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

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

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

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

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

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

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

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

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.”

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.

Fraternities and sororities rallied their members and friends to contribute, and as the day unfolded, the remarkable generosity of these groups was made apparent. “We are all so grateful for the overwhelming response to this first-ever Hendricks Cup challenge. With over $300,000 raised, our ���ϲ����� students were the true winners,” said Alison Murray, assistant dean for student assistance at Hendricks Chapel, acknowledging the immense impact of the day’s efforts.

A staggering total of $333,192 was raised for the Hendricks Chapel Food Pantry on the 2024 ���ϲ����� Giving Day, a testament to the collective spirit of giving within the ���ϲ����� campus community. Among the 1,280 donors, 984 identified as being affiliated with Fraternities and Sororities, accounting for a significant portion of the overall contributions.

In addition to financial contributions, the Hendricks Chapel Food Pantry also received 1,484 in-kind donations as part of the Hendricks Cup challenge, which stocked the pantry shelves and made an immediate impact in support of those in need.

Reflecting on the day’s events, Rev. Dr. Brian Konkol, dean of Hendricks Chapel, expressed profound gratitude for the overwhelming response: “Witnessing the energy and efforts of ���ϲ�����’s Giving Day was a spark of inspiration and appreciation. For the Hendricks Chapel Food Pantry to be on the receiving end of such extraordinary generosity—especially among our students—is an honor and joy that far exceeded my expectations.”

Following a final tally of in-kind contributions, total donors and dollars, and percentage of respective membership involvement, the inaugural Hendricks Cup trophy was awarded to Theta Chi, with Phi Kappa Psi in second place and��Delta Tau Delta in third. “I am incredibly proud of the effort that each Greek organization put into the Hendricks Cup. The Greek Community absolutely exploded with support and participation,” said Tage Oster, president of the Interfraternity Council.

Members of Theta Chi (from left to right) Tage Oster, Jake Bransfield, David Ritacco and Drew Maier with Dean Konkol.

As ���ϲ�����’s Giving Day for 2024 concluded, the importance of community, compassion and collaboration were top of mind. “I am left humbled by the outstanding leadership of campus partners in the Division of the Student Experience and the Office of Advancement and External Affairs, as their shared efforts will help us all to impact more students, which then helps students to impact our world,” said Dean Konkol.

The Hendricks Chapel Food Pantry is open to all ���ϲ����� and State University of New York College of Environmental Science and Forestry (SUNY-ESF) students who may be experiencing food insecurity. The pantry provides supplemental shelf-stable foods, produce, personal hygiene products, and more at no cost to students. For more information on how to donate to or receive food from the pantry, please visit .

The work of nearly 40 artists aged six to 12 who have participated in the center’s free will be displayed. The opening event and reception take place on Friday, April 19, at La Casita’s facilities at 109 Otisco Street, ���ϲ�����. The event is free and open to the public.

Tere Panaigua

, executive director of the at ���ϲ�����, says center staff take great pride in the young artists’ accomplishments. “T��� children’s achievements are remarkable, and programming like this allows everyone involved to gain knowledge and understanding about different creative works as well as about each other. It is a wonderful way to learn more about the many cultures that abound in our city and our region and how people make connections through art.”

More than 200 ���ϲ����� students serve as interns and volunteers in the programs, working together with faculty members and community artists to help youngsters in the program with a range of art projects and musical and dance performances. The children who participate include residents of the City’s West Side, ���ϲ����� City School District students, and those from other parts of ���ϲ����� and neighboring towns.

Paniagua says the program is valuable for more than just the way it teaches children about the arts. “T��� children are engaged in a culturally centered, safe environment where they are learning and gaining new skills. They also are working with older students who mentor them and provide them with some amazing role models.”

The event will highlight the work of these activities:

Open Studio (artmaking): This workshop is led by graduate student Bennie Guzman G ’25, a College of Visual and Performing Arts (VPA) creative art therapy major and youth programming coordinator for La Casita since 2018. Guest artists who collaborated with Bennie in designing and facilitating workshops include , associate professor of film at VPA, who facilitated a two-week animation film workshop; and , a ���ϲ����� teaching artist who exhibited at this year’s Latino Futurism show and who led a comic book illustration workshop. Two undergraduate students assisted in the workshop programming: Sidney Mejía ’24, a political science major in the Maxwell School of Citizenship and Public Affairs, and Ana Aponte ’24, Gonzalez, a dual major in communications and rhetorical studies and women’s and gender studies in VPA and the College of Arts and Sciences (A&S).

Danza Troupe: This dance ensemble will perform at the reception. It is led by ���ϲ����� student Gabriela Padilla ’25, a biochemistry major in A&S who has been the program’s dance instructor and choreographer for the past two years. She and the troupe plan a show for the opening event that features an about La Casita. The song was written by Alexander Paredes, who recently completed an executive Master of Public Administration at the Maxwell School and is now using his optional practical training year to work in administration at La Casita.

Children in the afterschool arts program study piano with instructor and undergraduate student volunteer piano instructor Myra Bocage ’26. (Photo by Edward Reynolds)

Children in the program’s piano and violin workshops will also perform along with their instructors, recent VPA violin performance graduate student Tales Navarro ’G 24 and piano instructor Myra Bocage ’26, an advertising major at the Newhouse School of Public Communications.

Students involved in the dual language literacy programs at La Casita include Andrea Perez Ternet ’24, a human development and family science senior in the David B. Falk College of Sport and Human Dynamics, who is completing a capstone internship at La Casita, and Diana García Varo G ’25, a graduate student in the multimedia, photography and design program at the Newhouse School.

La Casita, an arts and education center supported by ���ϲ�����, was established in 2011 as a cultural bridge for Latino/Latin American communities on campus and throughout the Central New York region.

Kayleigh Sandford (left) and Stephanie Spicciati of the Mid-State Regional Partnership Center, part of the School of Education’s Center on Disability and Inclusion.

Before joining the Mid-State RPC, Sandford and Spicciati co-taught fourth grade in the Solvay Union Free School District near ���ϲ�����. Sandford was the general education teacher and Spicciati taught special education, but—modeling the kind of inclusive education that SOE has long championed—together they were responsible for all students in their class.

Sandford then taught special education in the Baldwinsville (NY) Central School District before the pair teamed up again at the Mid-State RPC, Sandford as a Literacy Specialist and Spicciati as a Specially Designed Instruction Specialist.

Building Capacity

Explaining how Mid-State RPC is embedded within and works with other services of the New York State Education Department cooks up something of an alphabet soup, but it’s critical infrastructure for families and communities, guided by NYSED’s .

The overseeing agency is NYSED’s (OSE), which organizes the , described as “a community of practitioners [that] work collaboratively to support students, families, and educational organizations to build capacity and improve educational and post-educational outcomes for students with disabilities.”

Supported by NYSED grants, CDI runs three OSE Educational Partnership programs that work collaboratively: the (EC-FACE), the (SA-FACE), and the Mid-State RPC. Three legs of one stool, if you will.

While EC-FACE and SA-FACE engage families, communities, and local agencies, the Mid-State RPC provides special education training and coaching directly to school districts (this triple support structure is mirrored in 12 other Regional Partnership Centers �����Ի� 14 FACE Centers ��across the state.)

Data-informed Work

Spicciati explains that has held the contract for four-and-a-half years of a five-year grant cycle, with hopes that its funding will be renewed in summer 2024. Mid-State RPC has benefited from the School of Education’s expertise and , which includes administering an earlier version of the Educational Partnership that engaged students and families: the ���ϲ����� Parent Assistance Center. The current partnership structure now adds a focus on systems-level change.

“T��� Mid-State RPC supports pre-K-12 school administrators and teachers in the ���ϲ����� City School District and the surrounding counties of Onondaga, Oswego, Cayuga, Cortland, Madison, Seneca, Tioga, and Tompkins,” Spicciati explains. “Our team includes literacy specialists, behavior and transition specialists, a culturally responsive educator, a systems change facilitator, and a special education trainer. We go into schools to support and coach teachers and administrators who serve students with individualized education programs (IEPs).”

“Some of our work includes embedded support to help teachers use data to make instructional decisions for student with disabilities ,” adds Sandford. “In addition to this kind of support, we also offer regional training sessions. Our specialists have different packages that they are trained to deliver to teachers, administrators, and educational advocacy organizations.”

The Mid-State RPC works with technical assistance partners who develop professional development packages based on the most current research into statewide schools. The team uses these resources to support schools with evidence-based practices.

Walk Beside You

As a compliment to these in-school trainings, the Mid-State RPC and CDI took their engagement a step further in 2023, launching a lecture series that invited the education community to dig deeper into essential topics around equity, mental health, and inclusion, featuring SOE faculty, community partners, and others.

Sandford stresses that she and her Mid-State RPC teammates work hard to ensure that districts feel supported: “Our motto is, ‘We want to walk beside you, not in front of you.’”

“We are able to build trust and good relationships with teachers and administrators because we are clear that we are there to help them and want our work to be meaningful for their students,” Spicciati adds. “I’ve found the majority of time, people are happy to have us. Once a school has met its goals and state performance plan indicators—and once systems are put in place to sustain that improvement—schools can be sad to see us leave.”

The coronavirus pandemic was especially rough on students with IEPs, says Spicciati. Shutdowns became months of missed instruction for some, and students requiring extra supports and intensive instruction fell behind. Although the first year back to in-school instruction was also demanding, Spicciati sees learning gaps starting to close as teachers adjust their approach to make up for lost skills acquisition.

Nevertheless, according to Sandford, a new challenge has arisen: the over-identification of students with disabilities: “Right now, schools are trying to identify if some students have a learning disability , or if learning loss can be attributed to the shutdown. It’s important to use the right measures and make informed decisions about students who are struggling.”

Promoting Sustainability

Assuming CDI’s OSE Educational Partnership grant is renewed, there will be another five years of growth for The Mid-State RPC, so what do Sandford and Spicciati hope to accomplish in that time?

“I want us to continue building supportive infrastructure within schools to keep things progressing forward for all students, general education and special education,” says Sandford.

“I want to promote sustainability,” adds Spicciati. She says the Mid-State RPC has learned over the years the importance of creating sustainable support systems for the whole school rather than focusing on individual teachers, who might then leave with the knowledge they acquired.

“It’s about focusing on building capacity with school leaders and getting teaming structures in place to help leaders connect data to intervention and ��instruction,” says Spicciati. “Once we have put protocols in place that can be used school and district wide, when we leave, those supports are able to stay in place.”

Janie Hershman ’24 contributed to this story.

Annie Chen (left) and Bettina Talento are two of the passionate student leaders who helped plan ���ϲ�����’s annual Asian American and Pacific Islander Heritage Month celebrations.

April is a time for the ���ϲ����� community to celebrate��Asian American and Pacific Islander (AAPI) Heritage Month.

Celebrated nationally in May, the University hosts its annual AAPI Heritage Month in April so all campus members can join in honoring the histories, cultural diversity, identities and contributions of AAPI communities.

Annie Chen

This year’s theme is “Harmony in Heritage,” celebrating the rich diversity found within AAPI communities while also highlighting the unity and shared experiences that bring these varied cultures together. Asian Americans trace their roots to over 20 countries in East and Southeast Asia, each with its own unique histories, languages beliefs and traditions. Pacific Islanders represent another ethnically diverse group with Indigenous peoples from Hawaii, Guam, Samoa and other Pacific islands and territories.

AAPI Planning Committee co-chairs Annie Chen ’25 and Bettina Talento ’25 say the month-long festivities are the perfect way to showcase their proud cultural heritage while emphasizing that the differing heritages serve to unite the AAPI community.

“Harmony in Heritage aims to pay homage to our heritage and the different traditions that have been passed down and subsequently shaped our cultures. It’s important to recognize and celebrate our heritage while also welcoming the present,” says Chen, who is studying psychology in the and plans on pursuing a career promoting mental health and well-being once she graduates.

“It means finding our middle ground among the diverse cultures in Asia and the Pacific islands, where we all can thrive in harmony,” adds Talento, a dual major in advertising in the and marketing management in the who hopes to work in a role combining her passions for design and marketing.

Bettina Talento

Chen, Talento and Chelsea Kang ’24 served as AAPI Heritage Month co-chairs on the planning committee, and they worked alongside to��cultivate an highlighting and honoring the cultural heritage, history and achievements of Asian Americans and Pacific Islanders.

The month opened with a celebration kickoff on March 31 and included speakers, exhibitions, performances and student organization events. Some of the remaining highlights include Friday night’s , (April 17), ��(April 19), the (April 20), and (April 20).

Chen and Talento sat down with SU News to share why they were passionate about planning this year’s events, the important role their culture plays in their lives and how their time on campus has strengthened their ties to their heritage.

, 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 ��

As the campus community celebrates Earth Month, Lydia Knox discusses the state of sustainability and explores how the University is committed to achieving carbon neutrality by 2032.

What does it mean for ���ϲ����� to invent and demonstrate cutting-edge sustainability initiatives?

It means reducing the University’s environmental impact responsibly by identifying, promoting and implementing practices that will meet our current needs without compromising the needs of future generations. And it includes reducing greenhouse gas emissions through wisely managing energy efficiency projects.

Projects like the recently completed improvements to the mechanical systems at the Center for Science and Technology, a multi-year initiative that resulted in a 25% reduction in steam use in 2023 and an annual emissions reduction of over 500 metric tons of carbon dioxide equivalent (MTCO2e). Or the��recent replacement of the Lally Athletics Complex arena lighting, an effort expected to reduce carbon emissions by 141 metric tons per year.

“Sustainability encompasses a lot, but I think in the most basic sense it’s trying to really have a positive impact on the community and on the environment, and to just make sure that the practices we’re putting forth each day are both benefiting us now at this current moment, but also will have a benefit to future generations of students, faculty and staff here at ���ϲ�����, and on a larger level, the whole ���ϲ����� community. This is not one fix-all. It’s going to take a lot of people,” says Lydia Knox G’22, the sustainability project manager in the .

During April, the campus community is coming together to celebrate Earth Month. On this ‘Cuse Conversation, Knox discusses the state of sustainability at ���ϲ�����, the wide range of Earth Month efforts occurring on campus, how the University is committed to achieving carbon neutrality by 2032, how you can get involved with these initiatives and why she left her career as a television meteorologist to pursue her passion for sustainability and preserving the Earth.

