. Thomas R. Boyle ’83, center, was a roundtable panelist. He is involved in the Atlanta historic preservation association Fourth Ward Neighbors.

Charlie Pettigrew, right, MetLife Foundation representative, chats with guests at the event reception. They include Vicki Brackens (left), president of Brackens Financial Solutions Network, LLC of ���ϲ�����; and University staff members Peter Cronin (second from left) vice president in Advancement and External Affairs; Stephanie Walgamott (center), director of regional development/South; and Rachel Vassel (right), associate vice president, multicultural advancement. A MetLife Foundation grant supports the racial wealth gap community conversations and other research initiatives.

Alumnus Jonathan Olens ’15, center, was among the attendees.

Alumnus Jonathan Olens ’15, center, was among the attendees.

Faculty who have received Lender Center Racial Wealth Gap research grants also were present. At left is Willie Reddic, Whitman School of Management; and at right, Laverne Gray, School of Information Studies. At center is Kristen Barnes, of the College of Law, a member of the Racial Wealth Gap initiative’s thought leader advisory group.

Lender Center for Social Justice Thought Leader Advisory Group members Pablo Mitnik (left), of the University of Michigan Center for Inequality Dynamics, and Gregory Price (right), minority and emerging business faculty member in the Department of Economics and Finance at the University of New Orleans are joined by Hannibal Newsom (center), assistant professor in ���ϲ�����’s School of Architecture and Lender Center research project grantee.

The Lender Center Racial Wealth Gap initiative’s three postdoctoral associates also attended. From left are Yvonne Christophe, Mauricio Mercado and J Coley.

Hareeta Printup ’24 with some of her designs (Photo by Charles Wainwright)

Growing up, Yegunahareeta (Hareeta) Printup ’24 was immersed in the tradition and beauty of Indigenous culture.

Printup, a fashion design major in the , a 2024 VPA Scholar, a Haudenosaunee Promise Scholar and a member of the Tuscarora Nation’s Beaver Clan, was born and raised on the Onondaga Nation, where her maternal grandmother was a faithkeeper. Printup’s parents raised her in the nation’s longhouse in a very traditional way. “I have a lot of memories growing up there,” she says.

She was especially drawn to the music and dance performed during ceremonies to honor their Creator. “It’s the heart and soul of what we do,” Printup says. Although she was an artistic child, her dreams of the future included a range of possible careers, including being a marine biologist.

After graduating from Niagara-Wheatfield High School near Buffalo, New York, she went to community college and dealt with some health challenges. Printup spent some time working, including in Florida, but several circumstances, including the COVID-19 pandemic, made her think about changing her life’s direction.

Intricate beadwork on a skirt (Photo by Charles Wainwright)

“It really was a blessing in disguise for me because I don’t think I would’ve applied to SU if I didn’t have that moment to reconsider my life,” Printup says. “I was not happy with what I was doing at all.”

Another influence in her decision to go back to school was her dad, Ruchatneet Printup ’23, who decided to return to school and earn a film degree from VPA following nearly three decades in the workforce. “Dad said, ‘Now’s the time, you really should come back to school.’ I really didn’t think I was ever going to do it.”

Hareeta wasn’t sure what she wanted to pursue but realized fashion design was an option. “I thought to myself, ‘This is really something I could do,’” she says. “I’ve always had an interest in clothes, I just never considered it a career path before. It was like all the pieces fell together.”

While clothing with meaning is often seen at Indigenous ceremonies, it is not often seen in everyday life. Printup wants to bring design elements and historical details used and worn by her ancestors and incorporate them into modern and contemporary designs.

“We express ourselves a lot through the jewelry,” Printup says. “But if we had more clothing that had tribal prints, or beadwork or images that reflect us, if we had more options, I think we would lean into that more.”

Hareeta Printup, right, and her dad, Ruchatneet Printup ’23, at this spring’s Senior Fashion Show at the Nancy Cantor Warehouse (Photo courtesy of Hareeta Printup

Printup draws heavily on inspiration from the natural world in her designs. Through her work, she hopes to bring visibility to the Indigenous community. “As Indigenous people, we often find ourselves dressing every day in a manner that does not reflect our Indigenous identities,” she says. “I aspire to create clothes that bring comfortability to my community members and allow them to show up as themselves.”

While Printup found her calling within her studies, adapting to college life during the pandemic was challenging. “It was isolating,” she says of her first year on campus when social distancing was in effect and social activities were restricted. As an older student, she had moments of self-doubt. “I just needed to believe that I could do it,” she says. “I really have treated these four years like they’re my life’s work.”

Printup found a great deal of support from her dad, as the two shared an off-campus apartment during her time at ���ϲ�����. “Honestly, it was awesome. My dad and I are so much alike. We do a lot of the same things, so it really worked out.” As both were engaged in creative studies, dad and daughter often bounced ideas off each other. And dad stepped in to provide support and sage advice when needed.

Hareeta Printup with some of her designs (Photo by Charles Wainwright)

The success Ruchatneet Printup, a University Scholar and VPA Scholar in 2023, enjoyed on campus also inspired his daughter to succeed academically. “I know how great he is, but it was wonderful to see him get the recognition he so deserved,” Hareeta says.

Printup will return to the Buffalo area after graduation. She is excited to see where her journey takes her next. For now, her next big endeavor is becoming a mom. Printup and her partner are expecting their first child—a girl—in August.

“My end goal is to run my own business, to have my own line of clothing,” Printup says. “I really enjoy working with my hands, so as long as I can find something that fulfills me in that way, I’ll be happy.”

What also makes Printup happy is seeing someone wear clothing that she has poured her heart and soul into. “It brings me so much joy, in all honesty. It’s finding myself in the community in a way. Growing up, I was a dancer. I was never the best dancer, but I was out there,” she says. “Now I’m realizing that maybe that’s not my place in the circle. Maybe my place is creating the clothes for the dancer. We all have our places in community, and so I think this is just me making that shift of finding where I belong.”

The projects vary greatly in size and scope–from elevator renovations and installations to major, ADA-accessible renovations at Link Hall and in the JMA Wireless Dome.

“As CPDC, we take very seriously the need to incorporate enhanced access into all upgrades to current facilities and the design and construction of new facilities,” says Pete Sala, vice president and chief campus facilities officer. “I’m proud of the work our team has done this year to continue to prioritize accessibility and inclusivity throughout campus, knowing that we can and will do more to meet the needs of all campus community members.”

Accessible entry to Link Hall

Major projects this past year included the Allyn Innovation Center, which added accessible entries and an auditorium to Link Hall; complete renovations with comprehensive accessibility updates to two auditoria (101 and 102) in Newhouse; elevator installation and an accessible restroom at the Regent Theater at ���ϲ����� Stage; and the Phase 2 renovations at the JMA Wireless Dome, which have included Americans with Disabilities Act (ADA) improvements, such as widening of aisles to 48 inches, improving vomitory ramps, construction of new ADA seating platforms and railing replacements.

Accessible Newhouse auditorium

Ongoing residence hall renovations also give CPDC the opportunity to create more accessible spaces for students, said Sala. Renovations at Haven, Dellplain and Watson created rooms specifically designed for students with mobility needs. Bed shakers were installed at 727 South Crouse Ave. (formerly The Marshall), for rooms used by deaf students. Dellplain Hall is now home to the first low-stimulus room on campus, to be used by students who need a quiet place away from external stimuli.

CPDC was also proud to contribute to the renovation of 113 Euclid Avenue, the expanded home to the Native Student Program. Renovations to the building included a remodeled kitchen, elevator installation, accessible ramp and new sidewalk, updated fire alarm and sprinkler systems, new flooring and paint throughout the building, new doors and hardware, furniture upgrades, audio visual upgrades in conference rooms, and exterior refurbishment, paint and lighting. Additional highlights of the renovated space include the following:

• a culture room dedicated to revitalizing Indigenous languages and traditional regalia,
• fireplace lounge with beanbag chairs and
• Indigenous artwork pieces.

113 Euclid renovation

“‘Practice an inclusive understanding of accessibility’ is one of the five goals of the ,” says Vice President for Diversity and Inclusion Mary Grace A. Almandrez. “T��� ‘understanding of accessibility’ centers on the idea that people with disabilities experience no barriers to accessing or participating in a space, program or service. The incorporation of accessibility into the CPDC projects is one of the several examples of the University’s commitment to disability access.”

Fatimah Moody ’90 (left) and Rachel Vassel ’91, G’21, associate vice president, Office of Multicultural Advancement, with Chancellor Kent Syverud

���ϲ�����’s has received the prestigious 2024 Alumni Association Inclusive Excellence Award from Insight Into Diversity magazine. This award brings national distinction to the team that supports and advocates for underrepresented alumni and students, raising funds for more than 50 scholarships and hosting the iconic Coming Back Together (CBT) reunion event.

According to Diversity Inc., the Alumni Award honors alumni association programs, culture and initiatives that encourage and support diversity, inclusion and a sense of belonging for all alumni, regardless of racial or ethnic background, sexual or gender identity, religion, socio-economic status, world view and more.

“We know that alumni associations are not always recognized for their dedication to diversity, inclusion and belonging,” says Lenore Pearlstein, owner and publisher of Insight Into Diversity magazine. “We are proud to honor these college and university alumni associations as role models for other institutions of higher education.”

“I am grateful to our team in Multicultural Advancement, which has been building on a 40-plus year commitment to students and alumni with diverse backgrounds,” says Rachel Vassel ’91, G’21, Multicultural Advancement’s associate vice president. “This accolade recognizes their hard work, which is having measurable impact across the University.”

Vassel cites the growth of CBT, the triennial reunion for Black and Latino alumni, which drew 50 alumni to campus in its first year and is now in its 14th year, drawing 1,500 alumni back to campus to engage with students and network with each other. “CBT has truly become part of the fabric of ���ϲ�����,” Vassel says. “It is a unique example of targeted programming that taps into the special interests of our Black and Latino alumni. From engaging speakers and VIPs to cultural food and entertainment, CBT speaks to a network of alumni who serve as inspiration to today’s students.”

Class of 1974 check presentation at CBT 2017 Gala

Vassel says the dramatic increase in alumni engagement—along with the eight-fold increase in Black and Latino alumni giving during the Forever Orange campaign—helped ���ϲ����� stand out among alumni association programs competing for the award. “I often hear from other academic institutions wanting more information about targeted engagement,” says Vassel. “I’m pleased that ���ϲ����� is now a case study for others who are hoping to more effectively engage various alumni segments.”

Vassel describes their fundraising approach as “community-based” and closely partnered with groups that mobilize and empower individuals to understand the greater power of the collective. She cites as an example the Delta Sigma Theta sorority.

“A key part of our culture as Black women is working together to get things done,” says Vassel. “When the Delta’s of ���ϲ����� decided to create a million-dollar endowment, they reached that goal by helping their members understand the multiple avenues to philanthropy, from cash donations to stock transfers to planned gifts. We would not have many of those new donors if it weren’t for the support of the sorority working in partnership with our office and the University.”

Over the past seven years, the Office of Multicultural Advancement has been recognized by CASE (the Council for Advancement and Support of Education) for the CBT 2017 reunion, diverse volunteer engagement, their targeted magazine (���ϲ����� Manuscript) and for its virtual CBT reunion in 2021.

“I’m really proud of the good work this team has done to cultivate deep and meaningful relationships with members of our alumni community, increase our pipeline of donors, and diversify our alumni volunteers,” says Tracy Barlok, senior vice president and chief advancement officer. “T���ir work is critical to the division and the university at large.”

The new award, presented to the Office of Multicultural Advancement in the June issue of Diversity Inc. magazine, is also recognition of the close-knit community of alumni of color and the 30-member Multicultural Advancement that helps to drive alumni engagement. “T���y give real meaning to the importance of connectedness and the power of community,” says Vassel.

Fellows will engage in a one or two-year program or research project to advance the priorities outlined in the . The deadline to�� is Monday, June 3.

“Our first administrative fellowships provided us with a powerful collection of student stories as captured during the ‘lonely campus’ podcast,” says Vice President for Diversity and Inclusion Mary Grace Almandrez. “As we issue the call for our next administrative fellows, I look forward to selecting candidates who seek to advance the work of diversity, equity, inclusion and accessibility on campus through specified projects or research.”

As part of the appointment, fellows will receive the following:

• a $10,000-per-year stipend,
• up to $5,000 in program funds for approved projects,
• up to $1,500 for professional development opportunities,
• mentorship from the vice president for diversity and inclusion and other senior leaders, and
• opportunities to participate in ODI meetings, DEIA committees and community engagement events.

Fellows will develop, implement and measure the impact of an innovative program or project in one of the following areas:

• inclusion and belonging
• DEIA learning and development
• DEIA research and assessment
• disability access
• strategic communications

To execute their program or project, fellows will collaborate with students, campus leaders and key stakeholders and present their projects to the University community at the end of their fellowship. Fellows are expected to be able to commit 96 hours for active participation in the program per year (i.e., two hours/week).

To be considered for the fellowship, staff members must have demonstrated commitment to advancing DEIA; be a full-time, benefits-eligible employee; and have completed a minimum of five years of administrative experience in the current position at the start of the fellowship. For a listing of all requirements, visit the��.

Applications can be . The deadline for applications is Monday, June 3.

For those who apply, their supervisor will be requested to complete a required letter of recommendation for their applicant(s).

For more information, visit the����or contact��diversity@syr.edu.

, means something different to everyone as it celebrates individuals embracing their full identities, including disabilities. In the pursuit of recognizing the intersectionality and diversity within disability, honoring and educating about the experiences of people with disabilities, the campus community is encouraged to participate in a variety of events.

“Disability Pride Week, which centers on the voices and perspectives of disabled people, reflects the collaborative effort of multiple units on campus. We have been meeting for months to brainstorm, plan and operationalize a full week of events celebrating disability identity, culture and pride. This collaboration mirrors the collective responsibility we all need to take to ensure our campus is moving toward greater accessibility and inclusivity for all members of our community,” says , director of the Center on Disability and Inclusion.

Disability Pride Week 2024 Events

“Through inclusive programming with campus and community partners the Disability Cultural Center fosters personal growth and positive disability identity that builds a sense of belonging, fosters academic self-efficacy and aligns with ���ϲ�����’s Academic Strategic Plan framework to advance excellence for every member of our community,” says “, director of the Disability Cultural Center. “Alongside campus partners, we challenge ableist attitudes, inaccessibility, discrimination and stereotypes, through programming that directly connects students, faculty and staff to the disability community at large both on and off campus.”

A variety of events will be hosted April 14-20 including:

• Sunday, April 14:
• Monday, April 15:
• Monday, April 15:
• Tuesday, April 16:
• Wednesday, April 17:
• Friday, April 19:
• Saturday, April 20:

Visit the for a complete list of events and details.

Disability Pride Week Keynote Speaker Ali Stroker

Ali Stroker

The campus community is invited to join keynote speaker Ali Stroker, Tuesday, April 16, starting with the doors opening at 6:30 p.m. The is required to attend.

Stroker is a trailblazing actress, singer and activist who made history as the first wheelchair user to appear on Broadway. Her powerful performance in “Oklahoma!” earned her a Tony Award for best featured actress in a musical. Stroker is an inspirational speaker who uses her platform to advocate for greater representation and inclusion of people with disabilities in the entertainment industry and beyond. Stroker’s keynotes draw from her own courageous journey, sharing insights on overcoming barriers, building confidence and embracing one’s authentic self. Her remarkable story and uplifting messages have motivated people of all backgrounds to redefine what’s possible.

To learn more and for year-round resources, please visit the following websites: , , , , and the in the Burton Blatt Institute.

Story by Student Experience Communications Graduate Assistant Kalaya Sibley ‘24, S.I. Newhouse School of Public Communications ��

The One University Awards Ceremony, an annual event to honor members of the ���ϲ����� community who are making a difference through academics, scholarship, creative work and dedicated service, will be held Friday, April 19, from 4 to 5:30 p.m. in Hendricks Chapel.

“Every year, we come together to celebrate the outstanding contributions and tremendous success of our students, faculty, staff and broader community,” says Chancellor Kent Syverud. “T��� accomplishments of this year’s recipients reinforce what it means to be Orange. This ceremony also shines a bright spotlight on the work being done around campus, much of which happens behind the scenes. I thank the many members of our community who organized this event and look forward to recognizing this year’s winners.”

