Students (from left) Janese Fayson ’26, Astrid Melendez ’25 and Adalys Sanchez ’26 share what their Latine heritage means to them, how they’ve discovered a cultural home on campus and why they wanted to get involved in planning Latine Heritage Month celebrations on campus.

What does it mean to be a descendant of Latine/x/o/a and Hispanic heritage and trace your cultural roots to one of the more than 20 Spanish-speaking countries in Latin America, Central America, South America or the Caribbean?

It’s impossible to come up with a singular defining trait, characteristic or value that represents Latine culture, but beginning this week and running through Oct. 26, the University community is coming together to learn more about the rich cultural history of various identities within the Latine community during Latine Heritage Month (LHM).

Three current students—Astrid Melendez ’25, Adalys Sanchez ’26 and Janese Fayson ’26—share what their Latine heritage means to them, how they’ve discovered a cultural home on campus and why they wanted to get involved in planning LHM celebrations.

The theme of this year’s celebration is “Fronteras Sin Limites: Embracing our Borderless Cultures,” exploring the experiences of Latine communities who live along and across borders, both physical and cultural, and highlighting the resilience and adaptability of the Latine community who navigate multiple identities and spaces.

Learn the stories of how these three student leaders celebrate their cultures, then check out the complete schedule of .

Astrid Melendez ’25

Academic major: Information management and technology ()

What is your cultural heritage? “My entire family is from Lima, Peru.”

Astrid Melendez

What role does your cultural heritage play in your life? “It plays a very important role. Growing up in Germany and moving to the United States when I was in elementary school, I knew that my cultural background made me different. My parents left Peru when they were in their 30s, and growing up, my parents were still learning English. Spanish was my first language and no matter where I lived, our Peruvian culture was always prevalent in my day-to-day life. Especially when it came to language, food and our customs. When I am at ���ϲ�����, I like to cook Peruvian meals and treats like Lomo Saltado and Alfajores. Back home, my family and I often go to Peruvian cultural events and restaurants.”

How have you found a cultural home on campus? “Joining SALSA [the South American and Latine Student Association] is the place I have been able to find a cultural home at ���ϲ�����. Before SALSA, I had never met any other Peruvian my age that wasn’t related to me. It made me happy to not only get to meet other Peruvian college students, but also other students with South American heritage. SALSA and its members have turned into a family for me here.”

How has SALSA helped? “SALSA’s mission is to have a student organization focused on South American culture and we thrive creating events while educating and building a community for students belonging to or interested in South American cultures. I’m currently president, and this club is special and exciting! I’ve learned more about other South American countries and cultures and it’s been amazing working with the proud and passionate executive board members.”

Adalys Sanchez ’26

Academic major: Earth science with a minor in women and gender studies ()

What is your cultural heritage? “I am a first-generation college student who was born and raised in San Juan, Puerto Rico, and I also have family roots in the Dominican Republic.”

Adalys Sanchez

What role does your cultural heritage play in your life? “My Puerto Rican heritage shapes my perspective on resilience and community, influencing my drive to succeed as a first-generation student. It deeply influences my passion for environmental justice, as I’ve witnessed firsthand the effects of environmental inequality on marginalized communities. Part of why I wish to study environmental law is because I want to go back home and create sustainable policies that allow everyone to live in a safe and clean environment. My heritage is also important because it means that if I succeed in my career goals, I will be bringing a new and diverse perspective to the legal field.

“Whenever I’m home, I try to visit the different parts of the island to learn about our rich history. I also participate in local festivals such as Fiestas Patronales, where the streets come alive with music, dancing and traditional foods. And during the holidays, our culture really comes alive. At Nochebuena (Christmas Eve), we gather for large feasts of traditional food, including some of my favorite food like arroz con gandules (rice with peas), lechon (pork) and coquito (a coconut-flavored drink similar to eggnog). We also tell stories and do parrandas (similar to caroling).”

How have you found a cultural home on campus? “Through the student organizations I belong to, like the Puerto Rican Student Association, which allows me to connect with other people who celebrate Puerto Rican culture, discussing current events on the island and getting to organize events where we participate in our traditions. It really makes me feel like I have a little piece of home here with me at ���ϲ�����. I’m also a member of the Raíces Dance Troupe since I’ve always loved dancing and I can enjoy my culture through music and movement.”