Check out episode 162 of the podcast featuring Knox. A transcript [PDF]��is also available.

From left to right, the Falk College team of students Rylee Pepper and Kristen Davis and professors Lynn Brann and Rachel Razza lead an activity with Universal Pre-Kindergarten students from Elbridge Elementary School as part of the Mindfully Growing program.

Do you like broccoli?

“I touched broccoli with my feet.”

You like eating watermelon, what does it smell like?

��ٲԴǷ�.”

What does snow taste like?

“B���dz����DZ���.”

Welcome to a Universal Pre-Kindergarten (UPK) Age 4 classroom at in Elbridge, New York, where it’s true that kids say the darndest things but with their five senses–sight, smell, hearing, taste and touch–they’re also learning healthy eating habits through the Mindfully Growing program.

The program’s curriculum is being taught by a team of professors and students from ���ϲ����� who, throughout this school year, have been visiting the UPK Age 4 classrooms at Elbridge Elementary on Thursday mornings. On the morning where broccoli was on the children’s minds, professors and and doctoral student Kristen Davis focused on touch as they hid baby carrots, clementines, and pea pods in a box and the children used their sense of touch to guess what they were.

After guessing the type of food, the children are able to taste it.

After the food was pulled from the box, the children were able to taste it and discover that this healthy stuff isn’t so bad after all.

“T��� program is getting the students in touch with different ways to experience food,” Davis says. “T���y’re seeing food in a different way, connecting with where it comes from and ways they can slow down and enjoy it.”

Slowing down and enjoying the food is where the “mindfully” part of the Mindfully Growing program comes into play. The nutrition component is paired with mindfulness practices, which can foster greater empathy and communication skills, improve focus and attention, reduce stress and enhance creativity and general well-being.

“It works because the kids get excited about being included in activities that their friends are enjoying,” says Elbridge UPK Age 4 teacher Mark MacLachlan. “So, when they are offered to try raw shell peas with all of their friends at school, it’s an easy sell.

“Most of the kids really enjoyed them, too,” MacLachlan says.

A Mindful Journey

The Mindfully Growing curriculum was created by Brann, associate professor and Chair of the at the , and Razza, associate professor and chair of the Department of (HDFS) at Falk College whose research focuses on the benefits of mindfulness-based programs for promoting resilience in schools and communities.

The initiative is funded by the Pediatric Nutrition Practice Group of the , and Brann and Razza recently received a grant from the MetLife Foundation through the to ensure the curriculum resonates with marginalized populations.

Brann says the curriculum is focused on 4-year-olds because it’s trying to get young children to develop an understanding of where food comes from and increase their acceptance of a variety of foods before they get set in their ways. The 10 lessons start with the origin of plants, fruits and vegetables, moves into using senses to explore foods, and finishes with lessons on hunger vs. fullness and sharing food together.

“It’s a good time to get them to explore food, and we do a tasting pretty much every lesson so they get an opportunity to try something new,” Brann says. “With this group, almost every one of them has tasted the food and several of them have asked for more, which is pretty exciting to see them being so open to it.”

From left to right, the Falk College team of Rachel Razza, Colleen Smith, Christina McCord, Rylee Pepper, Lynn Brann, and Kristen Davis delivered the Mindfully Growing lessons at Elbridge Elementary School this spring.

Razza says with preschool children ages 3-5, there’s a significant increase in executive function skills, so they’re better able to delay gratification and inhibit their impulses. Thus, the interventions offered by the Mindfully Growing curriculum are important to introduce to this group of students.

“Can they control their impulses and self-regulate overall and also in the food context?” Razza says. “Lynn and I have been working to determine the overlaps between these two areas and how we can use intervention to simultaneously enhance both of them.”

While Brann, Razza and Davis are with one UPK class for 30 minutes, the other class is having a 30-minute yoga lesson with yoga instructor Colleen Smith from BeLive Yoga (beliveyoga@icloud.com) and undergraduate student Christina McCord from Falk College’s . Smith, who has been teaching yoga and mindfulness to preschool children in the for several years, helped connect Brann and Razza to Superintendent James Froio and Elementary School Principal Brooke Bastian because, as Smith says, she “continues to be impressed by their support of students and their willingness to offer yoga and programs or events that supplement the students’ daily education.”

In her yoga sessions, Smith says she helps the children learn how to self-regulate their bodies, breath and even emotions as she tries to “meet the children where they are” by matching their energy level and then bringing them to a brief time of rest.

“One thing that can be difficult for them is trying new experiences and foods,” Smith says. “T��� yoga and mindfulness lessons can help children pay attention to their bodies, thoughts and breath in the moment so they can self-regulate and make healthy and appropriate choices when presented with new or challenging experiences like a mindful eating lesson.”

Bastian, who’s in her fourth year as principal and 11th in the district, says Elbridge Elementary School has a unique UPK program because it offers a full day for both 3- and 4-year olds. Bastian says she and the teachers have enjoyed the partnership with ���ϲ����� because they know the positive impacts that early intervention can have on students. “Mindfulness is a focus in UPK to help promote self-regulation, and when mindfulness is approached in a holistic��way it can have a greater impact,” Bastian says. “We want children to develop��healthy habits in general so food, which is highly��motivating, is a great way to begin that mindful journey.”

For the remainder of this story on the Mindfully Growing program, please visit the .

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�����Ի� . 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, �����Ի� .

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.

Each year, a dedicated planning committee collaborates to curate an extensive calendar of events and programs highlighting and honoring the cultural heritage, history and achievements of Asian Americans and Pacific Islanders. Leading APPI Heritage Month alongside Multicultural Affairs is the AAPI History Month Committee and it’s co-chairs Annie Chen ’25, Chelsea Kang ’24 and Bettina Talento ’25.

“This year’s theme is ‘Harmony in Heritage.’ It was chosen as a reminder that there is an importance in preserving and maintaining balance in all parts of one’s cultural heritage. It involves recognizing and appreciating traditions, customs and practices that have been passed down and fostering understanding to newer generations,” says the co-chairs. “T��� AAPI Heritage Month shirts this year have flowers that are a major part of multiple different cultures throughout Asia and no flower is specific to one country or culture. This year’s theme stands as a reminder that although everyone has a different cultural background and history, our heritage is all intertwined. That is where there is harmony.”

Asian Americans trace their roots to over 20 countries in East and Southeast Asia, each with its own unique histories, languages, beliefs and traditions. Pacific Islanders represent another ethnically diverse group with Indigenous peoples from Hawaii, Guam, Samoa and other Pacific islands and territories. The theme further invites everyone to explore and appreciate both the diversity and commonalities within AAPI communities.

Asian American and Pacific Islander Heritage Month 2024 Events

The monthlong celebration encompasses a range of programs and events welcoming to all members of the campus community, and focuses on the diverse histories, cultural richness, significant contributions, and often overlooked obstacles faced by Asian Americans and Pacific Islanders. Visit the for a complete list of events and details.

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

Angelica Molina (left), Adya Parida (center) and Yajie (Lannie) Lan discuss their respective journeys to ���ϲ�����, how they found not only success but a welcoming community on campus, their advice for fellow international students and how they plan on making a difference in their communities once they graduate.

Finding out you were accepted into ���ϲ����� to pursue your academic dreams is a joyous time—and the start of a new adventure.

On this “’Cuse Conversation,” three accomplished international students stopped by to discuss their respective journeys to ���ϲ�����, how they found not only success but a welcoming community on campus, their advice for fellow international students and how they plan on making a difference in their communities once they graduate.

Adya Parida ’25 traveled nearly 7,700 miles from her home in Ranchi, India, to study computer science in the (ECS).

Yajie (Lannie) Lan ’24 ventured more than 7,300 miles from her home in Chengdu, China, to earn an architecture degree from the .

Angelica Molina G’25 ventured more than 2,700 miles from her home in Cali, Colombia, to earn master’s degrees in public administration and international relations in the .

Check out episode 161 of the podcast featuring Parida, Molina and Lan. A transcript [PDF]��is also available.

When it comes to fostering a strong relationship between herself and her mentees, Montgomery understands that representation matters, and being able to relate to the students she advises is just as important as the advice being offered.

Montgomery and her fellow student mentors with —a peer-to-peer group designed to help women of color support and empower each other as they navigate their college journeys—have been helping first-year and transfer women of color successfully acclimate to life on campus through engaging programs and meaningful mentorship.

The result? Members of Dimensions form a true sisterhood and strengthen their leadership and professional development skills through weekly meetings that focus on pertinent topics like acclimating to college life, building community, setting goals, mental health awareness, career-oriented support and more.

Kamille Montgomery

“Dimensions offers a support system of people who are going through the same journey together. If I can provide advice and guidance for incoming first-year students, that’s such an important way to help out. Dimensions offers an opportunity to build those relationships and make students feel like they’re not alone on their journeys,” says Montgomery, an early childhood and special education major in the .

On Friday, Dimensions is holding its Women’s History Month reception from 4-6 p.m. in Room 304 ABC in the Schine Student Center. SU News sat down with Montgomery to learn more about the powerful impact of Dimensions, where her passion for education came from and how she will put her degree to use in the City of ���ϲ����� through the .

“Paper Trail: Works by Veteran Photographers, Cartoonists and Sketch Artists,” is on display at the , which is managed by VPA’s creative arts therapy program, through Friday, Aug. 2.

Many of the images are from three cartoonist collections held at the . Featured are works by (“Beetle Bailey”), (“Marmaduke”) and (a World War II cartoonist). Other materials are by Alan Dunn and former students of the military visual journalism program at the : Kenny Holston, Preston Keres, Pablo Piedra, Ethan Rocke and Marianique Santos.

The co-curators, graduate students Ohoud Ibrahim Alfadhli, Upneet Kaur Mair and Katelyn Marie Miller, have all worked on various aspects of the exhibit as NVRC Gallery curatorial assistants.

Jennifer DeLucia

, assistant professor and chair of creative arts therapy, has guided the students through the project, which includes cartoons, photography and sketches that convey the complexities of the veteran experience. “As co-curators, students are empowered to take an active role in shaping the narrative and design of the exhibitions,” DeLucia says. “T��� interdisciplinary partnership between the art therapy and museum studies programs within VPA creates opportunities for unique dialogue as multiple perspectives inform the curatorial work, and students add fresh ideas and a great level of energy and enthusiasm.”

The experience also provides a unique interdisciplinary and experiential learning opportunity. “T���y are exposed to military culture and history, and that knowledge of military-connected communities will carry with them as they transition into new roles when they graduate, [helping them] address the miliary-civilian divide,” DeLucia says.

Ohoud Alfadhli

Co-curating the exhibit helped Alfadhli, an international student from Saudi Arabia, better understand the administrative functions of developing an exhibit, such as making appropriate legal arrangements for the loan of the art and copyright issues, she says. She also enjoyed delving into the archives to select exhibit items. “It allowed me to explore the artists’ works, sketches and correspondence, yet it was also challenging because I encountered numerous pieces that deserved to be exhibited.”

Upneet Mair

Mair, who is from India, says she enjoyed the installation process most. “It can be a bit exhausting, but the process is what I like about it, and once the exhibition is up, the satisfaction of doing it feels good,” she says. Mair, who has a master’s degree in fine arts, finishes the museum studies master’s program this spring. She wants to work at major museums in New York City as a curator or collection manager.

Katelyn Miller

Miller hails from Gettysburg, Pennsylvania, which she��calls “a place where museums, history and community engagement rule every major endeavor.” She adds: “I have embraced that perspective in both my undergraduate degree and my graduate career here.”

Miller used software to plot the exhibits in the gallery space, inputting artwork dimensions to develop an accessible and efficient design, an aspect of exhibition work that she particularly enjoyed. “Working on this exhibition from concept to installation has been a valuable exercise in collaboration and exhibition research and design. This space is an ideal environment for developing my skills as a museum professional, and I hope that ‘Paper Trail’ conveys this effort to its visitors,” she says. Miller wants to work in an institution that provides the community with learning resources, such as a national park, library or museum.

“T��� NVRC was intentionally designed to nurture interdisciplinary programming to advance the social, economic and wellness concerns of veterans and their families,” says J. Michael Haynie, vice chancellor for strategic initiatives and innovation and executive director of the University’s D’Aniello Institute for Veterans and Military Families. “Our collaboration with VPA at the NVRC Gallery is a unique example of ���ϲ�����’s commitment to being the best place for veterans, and I encourage the campus community to visit this impressive exhibit.”

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.”

As imam and Muslim chaplain, Amir Durić fosters community and togetherness. His research focuses on supporting and enhancing the Muslim student experiences on college campuses across the country.

As a faith leader, an imam is the one who proceeds, the one who stands in front and leads the mosque’s worshippers as a role model.

A deeply religious man, Amir Durić knew he was meant to serve as a faith leader when he was a child and his grandfather called upon him to lead his family’s daily prayers during the holy month of Ramadan. It is a time when observant Muslims around the world come together in hopes of increasing their consciousness, self-awareness and empathy through fasting daily from dawn to sunset and worship that elevate their spirituality.

Durić gathered the courage to deliver the prayers, and soon after accepting the responsibility, he started noticing a newfound love and passion for the spiritual life. Durić had found his calling.

Amir Duric

“With faith, I am on the receiving end of timeless and divine wisdom that really broadens my horizons beyond this temporary world. My faith motivates me to be a better citizen of this world, because I have a role to play, and that role is not just about me, but about those around me as well,” says Durić, the imam at . In his role, he is responsible for fostering a sense of community and togetherness among the students who practice Islam on campus.

Since 2017, Durić has led efforts to enhance and improve the Muslim student experience on college campuses across the country. He is currently pursuing a doctoral degree in ��through the .

With the holy month of Ramadan underway, Durić stopped by to share his thoughts on the role an Imam plays on campus, describe the core tenets of Islam and address the biggest misconceptions surrounding the religion. He also discusses his groundbreaking research on the Muslim student experiences on college campuses across the country and explains how an interfaith collaboration with Rabbi Ethan Bair brought together Muslim and Jewish students to learn more about each other’s beliefs and values.