Two major awards—the Chancellor’s Medal and the Chancellor’s Citation for Excellence—will be bestowed. The ceremony will also include the presentation of the Student-Athlete Award, Judith Seinfeld Scholarship, Meredith Professorship for Teaching Excellence, Teaching Recognition Award, Diversity and Inclusion Award, William Pearson Tolley Medal for Distinguished Leadership in Lifelong Learning and Chancellor’s Forever Orange Award.

and�� will also be recognized. This year’s��University Scholars,��, and Remembrance and Lockerbie Scholars will also be honored.

All members of the University community are invited and encouraged to attend. A reception will follow in the lobby of the Heroy Geology Laboratory.

American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be provided at the ceremony. For questions about accessibility or to request accommodations, contact Gabe Coleman at gbcolma@syr.edu.

Award Recipients��

The��Chancellor’s Medal��is the University’s highest honor and is awarded to individuals in honor of their trailblazing and extraordinary contributions to the University, to an academic body of knowledge or to society. This year’s recipient is��, Laura J. and L. Douglas Meredith Professor for Teaching Excellence and professor of electrical engineering and computer science in the College of Engineering and Computer Science.

The��Chancellor’s Citation for Excellence��recognizes individuals who have made outstanding contributions in four overarching categories:

• The award for��Excellence in Student Research recognizes students who have engaged in collaborative research that has the potential to make a deep and lasting impact on greater society. This year’s recipients are Jingjing Ji, a doctoral candidate in chemical engineering in the Department of Biomedical and Chemical Engineering in the College of Engineering and Computer Science (graduate), and Ashtha Singh, an international relations major in the Maxwell School of Citizenship and Public Affairs and citizenship and civic engagement major in the Maxwell School (undergraduate).
• The award for��Outstanding Contributions to the Student Experience and University Initiatives acknowledges faculty and staff who, through their work, enhance the undergraduate experience for students or make invaluable contributions to supporting and advancing the University’s mission and goals. The recipients are��, associate professor of communications in the S.I. Newhouse School of Public Communications (faculty); , chief operating officer for the D’Aniello Institute for Veterans and Military Families (professional staff); , program coordinator of citizenship and civic engagement in the Maxwell School (professional staff) and , events coordinator at Lubin House (support staff).
• The��Faculty Excellence and Scholarly Distinction award is intended for faculty members who are collaborators in work of intellectual richness that has the potential for future impact. The work of these nominees offers possibilities for collaboration within the University and outside in partnership with others. This year’s honorees are��, Distinguished Professor in the Department of Art and Music Histories in the College of Arts and Sciences, and , associate dean of research and professor of Public Health in the Falk College of Sport and Human Dynamics.
• Chancellor’s Citation for Excellence, Lifetime Achievement Award. This award honors those who have made extraordinary contributions toward advancing all four pillars of excellence over the arc of their careers while at ���ϲ����� and beyond. This year’s recipient is��, Laura J. and L. Douglas Meredith Professor for Teaching Excellence and professor of Civil and Environmental Engineering in the College of Engineering and Computer Science.

The other awards to be presented are:

• The��Student-Athlete Award recognizes the top female and top male student athletes and are presented to the senior student-athletes with the highest cumulative grade point average over the course of their academic and athletic careers. This year’s recipients are Izabela Krakic, an international relations major in the Maxwell School of Citizenship and Public Affairs and College of Arts and Sciences and member of the women’s rowing team, and Julius Rauch, an entrepreneurship and emerging enterprises major in the Whitman School of Management and a member of the men’s soccer team.
• Seinfeld Scholarship: Each year ���ϲ����� honors the talents of outstanding faculty or students through an��, a distinguished alumna and member of the University Board of Trustees. Awards are made to those who have been determined by their peers to have made outstanding contributions to the beauty of the world, to have added to human values and to ending human abuse anywhere in the world, and to have demonstrated passion for excellence, creativity and originality in academic or artistic fields. This year, the designation is bestowed upon a faculty member,��, associate professor of advertising in the Newhouse School.
• The��Laura J. and L. Douglas Meredith Professorships for Teaching Excellence were created in 1995 to recognize and reward outstanding teaching among faculty. The 2024-27 Meredith Professors are��, professor in the School of Information Studies, and , Bond, Schoeneck and King Distinguished Professor in the College of Law.
• In 2001, the Meredith Professorship Program was expanded to recognize teaching excellence by non-tenured faculty and adjunct and part-time instructors. Awards are given in two categories:��Early Performance and��Continuing Excellence. This year’s honorees in the Early Performance category are��, assistant professor of television, radio and film in the Newhouse School; , associate teaching professor of electrical engineering and computer science in the College of Engineering and Computer Science; , assistant professor of visual communications in the Newhouse School; , assistant teaching professor of Chinese and Chinese language in the College of Arts and Sciences; and , assistant professor in the School of Architecture. The two honorees in the Continuing Excellence category are��, assistant dean of online and distance education and associate teaching professor of social work in the Falk College, and , teaching professor and graduate director of nutrition and food studies in the Falk College.
• The��Diversity and Inclusion Award��recognizes an individual who is integral in helping us achieve academic excellence at a university that is welcoming to all through our investments in a diverse, inclusive, accessible and equitable community. This year’s recipient is��, teaching professor in the College of Law and faculty fellow for the Office of Strategic Initiatives and the Office of Diversity and Inclusion.
• The��William Pearson Tolley Medal for Distinguished Leadership in Lifelong Learning is based in the School of Education and honors national or international leadership in support of lifelong learning. This year’s recipient is ’77, executive director of MidPenn Legal Services, adjunct professor of law at PennState’s Dickinson Law and an alumna of the School of Education.
• The��Chancellor’s Forever Orange Award recognizes individual students, faculty or staff who—by virtue of extraordinary hard work, good values and commitment to excellence—have come to embody the best of ���ϲ�����. This year’s recipients are , associate vice president of parent engagement and student experience, and , head coach of the men’s soccer team.

The event will highlight undergraduate and graduate student teams from across campus who have created concepts for products, services and technologies that can assist intellectually disabled people and their families. A distinguished panel of experts will award a total of $2,500 for the best showcase ideas.

Students present their designed products, services or technologies that can assist intellectually disabled people and their families at the 2023 Intelligence++ Showcase competition. (Photo by Marilyn Hesler)

Students wishing to present should e-mail , professor of industrial and interaction design in the College of Visual and Performing Arts (VPA) and program coordinator, at dwcarr@syr.edu before April 15 to secure a spot and to receive showcase instructions.

The event is sponsored by , a collaboration among , a program of the at the , VPA School of Design��and . The event is open to students across campus, and all are welcome to attend the showcase.

Launched in 2020 through a generous donation by Gianfranco Zaccai ’70, H’09 and the , Intelligence++ is an innovative, interdisciplinary initiative focused on inclusive entrepreneurship, design and community. The initiative is available to both undergraduate and graduate students from all academic disciplines, including students with intellectual disabilities. A key element of the initiative is a two-semester course (DES 400/600) that encourages students to work in teams to imagine and create products, devices, digital platforms and services for persons with disabilities, culminating in the spring showcase.

Intelligence++ centers around three main concepts:

• Aspects of Design—once a specific need or opportunity is identified, student teams are supported by a group of experts to help develop a working prototype of their design. By taking a build-to-learn approach, students gain real-time feedback while continually evolving their design.
• Understandings of Disability—including accessibility, disability rights and advocacy, disability history, language, disability culture, models of disability and inclusion.
• Entrepreneurship—students learn to develop a commercialization roadmap that moves through problem solving, solution building, testing, iteration, lean business model development, team formation, finding advisors and strategic partners, developing a funding strategy and pitching for investment.

DES 400/600 is taught by Professor Carr, with support from , Lawrence B. Taishoff Associate Professor of Inclusive Education in the School of Education and executive director of the Taishoff Center. , founder of and strategic initiatives advisor with the Libraries,��provides entrepreneurial support to teams.

In addition to the course and the annual showcase, students can seek funding to commercialize their ideas through . Students from any school or college can apply for this funding, and they do not need to take DES 400/600 to apply. However, priority is given students working with research and commercialization programs such as the Blackstone LaunchPad, , , , , , Intelligence++, NSF I-Corps, ��and .

Intelligence++ Ventures funding supports specifically defined projects with clearly identified timeframes and outcomes that move a research project or venture toward proof of concept and commercialization. Funds assist tangible needs through four innovation phases: discovery, testing, building and launching to market.

“Interrogating the Racial Wealth Gap: Thinking Locally,” featured presentations by five faculty teams whose research is supported by 2023 grants. Projects focused on how demographics, situations and policies may create conditions that contribute to—or can help resolve—the existence of a .

The term “” refers to disparities in levels of accumulated wealth for individuals, families and groups and the ability of different racial and ethnic populations to access and accumulate opportunities, means of support and resources.

The symposium’s local focus is especially pertinent because has one of the highest poverty rates () in the U.S. and a child poverty level of close to 50%, according to and . Poverty rates impact such as accessibility to health care, housing, employment and educational opportunities, as well as economic well-being and racial and social equity.

At the symposium, researchers presented their findings and local community leaders spoke about how their organizations are addressing wealth gap issues.

Five Research Teams

“Closing the Racial Wealth Gap Through Environmental Justice and Participatory Design” findings from research of and of the and Daniel Cronan of the were presented.

The researchers reported on how air quality, heat islands, recreational facilities, public infrastructure, shelter and outdoor activity spaces affect the well-being and livelihood of neighborhoods in marginalized communities. Working with community partners and city agencies, they planned a new community space on ���ϲ�����’s south side that features structures, landscaping and programming, with construction to begin this spring. Lender Center postdoctoral researcher J Coley also spoke on “Gentrification and Displacement in the American Rust Belt.” That presentation examined the impact of federal housing policy and gentrification on Black Americans’ ability to build wealth.

“Do Underserved and Underrepresented Communities Pay a Higher Premium in Employer-Sponsored Healthcare Coverage?” was presented by and of the and Patricia Crawford of the University of Rhode Island. They discovered significant socioeconomic disparities in healthcare coverage costs for underserved and underrepresented communities, especially for employer-sponsored health insurance at the state level. They reported that underserved populations, particularly those identifying as Black, allocate a higher percentage of income to employer-sponsored healthcare premiums than white and Hispanic individuals.

University Trustee Gisele Marcus ’89, a Whitman alumna, chaired that discussion session. Marcus is vice dean for the Office of Equity, Diversity and Inclusion and a professor of practice for diversity, equity and inclusion at Washington University in St. Louis.

Food Policy, Mental Health Response

“Food Policy Councils as a Vehicle to Address the Racial Wealth Gap in Food System Labor” was presented by of the and of the .

Data from 2016-2022 surveys by The Food Policy Network at the Johns Hopkins University Center for a Livable Future, and labor questions from its 2023 survey, were analyzed to assess tensions between small-scale food business owners and worker advocates. The pair found that while food business owners may be reticent to discuss labor policy, worker advocates want to see improvements in wages and labor conditions. Though both groups have worked with American food policy councils, the researchers said progress toward racial justice for food system workers may be limited due to these divided viewpoints and differing priorities. The researchers are continuing to conduct interviews and focus groups with some of the food policy councils.

“Advancing Mental and Behavioral Health Equity through the Promotion of an Equitable Crisis Response System” was presented by of the Maxwell School. She created two surveys—one for ���ϲ����� students, the other for the general public—to measure attitudes and perceptions about the national 988 suicide and crisis lifeline, particularly among communities of color. The surveys gauge attitudes toward mental health help-seeking; barriers to help-seeking behavior; perceptions and concerns about the service; and experiences of unfair treatment based on race and other identities.

Lender Center Senior Research Associate Kira Reed (right) introduces Maxwell School researcher Michiko Ueda-Ballmer (to her left) and community panelists Ann Rooney (far left) of Onondaga County and Carrie Brown of the University’s Barnes Center at The Arch for a discussion on a 988 suicide and crisis lifeline and community resources.

“K-12 Diversity, Equity and Inclusion (DEI) Policies and Plans” was presented by and of the . They discovered a spotty approach to the development and adoption of DEI policies and program integration in the New York State school districts they studied. While many had a DEI plan or have integrated DEI into their strategic goals, they found that support for the DEI work leaders are doing, and the speed and quality of those program implementations are highly varied. They also noted that several districts experienced community resistance to adopting DEI initiatives, especially around practices concerning LGBTQIA students.

Land and Wealth Loss

Thomas Shapiro, research professor of law and social policy at Brandeis University, also spoke about how the dispossession of lands from Black farmers has contributed to the racial wealth gap in the U.S. Though they collectively owned 16 million acres of land by 1910, Black farmers were dispossessed of 90% of that land over 70 years, extracting $326 billion in wealth (in today’s dollars) from that group, he said. Shapiro cited Pigford v. Glickman, a lawsuit the farmers brought against the U.S. Department of Agriculture alleging systemic racism in the allocation of farm loans and assistance. He called it “an important story…of racialized structures, policies and institutions that might be important to the work…of reparation frameworks and reparative justice.”

Community Participation

The event concluded with a community roundtable featuring local government and organizational leaders and moderated by , associate provost for strategic initiatives. Reporting on how their groups are addressing the racial wealth gap locally were Sharon Owens, ���ϲ����� deputy mayor; Melanie Littlejohn, president and CEO of the Central New York Community Foundation; and Robert Simmons, director of Micron Gives North America at the Micron Foundation.

This was the second annual symposium supported by MetLife Foundation’s $2.7 million award sponsoring three years of inquiry regarding racial wealth gap causes. The funds have also permitted the Lender Center to host community conversations and form new partnerships with leading national civic and academic institutions.

The next conversation, “Closing the Racial Wealth Gap: Public, Private and Philanthropic Collaborations,” takes place June 4 at the National Center for Civil and Human Rights in Atlanta.

On Thursday, April 4, family, friends and supporters of the program will in downtown ���ϲ����� to celebrate the program, the largest and most inclusive program of its kind in the nation. Among the scheduled speakers at the anniversary gala are ���ϲ����� Chancellor and President ; State Sen. Rachel May (D-48); Captain , JAGC, USN (Ret.), benefactor of the Lawrence B. Taishoff Center for Inclusive Higher Education; and , Lawrence B. Taishoff Associate Professor of Inclusive Education and executive director of the Taishoff Center in the School of Education.

Andrew Benbenek at ���ϲ����� Welcome 2017

Founded in 2014, InclusiveU offers real opportunities for students with disabilities to participate in every aspect of ���ϲ����� campus life. Students take , on and off campus—and as far away as —join in , and in Albany, New York and Washington, D.C. Currently, the program hosts more than 100 students with intellectual or developmental disabilities from across the country.

InclusiveU and the Taishoff Center are both part of the School of Education’s . Together, CDI programs and initiatives demonstrate SOE’s global leadership and in disability and inclusion.

Sharing anniversaries with InclusiveU in 2024 are SOE’s first-in-the-nation program (1994) and “” (1984), a summer study abroad program that invites students to immerse themselves in Italy’s inclusive schooling.

“It’s hard to believe that we have reached our 10th year of serving students at ���ϲ����� through InclusiveU,” says Myers. “T��� milestones of our program—students in campus residence halls, InclusiveU Remembrance Scholars and Unsung Heroes, and full participation in all that our campus has to offer—remind us of the ways our program continues to make a profound impact in our community.”

Chloe Payne, left and a friend attend a game in the JMA Dome

Inclusion initiatives, such as dual enrollment with the ���ϲ����� City School District and partnership with a community agency, predated the establishment of InclusiveU in 2014 but did not provide a fully integrated campus experience. Receipt of a federal grant got the program off the ground, and it started with 14 students. “We started our internship program, and a few years later were able to have students live in residence halls and really build out pieces of the program,” says InclusiveU Director Brianna Shults.

Since its establishment, more than 320 students have accessed nearly 300 classes based on interest across most of the University’s colleges and schools. The last year of the four-year program is focused on internships and employment, building skills and connecting theory they learned at in the classroom and applying it to their resumes. Beyond the necessary skills, the program helps to instill confidence in students as they prepare for careers beyond college. Students receive a certificate upon completion of the program.