Why did you want to get involved in organizing the LHM celebrations? “Latinx culture is deeply rooted in community, joy and resilience, which are often expressed through vibrant celebrations, music and gatherings. My main role was organizing the (Oct. 10), where students can have fun roller-skating while enjoying one of the most prominent music genres in current Latinx culture. I want everyone, especially first-year students, to embrace their roots and do so in ways that educate the community while having fun and empowering ourselves. I want to show how important claiming your heritage can be to finding your place on campus and in society.”

Janese Fayson ’26

Academic majors: Marketing and finance ()

What is your cultural heritage? “I am a first-generation college student from Miami, Florida. I am Black and Puerto Rican.”

Janese Fayson

What role does your cultural heritage play in your life? “My heritage influences so many things, from my style to my way of expressing myself, it is so inherently engrained in me. Good music, great food and amazing company is my go-to way to celebrate. I love my heritage.”

How have you found a cultural home on campus? “I belong to so many different organizations [including the Caribbean Student Association, the Black Student Union, Student Living and Student Association], not only because I enjoy being involved, but because I love being able to meet new people, some of whom share similar identities with me, and others who do not. I feel so immersed in culture when I am with them.”

How has the Caribbean Student Association helped? “I joined my freshmen year at the Welcome Fête and have been involved ever since, now holding the title of president. Our mission is to uplift, inspire and bring Caribbean people and the ���ϲ����� community together. It has helped me find some of my favorite people and I learn something from them every day, whether about their culture, heritage or as individuals. Being president of such a vast organization is so fulling for so many different reasons and I have learned more about myself through it all.”

As we celebrate 80 years of the Goon Squad welcoming new students to campus, Sue Weber and Jack Withee reminisce about their experiences moving into ���ϲ�����, discuss when they knew they wanted to join the Goon Squad and explore the group’s lasting impact and legacy.

When the Goon Squad first formed in 1944, its original purpose was to reinforce ���ϲ�����’s campuswide policy requiring all new students to wear beanie caps during their first semester on campus.

Sue Weber ’68 fondly recalls wearing her beanie when she arrived in the fall of 1964, and her beanie and the straw Goon Squad hat she received when she joined as a sophomore are among her most precious ���ϲ����� mementos.

While first-year students are no longer obligated to wear their class beanie—which was the custom, along with doffing their caps as a sign of respect when in the presence of older students—the  still plays a role as one of the most impactful traditions on campus.

Sue and Eric Weber

Celebrating 80 years of making a difference in the lives of first-year students, the Goon Squad—featuring more than 550 student leaders—will greet new students and lend a hand during move-in at residence halls as part of , the University’s new student orientation program.

“I went to a very small [high] school, and when you joined a group like the Goon Squad, it immediately gave you a bunch of great friends. I still have those friendships today,” says Weber, who earned an illustration degree from the School of Art (now part of the ) and met her husband, Eric, on campus. “I can’t believe the Goon Squad is turning 80 years old. Such great memories!”

This year, the University is preparing to welcome more than 4,000 first-year students. International students arrive Friday, while domestic students move in Aug. 19-21 and embark on a week filled with programs that introduce new students and their loved ones to life on campus through academic and social events.

Jack Withee

“We make sure the move-in environment is the most welcoming and inclusive it can be. We’re the first face of the ���ϲ����� community that these students are being introduced to,” says Jack Withee ’26, an inclusive elementary and special education major in the . “When the Goon Squad helps them move in, they haven’t met the students on their floor yet. We’re greeting them at the door as they come to campus, so it’s important from the get-go that we set the tone that this is your new home.”

In this “’Cuse Conversation,” Weber and Withee reminisce about their own experiences moving into ���ϲ�����, share when they knew they wanted to join the Goon Squad and discuss the lasting impact and legacy of the Goon Squad.

Check out featuring Weber and Withee. A transcript [PDF] is also available.

How did the Goon Squad help with your move-in?

Jack Withee: I was so excited to get to campus and start the journey to become the person I always wanted to be. But your first day is so nerve-wracking. Luckily, I had this woman, Erin, who moved me in. I remember as she was moving me in, she looked me in the eyes and told me that I was going to be okay. She truly made me believe it, and that made me realize I was ready to spread my wings and that I can do this. That’s something I’ve carried with me throughout my time on campus, and that’s something I tell every single one of the students I help move in.