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

More than 250 people–including individuals, couples, parents and children–attended Trans Support Day in April 2023, and organizer , Ph.D., says the Trans Team is looking to top last year’s turnout at the 2024 event. This year’s Trans Support Day will be held from noon to 4 p.m. on March 23 at Peck Hall, 601 E. Genesee St., just north of the ���ϲ����� campus. The event is free and open to the public.

“I feel like it’s going to be a really powerful community event like it was last year,” says Martin, an assistant teaching professor in the Department of Marriage and Family Therapy in the . “This event offers a space filled with hope, positivity and community support.”

More than 250 people–including individuals, couples, parents, and children–attended Trans Support Day in April 2023 at ���ϲ�����’s Peck Hall in downtown ���ϲ�����.

Attendees at this year’s Trans Support Day will have the opportunity to connect with local trans-affirming providers and resources; receive name and gender marker legal support; access free clothing and makeup; get free services from hair, nail and makeup artists; access trans-affirming products; receive therapeutic support for parents of trans youth; and have a space for youth to connect.

As a new feature, the Trans Team has invited two world-renowned local surgeons to share their expertise with attendees interested in gender-affirming surgery. Other guests will include post-surgical providers from Upstate University Hospital’s and , and representatives from , a not-for-profit organization that promotes the health and well-being of lesbian, gay, bisexual, transgender and questioning people in Central New York as they age.

Martin says events such as Trans Support Day are more important than ever as members of the trans community experience societal and legislative discrimination in the United States. According to the , more than 500 bills in over 40 states have been introduced seeking to block trans people from receiving basic healthcare, education, legal recognition and the right to publicly exist. Several similar bills were signed into law in 2023.

New York is one of a handful of states where no anti-trans bills have been passed. But accessing resources such as the ones that will be available at Trans Support Day remains an issue for trans people everywhere.

“In my clinical practice, I connect with other therapists, and we often collaborate with other local resources and providers,” Martin says. “However, I learned that often clients are not aware of these services and allies available to them in ���ϲ�����.

“I wanted to create an event that brought everyone together in one room,” Martin adds. “Although we have different expertise and resources, we all have one common goal, to improve the well-being and support the transgender community.”

, Ph.D., an MFT associate professor, founded the Trans Team in 2004. The team is part of the ���ϲ����� in Peck Hall, and students on the team receive specialized training to provide gender-affirmative therapy for transgender people and their families and assist in the readiness process for medical gender transition.

Coolhart says the 2023 Trans Support Day was a huge success thanks to the leadership and efforts of Martin and marriage and family therapy students, faculty and staff. In the previous Trans Support Day in 2019, the attendance was 40 people, so the event is growing significantly and assisting more members of the trans community.

“T��� current political landscape for trans folks is threatening and scary, making this event so necessary and special,” Coolhart said after last year’s event. “In a world that often does not welcome trans people, I could see on the faces of the guests the gratitude, validation, and support they felt having a space that was celebrating them and connecting them to the resources they need.”

EHN founder��, who is the Dean’s Professor of Community Engagement in A&S and a professor of writing and rhetoric, established the����in 2021 to provide faculty, students, staff and community partners with support for publicly engaged research, programming and creative work. Building on that effort, Nordquist and his team started the����program this academic year (2023-24) to elevate and interconnect the work happening in new and existing A&S classes whose curriculums empower students to forge meaningful community partnerships through their coursework.

“T��� Engaged Communities model has worked so well in bringing collaborative research and creative teams together that we wanted to generate a similar structure for courses,” says Nordquist. “Engaged Courses presents the same cohort-based model as other EHN programs to bring faculty across departments together to share resources, exchange ideas and help invest in each other’s work around community-engaged curricular design and implementation.”

Arts and Sciences faculty and staff hold an Engaged Courses cohort meeting in the Tolley Humanities Building to share information about their classes and offer mutual support.

Community-engaged work can be challenging for faculty due to logistical difficulties, time constraints and access to resources. This is where the Engaged Courses initiative comes in. In addition to the collaborative support from their fellow faculty in planning and sharing experiences, recipients of this grant receive funding from EHN to help with anything from supplies to food to transportation and other needs.

The inaugural cohort includes five courses, each from a different A&S department. While three of the five classes are being offered in the spring semester, two launched in fall 2023: an introductory level writing course in the��, and a clinical practicum in the��.

Translating Cultures

, assistant teaching professor of writing and rhetoric, taught a course titled “Introduction to Creative Non-Fiction, Writing and Translating Cultures,” which connected ���ϲ����� students with Onondaga Community College (OCC) students of various ages, ethnicities and linguistic backgrounds who are learning English as a second language.

Arts and Sciences professor Sevinç Türkkan (right) conversing with Tara Binte Sharil during a cross-cultural exchange session between ���ϲ����� and OCC students on the ���ϲ����� campus.

For one of the assignments, the OCC students selected, researched and translated a text of cultural significance in their native language that was not available in English. ���ϲ����� students worked closely with them, offering feedback to help preserve the cross-cultural and cross-linguistic aspects of their English translations of these texts.

The OCC classroom consisted of students whose native languages included Arabic, Afghani, Persian-Farsi, Korean, Ukrainian, Spanish, Burmese, Chinese, Lingala, Vietnamese and Turkish. Türkkan says the goal of this exercise was not to simply render the texts into seamless English narratives, but also to maintain their bilingual flavors.

The OCC and ���ϲ����� students fittingly met for the first time in Hall of Languages—the visual landmark of ���ϲ����� whose name references the rich history of language learning that has taken place within its classrooms. Students worked together on these narratives, revising them and communicating their significance in introductions and through various visual elements. The ���ϲ����� students also interviewed their OCC partners on topics including immigration, the refugee experience, life as an immigrant in ���ϲ�����, and linguistic, cultural, and economic challenges. The interviews became the basis of their final projects, which were literary profiles about their peers.

���ϲ����� student Sunny Suaya (left) interviews OCC student Yeohyun Yoon about the text that he chose to translate into English and his experience living in a new country.

One such piece, prepared by Sunny Suaya ’27, highlighted the bond she made with her partner, Yeohyun Yoon. Born in South Korea, Yoon took the class at OCC with his wife so they could improve their English language skills. He chose to translate the Korean poem, “Sky, Wind, Star and Poetry,” which was written by the poet Yoon Dong-ju during the Korean Independence movement against the Empire of Japan in the early 20th century.

In her literary profile, Suaya explained the significance of Dong-ju’s work, which she learned about through her interaction with Yeohyun, and reflected on their newly formed relationship: “Yoon Dong-ju expressed the agony of a person during the colonial era in beautiful poetry and is considered a resistance poet who gave a ray of hope to the Korean people… As I ended my interview with Yeohyun, I felt our connection. We both were excited to be new friends and even later ate dinner together. By the end of the night, I left Yeohyun by saying ‘I am very happy to now have a close friend with someone from South Korea.’”

Türkkan notes that this type of personal cross-cultural exchange – where students bring their strengths to the table while at the same time recognizing that their community partner has complementary strengths – is a key competence of being an effective global citizen. Seeing this positive interaction play out in class is one of the more fulfilling experiences as an educator, she says.

Students from ���ϲ����� and Onondaga Community College worked together on the cultural text translation project, led by professor Sevinç Türkkan (second in from the left).

“T��� ���ϲ����� students learned cultural and linguistic humility when they attempted to revise a translated text whose original they could not read and had to rely on their OCC partners for a thorough understanding of how the original text signifies in its original language,” notes Türkkan. “On the other hand, my OCC students realized that they have something precious — a native language — that gave them the confidence and strength to continue to improve their English. They approached the task of learning English from a position of strength rather than from a position of insecurity and incompetence.”

While Türkkan says the financial aspect of the grant was instrumental in helping to cover such expenses as food and transportation of students between ���ϲ����� and Onondaga Community College, just as important was the community she built with the rest of her Engaged Courses cohort.

“Being able to share challenges and brainstorm solutions with faculty who had the same community-engaged values and were planning similar courses was above all inspirational and motivating,” she says.

Visit the to read the complete story.

The Inspiring Programs in Business Award honors colleges and universities that encourage and assist students from underrepresented groups to enter the field of business. The Whitman School will be featured, along with 27 other recipients, in the April 2024 issue of Insight Into Diversity magazine.

Inspiring Programs in Business Award winners were selected by Insight Into Diversity based on efforts to inspire and encourage a new generation of young people to consider careers in business through mentoring, teaching, research and successful programs and initiatives.

”Whitman has made tremendous inroads in supporting our students of all backgrounds over the past few years. We’ve provided financial support to allow our students to maximize their experience while at Whitman. We have impressive work in the community, and we’ve created new programs to engage, mentor and support our diverse student body. We also welcomed our most ethnically diverse and largest female incoming class ever this fall. This award from Insight into Diversity magazine is a tangible recognition that we’re developing a more inclusive environment at Whitman,” says interim Whitman School Dean Alex McKelvie.

Insight Into Diversity magazine selected the Whitman School’s Multicultural and First-Generation Student and Parent Resource groups for this award. The goal of these resource groups is to ensure that both students and parents are aware of all the opportunities available to them to help break down barriers and foster greater inclusion.

The Multicultural and First-Generation Student Resource Group meets bimonthly throughout the academic year to provide programming to students. These include opportunities for community building, learning from and supporting each other and accessing professional development from faculty and alums of color.

To further support students, Whitman launched the Parents Resource Group, which meets virtually once a month. Parents are presented with information on topics related to undergraduate advising services/tutoring information, career services, study abroad, financial aid, campus housing and health and well-being services. This helps ensure that parents are equipped to assist their students in navigating their academic journey.

Diane Crawford, the executive director of institutional culture at Whitman, says, “T���se programs are beneficial for our underrepresented and first-generation students and their parents. The resources provided assist the first-gen parents with necessary information and the knowledge to be able to coach and support their student. The students have an opportunity to build community and have access to professional development and mentorships in ways that help them navigate their academic careers and beyond. The programs help our student to overcome some of the knowledge gaps that might exist and to ensure equitable access to what the Whitman School has to offer.”

“We know that many business programs are not always recognized for their success, dedication and mentorship for underrepresented students,” says Lenore Pearlstein, owner and publisher of Insight Into Diversity magazine. “We want to honor the schools and organizations that have created programs that inspire and encourage young people who may currently be in or are interested in a future career in business. We are proud to honor these programs as role models to other institutions of higher education and beyond.”

Social Workers United students from Falk College celebrated Valentine’s Day and Mardi Gras with residents from Brookdale Summerfield Senior Living in ���ϲ�����.

This was going to be a story about the Social Workers United student group from the and how it once again organized an event to benefit the ���ϲ����� community.

And it still is.

But if you dig deeper, this story is much more than that.

It’s about how these students “continue to exemplify the values of social work: service, commitment to clients, and social justice,” says , school of social work assistant teaching professor and master of social work program director who oversees Social Workers United (SWU).

It’s about a woman named Dolly, a resident of in ���ϲ����� who, before SWU students came to visit on Feb. 13, hadn’t celebrated Valentine’s Day since her husband died.

And it’s about the kindness that Dolly showed her students as a teacher years ago, the kindness that SWU students showed Dolly and her friends on Feb. 13, and the hope that even with the politics, wars and mass shootings that dominate our headlines today, kindness is still all around us.

“We are so proud of our future social workers,” Genovese says. “T���y are shining a light toward a brighter future.”

‘An Amazing Group’

SWU is the student group of the in Falk College. Each semester, the students organize a food or clothing drive, and this past fall they collected food for the which helps students experiencing food insecurity.

Faculty advisors , , and Genovese advise and support the SWU students as they develop service projects, but the students lead the projects. For their first project of the spring semester, the students arranged a Valentine’s Day event for the residents of Brookdale Summerfield, an adult home and adult home memory care community for seniors.

Social Workers United students delivered handmade Valentine’s Day cards with personal messages, heart-shaped donuts, and balloons to the Brookdale residents.

On Feb. 13, the SWU students delivered handmade Valentine’s Day cards with personal messages, heart-shaped donuts and balloons to the Brookdale residents, who were already celebrating Mardi Gras. SWU’s arrival added a boost to the celebration.

“T��� valentines were collected in the social work office, and I really thought one student, (SWU president) Mary Claytor, was just going to drop them off at Brookdale,” Genovese says. “I had no idea the entire group of students was going and bringing balloons and donuts. The students organized all of this and paid for it themselves as SWU does not receive funding. They are an amazing group!”

Claytor, a first-year graduate student and graduate assistant who’s on track to obtain a master’s degree in social work, says when the students arrived, each one went to a different table to deliver their cards and engage in conversations. It didn’t take long before one of the residents shared a story about receiving two purple hearts from his service in World War II.

“T���re were so many incredible stories and lots of laughter,” says Claytor, who’s from Denver, Colorado. “Some folks were so surprised that we would dedicate time to them and asked for us to come back soon! It was a great experience, and we were happy to do something special for a group of people who did not expect to be celebrated.”

‘A Calling to Help’

Keianah Greene, who is pursuing a master’s degree in clinical social work, entered the room with the other SWU students and went to a table where she met Dolly and her friends. Dolly said she hadn’t celebrated Valentine’s Day since her husband passed, but when she learned the students were coming, she wanted to attend and learn more about them.

Greene, who’s from the Bronx, New York, and now lives in ���ϲ�����, explained why she wants to be a social worker before they discussed family and how important it is to be loving, kind and optimistic despite our daily struggles.

“Dolly mentioned that she was a middle school teacher in Birmingham, Alabama and that her mother had told her at an early age that she had a calling to help people,” Greene says. “She also mentioned the number of children she worked with and how they used school as an escape from problems they were having at home. So she always made sure to bring extra supplies for her classroom such as clothing, snacks and other necessities.”

Social Workers United student Keianah Greene (third from left) and Brookdale resident Dolly (second from left) had a heart-to-heart conversation about caring for other people.

Dolly told Greene that caring for others is fulfilling, but making sure that all the children in her classroom were included was challenging. Dolly emphasized the value of support systems and self-care for social workers and other caregivers.

“You can’t care for anyone if you don’t take care of yourself first,” Dolly told Greene.