In addition to classes, students are fully immersed in the social life of the University. While students have a mentor to help with class needs and facilitation, social interaction happens organically through peers. “Socially, the Peer-2-Peer program is the piece that many students access,” says Shults. InclusiveU and matriculated students connect for whatever events are on campus. A lot of this is natural support.” Students attend Orange After Dark activities, speakers, athletic events and holiday events such as Diwali. “This happens through natural peer support that every other student can access on campus,” Shults says.

Bobby Pangborn, center, celebrates his graduation with his parents

And this interaction is good not just for the InclusiveU students, says Shults. “Having our students around makes their peers better friends, better employees down the road, better neighbors,” Shults days. “It makes them better people all around because our students are here and they are all working together.”

Andrew Benbenek ’21 enrolled in InclusiveU after graduating from Bishop Grimes High School in East ���ϲ�����. He was the first InclusiveU student to access classes in the S.I. Newhouse School of Public Communications and was the second InclusiveU student named as a Remembrance Scholar, one of the University’s highest student honors. He was involved in lots of activities on campus including OttoTHON and Camp Kesem.

“���ϲ����� was where I had wanted to be since I was a kid,” Benbenek says. Peers helped him to get involved. He joined Z-89 and Citrus TV, which he says “is a big part of how I got to where I am. Once I joined, felt like this could be a career for me.” He also did a full-year internship in the Newhouse Sports Media Center with Professor Olivia Stomski.

Benbenek now works for Galaxy Communications as a board operator for SU games. “InclusiveU gave me the knowledge I needed to be successful and helped me discover what I really wanted to do,” he says.

Chloe Payne ’22, studied human development and family science and now works at Little Luke’s Daycare and Preschool in DeWitt. During her time at ���ϲ�����, Payne immersed herself in her classes and campus life, including becoming a member of a belly dancing troupe. InclusiveU was the best thing I have ever done,” she says.

Bobby Pangborn ’20, graduated from Nottingham High School in ���ϲ����� and studied drama through InclusiveU. He has brought his skills to many local productions through the years for both the Redhouse and Front Row Players and will play Sir Robin in a local production of “Spamalot” in late June. He also participates in Special Olympics, where he has won several medals downhill in skiing events.

Pangborn interned at the Whitman School of Management during his time with InclusiveU, and now works there full-time as an assistant In the mailroom, Pangborn does the jobs that people don’t see but that are critical to the smooth function of the school’s operations. He completes copy jobs, sorts and distributes mail, distributes student paychecks, sends package notifications and makes sure that supplies are stocked, organized and labeled. He is also a mentor for student employees.

“As an alumni, Bobby has been active in participating in various conference panels and employment events to share his experience while he was on campus and how that helped to shape what he is doing now that he has graduated,” says Shults.

When InclusiveU first started, there were about 30 post-secondary programs across the country—now there are little more than 300. And while that number seems large, it’s still pretty small, Shults says. “T���re are a lot of students who want to access education beyond high school. We are seen as a model, trying to support other programs at other schools starting to do what we are doing. It’s important that students have a choice and are able to pick the program that is best for them,” she says.

“T���re is such a rich history of disability work here at ���ϲ�����,” says Shults. “T��� fact that InclusiveU is here and is seen as a leader is really important in being able to push this work forward and in being thoughtful and innovative with what we are doing. … This is the first generation of students with disabilities to go to college and have this opportunity, and having this program here in ���ϲ����� is a really big deal.”

The conference provides opportunities for Indigenous and women of color in higher education to network and learn from the work of their peers through workshops, poster presentations and speakers addressing topics related to DEIA and leadership planning. Talks and workshops are designed to encourage professional development, career advancement, personal well-being and scholar activism. Hosted by Virginia Tech, the conference takes place in Arlington, Virginia. Attendance is coordinated by the Office of Strategic Initiatives under the leadership of Associate Provost Marcelle Haddix, a former member of the FWCA national advisory board. The University is a gold sponsor of the 2024 event.

Attending this year are:

• , associate dean for research, ;
• , director of diversity and inclusive excellence, ;
• , assistant teaching professor, and co-director, Fashion and Beauty Communications Milestone;
• , faculty fellow, and the Office of Academic Affairs; and teaching professor, ;
• , assistant professor of public health, ; and
• , assistant professor, ; co-founder, ; and executive director, .

Meléndez says the conference is focused on research, writing and literature and is “characterized by a true spirit of camaraderie and support across identity, across discipline and across the different roles that women play on campuses. It’s a fortifying and fulfilling experience and fertile ground where you can grow as a professional. It is an especially important experience in these times of challenges for higher education and for society.”

Among the conference attendees are leading professional educators, authors and researchers. They include Stephanie Adams of the University of Texas, Dallas, editor of “Dear Department Chair: Letters from Black Women Leaders to the Next Generation,” and Victoria Reyes of the University of California-Riverside, author of “Academic Outsider: Stories of Exclusion and Hope.”

Keynote speakers are Menah Pratt, vice president for strategic affairs and diversity and professor of education at Virginia Tech; Cherrie Moraga, a writer, scholar feminist and professor from the University of California, Santa Barbara; and Gabrielle Tayac, associate professor of public history at George Mason University.

A panel discussion, “Pathways to Leadership,” will include Miriam Lam, vice chancellor for diversity, equity and inclusion and chief diversity officer at the University of California, Riverside; Javaune Adams-Gaston, president of Norfolk State University; and Mari Castañeda, dean of the Commonwealth Honors College and professor of communication at the University of Massachusetts, Amherst.

It is a job Baker didn’t even believe existed, but it’s the right position at the right time, she says. She’ll join a lab that is situated in the “hard sciences” (STEM and biology), but whose faculty decided they wanted to change the way they teach those subjects. The lab group is now focused on researching and exploring approaches to teaching that are equitable, accessible and inclusive for all students, especially for those who identify as neurodivergent, transgender and queer, Baker says.

That’s where she came in. The lab needed a qualitative researcher as a counterpart to its quantitative focus. Since most biology lab positions involve data crunching or taking samples, Baker says she is especially excited about this unique role.

Emilee Baker, a Ph.D. candidate in special education, is pursuing a unique postdoctoral research role in a biology lab.

“This job aligns with all of my vast and intersecting interests—education and learning, the environment and nature, qualitative research, writing, inclusive education, instruction, social justice issues, neurodiversity, disability and queerness,” she says.

During her time in the School of Education, Baker took advantage of many opportunities to position herself for the career she originally expected to have: assistant professor of inclusive education. She researched the program, a preservice teacher study away experience centering inclusive education and working with diverse students in New York City. She earned certificates of advanced study in and . She completed the Graduate School’s . She was a teaching assistant and a research assistant for the School of Education’s .

When the job market didn’t support her plans, Baker’s own neurodivergent behavior—anxiety—set in, she says. During the job-hunting process, “I was freaking out. People kept telling me I’d find the right position, though I was getting nervous. But I did end up finding what seemingly is going to be a perfect position for me.”

Summer Camp

Baker’s research for her dissertation, “Inclusive Environmental Education: Learning in Relation for Disabled, Genderqueer Youth,” bridges the gap between environmental and inclusive education and centers the voices of multiply marginalized youth learning in nature. As she searched for an environmental context for her work, she found it in a setting that perfectly aligned with her interests: a rare summer camp for queer and disabled students and students of color.

There, Baker was at ease with the students, and they shared a sense of comfort with her, in part because she divulged her own neurodivergent tendencies, she says. “I really understood and wanted to understand these kids and listen to them, and they sensed that, so they very much gravitated towards me,” she says.

The camp provided the kids with a vastly different learning experience than their typical school settings. “It was outdoors, away from families, school and support systems. The students were going through a lot personally, but they were still able to focus and learn in that inclusive and healing space, and that difference was transformative for them,” Baker says.

Formal Training

Baker says her highly interdisciplinary background, qualitative research experience and research with multiply marginalized students across K-12 and higher education earned her the spot in the biology lab. Associate Professor Sarah Eddy, who runs the lab, says she appreciates Baker’s formal training in education and her depth of knowledge. “What I have valued is the depth of knowledge graduates have developed, through their education Ph.D., in quantitative��methods, qualitative��methods and/or both educational theory and also critical theories. I appreciate how my projects are stronger when I partner with colleagues with formal training,” Eddy says.

Though Baker is still analyzing her dissertation findings, she hopes her research will lead to the questioning of arbitrary disability labels now used within K-12 schools, provide critical connections to schooling that takes place outside of formal education settings and reveal deeper meaning behind kids’ learning in relation to nature and STEM education, she says.

And while she’ll be conducting her lab projects remotely, Baker is satisfied that she won’t be working alone. Having new counterparts in a setting where she’s looked to for her unique strengths, skills and characteristics is exciting, she says.

“You can’t do research alone, let alone good research, and the most impactful experiences I’ve had at ���ϲ����� are in lab spaces and collective groups. Being able to focus on a research agenda will allow me to feel comfortable and content about the work I’m doing instead of feeling the ‘mad dash’ to do it all,” she says. “This is allowing me to dip my foot in to see if academia is still the world I want to be a part of, and it seems like this role will support whatever avenue I want to take.”

After the presentation, Associate Provost will open an interactive portion of the event where attendees will be encouraged to embrace the significance of rest, health and wellness with activities that include meditation, yoga, bachata dance lessons, staff wellness, a and more.

The event will be held from 3:30 to 5 p.m. in the Regency Ballroom at the Sheraton ���ϲ����� Hotel & Conference Center. Doors open at 3 p.m. by 5 p.m. on Feb. 28. Virtual attendees are asked to

All members of the campus community—students, faculty and staff—are encouraged to attend the forum.

Light refreshments will be served.��American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be provided.

L. Hazel Jack

Jack was working in the airport advertising field after earning a bachelor’s degree in marketing management and advertising from Pace University. She was responsible for her company’s national sales conference, scheduled in New York City on Sept. 10 and 11 that year, and was at a printing facility in New Jersey when the terrorist attack on the World Trade Center occurred.

“It was this moment that got me thinking, ‘Is this really what I want to do? What’s my purpose?’” Jack recalls. Soon after, she began searching for more meaning within her selected field, ultimately leading to a job in marketing and communications for the City University of New York’s School of Professional Studies.

That ignited her passion for higher education, and she has since held various executive roles related to marketing, communications, special events, advancement and crisis management with Johns Hopkins University, Howard University and now Colgate University, where she currently serves as vice president and chief of staff to the president. She has continued to collect advanced degrees along the way, and in fall of 2017, began her pursuit of a Ph.D. from ���ϲ����� to take her expertise to the highest possible level.

An Unexpected, But ‘Easy Choice’

Jack, a first-generation college student, says when she was choosing where to study as an undergraduate, she didn’t consider her current role in higher ed administration as a viable career path. “I didn’t even know this was a thing. I just assumed I would do some kind of corporate communications or advertising. I never anticipated getting this level of education,” she says of attaining an MBA in marketing and a master’s degree in higher education administration from Baruch College before moving on to a doctoral degree.

“I often feel like I shouldn’t be here,” Jack says. “When you read about education and who tends to persist and who does well, I don’t exactly fit that mold.” After deciding to attain a Ph.D., she applied to a handful of programs, including the one at the School of Education. She didn’t think she would be admitted. “When I did, I was like, ‘Well that’s an easy decision!’”

She immediately connected with the professors and coursework. “I took a course on organization and administration in higher education, which was immediately applicable to my role at Colgate—looking at various aspects of how different institutions of higher learning are structured and some of the nuances of hierarchies and governance, which was really helpful,” says Jack.

Beyond coursework, she has been grateful to connect with her peers in the program who also work in higher education, helping break down the siloes that can prevail within and across institutions.

DEIA In Theory and In Practice

Another favorite course of Jack’s was one she took with on race, representation and culture. “It instantly gave me language to put to experiences I’ve had that I couldn’t explain before,” Jack says. “We dove into the literature around identity and place within higher education. As a woman of color in higher ed, working mostly at predominantly white institutions, there was always this ‘outsider’ feeling, even as I progressed in my career. Reading literature that described that experience, I realized it was not just in my head; it was real. It helped me make sense of what I’ve experienced in the space and reassured me that I deserve to be in this space.”

Jack plays an integral role in diversity, equity, inclusion and accessibility (DEIA) work at Colgate and through her association with several professional organizations—including One X League, Chief, the National Council of Negro Women and as a John Roberts Lewis Fellow with the Faith & Politics Institute. She finds herself continuously revisiting and integrating her School of Education coursework into her career and advocating for others in the space who may share her background.

“Right now there is so much conversation around DEIA and higher ed, especially with affirmative action being struck down,” Jack says. “A lot of the conversation hits very close to home, and it’s often taking place in spaces where I’m the only one or one of very few who have a similar experience to me. Considering multiple perspectives is more important now than ever as we’re dealing with such complex issues.”

Dissertation Research on the Visibility of Black Women Leaders

Jack’s doctoral dissertation explores how Black women college presidents have historically been covered by the press—a topic she selected years ago, but has a certain element of timeliness in the wake of recent high-profile resignations of female college presidents, including the departure of Claudine Gay from Harvard University.

Focusing on eight Black women who led higher education institutes of various types and sizes beginning in the late 1980s, Jack examined national, regional, local and student press coverage of their tenures. She completed a content and discourse analysis of what was written and how they were written about, resulting in three preliminary findings.

“Up until recently, and I’m talking within the last 20 years, these women were often described physically in the coverage. For example, ‘She had short cropped hair with a beautiful smile and wore a blue suit,’” Jack says. “How often do you see a man written about in these terms? Second, unless they had a controversy or were a ‘first’ of some sort, they weren’t written about at all. A lot of the presidents in the middle of my timeline were basically non-existent in terms of being covered. My third finding is this notion that [Black female presidents] have to be perfect in their role and act in an exemplary way at all times—there is no margin for error.”

Jack anticipates defending her dissertation by the end of the spring semester. She plans to continue in her role at Colgate and considers a future in teaching, but says she isn’t in a rush to make any big moves or firm plans: “I’ve been working full-time and studying part-time for the better part of the last 20 years,” she says. “Maybe it’s time for a break. Maybe it’s time to come home from work and take a walk for a change. I never would’ve expected that I would be here in the first place, so we’ll see what happens next.”

“The WellsLink program has been transformative for many of our first-year students of color. By providing mentoring, leadership development and a supportive community, it not only�� supports the transition to college life but also lays the foundation for their success at ���ϲ����� and beyond,” says . “I’ve seen students gain tremendous confidence in themselves and their abilities. Students form strong bonds with peers and mentors that motivate them to achieve their full potential. The relationships we work to facilitate through the program truly enrich the academic experience for students of color in their critical first year on campus. I’m excited to watch these talented young leaders continue to thrive with the foundation the program has provided.”

WellsLink Hosts 20th Annual Transitions Ceremony

Through academic, social and cultural enrichment activities to foster success for first-year students of color on their college journey, the is nationally recognized for academic and leadership excellence. As a celebration of student leader growth, the Transitions Ceremony honors WellsLink Scholars who have successfully transitioned into their second year at ���ϲ�����.

The ceremony will host keynote speaker Jenn Harper, award-winning social entrepreneur and founder and CEO of Cheekbone Beauty Cosmetics Inc., student scholars’ stories of transformation, and Academic Excellence Awards, Leadership Capital Certificates and stole presentation.

“For incoming students of color, the Transitions Ceremony serves as a visual representation that they are capable of success in college. Being able to see students that look like you prevailing in their academics and lifestyles is empowering,” says Ashley Kao ’26, second year WellsLink Leadership Program Scholar and peer leader. “It is a reminder that they can do anything they put their mind to, and they’ll always have the WellsLink community to support them.”

Keynote Speaker Jenn Harper

Jenn Harper

The 20th Annual WellsLink Transitions Ceremony will feature keynote speaker Jenn Harper. An award-winning social entrepreneur, Harper is founder and CEO of Cheekbone Beauty Cosmetics Inc. With a mission to help every Indigenous youth see and feel their enormous value in the world while creating sustainable cosmetics, Cheekbone Beauty is a digitally native direct-to-consumer brand that is helping Indigenous youth see themselves in a beauty brand while using the concept of Life Cycle Thinking in the brand’s ethos and in developing products, creating a new segment in the beauty industry—Sustainable Socially Conscious Beauty.

In addition to Cheekbone’s mission, Harper strives to educate as many people as possible about the Residential School System and the effects it has had on her family and friends through decades of generational trauma. She speaks regularly to high school and college students about social entrepreneurship, empathy and the history of her First Nations family. She has also been invited to speak to various entrepreneur groups, women in business associations, Apple Canada and First Nations organizations.