Sue Weber: My freshman year I lived in Washington Arms, which was used as a dining room for the Peace Corps at the time. During what was a chaotic time, I was so thankful for the Goon Squad. They took me aside and welcomed me to campus. I was on the fifth floor, so they helped me put all my stuff in the elevator and answered the questions my mom and dad had. The Goon Squad was just wonderful and very helpful, and we were so happy they were there to help.

When did you know you wanted to give back and join the Goon Squad?

Weber: I absolutely knew I wanted to give back and join the Goon Squad when it was my turn. I remember how overwhelmed I felt coming to campus from a small school and a small town into this huge university. I know how that made me feel and I always wanted the classes behind me to feel the same way that I felt because of the Goon Squad. I wanted them to feel welcomed and know that they made the right choice coming to ���ϲ�����.

Withee: Whenever I saw Erin [who helped me during move-in] on campus, I would realize how much I had grown since move-in, and to think she jump-started that growth by helping me get on my feet and start the year on a level playing field. She made me want to pay it forward and give back to the first-year students who came after me.

How would you describe the lasting impact and legacy of the Goon Squad here on campus?

Weber: It’s a testament to how important it is and how people feel about it. It leaves a lasting memory. It’s something that made you feel good then and something that makes me feel really good now. It’s just a wonderful thing to introduce people to a big campus that can be very overwhelming, and you don’t forget the help you received from the Goon Squad.

Withee: The presence the Goon Squad has on campus is so powerful. You only move into ���ϲ����� once and no one forgets the people who move them in. That sticks with you, this spirit of the campus community being there to help each other out when you really need the help. It’s an honor to help first-year students. ���ϲ����� has provided me with so many opportunities to be the person I’ve always wanted to become, and I’m so grateful.

Note: This conversation was edited for brevity and clarity.

New students move into the residence halls with help from orientation leaders, volunteers and the Goon Squad. (Photo by Angela Ryan)

With just a few days away, there is so much for new students to do and so many opportunities to learn about everything ���ϲ�����! SU News has put together a summary of links and things you need to know.

OrangeNow Mobile App

Have Welcome Week information at the tip of your fingers by downloading the new  before heading to campus! The app, available on the �����Ի���, provides convenient access to campus maps; transit, parking, dining and Wi-Fi information; event schedules and much more.

Schedules

There are so many fun and informative events planned in and around campus during Welcome Week. There is something for everyone! Below you will find links to the various schedules available for those who are participating in Welcome Week:

• : This link includes every event during Welcome Week, including some that do not apply to some students.
• : This link includes all events where parents, families and supporters are invited, including some that may not apply to all parents, families and supporters.
• : International undergraduate students are required to attend the international student orientation, Aug. 17-21. After international student orientation, undergraduates should plan to attend all required Welcome Week programming, Aug. 22-25.
• Schools and Colleges Schedules: In addition to the Universitywide events, students have required and optional events to attend hosted by their home school or college. Included in each schedule below are Welcome Week Signature Events, family and supporter events specific to that school or college and required events for students in each school or college. If you are a student who is dually enrolled, you should follow the schedule for your home school or college. If you have a dual advising meeting, it will be reflected in that schedule.

Orange Celebration Event (Photo by Amelia Beamish)

Campus Hours of Operation

To meet the needs of our new and returning students, many campus offices will have extended hours to accommodate the needs of those moving to campus, including the following:

• Apartment and Off-Campus Living | Student Living
• Center for Disability Resources
• Center for International Services
• College of Professional Studies
• Counseling at the Barnes Center at The Arch
• Financial Aid and Scholarship Programs
• Food Services
• Goldstein Student Center
• Health Care and Pharmacy at the Barnes Center at The Arch
• Housing, Meal Plan, and I.D. Card Services
• Information Technology Services
• Office of the Bursar
• Office of the Registrar
• Parking and Transportation Services
• Recreation and Fitness Center at the Barnes Center at The Arch
• Residence Hall Check-In
• Schine Student Center
• Student Employment
• Student Outreach and Support
• ���ϲ����� Campus Store
• ���ϲ����� Libraries
• Undergraduate and Graduate Enrollment Processing Center

Specific hours and the best way to connect with each of the teams listed above is .

First-year students enjoying local food and performances at Citrus in the City (Photo by Max Walewski)

Fun Events to Check Out

There is so much to do and so much to see. Check out some of these events you just don’t want to miss!

Tuesday, Aug. 20 

• (8:30-10 p.m.)