As Greene was saying goodbye, Dolly told her that on this Valentine’s Day, she felt like she was reunited with her husband.

“She was happy to say that she knew this was her husband’s sign to come meet us (the students), and that our heart-to-heart conversation meant a lot,” Greene says. “I’m glad that I was able to learn from her and also spread the love.”

‘Brightens Their Day’

During their visit, Claytor spoke with Brookdale’s activities director about other ways the students might be able to get involved with the residents.

They discussed Brookdale’s game-and-movie nights, which would be an opportunity for students to engage with residents in a fun way. They talked about students helping the residents start a new garden with flowers, fruits and vegetables when the weather gets warmer.

Claytor assured the director that the students would be happy to help in any way possible.

“During our conversation, she mentioned that the residents often feel forgotten,” Claytor says. “T���y miss socializing with new people and having stimulating conversations about the future. She explained that it brightens their day when visitors come to see them, especially students.”

Kindness, it seems, is not a relic of the past that’s being thrown out with landline telephones, DVDs and alarm clocks. It’s all around us; we must know where to look.

Visit the to learn more about the School of Social Work and its academic programs, experiential learning, and career opportunities.

This powerful African proverb emphasizes how, after someone learns to read or write, they have an obligation and a responsibility to pass that knowledge on to someone else, thus spreading wisdom and education throughout their city or town.

Employing the same principles of uplifting and educating one’s community, the (MCI) began in 2020 with four ���ϲ����� students who were seeking to support and empower each other as they navigated their college journeys.

Through word of mouth, engaging programs and peer mentorship, MCI has developed into an impactful student organization and a true brotherhood for its members. The growth is impressive: The first class boasted 18 members. Four years later, during Friday’s annual —the culminating event of the inaugural Men of Color Initiative Week—approximately 64 students will be recognized as campus leaders during a ceremony inside the Regency Ballroom of the Sheraton ���ϲ����� Hotel & Conference Center.

“Groups like the Men of Color Initiative are necessary for every person of color, to have a support system filled with people who are going through the same journey as they are and who can offer advice and guidance on their journey. Because I was able to help cultivate my leadership skills during my time with MCI, I’ve been able to influence and help other students of color who need advice,” says Ibraheem Ayinde ’24, a senior biology major in the .

Through word of mouth, engaging programs and peer mentorship, the Men of Color Initiative has developed into an impactful student organization and a true brotherhood for its members.

“T��� induction ceremony is a special moment. We’re given our special MCI jackets and it’s a great feeling for everyone to be acknowledged and brought into this network of individuals striving for a better tomorrow. I know my induction ceremony was a pinnacle moment for me. Every single person who left that space was happy. For many of them, it was the first time their name was recognized in the presence of others for their accomplishments,” says Ryan Nkongnyu ’25, a junior studying communication and rhetorical studies in the (VPA).

MCI’s programs explore issues unique to the experiences facing men of color in higher education. Through peer, faculty and staff mentorship, MCI promotes leadership development, academic support and service-learning opportunities while cultivating the next generation of leaders by creating spaces where everyone feels seen, heard and valued. Meetings often center on topics like financial literacy, self-branding, personal advocacy and what it means to be a man of color.

“Our meetings are big picture. We talk about how we interact with our community, how there are specific challenges facing men of color and how we can overcome those challenges, and about the long-term changes we want to see for our respective communities. We get to the root of these issues, and it’s been rewarding knowing I’m not alone in any of this,” says Zac Chavez ’26, a sophomore studying film in VPA.

Leading up to the ceremony, get to know Ayinde, Nkongnyu and Chavez, three of the group’s passionate student leaders.

Ibraheem Ayinde ’24

Ibraheem Ayinde

When Ayinde transferred to ���ϲ����� in 2021, he had never heard of colleges offering programs like MCI. It wasn’t until his first week, as he was walking around getting acquainted with campus, that he came across Open House and discovered MCI. It was a life-changing event.

Ayinde hopes to become a physical therapist after he graduates. Perhaps it’s his commitment to helping people that made Ayinde a natural fit as one of MCI’s peer mentors and leaders.

“This group was born from that desire to want to do more for ourselves and for this campus. We’re all like-minded individuals that, regardless of our career interests, want to see people that look like us succeed. I just love helping people. If there’s somebody who leaves our meetings feeling empowered and like they’re not alone, I know I am doing well as a leader,” says Ayinde, who helped orchestrate the recent Black History Month MCI Basketball Classic on campus.

Recently, the first cohort of MCI alumni came back and spoke with students about their experiences—both on campus and in the real world. Ayinde is looking forward to maintaining a lifelong camaraderie with his fellow MCI alumni and says he’ll always make time to mentor current students.

Ryan Nkongnyu ’25

Ryan Nkongnyu

Nkongnyu is an involved student leader, serving as vice president of the , event coordinator for the , ambassador and peer mentor for the (J.U.M.P. Nation) at ���ϲ����� and chaplain for the .

A first-generation college student and an , Nkongnyu admits he initially struggled some adjusting to life on campus. But earning a college degree has been his lifelong dream, so Nkongnyu was committed to overcoming any obstacles he faced.

During his second semester, Nkongnyu found himself seeking out spaces where he could meet and connect with “like-minded individuals who wanted to shape and mold the future.” He was introduced to MCI and inducted in February 2023.

“I was looking for great personal connections in a space where I felt like I belonged. MCI has helped make me gain confidence and be a better person. I’m inspired by this group. We’re always talking about how we can support each other and build a community where we lift each other up. These people have my back, and we help each other out with the problems we’re facing. We’re a true brotherhood,” says Nkongnyu, who hopes to work in the entertainment industry, either as an anchor or a producer.

Zac Chavez ’26

Zac Chavez

Chavez is no stranger to peer mentoring groups. When he was in middle school, Chavez began dedicating himself to his studies. The goal: getting into the college of his choice.

Before he committed himself to a career in film, Chavez first envisioned becoming a lawyer, and he joined a local program called Legal Outreach, where, with the help of public and private law firms across Manhattan, he participated in legal debates based on real cases on the Supreme Court docket.

But while the mentorship opportunities were meaningful, Chavez says he “struggled finding a mentor who looked like me.” That all changed when he joined MCI during his first year at ���ϲ�����.

“It was a breath of fresh air to know there is a space and a program like MCI at ���ϲ�����. It became a safe haven for me. Everyone has something positive or constructive to say, and there are different perspectives from people who have been through what you’re going through. It’s great to figure out how to navigate those issues from a multilayered perspective, and this experience has helped with my professional development,” says Chavez, who is also a member of the .

Chavez has also used the group to further his filmmaking skills, producing a documentary on both MCI’s basketball tournament and its upcoming induction ceremony.

Student leaders Dylan France and Andi-Rose Oates discuss what fueled their involvement as student leaders, how they hope to inspire other students to become agents of change and what their Black heritage and Black culture means to them.

���ϲ����� has a proud and storied tradition of honoring through a series of engaging and thought-provoking student-run programs, events and discussions occurring through March 3 on campus.

The theme for this year’s celebrations is “Existing Outside the Lines: The Colors of Resistance,” and through a lens of intersectionality as art, student organizers like Dylan France ’24 hope to express both the rich diversity present within the Black community, and the broad spectrum of color that Blackness holds.

Dylan France

“If you look across campus, there’s so many students from so many different backgrounds doing all these amazing things. To highlight that creativity and the different leadership efforts from students, that’s the goal: to showcase all these different avenues and outlets while demonstrating how we’re existing beyond the lines of what, traditionally, blackness is looked as,” says France, a dual major studying finance and real estate in the .

France and sophomore Andrea-Rose Oates ’26 are among the many passionate and talented Black student leaders who have become agents of change for their peers during their time on campus. And France and Oates are committed to helping train a new generation of student leaders.

France serves as the comptroller for the Student Association, is one of two undergraduate representatives to the , belongs to both the and the , and is a member of the Black History Month Committee.

Oates is an energetic leader of , a peer-to-peer mentoring program geared toward self-identified women of color. Ever since she was a child, Oates has been inspired to do good and make her community a better place. But that drive intensified in the summer of 2020 after George Floyd died in police custody in Minneapolis, Minnesota.

Andi-Rose Oates

“That’s when I became passionate about my advocacy work, whether it was talking about the issues affecting the Black population within America and the world, really focusing on that and getting more involved with not only my advocacy, but my direct action to bring about change in these issues,” says Oates, who is studying both public relations in the and policy studies in the .

On this “’Cuse Conversation,” France and Oates discuss what fueled their involvement as student leaders and how they hope to inspire other students to become agents of change, explore what their Black heritage and Black culture means to them, share how they found community on campus and offer up their highlights from the Black History Month celebrations.

Check out featuring France and Oates. A transcript [PDF]��is also available.

Celebrations were hosted by the Newhouse School, School of Architecture and Orange After Dark/the Center for International Services. Additionally, the Asian American Journalists Association, Chinese Students and Scholars Association and Chinese Union hosted a dinner and two galas. The events presented the opportunity to share Chinese culture—including performance arts, cuisine and time-honored traditions—with the entire campus community. The photos below capture the essence and celebratory nature of the holiday.

Chinese Union Spring Gala (Photo by Qianzhen Li ’25)

Chinese Union Spring Gala (Photo by Qianzhen Li ’25)

Chinese Union Spring Gala (Photo by Qianzhen Li ’25)

Newhouse School Lunar New Year Celebration (Photo by Angela Ryan)

Newhouse School Lunar New Year Celebration (Photo by Angela Ryan)

School of Architecture Lunar New Year Celebration (Photo by Amelia Beamish)

School of Architecture Lunar New Year Celebration (Photo by Amelia Beamish)

School of Architecture Lunar New Year Celebration (Photo by Amelia Beamish)

School of Architecture Lunar New Year Celebration (Photo by Amelia Beamish)

School of Architecture Lunar New Year Celebration (Photo by Amelia Beamish)

Asian American Journalists Association Dinner (Photo by Patricia Duong)

Asian American Journalists Association Dinner (Photo by Patricia Duong)

Asian American Journalists Association Dinner (Photo by Patricia Duong)

Asian American Journalists Association Dinner (Photo by Patricia Duong)

Orange After Dark/Center for International Services Lunar New Year Celebration (Photo by Angelica Molina)

Orange After Dark/Center for International Services Lunar New Year Celebration (Photo by Wei Gao)

Orange After Dark/Center for International Services Lunar New Year Celebration (Photo by Wei Gao)

Orange After Dark/Center for International Services Lunar New Year Celebration (Photo by Ela Rozas)

The final round—a pitch competition—occurred Feb. 9 in the Whitman School of Management and was led by Don Carr, professor in the VPA School of Design, and Kai Alexander Patricio G’23, a design consultant at Matchstix in Brooklyn, New York.

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The students behind “Dialog,” an application to increase a sense of belonging on campus for student with disabilities, won the fast-paced, seven-day No Code Design Sprint competition.

A multidisciplinary team, Dialog consists of Fasika Melese G’18, G’19, a doctoral student in SOE’s instructional design, development and evaluation program; Viha Mashruwala, G’24, a master’s degree student in the School of Information Studies’ applied data science program; Lang Delapa ’24, a senior in the S.I. Newhouse School of Public Communications’ advertising program; and Sawyer Tardie ’27, a first-year student in the Whitman School of Management.

The Dialog team consulted with students from SOE’s to identify a challenge neurodiverse students face—loneliness. To increase their sense of belonging, the team designed and developed a mobile app to help develop communication skills, including journaling prompts, discussion boards, daily challenges and more.

Honorable mention went to LearSona, a team that developed a working prototype of an app that offers academic content to users in a medium that fits their learning preference, such as visual, textual or kinesthetic.

Other teams pitching their ideas—and developing —w�����:

• Optimal Assessment, an artificial intelligence-powered teaching and assessment “co-pilot” for professors, to tailor course content for different learning preferences;
• Equilearn, a learning platform to address the “pain points” of accessible education; and
• BookTalk, a platform that encourages neurodiverse students to better understand material by sharing learnings with each other.

The Design Sprint began on Feb. 2, with an intensive workshop on no code and inclusive design led by Patricio. The author of “,” Patricio is an expert in regenerative design, inclusive design, interaction design and the development of new digital interfaces.

After the initial workshop, teams assembled to create a minimum viable product for an inclusive product or service that could vie for the pitch competition prize of $500, plus $5,000 in Amazon Web Services credits.

Coaches for the week of intensive idea development were: Samantha Calamari, senior learning experience designer, Microsoft; Quinton Fletchall, senior design researcher, Conifer Research; Max Mirho, content creator, Make with Max; and Andrew Tsao, founder, Codeless Coach.

The competition judges were: Samantha Calamari; Seth Gitner and Adam Peruta ’00, G’04, associate professors in the Newhouse School’s magazine, news and digital journalism program; Aimara Rodriguez, co-founder of Function Wellness; Brenton Strine, co-founder and CTO of Kicky Art; and Gianfranco Zaccai ’70, H’09, co-founder of the innovative design firm EPAM Continuum and Founder of . Joining the hosts as competition sponsors were the and .

As a student in the (SCSD), she was chosen for a six-week summer program that allows high schoolers to work as paid interns in ���ϲ����� physics labs. Kaputa wanted others to have the same positive research experience she had enjoyed, so, after her first year on campus, she returned to her former high school to recruit more students for the program.

The program that left an impression on was ���ϲ����� Research in Physics (SURPh), which aims to inspire students to take up science, technology, engineering and math (STEM) studies and potentially pursue careers in those areas. About two dozen high schoolers have participated in the program over the past two years. They work on cutting-edge research in University physics labs alongside (A&S) faculty.

, professor and chair of physics, leads the program. Assisting her have been Henninger High School science teacher Melanie Pelcher, economics master’s student Devon Lamanna ’23 and Yudaisy Salomón Sargentón, physics department operations specialist. Funding comes from the , the , A&S’s �����Ի� the��.

Undergraduate researcher Emma Kaputa studied biofilm growth in a biophysics lab the summer before entering college.