She was named 2019 “Women of the Year” by Chatelaine magazine and made the ��2022 “100 Women of Influence” list by Entrepreneur magazine. In 2023, Harper received an honorary doctorate degree from Brock University for her commitment to sustainability and commitment to her community.

WellsLink Leadership Program Class of 2026

This year’s ceremony will honor the following students:

• Tahirah Abdul-Qadir (College of Arts and Sciences/Martin J. Whitman School of Management)
• Sagal Abukar (Arts and Sciences)
• Brianna Anthony (College of Engineering and Computer Science)
• Fatoumata Barry (David B. Falk College of Sport and Human Dynamics)
• Tyree Benjamin (Maxwell School of Citizenship and Public Affairs)
• Meron Berhe (Maxwell School)
• Zoya Bukhari (Engineering and Computer Science)
• Anabelle Canals Olivencia (S.I. Newhouse School of Public Communications)
• Natalia Cancel-Quintana (Arts and Sciences)
• Diego Cerri-Droz (Maxwell School)
• Tiana Chacon-White (Arts and Sciences)
• Victoria Chen (Newhouse School)
• Rahnaya Clarke (Engineering and Computer Science)
• Andrew Comprix (Whitman School)
• Christopher Davis (Maxwell School)
• Sean Diaz McCarthy (Arts and Sciences)
• Ty Duggins (Maxwell School/Arts and Sciences)
• Cindy Dupiton (Maxwell School/Arts and Sciences)
• Alaa Elhussen (Maxwell School/Arts and Sciences)
• Estefania Figueroa (Arts and Sciences)
• Tarohn Finley (Newhouse School)
• Grace Fong (Arts and Sciences)
• Alexa Gabrie (Arts and Sciences)
• Allison Goel (Arts and Sciences)
• Christian Han (Arts and Sciences)
• Dylan Harrison (Whitman School)
• Briana Hodavance (Maxwell School/Arts and Sciences)
• Kymani Hughes (School of Information Studies)
• Kaitlin Long (Whitman School)
• Muhammad Islam (Engineering and Computer Science)
• Qing Jin (Arts and Sciences)
• Keynan Jones (Arts and Sciences)
• Ashley Kao (Information Studies)
• Nathaniel Kennedy (Maxwell School)
• Aamna Khan (Maxwell School/Arts and Sciences)
• Mashiyat Khan (Engineering and Computer Science)
• Wafiq Khondkar (Arts and Sciences)
• Jesse Lamon (Falk College)
• James Lee (Maxwell School)
• Nailah Lewis (Engineering and Computer Science)
• Edward Lu (College of Visual and Performing Arts)
• Amanda Lynch (Whitman School)
• Shiye Lyu (Newhouse School)
• Gustavo Madero Carriles (Maxwell School/Arts and Sciences)
• Ty McElroye (Maxwell School/Arts and Sciences/Whitman School)
• Jett McKenney (Arts and Sciences)
• Haley Moreland (Newhouse School)
• Maheen Mukhtar (Arts and Sciences)
• Jhanae Ottey (Arts and Sciences)
• Aniya Palmer (Arts and Sciences)
• Eryn Pearson (Newhouse School)
• Harrison Pendleton (Visual and Performing Arts)
• Ayanna Peterson (Engineering and Computer Science)
• Ava Portney (Newhouse School)
• Arman Ramji (Falk College)
• Kennedee Robinson (Whitman School)
• Cayra Robles (Arts and Sciences)
• Neil Sagare (Newhouse School)
• Briana Salas (Newhouse School)
• Bailey Snead (Arts and Sciences)
• Fatumata Sow (Information Studies)
• Candace Tabb (Engineering and Computer Science)
• Chelsea Tagne (Information Studies)
• Evelyn Tang (Engineering and Computer Science)
• Abigail Torres (Arts and Sciences)
• Sarah Torres (Maxwell School/Arts and Sciences/Newhouse School)
• Mohammad Traore (Engineering and Computer Science)
• Jacquelyn Trotman (Newhouse School/Whitman School)
• Sarah Vallejo (Engineering and Computer Science)
• Lily Vengco (Visual and Performing Arts)
• Sergio Villar (Maxwell School/Arts and Sciences)
• Hassan Wouliyou (Engineering and Computer Science)
• Manling Yu (Engineering and Computer Science)
• Javien Zou (Newhouse School)

About the WellsLink Leadership Program

The WellsLink Leadership Program is a nationally recognized academic and leadership excellence program geared towards first-year students of color. Through structured academic, social and cultural enrichment activities, WellsLink Scholars develop the leadership capital necessary for exceptional success at ���ϲ����� and beyond. The program name was chosen to honor Barry L. Wells, founding director of ���ϲ�����’s first Office of Minority Affairs in 1976 and retired senior vice president and dean of student affairs.

The WellsLink Leadership Program is sponsored by Multicultural Affairs in the Student Experience division, and was designed by and former associate director Paul M. Buckley. Since the program’s inception in 2003, WellsLink Scholars have demonstrated outstanding leadership at the University with representation at the executive levels of many student organizations, task forces, committees and networks of service. They are high academic performers and balanced community citizens.

Story by Madison Manczko ’24, Student Experience communication intern

Barner says the strong foundation for her career accomplishments formed as she was earning dual undergraduate degrees in and from ���ϲ�����.

And now, Barner is paying it forward. Thanks to her generous and transformative donation as part of the Forever Orange campaign, Barner’s latest gift of $1 million will ensure the future of . In recognition of the gift, the building will be renamed the Barner-McDuffie House—in honor of Barner, a ���ϲ����� trustee, and her husband, Haywood McDuffie.

Trustee Sharon Barner’s transformative donation of $1 million as part of the Forever Orange campaign will ensure the future of 119 Euclid—a space that celebrates the Black student experience—enhance scholarship opportunities for first-generation and underrepresented students and strengthen cultural, academic and social student-led activities that promote Black culture.

“Sharon and Haywood are passionate benefactors, ambassadors and supporters of ���ϲ�����, and especially our students,” says . “This gift allows the University to continue expanding meaningful opportunities for students to build a sense of belonging and community here at ���ϲ�����. I am grateful to Sharon and Haywood for their generosity and vision and look forward to celebrating their philanthropy later this year during Coming Back Together.”

This is the first building on North Campus named by an African American family through philanthropic support. In addition to endowing 119 Euclid’s future, the gift will enhance scholarship opportunities for first-generation and underrepresented students and strengthen cultural, academic and social student-led activities that promote Black culture.

“I came through ���ϲ����� during a period of change across the 1970s. As an African American female, I found a community that was supportive of all the things I thought I could do with my life,” says Barner, who is now vice president and chief administrative officer at Cummins Inc., an Indiana-based multinational known as a global leader in power technology. “As I looked to give back, it was about both giving back to ���ϲ����� and to people who had experiences like myself. I wanted to help make sure they had the foundations they needed, both through finding community and scholarship.”

Sharon Barner has achieved career success at the highest levels of her field, including as vice president and chief administrative officer at Cummins Inc., an Indiana-based multinational known as a global leader in power technology.

Reflecting on her days on campus, which served as a formative experience, Barner felt there was something missing from her Orange journey: a dedicated space for Black students to gather, share their experiences and feel at home on the University campus. Barner is excited to see how her donation will inspire and make a lasting impact on students for years to come.

Creating Sense of Home and Family

The first time Barner walked inside 119 Euclid, she understood why this was a special place for Black students. From the friendly faces greeting her to the enticing aromas emanating from the kitchen, Barner says she instantly felt at peace and knew this was a project to which she wanted to contribute.

“It felt like there were a million mothers telling me to ‘come in and be comfortable.’ I felt like I was home. There was this sense of family. You have a community of people who are going to help keep you safe, mentally and physically, while helping you grow as a person,” says Barner, whose son, Haywood McDuffie III ’17, also graduated from ���ϲ�����. “Students feel included when you have those kinds of spaces, knowing you have a village that supports you.”

“Affinity spaces such as the Barner-McDuffie House are critical for community-building, leadership development and student success. This space, under Marissa Willingham’s leadership, has helped our students cultivate a sense of belonging at ���ϲ�����,” says . “I’m excited to see the innovative programs that will be hosted in and through the space.”

Besides her academic pursuits, Barner found her community through her involvement in a number of activities at ���ϲ�����—from being a cheerleader and joining the Delta Sigma Theta sorority to writing for The Daily Orange and teaching English as a second language to Spanish-speaking children in the City of ���ϲ�����.

Inspiring Fellow First-Generation Students

Sharon Barner

A first-generation college student, Barner understands the financial stresses families can face trying to pay for higher education. That was the other driving force behind this gift, which will also support the , which provides critical financial assistance, leadership training and alumni mentorship for first-generation and underrepresented students at ���ϲ�����.

“I want those students to know that someone like me knows what they’re going through and is rooting for them to be successful at ���ϲ����� and beyond. I hope one day these students will look back, understand the value of their ���ϲ����� education and feel compelled to give back to future generations of students,” says Barner, who as a trustee is currently on the search committee charged with identifying the University’s next chief information officer.

“When you think of all that Sharon has accomplished as a first-generation graduate of ���ϲ�����, it’s clear that the ���ϲ����� experience is a game changer. It’s wonderful that she continues to think deeply about the needs of current students through her philanthropy,” says .

“Sharon’s generosity will help offer students more impactful programs and activities at the Barner-McDuffie House while furthering the space’s goals of providing a sense of community, a place to build connections and celebrate the outstanding contributions of the Black community on campus,” adds .

About ���ϲ�����

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

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

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

This annual event, attended by nearly 2,000 people, is the largest of its kind on any college campus. The program seeks to honor the message and mission of King and is a direct expression of the University’s commitment to advancing academic excellence at a university welcoming to all. This year’s theme was “T��� Reach of the Dream.”

Talithia Williams, big data expert, math professor and host of “NOVA Wonders,” was the event’s keynote speaker. She spoke on “Becoming an Agent of Change for Inclusive Education”�� and addressed how to close achievement gaps and serve as inclusive agents of positive and profound change.

The program included student and community group performances, and the presentation of this year’s . An art gallery featuring works from local Black artists was also part of the celebration.

Images from the evening:

Cjala Surratt of the Black Artist Collective talks to guests in the celebration’s art gallery. (Photo by Jeremy Brinn)

Artist London Ladd, instructor in the School of Art in the College of Visual and Performing Arts, shares his work with a guest. (Photo by Amelia Beamish)

Students make crafts during the celebration event. (Photo by Amelia Beamish)

Community youth attended the celebration to support Unsung Hero recipient Murjan Abdi, pictured second from right. (Photo by Jeremy Brinn)

Guests enjoy the traditional MLK Celebration dinner. (Photo by Amelia Beamish)

MLK Celebration guests (Photo by Amelia Beamish)

Members of the Adonfo Ensemble perform during the celebration. (Photo by Jeremy Brinn)

Pictured left to right, the 2024 Unsung Hero recipients are Elbethel Berhane (community youth), Murjan Abdi (community adult), Sharon Dotger (���ϲ����� faculty) and Mia-Marie Fields ’24 (���ϲ����� student). (Photo by Amelia Beamish)

Keynote speaker Talithia Williams, big data expert, math professor and host of “NOVA Wonders” addresses the audience. (Photo by Amelia Beamish)

Cora Thomas leads the MLK Community Choir. (Photo by Jeremy Brinn)

Douglass Day celebrates Frederick Douglass (1818-1895), a leader of the American abolitionist movement, on his chosen birthday. The pop-up exhibition will showcase a selection of materials pertaining to Douglass and his life, including his three autobiographies, speeches and a selection of letters in Douglass’s own hand from the and .

Attendees will have the opportunity to view and engage with the items on display. This event is open to the public, and SCRC staff will be on hand to answer questions about the materials on view and the Center.

The same day, the ���ϲ����� Humanities Center will be hosting the on the first floor of Bird Library, in the Peter Graham Scholarly Commons (Room 114) from noon to 3 p.m.

The idea for the Office of Diversity and Inclusion Lunch and Learn Series developed from The D.E.I.A. Symposium on Oct. 3.

The series will highlight workshops, scholarship, integrated/shared work and roundtable discussions that are underway across the University to strengthen collaboration among faculty, staff and students, and begin the process of shifting from awareness to meaningful action.

The idea for the series developed from The D.E.I.A. Symposium on Oct. 3, which showcased diversity, equity, inclusion and accessibility work conducted by students, staff and faculty. Many of the series presenters submitted proposals to the symposium.

“We understand that learning and development must be continuous for our knowledge to grow and progress,” says Tanya Williamson, assistant vice president for diversity and inclusion. “One of our many goals is to provide education on key diversity, equity, inclusion and accessibility issues throughout the academic year. The D.E.I.A. Symposium and this related Lunch and Learn Series provide a wonderful opportunity for us to do just that.”

“T��� symposium sought to successfully ‘spark’ the University’s commitment to diversity, equity, inclusion and accessibility,” says Christina Papaleo, DEIA learning and development specialist in the Office of Diversity and Inclusion. “Our hope is that the Lunch and Learn Series will turn that ‘spark’ into a flame, illuminating learning and development opportunities that extend from the symposium.”

Each session will be held from noon to 1 p.m. in the Noble Room, Hendricks Chapel, except for the April 16 session—Creating Access to Knowledge Through Inclusive Experiences—which will be held virtually. Lunch will be served. Registration is required for each presentation.��

The presentations are the following:

• Tuesday, Jan. 30:
• Tuesday, Feb. 6:
• Friday, Feb. 23:
• Tuesday, Feb. 27:
• Tuesday, March 5:
• Tuesday, March 26:
• Tuesday, April 2:
• Tuesday, April 16 (virtual):
• Tuesday, April 30:

Locally, the ���ϲ����� City School District (SCSD) is similarly challenged, but a new partnership with the (SOE) and aims to address this dilemma.

People With a Passion

���ϲ����� has become that latest school district to join the , administered jointly by SOE and the Maxwell School. , the program recruits teacher candidates who are committed to teaching underserved populations and from populations that are underrepresented in local classrooms.

When joining the program, students choose to take one of SOE’s and are offered a hiring commitment by a program partner, subject to a school’s needs and a student’s successful program completion. In addition to ���ϲ�����, other Baldanza program partners are the Baldwinsville, Jamesville-DeWitt and West Genesee school districts.

“Retirements, the typical turnover of an urban school district and the fact that fewer candidates are entering college teacher preparation programs equal the shortages we are seeing,” says Scott Persampieri, SCSD chief human resources officer, noting that his school district typically needs to hire between 200 and 300 teachers per year.

“We have been struggling to find certified teachers,” says Jeannie Aversa G’13, SCSD executive director of recruitment, selection and retention. “There is a teacher shortage due to members of the baby boom generation retiring early, and the coronavirus pandemic didn’t help.”

She adds, “We are looking for people with a passion for urban education. If people have that passion, they will stay longer.”

Go For It

Jasmine Manuel ’21, G’23 was among the first fellows to graduate from the Baldanza program. A ���ϲ����� native who attended Henninger High School, she notes that program applicants essentially interview twice: “Once you sign up, you have a kind of hiring interview with school districts, as well as an interview with the School of Education.”

For Jasmine Manuel, the Baldanza program “was a surprising opportunity” and an offer so good, at first she didn’t believe it was real.

A human development and family sciences graduate from the David B. Falk College of Sport and Human Dynamics, as a Baldanza fellow Manuel joined SOE’s and received a hiring commitment from Jamesville-DeWitt Central School District, where she did her student teaching and where she now works as a fourth grade teacher.

Manuel admits that the Baldanza program benefits are so good, she thought the offer might not be real.

“I was working as a teaching assistant at Henninger, aiding a visually impaired student,” she says. “The Baldanza program was a surprising opportunity. I wasn’t planning on going for a master’s degree, but then I saw an email about it. My supervisor is getting a certificate of advanced study from the School of Education, so I asked him if the offer was real. He said it was, and that I should go for it.”

Manuel says she enjoyed her mentored student teaching experience at Jamesville-DeWitt. “I learned a lot that way. You hear a lot about theory in the graduate classroom, but it’s different when you do it in your own classroom. You learn what works and what doesn’t,” she says.