Wednesday, Aug. 21 

• (8:30 a.m. to 5 p.m.)
• (6-8 p.m.)
• (6:30-7:45 p.m.)
• (8:15-9:30 p.m.)

Thursday, Aug. 22

• (10 a.m. to 12:30 p.m.)
• (8-10 p.m.)

Friday, Aug. 23 

• (8-10 p.m.)

Saturday, Aug. 24

• (5:30-8 p.m.)
• (8:30-10 p.m.)

Welcome Week Living Learning Communities orientation picnic (Photo by Max Walewski)

Important Links

New students enjoying the therapy dogs during the Barnes Center kickoff event (Photo by Amelia Beamish)

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

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

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

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

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

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

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

El-Baz Abdallah

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

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

Budoor Alsaadi

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

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

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

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

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

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

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

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

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

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

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

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

Note: This conversation was edited for brevity and clarity.

Saraswati Dhakal

In that role, Dhakal coordinated the center’s renal transplant services, delivering care and treatment to patients while providing counseling and guidance to both the recipients and the family members of the donors.

Dhakal experienced the challenging hardships of working with patients with terminal illness, and she saw firsthand the psychological impact it can have on a family watching a loved one go through their health battle.

Those interactions reinforced to Dhakal the importance of holistic health care while setting her on a path to become a professional counselor and mental health advocate once she graduates.

“Witnessing the impact of mental health challenges on individuals close to me sparked a desire to understand and support those struggling with such issues. Those experiences as a nurse and transplant coordinator further ignited my curiosity to learn more about mental health, which stems from a desire to better understand individuals’ experiences, motivations and resilience in the face of adversity,” Dhakal says. “I am continuously intrigued by the complexities of human behavior and the role of counseling in promoting well-being.”

Saraswati Dhakal plans to utilize her master’s degree in clinical mental health counseling to create a safe, accessible environment for everyone seeking help.

During her time on campus, Dhakal was the graduate assistant at the Center for International Services, working with the staff to offer programming and services that support the well-being and overall success of the international student population while contributing to the center’s diversity and inclusion initiatives. She also was active with the , the counseling academic and professional honor society, serving as secretary during the 2023-24 academic year.

Dhakal will participate in the on Saturday, May 11, in the John A. Lally Athletics Complex.

Leading up to convocation, Dhakal sat down with SU News to discuss the challenges facing mental health care professionals and how she plans to utilize her degree to create a safe, accessible environment for everyone seeking help with their mental health.

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.

Throughout International Student Career Days on Saturday, April 13, and Monday, April 15, students are invited to further ignite their pursuit of a global career through a variety of events. Prior to attending events, students are asked to .

serves as ���ϲ�����’s career exploration specialist and helps to lead International Student Career Days. Pack answers three questions to proactively empower students to gain the most from participating in events.

1. When should students engage with career services?
   Don’t wait until you are actively seeking a position before engaging with Career Services—the earlier, even as a first-year student, the better. Those who utilize career services receive 1.24 job offers, compared to 1.0 job offers for those who choose not to use Career Services.
2. What actions do you recommend students take before participating in International Student Career Days?
   In addition to registering on Handshake, students are encouraged to first understand what they are looking to get from the individual sessions. Examples could be practicing networking skills, growing their professional network by two alumni contacts, or even starting their professional development journey by learning more.
3. What follow-up actions do you recommend for students after attending events?
   Remember to follow up with connections you’ve made during sessions. This could be through connecting on LinkedIn, asking additional questions via email or more. Also, don’t forget that Career Services is available throughout the year. Don’t hesitate to reach out to the team and/or make an appointment to learn more and have your questions answered.

For questions or to request accommodations, please .

Story by Student Experience Communications Assistant Esteban Quiñones ’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.

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)

A student receives a red envelope at a 2023 Lunar New Year celebration held on campus. (Photo by Angela Ryan)

While many people here in the U.S. celebrated the start of a new year when the Gregorian calendar flipped from Dec. 31 to Jan. 1, as many as 2 billion people from Asian cultures around the globe joyfully observe the Lunar New Year—sometimes also known as Chinese New Year or the Spring Festival.

On Feb. 10, we will bid farewell to the Year of the Rabbit and usher in the Year of the Dragon, which according to the Chinese Zodiac represents nobility, confidence and strength. Lunar New Year celebrations last up to 16 days and can include such various customs as gathering with family, preparing traditional foods, artistic performances and the gifting of red envelopes to pass on good fortune and blessings to the younger generations.