Working With Biofilms

The program was devised by , an SCSD alumnus who is now a dual physics and economics senior at ���ϲ�����. After joining Ross’ research lab, he recognized that other city school students might have the same dream to work in a science lab, while lacking a way to get a foot in that door. Together with Ross, he formulated the program as a way to facilitate the process.

Ruell Branch originated the idea to recruit high schoolers for research internships.

A grant recipient, Kaputa had already decided to attend ���ϲ����� when she was selected for the internship. That first summer, she worked in assistant professor ’s exploring biofilms—slimy clusters of bacteria that colonize surfaces. She enjoyed the experience so much that she remained in the lab throughout her first year on campus. Eventually, Kaputa accompanied Patteson, a member of the BioInspired Institute, to SCSD’s Nottingham High School to help recruit the next cohort of interns.

��“I learned so much that first year—science skills, poster presentations, networking. I benefitted a lot from the critical thinking that was required. It was fun to go back to the high school and encourage [my former classmates] to apply. I’m really glad to have had that door opened for me and I wanted to extend that to my classmates,” Kaputa says.

A Published Scientist

Kaputa researched how bacteria colonize and spread on surfaces.

Patteson calls Kaputa “a really bright and creative student who has made remarkable progress in our group.”�� She says the program makes it possible for high schoolers to experience real science scholarship. The work Kaputa and her lab mates did—characterizing the mechanical properties of colonies of bacteria—was in the American Chemical Society Journal, with Kaputa listed as a co-author.

Kaputa’s continuing work in the lab came with additional opportunities. She presented at the BioInspired Institute’s 2023 annual symposium, winning the Most Social Impact award for her poster about the SURPh program. This semester, she will present about staining biofilms with fluorescence at the ’s annual meeting. She also mentored a new group of high school students in the biofilm lab.

Kaputa’s summary of the SURPh internship program won the “Most Social Impact” prize at the 2024 BioInspired Symposium.

Opening Doors

“One of the program’s main goals is to open doors for people who might not otherwise get into science, so it was exciting for me to mentor other women in STEM,” Kaputa says. “I enjoyed being able to show them that there is a place for you here and that you can be successful here.”

How does someone majoring in environmental engineering become deeply involved in physics research?

“T���re is a lot of physics in engineering,” Kaputa says. “In the coming decades, being at the intersection of these fields will be critical to finding solutions to issues like climate change. I’m hopeful that having a background in multiple fields will give me a unique and useful perspective.�� It’s exciting to be at the forefront. Life sciences blended with math and physics-biophysics is everything I love.”

It’s important that the interns are compensated, Kaputa says. “This being a paid position is a reason why someone might be able to do summer research. In some families, high schoolers are responsible for providing income, so they need to work over the summer. An unpaid role could be a huge barrier. Adding the paid internship element makes this a lot more accessible, and I think that’s amazing,” she says.

Her advice for others contemplating a science lab internship at ���ϲ�����: “When opportunity knocks, answer. Put yourself out there and show up both physically and mentally. And when given the chance, remember to thank the community that helped get you there, and try to provide the same opportunity to others,” Kaputa says.

Gabriela Kirk

Kirk-Werner and her counterparts have created the to study so-called “pay-to-stay” statutes that leave millions of incarcerated individuals subject to the partial or total cost of their imprisonment.

The controversial practice contributes to widening inequalities in American society, according to Kirk-Werner and longtime collaborators Brittany Friedman, assistant professor of sociology at the University of Southern California, and April D. Fernandes, associate professor of sociology at North Carolina State University.

Arnold Ventures is a philanthropic organization that supports policy research projects addressing inequities and injustices in American society. Its five-year funding pledge supports the lab’s mission to advance research, policy and advocacy around the political economy of punishment.

Kirk-Werner first became interested in pay-to-stay policies in 2016 as a graduate student at Northwestern University. Friedman, a fellow graduate student, had discovered a little-known Illinois statute allowing the state’s attorney general to sue incarcerated people for their prison stay. She submitted a Freedom of Information Act request asking for records on the practice and, intrigued by what she found, joined Fernandes and Kirk-Werner in launching the first in-depth study of states’ pay-to-stay policies, specifically the use of civil lawsuits to recoup money.

“We found that states largely enforce pay-to-stay unevenly, often imposing these laws amid financial turmoil as a means to boost the state’s balance sheet,” says Kirk-Werner.

The researchers witnessed cash-strapped states using pay-to-stay laws, a practice first employed during the Great Depression, to seize stimulus checks amid the COVID-19 pandemic. “States increase their reliance on these laws at will, most likely when prompted by financial hardships and budget shortfalls,” Fernandes explains. “So incarcerated people could be subject to the seizure and collection efforts of the state through pay-to-stay.”

Read the complete story, written by the Maxwell School’s Jessica Youngman with the University of Southern California’s Daniel P. Smith, on the .

Founded in 1999, the program supports the recruitment, persistence and advancement of underrepresented scholars in STEM on the ���ϲ����� campus. The group continues to build a pipeline of scientists and engineers through its key goals to increase retention and representation, highlight scholars and establish an advising and mentoring network. These initiatives create a platform for students and faculty to exchange ideas and celebrate each other’s achievements.

Sadie Novak

Sadie Novak, a fifth-year chemistry student, is one of the many WiSE participants who is following her passion of scientific research. She remembers connecting with organic chemistry as an undergrad and credits a noteworthy professor and the lab she worked in as promoting a community of belonging.

“T��� professor did an amazing job of showing how organic chemistry is applied beyond [the field of] chemistry. It made me realize there are so many opportunities to do with chemistry,” says Novak.

Continuing her work at ���ϲ�����, Novak has found support and community within the WiSE monthly peer chat gatherings and networking events. “This has definitely opened a lot of doors and created a lot of community for women and other scholars in STEM here at ���ϲ�����,” says Novak.

Kate Lewis

Program co-directors and say opportunities via informal mentorship and collaboration across science and engineering disciplines are crucial in providing support to University women and other scholars in the STEM fields and ensuring they have a shared space to build academic relationships.

“Having the opportunity to network with other women and scholars in STEM and obtain specific mentoring, training and coaching relevant to being a woman in STEM is really valuable,” says Lewis, biology professor and the Laura J. and L. Douglas Meredith Professor for Teaching Excellence in the College of Arts & Sciences. “It enables women to find different strategies to succeed and thrive and the networking also helps them to build their resilience.”

Shobha Bhatia

“WiSE provides a network and collaboration, mentoring and connections for different groups,” says Bhatia, civil and environmental engineering professor and the Laura J. and L. Douglas Meredith Professor for Teaching Excellence in the College of Engineering and Computer Science. “That is unique and if WiSE was not there, it’s not that people would not do well. But if you talk to any of them individually, they will find that the peer support has been extremely supportive.”

While women only hold about in the U.S., the landscape is shifting. Organizations like WiSE play a crucial role in this change. With a spotlight on women and girls in science in February, Novak says creating spaces where students can see themselves in professors and other STEM academics makes all the difference.

“If you don’t see other people who have done it [like role models] it’s even harder for you to imagine yourself there,” says Novak. “I think days like [Feb. 11] where we highlight people who are in the field are super important.”

Story by Daryl Lovell and Keith Kobland, members of the University’s central media relations team

The South Campus Outdoor Challenge Course tests students’ mental and physical aptitude during a fall Connections outing.

The is a dedicated resource on campus to help international students from around the world make the most out of their time studying at ���ϲ�����. While the center offers a diverse array of programming throughout the academic year that is exclusively tailored to the international student experience, two programs—Connections and College 101—are highlighted below, offering new and reimagined ways to get involved as the spring semester gets underway!

Connections

The Connections program for undergraduate international students has been modified slightly from its previous format, which focused on creating formal mentorship opportunities between newer and more experienced students on campus. It now serves to offer more informal ways for international students to connect with one another, with the larger ���ϲ����� campus and with the local community through engaging activities offered at no cost to students.

Through these activities, students are afforded the opportunity to build lasting friendships, experience offerings from other campus units (like Orange After Dark, the Barnes Center at The Arch and Athletics), and most importantly, have fun socializing, trying new things and getting a break from their studies!

Students got to see how pumpkins grow and feed goats while visiting Tim’s Pumpkin Patch last fall as part of the Connections program.

While the program is mainly targeted to first- and second-year international students, undergraduates in their junior and senior year at ���ϲ����� are also welcome to attend. Examples of activities in the fall semester included craft and game nights, karaoke, pet therapy, the Outdoor Challenge Course on South Campus, ice skating at Tennity Ice Pavilion and outings to such local venues as Tim’s Pumpkin Patch and Navarino Orchard.

Some of the activities planned for the spring semester include “Around the World” grocery bingo, a Lunar New Year celebration, Bollywood movie night and trips to ���ϲ����� Stage and the Rosamond Gifford Zoo.

International students took in an American football game in the JMA Wireless Dome, which also gave them the opportunity to learn more about the sport.

College 101

The Health Hub, an interactive outreach program designed to promote health and wellness on campus, led a “stressbuster” activity for international students as part of the College 101 program.

Introduced in the fall 2023 semester, College 101 is offered to first- and second-year undergraduate international students to assist with the acclimation to both college life and life in the United States.

Considered an extension of the robust orientation programs that are offered to international undergraduate students at the beginning of each semester, the program provides a series of practical and timely activities throughout the academic year. While informative in nature, all activities are designed to be fun and engaging to maximize students’ learning and enjoyment.

Last semester students experienced both a football and basketball game at the JMA Wireless Dome, while enjoying a mini tailgate and learning the rules of the games from domestic students. Other fun activities included a trivia night with the Department of Public Safety and a walking tour of downtown ���ϲ����� combined with learning how to get there using public transit.

This semester activities will focus on tax filing, off-campus housing, getting a U.S. driver’s license and restaurant etiquette.

To learn more about upcoming Connections and College 101 events, visit the . Students are also encouraged to follow the Center for International Services on and for the latest activities.

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.

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.”

Gordon Roger Alexander Buchanan Parks, “Pool Hall,” 1950, printed 2017, gelatin silver print, 8 3/8 x 12 in., Kansas State University, Marianna Kistler Beach Museum of Art, gift of Gordon Parks and the Gordon Parks Foundation, 2017.445. Image courtesy of and copyright by the Gordon Parks Foundation.

The grant of more than $93,000 will support exhibition production costs and programming. It will also fund the hiring of two project-related positions: a project K-12 engagement specialist, who will work closely with the museum educator to engage Central New York students with the exhibition through tours and lesson plans, and a program assistant to aid in the planning and execution of programs both on campus at the museum and in the ���ϲ����� community. Planned events include a screening of one of Gordon Parks’ films at a public park in ���ϲ�����, with local vendors and artists present to contribute to a festive, community-focused atmosphere.

(1912-2006) was a prominent 20th century photographer whose work, spanning the 1940s through the early 2000s, documents American life and culture with a focus on race relations, poverty, civil rights and urban life. “Homeward to the Prairie I Come” is considered by many curators to be his self portrait. The collection’s title comes from the first line of a poem written by Parks, a Kansas native, who was also a composer, author and filmmaker.

“This exhibition leverages the power of art to catalyze dialogue about the wide range of issues that Parks engaged with in his photography, from systemic racism to the labor and ethics of the global fashion industry to ideas of celebrity and home,” says Melissa Yuen, the museum’s interim chief curator.

Gordon Roger Alexander Buchanan Parks, “Mrs. Jefferson,” 1950, printed 2017, gelatin silver print, 16 7/8 x 14 in., Kansas State University, Marianna Kistler Beach Museum of Art, gift of Gordon Parks and the Gordon Parks Foundation, 2017.373. Image courtesy of and copyright by the Gordon Parks Foundation.

Interim museum director Emily Dittman says the project will allow the museum to experiment with new interpretation strategies and expand other existing interpretation plans. For example, museum staff members are planning to produce large-type labels and a family guide and incorporate audio, she says. Other plans include dedicated spaces for reading and reflection and features like a sound cone so that visitors will “not only be surrounded by his photographs, but also hear his music and read his writings for a multisensory experience of his wide-ranging output,” Dittman says.

Additionally, an open-access digital community catalogue will allow members of the University and local arts communities to record their responses to the work. Through this project, and in partnership with venues, the museum will seek to establish new connections with area photographers and the ���ϲ����� Black Artist Collective, Dittman says.

Sam Clark (center) poses with Robin Howard (left) and Anna Proulx at the LA semester wrap event. (Photo courtesy of Sam Clark)

Sam Clark ’24 has known since he was 9 years old that he wanted to be a film director when he grew up. After a family trip to Egypt where his dad took hours and hours of video, Clark found himself enthralled by the footage and the ability to tell stories through film.

When it was time for him to choose a college, Clark was interested in ���ϲ����� because not only did it boast one of the top-ranked film schools in the country but also because of its , offered through the Lawrence B. Taishoff Center for Inclusive Higher Education in the School of Education. InclusiveU, celebrating its 10-year anniversary this year, offers one of the premier opportunities in the country for students of all ages with intellectual and developmental disabilities to experience college life in a fully inclusive setting.

The decision to attend ���ϲ����� was one of the best he ever made, Clark says. He’s spent the last four years studying the craft of filmmaking through his coursework, primarily in the College of Visual and Performing Arts (VPA) and S.I. Newhouse School of Public Communications.

For the past two semesters, Clark has taken advantage of the , getting a flavor of life on the West Coast and “in the industry,” as he would say.

“LA has been incredible,” Clark says. “Every morning I go to my internship and then at night, I take awesome classes with professors who have been in the industry and who know the ins and outs of working in the media and entertainment fields.”

Clark and Doug Robinson (left) of Doug Robinson Productions at an LA-area event (Photo courtesy of Sam Clark)

In spring 2023, Clark participated in the and interned with Doug Robinson Productions (founded by fellow Orange alumnus Doug Robinson ’85) on the Sony Pictures Entertainment lot, where his duties included reviewing and evaluating scripts, shadowing production assistants on set and listening to pitches for future projects.

“He [Doug] took me on the set of an ’80s flashback show called ‘The Goldbergs’ and I learned about the art of production, editing and sound mixing,” Clark says. At night, he studied acting, writing and production through his Newhouse coursework.