All Students Benefit

One of three teachers of color in her school building, Manuel notes that she was a good fit for her school district because of its increasing diversity. “Jamesville-DeWitt has expanded its English Language Learner (ELL) program to all three elementary schools,” she says, “so now students and staff are seeing a highly diverse student population coming in.”

Reflecting on the district’s diversity, Aversa observes that her student population speaks 80 different languages, so ELL is one of the high needs areas into which SCSD is recruiting—”we need teachers who know strategies to work with English as a New Language students”—along with other high needs subjects, such as math, science and special education.

Aversa agrees with national data illustrating that teachers of color and culturally responsive teaching are linked to for students, saying, “Kids will see who they are trying to be, so representation in the classroom matters. The Baldanza Fellows program encourages the recruitment of BIPOC teachers so students can see people who look like them, but all children benefit from a diverse body of teachers.”

The Baldanza Fellows program encourages the recruitment of BIPOC teachers so students can see people who look like them, but all children benefit from a diverse body of teachers.

—Jeannie Aversa G’13

“We know that there is a significant discrepancy between the diversity of the student body and the teaching force. That is true nationally, regionally and it’s certainly true for ���ϲ����� schools,” says Professor G’01, G’07, G’08, director of SOE’s , who oversees the programs along with Professor . “Students benefit from education that is culturally responsive and sustaining, and they benefit from being educated by teachers who make them feel connected to their cultures and communities, and who can provide outstanding role models.”

Continues Ashby, “It’s equally important for white students to be educated by teachers of color, if we want all students to understand inclusive environments. All students benefit from exposure to diverse experiences, cultures and identities.”

Right, Important and Just

Ashby says she is thrilled to have SCSD join the Baldanza Fellows program: “The time and opportunity are right for them to join. After all, ���ϲ����� is our home, and we feel close to ���ϲ����� city schools. Doing this work with them feels right, important and just.”

Pitching their case as an employer, Persampieri cites teachers’ job satisfaction: “A lot of people go into the teaching profession to serve and to make a difference. Few professions have this level of satisfaction, and that’s especially true of an urban district.”

For Aversa, the pitch is two-fold—diversity and professional support. “Our kids deserve people who want to be here and who have a desire to serve a high-poverty urban setting. Our diversity is one of the positive things we offer,” she says. “Plus, new teachers are supported in many ways, and they will learn and grow with seasoned professionals by their side.”

Similarly, mentorship is a key feature of the Baldanza program, along with a tuition scholarship, a stipend to support living expenses and the hiring commitment.

“My host teachers were very good,” says Manuel, recalling her classroom immersion. “They explained a lot about the students to me. They explained about their likes and dislikes, their quirks and what gets them motivated—these are details you don’t necessarily go over in a theory class.”

Adds Manuel, “As a new teacher, all the supports I had as a Baldanza Fellow are still with me.”

Learn more about the , or contact Speranza Migliore, assistant director of graduate admissions in SOE, at smiglior@syr.edu or 315.443.2505 for more information.

InclusiveU students meet prospective employers at the spring 2023 “reverse job fair” in downtown ���ϲ�����.

The School of Education’s Center on Disability and Inclusion has been awarded a five-year, $1.7 million New York State Education Department (NYSED) Core Rehabilitation Services contract to support individuals with disabilities interested in obtaining, maintaining or advancing in employment.

The contract is administered through NYSED’s (ACCES-VR) program.

The agreement will enable to continue and enhance two initiatives it already offers to students, youth, and adults with disabilities. Firstly, CDI provides no-cost (Pre-ETS) for students with disabilities in Central New York aged 14 to 21, including career and college exploration and training on workplace readiness and self-advocacy. Currently, CDI serves more than 300 students through Pre-ETS each year.

In addition to Pre-ETS services, the contract also includes services that will provide increased support to InclusiveU students participating in the initiative’s internship program, traditionally done in a student’s senior year.

InclusiveU brings students with intellectual disability to ���ϲ����� for a full college experience, including inclusive living, inclusive coursework, and career exploration and development. The additional employment support services will enable job coaching mentors to be used directly by students at their internship sites and work experience training to support career development prior to graduation. Each year, approximately 15 InclusiveU students complete an internship.

“T��� and InclusiveU are excited about the expansion of supports and resources we are able to offer students and individuals with disabilities with the ACCES-VR contract,” says InclusiveU Director . “We are looking forward to partnering with ACCES-VR in a renewed way to continue strengthening and improving employment outcomes for people with disabilities on campus and in our community.”

Tanya Williamson

Vice President for Diversity and Inclusion Mary Grace Almandrez has announced the selection of Tanya Williamson as the inaugural assistant vice president in the Office of Diversity and Inclusion. Williamson, who currently serves as associate director of diversity, equity and inclusion at the Barnes Center at The Arch, will begin in her new role Tuesday, Jan. 2, 2024.

As assistant vice president, Williamson will manage departmental operations, budget and planning, and project management of the Diversity, Equity, Inclusion and Accessibility (DEIA) Strategic Plan. She will also supervise staff in the following areas: inclusion and belonging, learning and development, and research and assessment.

“Dr. Williamson brings a range of experience and skill to this new role—from her depth of work in DEIA to project management at the University. Her role will be crucial in the implementation of the DEIA Strategic Plan,” Almandrez says. “Through this new role and with her knowledge and background, the Office of Diversity and Inclusion continues to strengthen its mission to make the University a more welcoming place for all.”

Williamson joined the Barnes Center in 2021 and led projects related to DEIA within the integrated center for health and wellness.

“I’m honored to serve in this inaugural role as DEIA has consistently been a significant component of my work. I am most excited about the opportunity to continue my collaborations with staff, faculty and students, which will be essential to advancing the DEIA strategic plan,” Williamson says.

Prior to coming to the University, Williamson, who is also an executive coach and consultant, held several positions at the Veterans Affairs Medical Center and worked as a lead and staff psychologist. She earned a master’s degree and a Ph.D. in clinical psychology from SUNY Binghamton, as well as a B.A. in psychology from Michigan State University.

“We were seeking a leader with a strong understanding of leading practices and strategies in DEIA work. Tanya has a keen understanding of DEIA work and a breadth of professional experience in advancing diversity, equity inclusion and accessibility, as core values and critical components of an organization’s culture,” says Dawn Singleton, chair of the search committee and vice president of student transition, access and inclusion in Student Experience.

Other members of the search committee were Elisa Dekaney, associate dean of research, graduate studies and internationalization in the College of Visual Performing Arts and professor of music education; Luis Gomez; Carlee Kerr, graduate assistant in the Office of Diversity and Inclusion; and Craig Tucker, director of the Arthur O. Eve Higher Education Opportunity Program/Student Support Services.

Also recently, the Office of Diversity and Inclusion has welcomed new team members, including Carlee Kerr, graduate assistant, and Kala Rounds, access coordinator. Rounds assists staff and faculty with disabilities and resources, and Kerr supports inclusion and belonging efforts, such as affinity groups, Posse student scholar program support, community-building activities and mentorship programs.

, Dean’s Professor of the Humanities and professor of (WGS), has been named the College of Arts and Sciences’ (A&S’) associate dean of diversity, equity, inclusion and accessibility (DEIA). In that role, she will work with college leadership to strengthen A&S’ commitment to promoting intellectual openness and maintaining a community that is welcoming to people of all backgrounds and perspectives.

Gwendolyn D. Pough

A&S Dean notes that Pough is the ideal fit for this position as demonstrated by her strong track record of leadership and empowerment in diversity, inclusion and social justice initiatives.

“As home to the liberal arts and sciences at ���ϲ�����, A&S welcomes and thrives on the richness of diverse perspectives and experiences,” says Mortazavi. “To that end, I look forward to working with Professor Pough in helping to ensure our faculty, staff and students can teach, work and learn in a setting that is equitable and inclusive.”

As associate dean of DEIA, Pough will expand on existing structures and policies that actively promote equal opportunities and dismantle systemic barriers. She will collaborate with constituents across the college to enhance diversity and inclusion in hiring practices, admissions, faculty retention and the student experience, among other areas.

“I am excited to serve the college as associate dean and will work to ensure that A&S is a welcoming space for a diversity of people and ideas,” says Pough. “DEIA isn’t something we can just say we value. It requires ongoing commitment and ongoing work. Diversity isn’t a description, or even a prescription, it should be an action. It requires that we are open, flexible and nimble. Throughout my career I have helped to foster equity, diversity, inclusion, access and belonging in a variety of ways and I look forward to bringing my vast experience to this new role.”

Pough is a renowned scholar of feminist theory, African American rhetoric, women’s studies and hip-hop culture­. Her book, “Check It While I Wreck It,” (Northeastern University Press, 2004), explores the relationship between Black women, hip-hop and feminism. A faculty member at ���ϲ����� since 2004, Pough has served the University, the college and her department in various leadership and advisory roles. As the in A&S from 2020 to 2022, she helped to shape conversations about pedagogical practices in the classroom with an emphasis on diversity, inclusion, social justice and activism – work she will carry on as associate dean.

Among her leadership appointments at ���ϲ�����, Pough was chair of WGS (2011-14 and 2018-21); served on the University Senate Ad-Hoc Committee on Gender Pay Equity (2019-21); was director of graduate studies and undergraduate studies for WGS; co-chaired the University Senate Ad-Hoc Committee on Social Justice/Social Difference Requirement (2019-20); and served on the Provost’s Advisory Committee on Promotion and Tenure (2016-18). In recognition of her exemplary accomplishments as a mentor of students, faculty and staff at ���ϲ����� and around the country, Pough was recently honored with the from the Coalition of Feminist Scholars in the History of Rhetoric and Composition (CFSHRC).

Beyond her scholarship at ���ϲ�����, Pough has also held numerous appointments with professional organizations around the country. She is currently president-elect of the Rhetoric Society of America; served as assistant chair, associate chair and chair of the Conference on College Composition and Communication; was chair of the Third Wave Feminisms Group of the National Women’s Studies Association; and was elected to executive boards for both the CFSHRC and the Association of Rhetoric and Writing Studies.

Prior to joining the faculty at ���ϲ�����, Pough was an assistant professor of women’s studies at the University of Minnesota from 2000 to 2005 and an instructor of English at Western Washington University in 1998 and 1999. She holds a Ph.D. in English from Miami University, Ohio; an M.A. in English from Northeastern University, Boston; and a B.A. in English from William Paterson College, New Jersey.

Her appointment as associate dean will begin Jan. 1, 2024.

The feedback and information gathered from this focus group will contribute to the development of a transgender employee toolkit. This toolkit will assist with onboarding efforts, provide information for supervisors and managers to support our transgender community better, and include campus and community resources for transgender and nonbinary individuals.

To attend a focus group, for one of the following sessions:

• Thursday, Dec. 14: Noon-2 p.m., lunch provided (in-person)
• Friday, Dec. 15: 12:30-2 p.m., ��meal voucher for Schine provided (Zoom)

If you have any questions, please contact the Office of Diversity and Inclusion by email at diversity@syr.edu.

As part of the MLK Jr. Celebration, several community members who embody the spirit of Rev. Dr. Martin Luther King Jr. receive the Unsung Hero Award.

The award seeks to honor the life and legacy of individuals who exemplify the spirit, life and teachings of Dr. King yet have not received widespread recognition or been previously honored for their efforts. These individuals represent a direct expression of the University’s commitment to fostering and supporting a university welcoming to all.

If you know an individual who should be honored and celebrated, please consider nominating them for the 2024 celebration.

included University staff member Nichole Henry, student Thomas Wilson ’23, ���ϲ����� community members and more. Nominations may be made in any of the following categories:

• youth/teen from Onondaga, Madison, Oswego, Cayuga or Cortland counties
• adult from Onondaga, Madison, Oswego, Cayuga or Cortland counties
• currently enrolled student at ���ϲ����� or the SUNY College of Environmental Science and Forestry (ESF)
• faculty or staff from ���ϲ����� or SUNY ESF

The Unsung Hero Award nominations are due by Wednesday, Dec. 6, at 11:59 p.m. Nomination forms can be found��on the .

The 2024 Rev. Dr. Martin Luther King Jr. Celebration will take place on Jan. 21, 2024, in the JMA Wireless Dome. Further information will be announced in the coming weeks at .

Questions regarding the Unsung Hero Awards can be directed to Hendricks Chapel at chapel@syr.edu.

Carlee Kerr, who is in her first year in the ’s higher education master’s program, serves as a graduate assistant in ODI. She helps with strategy, program planning, event logistics and other hands-on activities that increase awareness and promote DEIA objectives among students, faculty and staff. Those initiatives are a critical component of the University’s new academic strategic plan, “.”������

Before coming to ���ϲ�����, Kerr earned undergraduate degrees in history and gender and women’s studies at the University of Rhode Island, where she was one of the co-creators of Diversity Dialogues, a student-led initiative offering dialogue-based workshops on DEIA and social justice. For her work on the initiative, Kerr earned a schoolwide student leadership award. ��

��We talked with Kerr about her undergraduate diversity activism, her current role and her future career interests.

, an initiative of the Lawrence B. Taishoff Center for Inclusive Higher Education in the , offers a full four-year college experience for students with intellectual and developmental disabilities.

For the first time this fall, InclusiveU students were invited to participate in FYS 101—a significant step toward full campus inclusion.

“Students in the InclusiveU program contribute significantly to the fabric of our campus community, and they bring invaluable perspectives to the conversations that are at the heart of FYS 101,” says , associate provost for strategic initiatives in the Office of Academic Affairs, who oversees the First Year Seminar program. “Integrating our 27 first-year InclusiveU students into FYS 101 this fall just made sense—it is the right thing to do, and every single student present in these classrooms is benefiting from their presence.”

Leaders from FYS and InclusiveU assembled before the fall semester began to build mutual understanding of the InclusiveU program and the unique needs of its students. (Photo by Jimmy Luckman, associate director, FYS)

Since FYS 101 encourages learning, conversation and introspection on topics relevant to all incoming students at ���ϲ�����, incorporating InclusiveU students required no modifications to the curriculum.

“This is a class about diversity, equity, inclusion and accessibility (DEIA), so it’s just another identity we were able to add to the classroom conversations,” says Shannon Hitchcock Schantz G’21, director of FYS and a current lead instructor for the course. “Students are doing activities about their own identity and their transition to ���ϲ�����, and we’ve seen full participation from the InclusiveU students, sharing about their disabilities and their perspective on life.”

Brianna Shults, director of InclusiveU, says she sought out this partnership to broaden the participation of InclusiveU students in campuswide initiatives and offerings.

“T���se are students who want the opportunity to go to college and to be fully immersed in the culture, community and educational experience here at ���ϲ�����,” Shults says. “We know that all students need an introduction to the University, which is why FYS exists. To include our students in things that are already being done here usually just takes a few extra steps in education and preparation, and I think the FYS 101 team has done a phenomenal job of incorporating InclusiveU students into their classrooms and fully enveloping them into the curriculum.”

The partnership officially kicked off in August, when InclusiveU staff attended training sessions for all FYS 101 lead instructors and peer leaders to provide education and build mutual understanding. “We wanted our lead instructors and peer leaders to know the InclusiveU program, understand the intentionality behind including those students in FYS 101 and learn ways to further support these students in the classroom,” says Schantz.

First-year InclusiveU student Stavros Ioannidis shared how he has appreciated the opportunity to take FYS, saying, “I like the classmates I have who tolerate different opinions, the teachers who are willing to help me (and others) out and the creativity of the teachers. They expose us to things we may not seek out on our own.”

InclusiveU students benefit not only from the curriculum, but the relationships and networks they’re able to develop with FYS classmates. “This is a class that our students take really seriously, and they’re engaged with, and it’s been great to see that level of commitment,” says Shults. “I think this only builds the network our students have available to them and increases understanding among the larger student population of why InclusiveU is here and the purpose of the program.”

Lead instructor Maithreyee Dubé ’96, ’16, G’17 has enjoyed having an InclusiveU student in her section. “Zach [Kilga] has a great sense of humor, participates in small group discussions, is great at remembering names (and helps me remember when he recognizes the need!) and submits all his work—even anything I clearly state as extra,” Dubé says.