Notably, he also found professional and industry mentorship under , director of Newhouse LA. “Robin has been awesome about giving me many opportunities in LA, from going to industry premieres to teaching me about pitching and helping me to attend PA [production assistant] bootcamp, which was hugely valuable,” says Clark.

“Sam is truly a shining light, a fantastic young man!” says Howard. “Everyone here has been deeply touched and inspired by his journey with us. It is a gift to know him.”

When faculty and staff affiliated with the saw how enthusiastically Clark was embracing the Newhouse program and all he was learning, they encouraged him to remain in Los Angeles for the fall semester through their immersion program. Clark got another internship, this time as a development intern with The Gotham Group, a talent management company, where his duties include listening to and evaluating clients’ pitches and their potential to become a movie or TV production. “I can’t say too much about the types of projects I’ve been working on, because it’s kind of classified,” Clark says with a grin.

His fall 2023 coursework encompassed a filmmaking senior project, a scriptwriting class focused on episodic dramas and a networking class, which he says has been his favorite class of the semester. “SULA has been helping me out with the alumni community in Los Angeles and making connections with people who may be able to help me in my future career, hopefully with getting a job in the industry,” Clark says. “I have especially appreciated [VPA program director for SULA] and the many opportunities she has given me as an InclusiveU student, including facilitating my attendance at several film festivals.”

Clark (center) hits the red carpet with film directors Alejandra Vasquez (left) and Sam Osborn at AFI Fest, organized by the American Film Institute. (Photo courtesy of Sam Clark)

“Sam embodies the spirit of SULA—a positive attitude, a willingness to try new experiences, an openness to network and introduce himself, and a strong work ethic,” says Proulx. “He has touched this program in so many positive ways, and we are honored to be a small part of his learning journey.”

Clark’s senior film project draws inspiration from the 2023 Writers Guild of America and SAG-AFTRA strikes—the plot involves artificial intelligence taking over an actor’s career. He says he has learned a lot about pitching his own projects through his internship at The Gotham Group, and he hopes to get a job as a production assistant after he graduates in May. Ultimately, he aspires to achieve his dream of becoming a filmmaker, and while Clark is not sure if he’ll remain in Los Angeles or return to his hometown of Philadelphia, he knows his time spent at SULA has set him up for future success.

“Sam is the epitome of what you want to see in a college student,” says Sam Roux, academic coordinator with InclusiveU in the School of Education and Clark’s academic advisor. “He is acutely aware of college’s transient nature and hustles every day to get the most out of this experience. The guy is a total rockstar.”

Rockstar, yes—and hopefully someday a big-time movie director too.

Yulia Bychkovska was in Boston in February 2022 when Russian missile attacks struck a mostly residential area west of her home in Zhytomyr, Ukraine. Though she was in the U.S., she learned of the invasion before her mother.

“I had to call my mom and wake her up to tell her the war had started,” said Bychkovska, who had recently completed a bachelor’s degree at Columbia College in Missouri. “I was very worried because I didn’t know what was happening on the ground. All I knew was this terrible news.”

Yulia Bychkovska is shown at a Boston rally that followed Russia’s full-scale invasion of her home country, Ukraine, in February 2022.

In the days that followed, she would call family just before she went to bed to check on them, and then do the same as soon as she woke up. “I didn’t know if I would see them again,” she said.

Around the same time, Bychkovska learned she had been accepted to the Maxwell School of Citizenship and Public Affairs to pursue dual master’s degrees in public administration and international relations. It was a dream realized, but she knew she couldn’t begin her studies that July unless she returned to Ukraine to see her loved ones.

Without telling them, she boarded a plane for Poland and then embarked on a 16-hour bus ride home. The arduous route took her past the remains of shelled buildings and other signs of war. Though it was painful to see the destruction, she was relieved to be home. “I wanted them to know I didn’t abandon them,” she said of her family. “Also, in some ways it gave me peace of mind because I knew what my parents were doing, how society acted in war, and that they had some protections in place like the warning sirens.”

Bychkovska’s mother made her promise she would cut her visit short and return to the U.S. if their city was attacked. The day dozens of bombs exploded nearby, Bychkovska’s mother said, “It’s time to go.” She packed her bags and quickly returned to the U.S.

Soon after, Bychkovska began her Maxwell studies.

Nearly two years into the invasion in Ukraine, she and other students from the embattled country carry what few of their classmates can comprehend—worry for their loved ones back home, and sometimes, feelings of guilt for having been afforded such opportunity.

But they find refuge joining a community of scholars with a long history of supporting those impacted by war and the unique opportunities to collaborate, research and influence policy in support of Ukraine’s sovereignty.

Veterans Bridge

The Hon. James E. Baker is shown during an appearance on a Ukrainian news station during a visit last summer to the embattled country. During the interview, he advocated for the care of the growing population of Ukrainian veterans to bolster national security. Seated on the right is Nataliia Kalmykova, one of Ukraine’s deputy ministers of defense.

The US-Ukraine Veterans Bridge brings experts from the U.S. veterans’ community together with officials in Ukraine to support its bourgeoning veteran population and build national security. The leading academic partners in the relatively new coalition are two Maxwell professors, the Hon. James E. Baker and Vice Admiral Robert B. Murrett (U.S. Navy, retired).

Baker, a highly regarded national security lawyer, policy advisor and former chief judge of the U.S. Court of Appeals for the Armed Forces, and Murrett, a principal investigator of the Intelligence Community Center for Academic Excellence, are aligning resources from ���ϲ����� and offering their expertise. The coalition works with the Ukraine Veterans Foundation (UVF), and it includes veterans from the U.S. and Ukraine and leaders in areas such as health care, benefits administration, education, employment, reintegration and family.

The professors, who serve as the director and deputy director of the ���ϲ����� Institute for Security Policy and Law, invited Bychkovska and fellow Ukrainian student Eduard Gusak to participate in meetings where they get to witness and take part in international collaborations to build their country’s national security.

“T��� students bring important perspective to our work in support of Ukrainian security, both in terms of direct contact with counterparts in Kyiv and in assisting Maxwell students in relevant research and programs dealing with the effects of the Russian invasion,” said Murrett, professor of practice of public administration and international affairs. “For example, both Yulia and Eduard have a role in a current master of public administration workshop, a semester-long student research effort which evaluates comparative veterans’ support programs and is sponsored by the UVF.”

Veterans Bridge meeting participants sometimes include Nataliia Kalmykova, a Fulbright scholar who became executive director of the UVF weeks before the Russian invasion. Now one of Ukraine’s deputy ministers of defense, she visited ���ϲ����� last spring and met with Baker, Murrett, Maxwell Dean David M. Van Slyke, Ukrainian students and numerous other University representatives, including from the D’Aniello Institute for Veterans and Military Families.

The students have gained experience in international collaboration and crisis response as well as a deeper understanding of the relationship between the care and treatment of veterans and national security.

“A society of demobilized veterans can be a force for good, as the World War II G.I. Bill boom demonstrated in the United States,” Baker explained in a position paper he recently shared with the U.S. government and Ukraine’s Ministry of Veterans Affairs. “It can also result in instability if those veterans are alienated from society or government and subsequently mobilized as a political movement or military force,” he wrote.

‘A way of paying it forward’

Mark Temnycky G’17 joined an alumni panel, “What is a public service perspective?” during a colloquium for incoming master of public administration students this past July. From Ukraine, he shared how he advocates for his home country in his work as a nonresident fellow at the Atlantic Council’s Eurasia Center and as a freelance journalist.

Last July, Eduard Gusak and other incoming M.P.A. students began their year-long academic journey with a two-day colloquium that serves as an in-depth orientation and networking opportunity.

One of the colloquium events, “What is a public service perspective?” included a Ukrainian-American, Mark Temnycky G’17.

Temnycky, who is a defense contractor, a nonresident fellow at the Atlantic Council’s Eurasia Center and a freelance journalist, writes about the war for major outlets like The New York Times and recently received the Ukrainian World Congress’ inaugural “Ukrainian diaspora 30 under 30” award. He was also recognized by the International Sports Press Association for his coverage of the Russian invasion. He shared some of the pivotal opportunities he took advantage of while studying at Maxwell, including an internship with NATO and work for the Ukraine Parliament. “I always had this desire for public service,” he said.

Of his writing, he added, “It is a way of paying it forward and informing people what’s happening.”

Gusak was inspired by Temnycky and fellow panelists. He appreciates the opportunities he has been afforded, for instance joining the US-Ukraine Veterans Bridge meetings and working as a research assistant to Murrett.

Murrett and other faculty often ask him to consider how he might apply what he learned back home. “For now, I have experienced the hardest period in my life, but on the other hand, I am being provided opportunities to learn from people with an enormous amount of life experience and a willingness to help,” said Gusak. “T��� reason why I came here is because of the opportunity to gain this experience to influence Ukraine’s future.”

In the U.S. for two years through a program called “Uniting for Ukraine,” Eduard Gusak is pursuing a master of public administration at Maxwell and hopes to return to Ukraine to help it gain independence from Russia and rebuild from the war.

Gusak was home in Kyiv when Russia invaded. Shortly after, his parents asked him to bring his older sister to Slovakia, where she would be safer. While there, he received a call from Gennady Bratslavsky, a family friend who is chair of the urology department at Upstate University Hospital in ���ϲ�����.

Gusak told Bratslavsky he considered returning to Ukraine, but as a young man he knew he would return to a higher level of responsibility while his country was at war. He didn’t expect he would be called to service in the military; a supporting role in government seemed more likely given his background—he’d received a bachelor’s degree in political science and government from Taras Shevchenko National University of Kyiv.

Bratslavsky told Gusak about a new program that enables Ukrainians to come to the U.S. with the support of a sponsor. He mentioned opportunities at ���ϲ����� and the Ukraine 1991 Foundation, a nonprofit he co-founded that provides humanitarian aid to the frontlines.

In August 2022, Gusak relocated to ���ϲ����� to stay with the Bratlavskys. He enrolled at the English Language Institute in the College of Professional Studies to improve his fluency, and applied to Maxwell.

When he learned he’d been accepted, he said he “almost jumped to the sky” from excitement.

The Maxwell School is a community of faculty who research the rule of law, international politics, and peace and security, and are helping build networks of scholarship and training to support democracy in Ukraine. To read the full story, visit the .��

While the is an accelerated immersive experience—two placements in the fall semester, lasting six to seven weeks each—former students say their time putting inclusive teaching theory into practice allows them to see themselves transforming into a teacher.

Elena Perez ’24 teaches a fifth grade class at PS 212, Midtown West in Manhattan.

“Bridge to the City is a great opportunity for our students to really find their teacher voice,” says G’01, G’07, G’08, professor of inclusive special education and disability studies and director of the , who is completing research on student experiences in the program.

Selling Point

Ashby, who was a graduate student in the School of Education when Bridge to the City launched in 2003, has taught students in the program over the last decade and has witnessed its growth. “This opportunity to student-teach in New York City is really unusual amongst our peer institutions,” she says. “It’s become a real selling point for the school.”

Thanks to its two-decades-long commitment to providing an inclusive education placement experience through guided mentorship, the program of the University’s study away offerings in New York City.

It also has transformed the lives and careers of generations of educators. “We have this genealogy of students that have graduated from our program, gone down to New York City, and stayed,” Ashby says.

Ashby’s research on student experiences from the program is aided by Emilee Baker, an SOE doctoral candidate. The pair spent a year and a half interviewing alumni of the program for a forthcoming paper. Respondents all noted significant personal and professional growth.

Drew Yakawiak ’03 was among the first cohort of Bridge to the City student-teachers in 2003.

“T��� next section of the research will go deeper into the alumni network of Bridge to the City,” Baker says. It will examine teacher retention rates, asking “Does Bridge to the City equate that you’re going to be more successful as a teacher long term?”

Something New

“A Bridge to The City” was the title of a program development proposal put forward by Professor Emeritus Gerald Mager, who taught courses on inclusive classrooms. Receiving a 2001 gave Mager three years of funding to support his idea. The proposal called for development of a two-way partnership between the University and New York City schools to provide SOE students a semester of guided student teaching in an urban setting.

In the late 1990s, Mager played a pivotal role in developing an , a groundbreaking approach for general education classrooms where students with and without learning differences learn together. This experience prompted him to extend this model to New York City, a place in need of qualified inclusive educators. “Although they have many teacher preparation programs in New York City, none were overly inclusive at that time,” Mager says. “This was going to be something a little bit new for city public schools.”

“My proposal was to build out connections and launch the program based on my background and my commitment to teacher preparation,” Mager says. He spent the first year establishing partnerships; the second year connecting SU faculty to schools and staff in New York City, as well as bringing administrators from city schools to SU. By the third year, the first group of SU students was exploring inclusive teaching practices in schools across the metropolis.

The Meredith Professorship and Mager’s efforts set the stage to develop a network of support to grow both the program and cultivate a pool of future educators. That network remains to this day. “If I hadn’t had that Meredith project,” he says, “it just wouldn’t have happened because there were no resources for it.”

The initial proposal gained momentum with support from Professor Corinne Roth Smith, who served as SOE interim dean from 2000 to 2002. Having leadership and other faculty behind the initiative, Mager says, led to backing from University administration, which propelled the program forward.

Mager says his vision for the project was never for it to be under his direction, but for it to become an established and supported offering for SOE students and partner schools: “If it was my project only, it wasn’t going to be any good. It could only work and be sustained if other people began to be involved in it and to own it.”

Support Network

Bridge to the City students from left, Elena Perez, Sadie Ikeda, Amanda Feliz and Ni “Katherine” Chen enjoy some down time at a game at Yankee Stadium in September 2023.

Bridge to the City students teach full time—with mentored guidance from professors and seasoned teachers—honing skills in both general and special education. Additionally, they participate in seminars reflecting the work they are doing in the field.

“Faculty both teach and supervise,” Ashby says. “Thus, students get the freedom and independence of experiencing teaching in a new city, but with the safety net of their school colleagues and their faculty supporting them.”

One participant from the 2003 pilot class, Sarah Stumpf ’00, G’03, says the program solidified her commitment to teaching and shaped her understanding of the broader role educators play in students’ lives.

“It was an amazing experience,” says Stumpf, who remembers she was one of six students participating that fall. The program starts the day after Labor Day, launching with a session on professional development, and then wraps up around Thanksgiving. Students live in the city with their peers, helping to establish a dedicated support network.