Maithreyee Dubé (kneeling front, toward the right) and her FYS 101 section visited La Casita Cultural Center during their week 4 shared experience, which involves visits and collaborations with various organizations across campus. (Photo courtesy of Maithreyee Dubé)

“As the largest, most inclusive program in the country, we are continually thinking about new ways we can give our students access to things they didn’t have access to before,” Shults says. “This is just an expansion of that. We want InclusiveU students to be able to do and achieve anything they want during their time here on campus.”

Rahman joined the faculty in spring 2020. Since then, she has taught critical core gateway courses involving foundational knowledge of the computing discipline to all three majors of the electrical engineering and computer science department.

Central to her teaching approach is an active learning style, which pairs hands-on programming exercises with challenging projects that demand students to cultivate skills in problem-solving, debugging and general software engineering. She is dedicated to creating equitable education and learning experiences for all students by providing inclusive educational opportunities that support women, genderqueer, nonbinary, underrepresented and minority students.

As a diversity spokesperson of the department, Rahman spearheads various diversity, equity, inclusion and accessibility initiatives. One of her most impactful initiatives is Research Exposure on Socially Relevant Computing (RESORC), funded by Google Research, to increase both the exposure and visibility of undergraduate research.

With more than 200 students participating in RESORC over the past three years, she has designed and facilitated multiple virtual workshops to help undergraduate students develop computing identity, research skills and practice teaching strategies and explore research topics in the computing and engineering domains. The project formalizes best practices in research experiences to reach more students, particularly women from historically excluded groups, and prepares them for graduate study.

Rahman’s research and mentoring initiatives have been supported by many funding agencies, including the National Science Foundation, Google, the National Center for Women and Information Technology (NCWIT), Google TensorFlow and the American Association of Colleges and Universities to develop effective pedagogy in undergraduate computer science education.

She’s won the NCWIT Extension Services Award, ABI Systers PIO (Pass-It-On) Award, Google ExploreCSR Award and NCWIT Educator Award. She published numerous peer-reviewed articles, including in the Special Interest Group of the Association of Computing Machinery, Institute of Electrical and Electronics Engineers (IEEE) RESPECT and IEEE Frontiers in Engineering Education, the American Society for Engineering Education conference.

Her overarching research interests are:

• exploring the impact of active learning pedagogy in undergraduate computing courses;
• the effectiveness of online and inverted classrooms;
• how different pedagogical practices can increase underrepresented student performance in computing courses;
• how effective re-entry pathways can facilitate the transition of returning women in computing-based discipline; and
• best practices in undergraduate research.

The second annual Jonathan B. Wanderstock “Diversity, Equity, Inclusion and Accessibility in Sport” symposium featured, from left to right, panelists Leashia Lewis, Amy Reed, Kwame Agyemang and Dom Cambareri, keynote speaker Kevin Clayton, and moderator Rockwell Brown Burton.

At the start of his keynote address at the Oct. 12, Jonathan B. Wanderstock “Diversity, Equity, Inclusion and Accessibility in Sport” lecture, had one request for the large gathering of students in attendance in the Dineen Hall. “If nothing else, I want you to walk away with one new concept or tool that will help you on your journey to success,” said Clayton, senior vice president and head of social impact and equity for the Rock Entertainment Group, which includes the NBA’s Cleveland Cavaliers.

It’s safe to say that the students—and everyone else who attended—walked away with more than one concept to consider and a far better understanding of what it means for an organization to practice what it preaches when it comes to diversity, equity, inclusion and accessibility (DEIA).

Keynote speaker Kevin Clayton is the Senior Vice President and Head of Social Impact and Equity for the Rock Entertainment Group, which includes the NBA’s Cleveland Cavaliers.

Clayton explained that his job title is his “what,” but it’s a person’s “why” that has more impact because your why is your purpose. For Clayton and the Cavaliers, their “why” became clear after George Floyd, a Black man, was murdered by a Minnesota police officer in May 2020.

“It wasn’t until post-George Floyd that we knew our why: connect the platform of sports to social justice,” Clayton said. “We’re the only city where three sports teams [the Cavaliers, the NFL’s Browns and MLB’s Guardians] have met every two weeks for the past three years around issues for social justice. We focus on law enforcement, education and voting/civic engagement, and for all three teams to be involved the impact is like 1+1+1 equals 100 and not 1+1+1 equals three.”

The “Diversity, Equity, Inclusion and Accessibility in Sport” lecture series is made possible through a generous gift to the from alumnus Jonathan B. Wanderstock, who earned his undergraduate degree in public communications and management from ���ϲ����� and is a for the University of Colorado’s Anschutz Medical Campus.

The second annual event featuring Clayton and four other sports industry executives was hosted by the Department of Sport Management in conjunction with the ���ϲ����� College of Law’s Office of Career Services and Entertainment and Sports Law Society.

“T��� establishment of the Sport Management DEIA symposium by Jonathan Wanderstock has impacted the lives of hundreds of students across campus, not only those attending the symposium but from having our panelists attend eight classes as part of their supportive contributions,” said , director and chair of the Department of Sport Management.

“Our department stands in solidarity with our commitment to diversity, equity, inclusion and accessibility as we focus on areas of awareness, training and education,” Veley added. “We seek to use sport as a platform for social justice and social responsibility while encouraging open, honest dialog, including those related to racism, privilege and allyship.”

In addition to Clayton’s keynote address, the event featured a panel discussion moderated by , associate dean for inclusivity, diversity, equity and accessibility at the . The panel included:

• , George and Betty Blanda Endowed Professor in sport leadership and director of the Future of Sport Institute at the University of Kentucky;
• , volunteer executive director of ���ϲ����� Challenger Baseball and founder and board member of the Carrier Park Field of Dreams All-Inclusive Sports Park;
• , assistant athletic director for diversity, equity and inclusion at Villanova University; and
• , head women’s basketball coach and diversity, equity and inclusion athletics director at Rochester Institute of Technology.

The panelists explained their roles in DEIA and social justice initiatives and answered questions from Brown Burton. After a Q&A with the students, Clayton and the panelists remained for one-on-one discussions with students.

The DEIA symposium “has impacted the lives of hundreds of students across campus,” says Michael Veley, director and chair of the Department of Sport Management. This photo shows students during this year’s event at the College of Law’s Dineen Hall.

In his address, Clayton said one of the ongoing issues with DEIA is that “we have not come to a universal understanding of what diversity is.” He said the Cavaliers and NBA have defined diversity as the “collective mixture of our fans, team members, properties, teams and partners characterized by our differences as well as our similarities.”

He said it’s possible to have diversity but not inclusion unless you create a trusting environment in which all are included, respected and supported. And equity, Clayton says, is building an “organizational landscape where all are empowered to be their authentic selves and contribute.”

At the end of the Q&A, Lewis—a ���ϲ����� native who attended Villanova University—offered advice for students courtesy of a conversation she had with renowned political activist, author and University of California professor Angela Davis, who notably once said, “I am no longer accepting the things I cannot change. I am changing the things I cannot accept.”

“I asked her, ‘What hope do we have?’” Lewis said. “She said, ‘Ask the youth; they are the future.’”

“I came away from that meeting (with Davis) asking myself, ‘What am I going to do to help (students) be ready to fight for social justice?’” Lewis said. “So, I would say that we all have a role to play.”

Castillo and Messersmith will each conduct research projects to advance the priorities outlined in the��.

Jorge A. Castillo

Castillo, director of the LGBTQ Resource Center, plans to develop and implement a trans employee toolkit. “���ϲ����� is committed to being a safe and welcoming campus for all community members, as reflected in its nondiscrimination and equal opportunity policy statement. This includes people of all gender identities and expressions,” says Castillo. “However, to implement this policy, University employees must be provided with the resources necessary to attract, retain and promote the best talent. This includes ensuring that trans and nonbinary individuals are treated with respect and dignity to foster a sense of belonging.”

The trans employee toolkit proposed by Castillo has two target audiences: potential employees or current employees who are trans and/or transitioning (socially and/or medically), and supervisors, managers, co-workers or hiring managers who can ensure that all employees have a sense of belonging at ���ϲ�����. During The D.E.I.A. Symposium, which was presented by the ODI on Oct. 3, Castillo hosted a roundtable along with campus partners to discuss what trans inclusivity looks like in the current political climate that has seen close to 570 anti-trans bills introduced this year alone.

“T��� toolkit will provide a ‘one-stop-shop’ where folks can find information on updating University systems to reflect their name, pronouns and legal sex designation; suggestions on how to share their identities (should they choose to) with their supervisor and team members; how to navigate trans health if using University insurance; and off-campus resources to access medical services, social and community networks,” says Castillo.

Amy Messersmith

Amy Messersmith, associate director of the Arthur O. Eve Higher Education Opportunity Program and TRIO Student Support Services—part of the School of Education’s —plans to facilitate storytelling through podcasting. “My goal is to tell stories from the campus community that pertain to diversity, equity, inclusion and accessibility in some way,” says Messersmith. “My hope is to humanize one another through personal storytelling as a way to tap into our shared humanity.”

Messersmith’s proposed pop-up podcast studio will allow her to capture stories anywhere on campus, not just in a specific studio, aimed at fostering inclusion and belonging focusing on students and their lived experiences; administrative offices to humanize and help build connections across campus between staff; and other topics that might emerge out of discussions and meetings that Messersmith has as an ODI fellow.

“T��� intended outcome for these podcast projects is that it brings us closer together as a campus community and therefore strengthens our sense of belonging and inclusion on campus,” says Messersmith. “In a safe environment, campus community members will share stories in a way that allows the listener to find themselves in each other’s stories. We want to humanize each other across the silos of the University, and we want to tap into our shared humanity as individuals with different backgrounds and identities.”

Messersmith’s vision came to life when she recorded her first episode of the podcast on Sept. 29, at the . “It’s rewarding to see an idea come to fruition. I was able to sit down with some amazing students��to share their stories with openness, honesty and courage,” she says. Messersmith’s plan is to release the podcasts on a monthly basis in the future.

“T��� projects that both Jorge and Amy will complete as our inaugural administrative fellows align directly with the needs I have heard from campus,” says Vice President for Diversity and Inclusion Mary Grace Almandrez.��“Staff, students and faculty seek inclusion on campus.��Jorge’s toolkit is a tangible inclusion resource, and Amy’s stories will highlight the ways our students and staff find community on campus.”

“It is critically important, now more than ever, that we continue to advance diversity, equity, inclusion and accessibility at our university,” says Almandrez. “T��� forum brings transparency and clarity to the work of our office and the broader campus community’s DEIA efforts while providing details on key aspects of our work that many may be unaware of.”

The Student Experience division welcomed Dawn Singleton, Ed.D., as the new vice president of student transition, access and inclusion on July 1. Singleton oversees New Student Programs, the Intercultural Collective—home to the , , and , 113 Euclid, 119 Euclid and the as well as provides support for graduate and professional students. In addition, Singleton leads the division’s efforts surrounding diversity, equity, inclusion and accessibility, working closely with the Office of Diversity and Inclusion.

All members of the campus community—students, faculty and staff—are encouraged to attend the forum. Those planning to attend are asked to . The forum can also be accessed .

Lunch will be served at 11:30 a.m. and the forum will begin at noon.��American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be provided.

Hosted by the , the , the , the , and the , these events follow the highly successful on Oct. 3.

Included in National Disability Employment Awareness Month is the “Disability Poetics Launch” featuring panelists (from left to right): Meg Day, Kenny Fries, Cyree Jarelle Johnson, Stephen Kuusisto and Naomi Ortiz.

“T��� events we have highlighted this month showcase the disabled experience in college and beyond, and also deliver resources to faculty and staff on how to create a truly inclusive campus,” says , professor of inclusive education and director of the Center on Disability and Inclusion.

“We are fortunate to have a strong coalition of offices, centers and institutes at ���ϲ����� working every day to bring more awareness, opportunities and resources.”

The campus community is invited to engage in all opportunities, including the following events:

Oct. 10, 3-4 p.m. EDT
Location: Virtual (See event details)

Oct. 12, 9-9:15 a.m.
Location: 347 Hinds Hall

Oct. 13, 3:30-5 p.m.
Location: 306 Steele Hall

Oct. 18, 5-7 p.m.
Whitman School of Management, Milton Room 411

Oct. 19, 9-10:15 a.m.
101 Crouse-Hinds Hall

Oct. 24, 2-3:15 p.m. EDT
Virtual

Oct. 26, 9-10:15 a.m.
247 Crouse-Hinds Hall

For more information about National Disability Employment Awareness Month, visit the Office of Disability Employment Policy .

For more information about accessibility and varied disability programs, services and resources at ���ϲ�����, visit .

Titled “Spark Diversity, Equity, Inclusion and Accessibility,” the symposium included research, initiatives and creative work from presenters across the University. The daylong series of interactive workshops, presentations and posters represented the goals and themes contained in the .

“We have such exemplary work being done here to advance our DEIA efforts and it’s amazing to showcase that,” Vice President for Diversity and Inclusion Mary Grace Almandrez told the attendees of the inaugural DEIA symposium.

Hosted by the at the Schine Student Center, approximately 500 participants learned more about the University’s vision for navigating through a critical time in higher education following the Supreme Court’s recent rulings on race-conscious admissions programs. These decisions prevent colleges and universities from considering race as one of many factors in the admission of qualified applicants.

“We’ve received a lot of positive response about today, the first time we’ve done a DEIA symposium at the University. We received a lot more registrants than we initially planned for, which is indicative of the desire from our community to do more work like this. And the presenters and poster presentations were incredible. We have such exemplary work being done here to advance our DEIA efforts and it’s amazing to showcase that,” said , vice president for diversity and inclusion.

Among the day’s highlights was a keynote panel discussion titled “Undeterred: ���ϲ�����’s Unique Connection to Affirmative Action and Our Next Steps.”

The DEIA symposium keynote panel discussion featured panelists (from left to right): Chancellor Kent Syverud; Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter; and Senior Vice President and Chief Student Experience Officer Allen Groves. Associate Provost for Strategic Initiatives Marcelle Haddix moderated the discussion.

The candid conversation drew a full house to Goldstein Auditorium and featured panelists ; Vice Chancellor, Provost and Chief Academic Officer ; and Senior Vice President and Chief Student Experience Officer . Associate Provost for Strategic Initiatives moderated the discussion.

When asked how ���ϲ����� would respond to the Supreme Court rulings, Chancellor Syverud said it would rely on its strong, historical track record of serving diverse populations­ to navigate the changing environment.

“We’re going to have to lead in a savvy way. We’re going to have to be proactive and thoughtful and still be determined to be the diverse and inclusive place we’ve been at our best, and that’s going to require some harder work,” Chancellor Syverud told the audience.

Provost Ritter said ���ϲ����� has responded to the court’s rulings by altering its application process, encouraging future applicants to share more about the role that their background, race and culture have played in their lives when applying.

“We’re inviting applicants to tell us more about their story, their personal experiences, the challenges they’ve overcome and the discrimination they may have had to contend with. They can also talk about how this has shaped their commitments to society, to public impact and to public good,” said Provost Ritter. “As a university that prides itself on recruiting excellent students with a commitment to public good, those are the students who we want to have tell us their story, those are the students we want to recruit to ���ϲ�����.”

Provost Ritter added that the University is focusing more of its recruiting efforts on attracting lower-income students and first-generation college students, expanding its work with community-based organizations to remain diligent in its commitment to diversity and inclusion efforts.

Knowing that many current and prospective students from historically underrepresented populations feel excluded and marginalized following the rulings, Groves emphasized that these students will always feel seen, valued and supported by the University. He also encouraged faculty and staff members who work with students to engage in conversations with these populations, demonstrating empathy and a willingness to listen to and acknowledge the concerns they’re feeling.

Members of the campus community attend a presentation during the DEIA symposium at the Schine Student Center. (Photo by Angela Ryan)

“Engage our students about this and about the importance of being empathetic and learning empathy. One of the ways we help our students with belonging and connection and feeling welcoming to all is if each of us can help teach the importance of reaching across and having empathy,” Groves said. “Being willing to say ‘I know my lived experience isn’t yours, but help me understand that and help me be better.’ It sounds simple, but it’s actually hard for young people to have those conversations, and we need to facilitate those conversations.”

As they were leaving the symposium, many community members felt invigorated and energized to take the lessons learned and apply them to their school, college, department or residence hall. Almandrez said plans for a second symposium are already being discussed to build upon the momentum generated by the inaugural offering.

“T��� energy I felt today gives me hope that this isn’t the end of our conversations, this is just the beginning. We hope this sparks change throughout the campus,” Almandrez said.

Each October, the unveils a calendar that through the lenses of intersectionality, LGBTQ and global communities reflects on their history and contributions while looking to the future. The University’s is Monday, Oct. 2.

LGBTQ History Month was created in 1994 by Rodney Wilson, a high school history teacher in Missouri. In 1995, a resolution passed by the General Assembly of the National Education Association included LGBTQ History Month within a list of commemorative months. October was selected to coincide with National Coming Out Day (Oct. 11), which was already established, and the anniversary of the first march on Washington for gay and lesbian rights in 1979.

This month provides an opportunity for the campus community to learn more about and celebrate the history, culture and contributions of lesbian, gay, bisexual, transgender, queer, intersex and asexual communities through a host of educational events, social events and discussions. With planning led by the LGBTQ Resource Center, the month supports the ongoing efforts of the center to raise awareness and offer support to queer and trans students, staff and faculty and promote a sense of belonging and inclusion on campus and beyond.

This year’s events are more important than ever. “At a time when attempts are being made to erase our community through anti-LGBTQ bills—banning books about us, eliminating access to health care for our trans siblings, or keeping some of us from public spaces by enforcing antiquated gendered dress codes—it is imperative that as a community, of both queer and trans people as well as allies, we educate ourselves about who we are and where we came from,” says Jorge A. Castillo, director of the LGBTQ Resource Center. “This month’s calendar of events and programs celebrates and acknowledges the achievements, milestones and ongoing challenges faced by our community as we collectively imagine our future.”

Members of both the ���ϲ����� and SUNY College of Environmental Science and Forestry communities are invited to participate. Explore event highlights below and the complete list on the .

• Friday, Oct. 6, 5-7 p.m.:
• Wednesday, Oct. 11, Noon-4 p.m.:
• Thursday, Oct. 19, 7-8:30 p.m.:
• Friday, Oct. 20, 6-8 p.m.:
• Saturday, Oct. 21, 10 p.m.-Midnight:

Call-to-Sign: Queer and Trans Solidarity List 2023-24

As a visual representation, the helps to highlight and further the support within our campus communities. The LGBTQ Resource Center will collect names throughout the academic year for online publication; those who would like to have their name included in the print version of the list in The Daily Orange must submit their name by 11:59 p.m. on Sunday, Oct. 8.

For more information or to request accommodations, contact the by calling 315.443.0228 or emailing lgbtq@syr.edu.

Story by Esteban Quiñones ’24, Student Experience intern

As the University’s vice president for diversity and inclusion, was paying close attention to the Supreme Court rulings that were issued towards the end of the court’s term in June. In particular, Almandrez and her colleagues were anxious to see how the court would rule on the issue of race-based admissions and how the outcome would impact colleges and universities across the country, including ���ϲ�����.

The court decided to undo decades of judicial precedent by reversing rulings that allowed race-conscious admissions programs, preventing colleges and universities from considering race as one of many factors in deciding which qualified applicants are admitted.

Almandrez says that the court’s rulings align with recent national trends where issues of diversity, equity, inclusion and accessibility (DEIA) are coming under attack, and she wasn’t surprised when the decisions were announced.

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

While Almandrez was deeply disappointed by the rulings, she pointed to the University’s long track record of fostering an environment where all students feel welcomed and supported as proof that ���ϲ����� will not waver in its commitment to DEIA issues.

Mary Grace Almandrez, vice president for diversity and inclusion.

“It’s important to note that the decisions have to do with the consideration of race in the admissions process. That does not mean that we need to back down from our recruitment strategies. In fact, this is a moment when we have to enhance and expand. We’re thinking about other ways we can diversify our applicant pool, doing concerted and targeted outreach in areas where there is great diversity, racial, ethnic, socioeconomic status diversity, for example,” says Almandrez, who facilitates critical programs and initiatives, and partners with key constituencies to achieve the priorities outlined in our university’s DEIA’s strategic plan and academic strategic plan.

On this “’Cuse Conversation,” Almandrez discusses the Supreme Court’s rulings and their impact on current and prospective students, shares how the University remains committed to being a national leader in DEIA efforts, and highlights what the campus community can expect from the inaugural D.E.I.A. Symposium on Oct. 3.

Students, faculty and staff are invited to attend the Symposium, which will showcase the breadth of DEIA efforts across the University. The .

Kishi Animashaun Ducre (left) and Alan Middleton

A welcoming community where students of varying backgrounds thrive. An infrastructure that nurtures top-tier research and academics. These are two cornerstones of the (A&S) experience. Over the past six years, A&S has shown important strides in these areas, and that success can be attributed largely to the efforts of associate deans����and��, who returned to the faculty this fall.

According to Behzad Mortazavi, dean of the College of Arts and Sciences, Ducre and Middleton were forward-thinking leaders focused on elevating the standing of the college.

“I applaud Professor Middleton and Professor Ducre on their thoughtfulness and dedication to the college,” says Mortazavi. “Alan’s steadfast commitment to advancing research has been key to raising the profile of the college and the University. Likewise, Kishi’s work as A&S’ inaugural associate dean for diversity, equity and inclusion (DEI) has strengthened the college’s reputation and improved the experience for our faculty, staff and students.”

Ducre, a leading scholar in gender, race and environmental justice, joined the African American studies faculty in 2005. She is an environmental sociologist examining the intersection of the geographies of race and gender within the field of environmental justice, from a Black feminist perspective. Her work has appeared in edited books and journals, including Environmental Sociology.��Ducre is also author of “A Place We Call Home: Gender, Race and Justice in ���ϲ�����” (���ϲ����� Press, 2013) and co-editor of “Addressing Environmental and Food Justice toward Dismantling the School-to-Prison Pipeline Poisoning and Imprisoning Youth” (Palgrave Macmillan, 2016).

Ducre led several key initiatives during her time as associate dean of DEI for A&S. She successfully campaigned for the establishment of the A&S | Maxwell Diversity Council written as an amendment to the college’s by-laws and led a robust series of professional development workshops on unconscious bias within the promotion and tenure review process; bystander intervention; and best practices in inclusive hiring. She also organized the , created to help viewers consider the factors and implications surrounding the May 2020 killing of George Floyd—and the subsequent trial of police officer Derek Chauvin in spring 2021.

A testament to her work with social justice initiatives, last year Ducre was appointed to the 400 Years of African American History Commission by New York State Governor Kathy Hochul. Through research, events and activities, the commission is charged with sparking community dialogue about the history of racism in America and will recognize and highlight the resilience and contributions of African Americans since 1619.

, professor and chair of African American studies, is excited for Ducre to rejoin the department full time following her term as associate dean.

“T��� department would like to extend their gratitude to Professor Ducre for her inspired leadership over the last five years, and we cannot wait to see her in Sims Hall again,” says Dima. “This fall, Professor Ducre is teaching AAS 112 (Introduction to African American Studies) and a special topics seminar, AAS 400/600 (Black Feminist Geographies), which stems from her main area of expertise, environmental justice. The faculty, students and staff of AAS are looking forward to Professor Ducre’s return.”

Middleton has been a faculty member in the Department of Physics since 1995. He was promoted to full professor in 2008 and served as chair of physics from 2013-17. He also served as the director of undergraduate studies for physics from 2000-07 and was a core faculty member of the from 2009-15.

An expert in the application of advanced algorithms to the study of structurally disordered materials, Middleton is interested in developing best teaching practices and innovative coursework. His popular class, Seeing Light, explores theories of light and vision from Lucretius through Einstein, using hands-on experiments to learn about optics and color theory. During his time at ���ϲ�����, he has been principal investigator (PI) or co-PI on National Science Foundation grants totaling over $3 million and has authored or co-authored nearly 50 research publications. He is also a Fellow of the American Association for the Advancement of Science, the American Physical Society and the Alfred P. Sloan Foundation.

As associate dean of research, he helped lead the college through significant gains in funding and research output, a key contributor to the University’s R1 Carnegie Classification, the top tier signifying high research activity levels. During his tenure, Middleton oversaw the hiring of two inaugural directors of proposal development: one in the sciences and mathematics and another in the humanities. Each of those new positions helped advance the research mission of the college as they worked with faculty to increase the volume, scope and success of grant proposals.

Under Middleton’s leadership, A&S had a record $23.4 million in research awards in 2022. Over the past year, the college also set a new record for funded research with $19.7 million in expenditures, which is the amount spent on research in A&S.

, professor and department chair of physics, is thrilled to have Middleton rejoin the physics department full time where he will help advance its teaching and research missions.

“I have known Alan Middleton for many years, and I have always enjoyed our discussions of best practices and gaining efficiencies in academic administration,” Ross says. “Alan’s research in statistical mechanics is highly versatile and will be a welcome addition to many subfields in physics, including my own. I am also excited to have Alan’s experience as an educator back on the faculty as we implement new courses to enhance student experiential learning.”

Ducre and Middleton helped create a strong foundation for the college, Mortazavi notes. “As they return to their respective departments, I am honored to help celebrate their exemplary service, for which I am profoundly grateful. Thank you, Kishi and Alan!”

As the college finalizes its Academic Strategic Plan, Dean Mortazavi will identify ways to continue the work of these outstanding faculty members.

As efforts to advance diversity, equity, inclusion and accessibility are increasingly under scrutiny in higher education, the symposium is one way to illuminate the continuing efforts of the University to cultivate a campus that is welcoming and inclusive to all.

Panelists for the discussion will be Chancellor Kent Syverud; Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter and Senior Vice President and Chief Student Experience Officer Allen Groves. Associate Provost for Strategic Initiatives Marcelle Haddix will moderate the discussion.

“This is an important opportunity for our campus community to come together and better understand the University’s work in DEIA and the collective efforts underway during this crucial time in higher education and the challenges for that work,” Haddix says. “We invite students, staff and faculty to share their thoughts and ask questions of the panelists as we all work toward the advancement of our shared commitment to the values of DEIA.”

must be pre-submitted.

During the daylong symposium, the breadth of DEIA efforts—research, initiatives and creative work—across the University will be on full display. Students, staff and faculty will showcase their work through workshops, presentations and posters, representing the substantial commitment by people across campus to DEIA and the themes of the .

The campus community is invited to for the panel discussion and any number of the sessions during the symposium, being held from 8:30 a.m. to 5:30 p.m. in the Schine Student Center.

At the daylong inaugural event, hosted by the Office of Diversity and Inclusion, faculty, students and staff will showcase their work through workshops, presentations and posters, representing the substantial commitment by people across campus to DEIA and the themes of the .

The campus community is invited to for any number of the sessions during the symposium, being held from 8:30 a.m.-5:30 p.m. in the Schine Student Center.

Special Panel Discussion

The symposium also includes a panel discussion, “Undeterred: ���ϲ�����’s Unique Connection to Affirmative Action and Our Next Steps.” Panelists will be Chancellor Kent D. Syverud; Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter and Senior Vice President and Chief Student Experience Officer Allen Groves. The discussion will be moderated by Associate Provost for Strategic Initiatives Marcelle Haddix.

As efforts to advance diversity, equity, inclusion and accessibility are increasingly under scrutiny in higher education, the symposium is a way to illuminate the continuing efforts of the campus to cultivate a campus that is welcoming and inclusive to all.

“T��� D.E.I.A. Symposium leverages the University’s history of inclusion as a guiding principle for our current day commitment to inclusive excellence,” says Vice President for Diversity and Inclusion Mary Grace A. Almandrez. “Now more than ever, it is critical that we advance DEIA work and illuminate the scholarly aspects that faculty, staff and students bring to its efforts and outcomes.”

Conversations Around the Racial Wealth Gap

, associate professor of communications in the S.I. Newhouse School of Public Communications, is presenting at the symposium, as part of a larger presentation: “Mitigating the Racial Wealth Gap in the United States: Multi-Disciplinary Perspectives and the Potential Impact of Collaborative Approaches by Faculty, Staff and Students.”

The Lender Center for Social Justice is engaging with multi-disciplinary faculty and approaches to address factors contributing to and/or mitigating the racial wealth gap in the United States. The symposium presentation brings together scholars from the academic disciplines of management, African American studies, architecture, communications, and writing and rhetoric to illustrate multi-level and multi stakeholder approaches that inform policies and interventions to lessen the racial wealth gap.

L’Pree Corsbie-Massay, along with Luvell Anderson, associate professor of philosophy, College of Arts and Sciences, will present on “Laughing at the Racial Wealth Gap: Analyzing Effective Satire.”

“T��� racial wealth gap represents centuries of discriminatory policies which baffle Americans,” L’Pree Corsbie-Massay says. “Satire and comedy deconstruct and demystify difficult social phenomena but the collective confusion around the racial wealth gap makes this uniquely difficult. This—coupled with satire’s propensity for misinterpretation—means that laughing is not the same as learning.”

The two explore how the racial wealth gap has been represented in three different forms, spanning four decades: “Trading Places” (1983), “Reparations” (“Chappelle’s Show,” 2003), and “T��� Big Payback” (“Atlanta,” 2022), and describe when and how satire can be an effective tool of social change.

“T��� racial wealth gap is one of those problems that is so big that we as individuals (as scholars and citizens) have a tough time getting our head around it,” says L’Pree Corsbie-Massay, the author of “Diversity and Satire: Laughing at Processes of Marginalization.” “It is exciting to present with so many different perspectives about this issue that anyone can find different ways for them to get involved because there are so many entry points, including satire.”

Understanding the Sacred

As one of the presenters during the “lightning round,” Diane Schenandoah ’11, Honwadiyenawa’sek (“One who helps them”), will offer insight into the Haudenosaunee culture through the short video, “Where are your feet.” The video was produced by Access Audio, a storytelling initiative from the Special Collections Research Center at ���ϲ����� Libraries, in collaboration with Jim O’Connor, Andy Robinson, Neal Powless, Michelle Schenandoah and Diane Schenandoah.

“This video is an important piece to help students, faculty and staff understand the lands where ���ϲ����� was built—we are in the capitol of the Haudenosaunee Confederacy and Onondaga Nation homelands,” says Diane Schenandoah. “It is sacred, alive and precious; viewed this way, the land is our relative and not a resource.”

Schenandoah hopes there is a “flash” during the lightning round presentation that will spark inquiry and insight into shared history.

“As a faithkeeper of the Wolf Clan, from the Oneida Nation, it is part of my duty to share our teachings of how-to live-in peace,” Schenandoah says. “This is the birthplace of democracy, and I feel it is so important to share some of these teachings.”

Depth of DEIA Work

The variety and depth of DEIA work on campus was important for the symposium organizers to be able to represent.

“Because we are always striving to create a better campus environment for our students, staff and faculty, there is a tendency to focus only on the areas that need improvement, which can feel like the glass is half empty,” says Kamala Ramadoss, associate professor in the Falk College of Sport and Human Dynamics and a member of the symposium’s organizing committee. “While that is important, it is equally critical to periodically take stock of the progress being made and celebrate successful initiatives that strive to create a better campus culture for everyone. This symposium is an invitation to the attendees to learn about these initiatives that are working and to engage in conversations on how we can further improve the same.”

The D.E.I.A. Symposium, co-chaired by Suzette M. Meléndez and Christina Papaleo, is co-sponsored by the Center on Disability and Inclusion, the College of Professional Studies, Hendricks Chapel, the Office of Faculty Affairs and the Martin J. Whitman School of Management.

Those interested in assisting with the symposium can with a variety of activities.

• , director of the Goldring Arts Journalism and Communications program at Newhouse, was quoted in the Associated Press story “.”
• , associate professor of law, was interviewed for The New York Times story ““
• , a professor in the history department at Maxwell, was featured in the Al Jazeera article “‘.”
• , chief operating officer at the D’Aniello Institute for Veterans and Military Families, was for the 22nd anniversary of the 9/11 attacks.
• , professor of environmental systems in the College of Engineering, spoke with Salon for the story ““
• , an assistant professor of biology in the College of Arts and Sciences, was in the EcoWatch article “.”
• , professor at the College of Law and director of the ���ϲ����� Intellectual Property Law Institute, was interviewed for the Bloomberg Law story “.”
• , professor of practice & chair, music industry & technologies at the Setnor School of Music, was quoted in the Lifewire story “.”
• , vice president of community engagement and government relations, was on discussing ���ϲ�����’s partnership with the Salvation Army.
• , teaching professor at the College of Law, was in the Fortune story “”
  
• , Esther M. Larsen faculty fellow in the humanities and assistant professor, was quoted in and
• , head of digital stewardship and the digital library program at the Libraries, was featured in Yahoo Finance’s story “.”
• , associate teaching professor in Falk College, was quoted in the Better Homes and Gardens story “”
• Carrie Mae Weems, ���ϲ����� artist in residence, was featured in the New York Times for the article “.”
• , professor of political science in the Maxwell School was interviewed by Inside Higher Ed for the article
• , Vice President for Diversity and Inclusion, was quoted in the in Senior Executive story “ ”
• , associate professor in the iSchool, was interviewed by Agence France-Presse for the story “.”
• , founding director of the Bleier Center for Television and Popular Culture and a Trustee Professor of Television and Popular Culture at Newhouse, was quoted in , , , , , , (Dallas), and (Los Angeles).