“As a cohort, we made sure we ate together at least once a week,” she says. “My roommate and I would proofread each other’s lesson plans. We really made sure that we kept an eye on one another. We made sure everyone was safe, eating and being supported—not just by Professor Mager but by one another.”

Stumpf’s journey is emblematic of the program’s broader goals, to instill a sense of responsibility as well as a commitment to inclusion and social justice in future educators.

Intentionally Diverse

New York City is a unique microcosm of education, doctoral candidate Emilee Baker explains, not only in its diversity of students but also because so many different school networks are operating.

“The schools we place our students in are not random,” Ashby says. “T���se are schools that are intentionally diverse.” This deliberate choice, she says, exposes students to various models of instruction and ensures that they learn to navigate the reality of inclusive education in action.

The program’s success is not only measured by the impact on students but also by its contribution to equity and justice in the broader educational landscape.

“I think what really surprised me during Bridge to the City were the number of children who really relied on us to be a secondary parent figure,” Stumpf says. “T���re were quite a few days where teaching was secondary. Making sure that my students were fed, bathed, had clean clothing or they had things to write with came first.”

“Critical reflection is part of what we do,” says Tom Bull, assistant teaching professor and director of field relations for the program. “We have students reflect on what they’ve learned and experienced, and it is pretty consistent in terms of theme.”

In his near decade leading the program, Bull says he has watched students arrive anxious about leading a class and navigating a new city, but in the end the growth they achieve consistently exceeds expectation. “T��� program provides a scaffolded, progressive structure,” something that Bull says is one of its greatest strengths, setting up students for success.

As Bridge to the City celebrates its 20th anniversary, the program’s ability to evolve, adapt and consistently produce educators equipped to navigate the complex landscape of urban education speaks volumes about its significance.

And as the program looks toward the future, there is a collective hope that it will continue to shape educators for years to come. “I’m thrilled it’s been going for 20 years,” Ashby says. “I hope it’s going for 20 more.”

Learn more about the or contact Professor .

Story by Ashley Kang ’04, G’11 (a proud alumna of the M.S. in higher education program)

A Book Buddies volunteer helps build literacy skills over lunch. (Photo courtesy of the United Way)

Early literacy is paramount to a child’s future success, but from The Education Trust-New York shows the state is facing a “literacy crisis that has the potential to limit the future success of students, families, schools and communities.”

This problem is particularly prevalent in communities with the highest concentrations of child poverty, including ���ϲ�����, where only 13% of students demonstrate third grade proficiency rates on state English language arts assessments, according to the data.

A community initiative sponsored by the United Way of Central New York——is working to reverse these trends within the ���ϲ����� City School District (SCSD) by supporting the early literacy skills of 500 kindergarten through third grade students across five SCSD primary schools: Roberts Pre-K-8 School, Seymour Dual Language Academy, Delaware Primary, STEAM @ Dr. King Elementary and Dr. Weeks Elementary School.

To achieve this goal, Book Buddies is recruiting additional volunteers in the ���ϲ����� community. The time commitment is minimal, requiring just 30-60 minutes once or twice per week to visit one of the participating schools and work with students to build reading skills during their lunch break.

University students, faculty and staff are encouraged to volunteer as they think about how they might like to give back and make a difference in the community in 2024.

“Book Buddies has the potential to have a tremendous impact on children in our community, helping address the critical issue of reading literacy among elementary school students in ���ϲ�����,” says Cydney Johnson ’77, G’96, vice president of community engagement and government relations. “With a small commitment of their time each week, volunteers are able to build meaningful relationships with students in the program and have a lifelong impact on their future trajectory by building literacy and confidence in their reading abilities.”

Eric Kay, senior human resources business partner in the University’s Office of Human Resources, recently began volunteering with Book Buddies. Newer to the ���ϲ����� area, he says it has been an easy, fun and rewarding way to connect with the community.

“T��� children I’ve been working with seem to enjoy reading—as volunteers, we’re just there to help them become a bit better at it,” Kay says. “A little help goes a long way. Both of the children I’m working with, you can tell there’s that moment when they’re happy they got it right. A little praise and positive feedback help reinforce that they’re making progress.”

Jeffry Comanici ’88, G’23, executive director of post traditional advancement in the College of Professional Studies, says that volunteering with Book Buddies is one of the highlights of his week.

“Spending a short time each week with Spring and Elijah, two students at the Dr. King STEAM School, is an opportunity to experience firsthand the future potential of children,” Comanici says. “Seeing their reading ability improve and the self confidence that results from it is energizing and motivates me to do more.”

Undergraduate students in the School of Education also regularly volunteer with the Book Buddies program, giving pre-service teachers an opportunity to get direct field experience working with K-12 students. Read more about the experiences of students in the inclusive elementary and special education (grades 1-6) program during the spring 2023 semester.

Interested in learning more? Visit or use the to get started right away! If you prefer to monetarily support the program, you can also .

Emcees David Ojo and Qingyang Liu welcomed members of the University community to the 39th Annual International Thanksgiving Dinner. (Photo by Charles Wainwright)

More than 700 first-year international students and members of the University community recently came together to celebrate the University’s 39th Annual International Thanksgiving Celebration. A beloved University tradition, it is believed to be the only celebration of its kind on a college campus in the United States.

The event, sponsored by the Chancellor’s House and the Center for International Services, was held in the Schine Student Center’s Goldstein Auditorium on Nov. 16. Ph.D. students Qingyang Liu and David Ojo served as the evening’s emcees.

“Thanksgiving is a time to cherish, a time to reflect on the things we are grateful for and a time to share warmth and joy with friends and family,” said Liu. “While the historical origins of Thanksgiving are well-known, tonight we want to focus on the values that make this day extraordinary.”

Bailey Tlachac, a member of the Oneida Nation Bear Clan, and Regina Jones, a member of the Oneida Nation Turtle Clan, offer the Native American Blessing. (Photo by Charles Wainwright)

“Thanksgiving transcends borders and backgrounds; it’s a universal celebration of gratitude. No matter where we come from, we can all appreciate the value of being thankful for the blessings in our lives,” Ojo said. “We’re thankful for the opportunities we’ve been given, for the support of our friends and family, and for the friendships that connect us despite our diverse backgrounds.”

Dr. Ruth Chen, professor of practice in the College of Engineering and Computer Science, co-hosted the event with Center for International Services Director Juan Tavares. “I am thankful our international students are part of the Orange family. You bring your culture, language and traditions with you,” she said. “We learn from you, just as you learn from your professors and fellow students.”

Students gather around Associate Director of Drumlins Food and Beverage Joe Sidoni as he carves the turkey. (Photo by Charles Wainright)

Started by the University in the 1980s by then-Evangelical Chaplain Rev. T.E. Koshy, the celebration is intended to introduce new international students to the American Thanksgiving experience. For nearly four decades, the event has served as a celebration of cross-cultural friendship, international community and fellowship. Koshy’s son, Jay, the University’s Evangelical Chaplain, offered the invocation, and his grandson, Josh ’25, was also in attendance.

The Native American blessing was given by Bailey Tlachac, program coordinator of the Native Student Program and member of the Oneida Nation Bear Clan, and Regina Jones, member of the Oneida Nation Turtle Clan, who retired last year as assistant director of the University’s Native Student Program.

Dinner is served (Photo by Charles Wainwright)

Food Services prepared and served traditional Thanksgiving fare: 750 pounds of turkey, 20 gallons of gravy, 300 pounds of mashed potatoes, 200 pounds of stuffing, 150 pounds each of corn and sweet potatoes and 160 pies. Kosher and Halal turkey and vegetarian options were also served. Vendors from the greater ���ϲ����� area donated all the food, linens and table decorations.

During dinner, table hosts—faculty, staff and community members—engaged attendees in conversation and answered questions about the history and traditions of Thanksgiving.

A highlight of the evening was the ceremonial carving of the turkey on the Goldstein Auditorium stage. Students, with camera phones in hand, eagerly crowded around Associate Director of Drumlins Food and Beverage Joe Sidoni as he carved the turkey—an annual tradition at the event.

The Hendricks Chapel Choir performed “El Nacimiento” from “Navidad Nuestra” by Ariel Ramirez and “Oye” (Trad. Ghanaian) arranged by James Varrick Armaah to close the evening. (Photo by Charles Wainwright)

The Hendricks Chapel Choir performed “El Nacimiento” from “Navidad Nuestra” by Ariel Ramirez and “Oye” (Trad. Ghanaian) arranged by James Varrick Armaah to close the evening. Christian Protestant Chaplain Devon Bartholomew gave the benediction.

Leytisha Jack, a first-year doctoral student from St. Vincent and the Grenadines, attended the dinner last year and again this year. “I was even more excited about this year’s Thanksgiving dinner because our table’s host has Caribbean roots like my own. There was laughter, wholesome rapport and learning of new things because we were all open with each other.”

“T��� Thanksgiving dinner allows us to forget about the academic settings and responsibilities (momentarily) and helps us to appreciate this festive, rich and unique American culture,” Jack says. “It’s one of the events that I truly think is most organized, relevant and impacts international students in a profound way. … This dinner is where friendships are formed, and students are reminded that there is a great group of SU faculty and staff who represent home and who support us.”

Table host Maggie Washburn, administrative specialist with the Barnes Center at the Arch health promotion team, and her guests take a selfie. (Photo by Maggie Washburn)

Maggie Washburn, administrative specialist with the Barnes Center at the Arch health promotion team, hosted a table for the first year. “My coworker, Vicente Cuevas, encouraged the rest of our office to consider this opportunity as he has done it before and found it very rewarding. I heeded the call and was not disappointed,” she says.

The students at her table were primarily from India. “We had a lovely conversation about traditions and food. Even better for me, the students spoke with me about the Cricket World Cup happening that weekend between India and Australia and how they would gather in the wee hours of the morning to watch the match together,” Washburn says. “T���y were very excited, and I truly enjoyed hearing their excitement and discussing food and sports with them. We did not part before taking pictures and a selfie!”

Following a meal and time for interfaith conversation, the students traveled to the East ���ϲ����� headquarters of the We Rise Above The Streets Recovery Outreach nonprofit organization, where they worked together to fill bags with hygiene items, warm socks and snacks to be distributed during the organization’s Thanksgiving outreach event that would be held later that week.

Students and Hendricks Chapel chaplains and staff members engage in interfaith dialogue. (Photo by Micah Greenberg ’26)

The idea for an interfaith day of service and learning started this past summer with the Muslim Student Association and ���ϲ����� Hillel, due in part to the strong relationship of Rabbi Ethan Bair and Imam Amir Durić. While the original plan was for a Muslim and Jewish partnership event, over the past weeks Bair, Durić and their respective student leaders felt it was important to broaden the event to include more than the Muslim and Jewish campus communities.

“To share the experience with other groups was, in my view, a most wonderful idea,” says Hendricks Chapel Dean Brian Konkol. “We then invited all 25 religious and spiritual life groups associated with Hendricks Chapel to attend, and the Interfaith Day of Service and Learning was supported by representatives of various traditions and identities.”

During the luncheon conversation in the Hendricks Chapel Noble Room, students gathered into smaller groups of three to four people for discussion, including things about others’ faith traditions that they admire. “It was a wonderful way to embrace connections by embracing conversations,” Konkol says.

Finished bags packed by students from Hendricks Chapel. (Photo by Micah Greenberg ’26)

When the students arrived in East ���ϲ�����, they were warmly welcomed by Al-amin Muhammad, founder and executive director of We Rise Above The Streets. The nonprofit organization provides assistance to the unhoused and underrepresented in the community, particularly through its “Sandwich Saturday” program and other initiatives.

Muhammad shared his personal experience of being unhoused for a decade. He was able to turn his life around, embrace his faith and graduate from college. He is now a full-time advocate and activist, and, since moving to ���ϲ����� in 2015, has led outreach efforts to thousands of individuals and food-insecure families.

In speaking with the students about his experiences and his work, Muhammad encouraged them to “attach empathy” to all that they do.

Krutartha Nagesh ’25, a computer science major in the , identifies with the Hindu tradition. “T��� culture and tradition that I come from places Mukti (liberation) as the highest goal in one’s life,” Nagesh says. “T��� ancient yet timeless wisdom of the Rishis (enlightened beings) recognizes Karma Yoga as one of the paths to achieving this ultimate goal. It is the path of service and selfless action for the upliftment and well-being of all life.”

Participants in the Interfaith Day of Service at We Rise Above the Streets gather for a group photo. (Photo by Micah Greenberg ’26)

Nagesh says the day was a chance for all of those participating to walk the path of Karma. “It allowed me to keep myself aside; my likes and dislikes, my identifications and biases, to do something that will positively impact the local ���ϲ����� area. I got to experience how seva (selfless action) can not only make a difference in the community but can also bring people from diverse backgrounds together.”

“Attaching empathy to everything that we do, in my opinion, can only happen when our sense of inclusion expands. To have an expanded sense of inclusion, we need to keep our differences aside and see how we can relate with each other,” Nagesh says. “To me, Al-amin Muhammad is a Karma Yogi. I wish to be one myself and also hope to inspire others around me to also take up the responsibility of selflessly serving others so this planet can thrive.”

Julia Ronkin ’24, an inclusive elementary and special education major in the , identifies with Jewish tradition. She took part in the day of service mainly for two reasons. “T��� first being that I believe interfaith work is so important for students on campus to take part in. In a time where there is so much divide, we as young people can show that there is unity and support for one another on our campus. My second reason for participating is the positive impact of connecting with other students in the broader context of the ���ϲ����� community,” she says.

Mian Muhammad Abdul Hamid ’25, an information management and technology major in the , is of the Muslim tradition. He participated in an interfaith community service event last year with Hillel packaging diapers.

“I know we all share a common interest and goal; to serve the community for the greater good. … During and after the event, I was thinking in my head, ‘this seems like something I can do.’ Just packaging items for the community whilst having a conversation with a peer from another faith was definitely a fun way to bond and was therapeutic.”

Al-amin Muhammad’s encouragement to “attach empathy” to all that they do struck a chord with Hamid. “I was thinking of packaging everything with love and care. ‘The juices I was packing in every bag are going to someone who will really enjoy it—someone who is in need,’ I thought,” Hamid says. “Hence, whilst packaging every item, I made sure to be packaging everything with love and for the sake of God. In my faith, ‘Sadaqah’ or charity, is a notable act that one can do to increase the consciousness of God. Moving forward, I am thinking about ways to help the community—not just from a faith standpoint, but to those who are less fortunate.”

The day was also an important one for the chaplains who participated. “I was grateful to serve our community alongside my friends. I admire the work that each of our chaplains puts into supporting and mentoring their faith communities,” says Christian Protestant Chaplain Devon Bartholomew. “This service opportunity gave me time reflect on the incredibly important work that I get to be part of at ���ϲ�����.”

Konkol was inspired by watching the students engaging in service and learning. “I believe the students chose to model the type of world they wish to live in, rather than mirror the type of world they currently live within, and in doing so they are indeed an example for others to follow,” he says. “T���y showed that one can be both committed and compassionate, devout and curious, faithful and hospitable. Once again, I am left honored to witness such outstanding students choosing to lead in service to our common good through religious and spiritual life.”

FYS 101 is a semester-long, one-credit course taken by all first-year and incoming transfer students. The course helps students learn about themselves, the University and the local community through guided conversations, experiential activities and reflective assignments. The goal is to create a more welcoming, inclusive and diverse campus community.

Since the start of the program, more than 400 faculty, staff and students have participated in FYS 101, either as (faculty, staff and graduate students) or (undergraduate students). Lead instructors partner with peer leaders to lead discussions for a single section of FYS 101, which is capped at 19 students.

As part of First Year Seminar 101, peer leaders like Sydney Rothstein (left) partner with lead instructors like Kal Srinivas to facilitate discussions for a single section of FYS 101.

, director for retention and student success, and Sydney Rothstein, a sophomore in the , make up one such pair. They both say they are gratified by the opportunity to help new students share their stories and become comfortable with what can sometimes be uncomfortable conversations.

“Our goal is to create a place for our students to share their thoughts without fear of being incorrect, and they often teach me and each other about how to communicate about uncomfortable topics without fear and with the goal of learning,” Rothstein says. “We all learn something new because of the discussions we have.”

“Students have told me that we have empowered them to be okay with telling their stories in class and also will speak up if they see, observe or witness anything. Engaging across differences and leaning into the more difficult conversations has become more comfortable,” adds Srinivas.

Srinivas says the experience has helped her learn about herself. “Taking the time to understand how my own identity impacts my ability to engage the students in supportive dialogue has been rewarding. FYS 101 has helped me be introspective about the biases that I bring to each conversation.” And while unlearning biases has been a challenge, she says, FYS 101 “has given me the opportunity, platform, tools and voice to speak about issues that I had not been comfortable with before.”

Rothstein says the most rewarding part of the experience is seeing other students succeed. She also enjoys the working relationship she has cultivated with Srinivas. In her first year at ���ϲ�����, Rothstein was herself a student in a FYS 101 section led by Srinivas.

“Kal and I work well together because we can bridge the student vs. teacher experience for our students and encourage them to go outside of their comfort zones. We compare our experiences in front of our class so that students can see examples of civil cross-cultural communication and can contribute to the conversation across their differences as well,” Rothstein says.

Srinivas says the collaboration between lead instructor and peer leader is key.

“As we try to take our ideas and change some of the rhetoric circulating around today in the world, we truly believe that with constant conversations in our classroom, we can make a difference in the young minds of our students and launch them into this world equipped with knowledge, self-confidence and the ability to accept the whole (beauty and ugliness) within us,” adds Srinivas.

Information sessions for students, faculty and staff members interested in being part of FYS 101 will be held ; and ().

For more information, contact firstyear@syr.edu or call 315.443.9035.

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.”

As part of First-Year Seminar, students made winter care packages of gloves, hats, socks, handwarmers and ChapStick for the Rescue Mission Alliance. (Photo by Jimmy Luckman)

A wave of first-year and transfer students in the University’s First Year Seminar 101 (FYS101) recently rolled across campus and into the greater ���ϲ����� area to actively learn about campus, the local community and how they fit into their new surroundings. More than 10,000 students in total have taken FYS101 since its inception in fall 2021; that includes more than 3,900 students this year.

The seminar’s Shared Experience Week introduces students to the . Activities involved (mindfulness, opioid overdose prevention and sexual health programs); ; ; ; ; ; ; and the ; ; ; ; ; and . Presentations were hosted by ; ; ; the and the .

During Week Four of the 15-week session, students enjoyed 45 types of “in real life” engagement activities. They created an impactful 780 care packages and sourced materials to benefit 13 local organizations that became new participating partners with the University, says Jimmy Luckman, associate director of the First Year Seminar. That included:

• 180 care packages for
• 180 care packages for , Veterans Administration
• 120 hygiene packs for the
• 120 care packages for
• 96 bags of food for , ���ϲ����� City School District
• 48 backpacks for
• 24 care packages for mothers with children in area neonatal intensive care units
• 12 celebration/birthday bags for kids at
• 6 blankets and 882 diapers for

“Blessings in a Backpack” students in the ���ϲ����� City School District received tortilla-based meals assembled by FYS101 students. (Photo by Jimmy Luckman)

FYS101 students made six blankets and helped select 882 diapers for the Sankofa Reproductive Health and Healing Center. (Photo by Jimmy Luckman)

At the Center for International Services, FYS101 students played international board games to learn more about other cultures. (Photo by Meriel Stokoe)

The Community Folk Art Center in ���ϲ����� was the site of an interactive drumming session and a chance to learn about musical customs. (Photo by Evan Krukin)

Light Work’s Community Darkroom provided a setting for hands-on experiments in photography. (Photo by Cali Banks)

Interns at the Shaw Center introduced FYS101 students to the University hub for academic community engagement. (Photo by Dalton Dietz)

Students enjoyed a tour of ���ϲ����� Art Museum with Kate Holohan, curator of education and academic outreach. (Photo by Jimmy Luckman)

Another Shared Experience Week highlight: a tour of ���ϲ����� Stage. (Photo by Becki Bruzdzinski)

Students created care packages with toothbrushes, toothpaste, soaps, sanitizer wipes, body lotions and deodorants, along with personalized notes, to donate to the food pantry at Hendricks Chapel. (Photo by Breana Nieves Vergara)

Today, the University defines human thriving as valuing and enabling the contributions of people of all ages, abilities and backgrounds and as understanding the physical and social conditions needed to create and support healthy and sustainable communities for everyone, particularly those who have been historically excluded or neglected.

In this alumni roundtable, graduates of the School of Education’s offer their advice on how we all can support human thriving in broadly diverse, fully equitable and radically inclusive contexts.

Kirsis A. Dipre G’22

Kirsis A. Dipre

Dipre, a core faculty in the Counseling@Northwestern program at The Family Institute at Northwestern University, says:

“To me, human thriving means creating a space where we as a collective can be our authentic selves, bring our existing knowledge, and co-create experiences and knowledge that propel everyone involved forward regardless of differences in the space.

“Human thriving means that we no longer must live in separate worlds, institutions of higher education and our personal lives. It is as if there is no space for our full selves to be received in academia, which creates dissonance and deepens a wound we can recognize but struggle to name. Only when we are able to integrate our full selves are we able to heal from this wound,

“Therefore to answer this question, the ‘we’ needs to be named. Institutions are the ‘we’ because ‘we’ as individuals—who are surviving and aiming to thrive in these systems—can only create spaces of mutuality in corners and pockets within institutions.

“Institutions must first assess gaps, areas that conflate thriving with surviving and provide support for improvements. It takes intentional work for an institution to look at itself, recognize areas for growth and properly care for them to encourage them to grow and thrive.

“One answer is to create spaces that are equitable and responsive to those in it, without privileging certain voices, with the goal of making those spaces the norm. When we are able to challenge and change the current norm—through critical recognition of the parts that are not working—then we can begin to effectively promote human thriving.”

Jordan P. Shannon G’20

Jordan Shannon

Shannon, assistant professor of counselor education in Seattle University’s College of Education, shares:

“As an academic in counselor education, I have been reflecting on what it means to make sure my students are thriving and prepared to embrace a diversity of ideas, challenges, knowledge and experiences.

“Part of that challenge has been making sure students are aware of their own worldview, biases and assumptions. This is often done through presenting knowledge of systemic inequities, diverse needs and culturally responsive strategies to aid wide variety of populations.

“Students and I are further challenged by reflecting quite vulnerably on our individual and collective identities in face-to-face measures (e.g., skills practice, group counseling and delivering feedback). It is a delicate tension to maintain.

“As students and I start to feel emboldened to bring our full selves into the work of diversity, equity and inclusive practices, doing so can leave folx—particularly those who hold multiple marginalized identities—vulnerable to isolation, invalidation and discomfort from majority culture peers.

“I believe as an instructor, with both institutional and social power, it is my responsibility to craft a space that breeds boldness but specifically a space for those in the margins. Often this means modeling vulnerability of my worldview, assumptions and biases for my class, so the power dynamic can feel less present.”

Peitao Zhu G’20

Peitao Zhu

Zhu, assistant professor of counseling and ACUE Distinguished Teaching Scholar in Northern Illinois University’s Department of Counseling and Higher Education, says:

“In the increasingly polarizing global climate, we often interact with one another in non-relational manners. We judge the worth of fellow human beings through the materialistic lens of accomplishment, status and financial assets.

“We segregate ourselves among those with similar identities and immutable characteristics. We stay siloed and sheltered within those who share our same belief systems and demonize those who do not.

“One cannot thrive if actions are motivated by fear, insecurity and defensiveness. One cannot thrive if they are alienated from their fundamental need to be connected to.

“The responsibility to foster human thriving, in my view, does not lie in any abstract ‘system,’ because systems consist of willing participants. By only scapegoating the ‘system,’ we run the risk of not holding ourselves accountable for the same types of transgressions that we condemn others for.

“Instead, I believe each of us ought to play an active role in shifting the global tide of polarization, beginning with an honest reflection of our own biases, flaws and growth edges: Do I judge others based on their opinions and ideologies? Do I value one form of diversity but am dismissive of another? Am I willing to challenge the opinions and beliefs that I hold close to my heart in facing disconfirming evidence?

“In short, only through a shared deep commitment to valuing our human connections can we achieve the collective wisdom to navigate this exceedingly complex global society.”

Note: This story appears in the 2023 issue of .

Rayan Mohamed

The program aims to elevate photography and digital media as pathways for undergraduate students to pursue their careers and make a difference in their communities. Fellows receive a $2,000 tuition scholarship as well as mentorship for a community project. Mohamed plans to make an ethnographic film focusing on the mental health of first-generation refugee youth.

Mohamed was born in Somalia and spent several years in an Ethiopian refugee camp before moving to ���ϲ����� as a grade-schooler in 2014. “I always wanted to start a discussion about the mental health of refugees,” she says. “This project is important to me because the topic of mental health in some cultures is found to be taboo, shame and embarrassing.”

The project will entail a series of interviews, workshops and creative art making, according to Mohamed. Participants will be asked questions such as, “What does it mean to be a first-generation refugee?” and “How do you heal from trauma?”

“I would love to give total control of creativity to these students and how they want to tell their stories to the world,” Mohamed says.

Before arriving on campus, Mohamed attended ���ϲ����� City Schools and, as a junior at Henninger High School, , a storytelling and leadership initiative that provides resettled refugee youth in ���ϲ����� with the tools and resources to share their histories and experiences through artistic expression.

The consortium brings together people from a range of disciplines and industries “to imagine, study and enact a more just and liberatory ‘America’ and world.” ���ϲ����� is a member institution.

In addition to working on her project, Mohamed will attend Imagining America’s —held this year in Providence, Rhode Island—and participate in regular, virtual learning exchanges. She will also benefit from connection to the consortium’s national network of scholars, artists and community organizers.

Antonio Herrera

Traveling the world during his time in the military, Antonio Herrera ’24 understood what it meant to be somewhere and not speak the native language. So when he heard about the English Conversation Group through the Center for International Services, he knew he wanted to assist others who were in the same situation that he had once been in.

“I wanted to engage with this program not only to connect with the community and do something I was interested in,” Herrera says. “But even more over that, I wanted to do something that could genuinely help other students.”

The hosts several programs to assist students to get the most out of their experience at the University by connecting with fellow students, building intercultural understanding and celebrating the richly diverse student body.

One of its signature programs, the , founded in 1987 by staff member Riet Dekleermaeker, promotes friendship and understanding between English-speaking group facilitators and international students, scholars and spouses. It provides participants an opportunity to practice and improve their English language skills through informal conversations—and a chance for both international students and facilitators to connect and learn from each other.

Herrera has been involved with the military since 2012, enlisting in the U.S. Air Force and then transferring to the U.S. Army before separating from active duty to pursue a public health degree in the .

During his time in the military, Herrera traveled all over Europe and Asia, making friends who helped him learn different languages; he discovered a love for languages, culture and traveling.

While he was in Japan and Korea, he would often encounter individuals who did not speak English and remembered how difficult that was at times.

“I didn’t want students to come here, especially non-English speaking students, and feel like they didn’t have someone that is here for them to talk to,” Herrera says. “Being involved with the English Conversation Group is my personal way to give back and support those students, having an idea of what they are going through.”

English Conversation Group Summer 2023 session (Photo by Meriel F. Stokoe)

Herrera’s current group of students are from China and Korea. There is no real structure to the weekly conversations they have at the Center for International Services on Walnut Place, but rather Herrera lets the group ask questions about the University, the English language or perhaps issues or challenges they might be facing.

“I want them to talk about what they’re interested in or run through simple scenarios they are having issues with; maybe it’s doing a presentation in class or reading certain types of literature for certain studies. Every session is very, very different,” says Herrera, who will be commissioning as a second lieutenant in the Marine Corps next year after graduation.

Interested in becoming a facilitator like Herrera? Easily through a form. International students, scholars or spouses interested in joining the English Conversation Group can use a separate to apply. For questions about the English Conversation Group, call 315.443.2457 or email international@syr.edu.

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

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

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

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

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

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

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

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