To get in touch and learn more about ���ϲ����� faculty members available for interviews, please contact��media@syr.edu.

Latine Heritage Month will take place from Friday, Sept. 15 through Sunday, Oct. 15. (Photos by Angela Ryan)

���ϲ����� is proud to announce its vibrant lineup of events celebrating from Friday, Sept. 15 to Sunday, Oct. 15. This annual celebration, which honors the rich cultural heritage and contributions of the Latine community, will feature a diverse range of activities that are sure to engage and enlighten participants.

“This year’s Latine Heritage Month celebrations are hosted by ���ϲ�����’s in collaboration with numerous University partners and community organizations, which include the , , , , , , ��and Latine such as Las Naranjas,” says Breana Nieves Vergara, assistant director in Multicultural Affairs and co-chair of the Latine Heritage Month planning committee. “These events provide an opportunity for our campus and the broader community to come together, learn and celebrate the diverse and rich culture of the Latine community, inclusive of Americans whose ancestry can be traced to more than 20 Spanish-speaking countries in Latin America, including Mexico, Central and South America and the Caribbean. Latine Heritage Month aims to promote the history of solidarity with and intersectionality across identities and cultures. To celebrate Latine, Latinx, Latino, Latina and Hispanic heritage is to celebrate American culture.”

Students enjoying themselves during last year’s festivities.

The Latine Heritage Month celebration kicks off with an and on Friday, Sept. 15, in the Schine Student Center atrium. These events will set the stage for a monthlong journey through Latine culture, featuring performances, speakers, discussions, sporting events and more.

One of the most anticipated events of the month is the , scheduled for Friday, Oct. 6. The event features Latine cuisine and live entertainment from Trio Los Claveles, Raices Dance Troupe and the National Association of Latino Fraternal Organizations.

Sports enthusiasts won’t want to miss the annual , where friendly competition and community spirit will be on full display. Teams can register now through Wednesday, Sept. 13. All are invited to the tournament on Saturday, Sept. 16.

As part of the festivities, the Latine Heritage Month planning committee is once again partnering with the LGBTQ Resource Center to host a joint commemorative speaker. The Latine Heritage Month and LGBTQ+ History Month Potash Collaborative Keynote will feature acclaimed drag performer, recently featured on RuPaul’s Drag Race season 15, , who will deliver a drag performance and keynote remarks revolving around her queer and Latine identities, as well as leave time for audience Q&A.

For more information about the Latine Heritage Month celebration and a complete schedule of events, please visit the .

Written by Kalaya Sibley G’24 graduate assistant in Student Experience Communications

The production of the exhibition is supported by the Mexican Student Association (MexSA) and various other student organizations across the University. The opening event is free and open to the public and will include lively Latin music and authentic Mexican food. Transportation to the opening event will be provided from 5 to p.m. from College Place to La Casita, courtesy of the Office of Diversity and Inclusion.

Artist Cayetano Valenzuela works with a student during La Casita’s summer 2023 youth program.

Valenzuela is a ���ϲ�����-based artist and storyteller whose lettering, illustration and animations evoke wonder, magic and fable. He owns and operates the Black Rabbit Studio and was a teaching artist in La Casita’s summer 2023 youth program, where children produced artwork that reflects on the intersection of Latino culture, technology and imagination, instilling creativity, resilience and empowerment in our youth. Generous support for La Casita’s youth summer workshops came from the Jim and Juli Boeheim Foundation.

“I am seeking to imagine and construct images that symbolize and embody far off possible futures that are informed by how we carry our culture, our family and ancestral memory with us,” Valenzuela explains. “T��� work I am developing seeks to explore ideas of cultural and technological fusion as well as poetic spiritual tenderness.”

Peña is a Chicano storyteller and cartoonist from El Paso, Texas. His work encompasses political cartoons and hip-hop culture to address topics of identity, politics, ecology and social justice. Peña has received numerous recognitions for his book illustrations, including the 2020 Pura Belpré Illustrator Honor Award. The 2020 Tomás Rivera Mexican American Children’s book and Bank Street’s Best Spanish Language awards have both recognized him for his work in American and Chicano art collections.

The exhibition seeks to reconfigure a vision of the future where Latino/Chicano culture is in flux and centered in the story of the far future. The installation of original paintings, drawings, prints and three-dimensional pieces will remain on view throughout the 2023-24 academic year.

This committee, which originated in Fall 2018 with the idea of bringing students, DPS members and other campus community members together to focus on integrating public safety with quality-of-life matters, will provide feedback on safety and DPS intervention, among other topics.

Students selected as part of the committee will work with DPS and other staff members to develop solutions to further ensure the well-being of students on and off campus. The committee will be co-chaired for the second consecutive year by DPS Associate Vice President and Chief, Craig Stone and Karess Gillespie, assistant director in the Office of Student Living.

“I’m proud of the dialogue our committee had throughout last year. We strive to have a meaningful conversation that fosters a safe and welcoming campus community. I look forward to continuing that mission with some new faces joining our committee for this academic year,” shares Chief Stone.

Students, faculty and staff can nominate a student or students can also apply themselves. Nominations/applications should be sent to nomination@syr.edu with a statement detailing the student’s interest in the committee and why the student would be a valuable member of the group. The deadline for nominations is Sunday, Oct. 8; the committee’s membership will be announced the following week.

The National Science Foundation (NSF) , the fourth time the ULSAMP program has been funded. ���ϲ����� leads the program, which also involves Clarkson University, Cornell University, Monroe Community College, Onondaga Community College, Rensselaer Polytechnic Institute and Rochester Institute of Technology.

ULSAMP program participant Donyell Logan received the Chancellor’s Citation for Student Research award from University Chancellor Kent Syverud in 2023. The award recognized Logan’s research in inorganic chemistry.

The program promotes practices that increase the number of students from ULSAMP populations in STEM majors; increases the number of underrepresented students entering STEM careers or graduate-level programs; and conducts and disseminates scholarly research to assess the impact of research experiences for undergraduates on their graduate enrollment and completion.

, vice chancellor, provost and chief academic officer, says, “���ϲ����� is proud to have this important grant renewed for a fourth time. Its objectives mirror the University’s crucial missions to expand education in the STEM fields, broaden educational opportunities for underrepresented communities, boost levels of research and creative activity and continue productive alliances with the wider community. We are proud to have led this initiative for 16 years now and to work with alliance partners on these important goals.”

School of Education Leadership

The University’s LSAMP program is housed in the School of Education’s . The program has been highly successful in increasing the enrollment, retention, graduation and graduate-school enrollment of underrepresented STEM students. When the program began in 2007, ULSAMP institutions enrolled 1,943 underrepresented STEM students in undergraduate programs and awarded 249 bachelor’s degrees. By 2020, those numbers increased to 3,891 students enrolled and 700 degrees awarded, according to ���ϲ����� co-principal investigator and ULSAMP program director.

The renewed NSF funding is essential to the achievements of the Upstate LSAMP program, Hamilton says. “We are excited to be able to continue this great work. This funding has allowed us to increase the number of underrepresented minority students who are pursuing STEM fields, support student transition from community colleges to four-year institutions, boost undergraduate research and graduate school preparation and provide students with leadership and professional development opportunities. Program funding has also helped us expand collaborations across our campuses and with our industry and government partners,” Hamilton says.

Student Research Opportunities

ULSAMP research scholars Kaura Reyes (top) and Jazmine Richardson (at right below)

The ULSAMP program operates several programs that encourage participation in robust research activities in the STEM fields. They include an undergraduate research program where students participate in projects with distinguished faculty; a summer experience providing paid research experience and networking with faculty and staff; an annual symposium that recognizes elite scholars’ participation in research projects on and off campus; reimbursement of funds for students to travel to attend or present at conferences; and graduate school stipends for students pursuing master’s and doctoral programs.

Studying STEM Interest Factors

The factors that lead students to decide to continue studying in the STEM fields is the subject of a current School of Education faculty research project, according to Hamilton.

Cathy Engstrom, associate professor of higher education and the School of Education’s faculty director of graduate studies, and Dawn Johnson, associate professor of higher education, are studying current and former USLAMP summer students’ involvement in their research experiences. The investigators are examining the graduate school aspirations, pathways and outcomes of USLAMP underrepresented minority students to gain insights regarding their decisions to pursue, delay or opt out of graduate study in STEM fields.

The research project’s goal is to link effective practices within ULSAMP to facilitate students’ graduate study interests and aspirations. The researchers also hope to define the kinds of activities (such as providing�� undergraduate research opportunities, conducting GRE preparation, and hearing graduate students speak about their research experiences) that strengthen students’ aspirations to pursue graduate study in STEM fields.

Several community and industry partners will also be collaborating with the alliance over the next five years to provide real-world research opportunities, Hamilton says. They include Micron Technology, National Renewable Energy Laboratory, Regeneron Pharmaceuticals and National Grid.

Members of the Center for Disability Resources staff. (Photo by Monika Mihajlovska)

Each year, the�� recognizes faculty and staff members for their work in advocating for students and supporting the center in its mission to empower students, enhance equity and provide a platform for innovation and inclusion.

This year the center received 43 nominations from students who wanted to acknowledge a faculty or staff member who made a difference in their academic lives.

“Elevating the voices of our students, along with promoting disability inclusion as everyone’s responsibility, is an important subtext to the awards,” says Paula Possenti-Perez, director of the Center for Disability Resources.

Many of the nominations had recurring themes: faculty and staff nominees provided guidance and support, were understanding and went above and beyond expectations to provide accommodations.

Since its inception in 2015, the center has honored individuals at an annual in-person event, except during the pandemic. “It’s a chance to gather and connect with faculty and staff from around the University and SUNY College of Environmental Science and Forestry at the end of each semester and celebrate the work and caring that everyone puts into their work,” says Possenti-Perez. “It is always moving when students share their experiences, and the nominated faculty and staff are given a rare and public opportunity to be acknowledged.��We often only hear the complaints, what went wrong, and not the good stuff like we do during this ceremony.”

The CDR staff hopes the awards are affirming and motivational to the rest of the community—and expand on the understanding that creating an inclusive and accessible environment is the responsibility of the entire campus and goes beyond compliance.

This year’s faculty and staff members being recognized are the following:

• Alec Barbour, acting instructor in the College of Visual and Performing Arts, for his understanding, patience and support of students enduring mental health challenges.
• Gabriela Bermudez, student success advisor in the College of Engineering and Computer Science, for her caring guidance and support of students in need of academic support.
• Emily Brown, assistant teaching professor in the College of Law, for guiding a student during a challenging situation, for listening and validating the student’s feelings and encouraging them to advocate for themselves and sharing the appropriate resources to do so.
• Brian Ehret, part-time forensic science instructor in the College of Arts and Sciences, for his passion to share knowledge about his field in a manner in which the students understand but also takes the extra steps to help accommodate those who need extra assistance and motivates them to succeed.
• Britt Eversole, assistant professor in the School of Architecture, for his respectful and clear communication with students and exceptional understanding of disability-related difficulties affecting student performance in the classroom.
• Jenny Gluck, retired associated chief information officer for academic services, for tirelessly working to advance accessibility for all University employees and students.
• Laura Lape, associate professor in the College of Law, for fostering a classroom environment where students with disabilities feel comfortable learning.
• Dana Olwan, associate professor in the College of Arts and Sciences, for her understanding, compassion and guidance for her students and taking the time to assist them with their struggles.
• Kathleen Roland-Silverstein, associate professor of applied music and performance in the College of Visual and Performing Arts, for encouraging and supporting students to overcome barriers posed by their disabilities.
• Mary Thompson, math instructor at SUNY ESF, for encouraging students who struggle to persevere in an understanding matter and creating a learning environment that was interesting, fun and made connections between the classroom and real-world examples.
• Bradley Gorham, chair of the communications department in the Newhouse School of Public Communications, for his support of all students by making education accessible to students who are struggling with illness, regardless of whether they have accommodations or not.

Resources, courses and program features are available to help students understand and reflect on the diversities they may encounter abroad and within one’s own self, this Pride Month and every day. Below are just a few highlights.

���ϲ����� London

promotes diversity in all aspects of its curriculum and cocurricular programming to build a strong cohort of individuals who are ready to actively improve their lives and the world around them.

“Big cities have historically been places where many LGBTQ+ people have found belonging and community. London—one of the most exciting and diverse cities on the planet—pulsates with possibilities and offers students a chance to live DEIA (diversity, equity, inclusion and accessibility) as a daily experience,” says Troy Gordon, director of ���ϲ����� London.

Faculty and staff work closely together to support all students, tackling diversity and equity at micro and macro levels. “Our staff love to welcome students to our city and help them figure out how to make it their home,” Gordon says.

One way this is executed is through ���ϲ����� London’s diverse curriculum that offers several courses centered around the intricacies and day-to-day life of DEIA in London:

���ϲ����� Madrid

offers several courses related to DEIA each semester, including ; ; and .

���ϲ����� Madrid celebrates and appreciates the diversity of all students. The center plans activities and partners with local organizations to provide support and empower students within the LGBTQIA2S+ community. The center has established a student group dedicated to DEIA efforts abroad, the Diversity and Inclusion Steering Committee (DISC). When this group is active during the semester, it discusses DEIA matters and ways to be proactive within the community and at the center. Learn more about in Madrid.

���ϲ����� Madrid program alumni Thenia Desimone ’23 participated in DISC during the Fall 2022 semester. “As an organization, we placed strong emphasis on creating resources to support students who identify with marginalized or historically underrepresented groups. Participating in this group allowed to me to integrate better into my abroad program and smoothly transition into my academic semester,” Desimone says.

���ϲ����� Central Europe

While exploring the biggest questions and atrocities of the 21st century related to history and social justice, students can also learn about culture and society through the lens of contemporary Polish film. Through the course , students explore the issues of power, agency and intersectionality in the lives of women, queer people and ethnic minorities, along with the poor, the elderly and the disabled, both during the communist era and today.

Diversity Studies With World Partner Programs

While studying at , global economics, public health and gender and sexuality are popular areas of study. Approved DEIA courses in Sweden include SOC380 Gender, Equality, and Sexuality in Scandinavia; WGS380 Sex Education and Sexual Reform in Europe and QXS380 Transgender in Scandinavia.

Australia is also a great location for those interested in LGBTQ studies or women and gender studies abroad. Courses at the include QXS280 Sex, Gender, Culture; WGS280 Introduction to Gender Studies and ANT380 Gender, Communities and Belonging.

The University of Sydney has partnered with the Fund for Education Abroad to offer Access Partner Scholarships to undergraduate students from colleges and universities in the U.S. This scholarship is targeted toward students who are from underrepresented demographics in study abroad (i.e., students of color, first-generation, LGBTQ+, First Nations, women in STEM, student athletes). Students can apply through the website.

For students interested in studying in Asia, the program explores the links between public health, policy advocacy and community with a focus on women, children, tribal communities and other marginalized and vulnerable populations in India. SIT also offers a , providing need-based grants to low-income undergraduate students to promote access to study abroad for a diversity of students.

DEIA Study Abroad Scholarships

Students applying to the Fund for Education Abroad General Scholarship may also choose to be considered for the award by indicating this within their application. The fund offers scholarships to LGBTQI students to take part in a high-quality study abroad program.

provides scholarship opportunities to the LGBTQ community. Applicants are evaluated on academic accomplishment, financial need, leadership within school and the community and goals for the future.

Visit for more information about identity, diversity and inclusion abroad.

Please note, not all courses listed above are offered every semester. All courses are subject to change.