For international students on campus looking for a little taste of home or for anyone who simply wants to celebrate a new beginning based on the lunar calendar, check out the following selection of Lunar New Year events being held on campus.

Feb. 2: Chinese Union Spring Gala

On Friday, Feb. 2, from 6 to 8 p.m. the campus community is invited to Goldstein Auditorium in the Schine Student Center for a celebration hosted by registered student organization (RSO) . The gala features 15 student performances showcasing pop music, dancing and traditional Chinese folk song, and culinary delights offered in collaboration with a local top-tier Chinese restaurant.

“Gathering together to commemorate the festival is crucial for alleviating homesickness and fostering a sense of togetherness,” says Chinese Union President Ruohan Xu ’24.

Feb. 5-9: Food Services Pop-Ups

Campus dining centers will host pop-up events all week celebrating the Lunar New Year with a selection of dumplings, egg rolls and authentic sauces served during lunchtime! The schedule is as follows:

• Monday, Feb. 5: Graham
• Tuesday, Feb. 6: Shaw
• Wednesday, Feb. 7: Sadler
• Thursday, Feb. 8: Brockway
• Friday, Feb. 9: Ernie Davis

Feb. 8: Newhouse School Lunar New Year Celebration

Students in the Newhouse School of Public Communications will hold a tabling event inside Food.com on Thursday, Feb 8, from noon to 1 p.m. Anyone passing through the building is welcome to stop by to enjoy a treat of Asian snacks and candies provided in red envelopes!

Feb. 9: School of Architecture Lunar New Year Celebration

On Friday, Feb. 9, a will be held in Slocum Hall from 5:15 to 7:30 p.m., organized by international students in the School of Architecture and Dean Michael Speaks.

The Slocum Hall atrium will be transformed into a festival-like atmosphere where students can take a break from the pressures of studio life and engage in activities such as knot tying, zodiac study, paper cutting and a photo booth. Dumplings, spring rolls, fried rice, chocolate coins and traditional candies will be served.

Also of note, a series of short presentations about East Asian culture and architecture by architecture faculty will begin at 5:30 p.m. A recording of this video will be made available following the event.

Feb. 9: Asian American Journalists Association Dinner

Another RSO, the ���ϲ����� chapter of the , will host a Lunar New Year dinner that is open to all! The event will be held from 5:30 to 8 p.m. in the I3 Center of Newhouse 3.

Feb. 10: Chinese Students and Scholars Association New Year Gala

On Saturday, Feb. 10, the RSO (CSSA) will host its annual Chinese New Year gala, a tradition dating back to the group’s founding in 2000. From 6 to 10 p.m. in Goldstein Auditorium in the Schine Student Center, patrons can enjoy a variety of singing and dancing programs and games to invite happiness in the new year.

“We host this event to give Chinese students studying in the United States the warmth of home, but also to promote our Chinese culture to students from other countries,” says CSSA President Jiayi Xu ’27. “It is also a platform for students to show their talents and skills in after-school life.”

Feb. 10: Orange After Dark/Center for International Services Lunar New Year Celebration

The campus community is invited to the Panasci Lounge and 304 ABC Schine Student Center from 9 p.m. to midnight for the Orange After Dark/Center for International Services Lunar New Year celebration. The evening includes such activities as a calligraphy workshop, origami workshop, Chinese coin decorating, Kahoot trivia, a Lunar New Year selfie station and more! Traditional Chinese food and refreshments will be provided. Please if you plan to attend.

Share Your Lunar New Year Photos With Us!

However you decide to celebrate—whether at the events mentioned above or elsewhere—send your photos to SU News! Email newsphoto@syr.edu and we’ll share a selection of Lunar New Year pictures in the weeks to come.

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.

The concept is simple: through informal, one-to-one conversations about any subject, learners can become more accustomed to speaking English while learning nuances of American culture and customs as well as college and campus life.

“The program is literally conversation; there is no formal instruction provided by the partners,” says Shawn Loner, Graduate School assistant director of professional and career development, who manages the program. “The facilitator and participant work out the goals, topics and focal points for a session or sessions. Some international students want feedback on aspects of their language; others just want a place to practice their speech.”

Facilitators and participants typically meet once a week for at least an hour, although they can agree to meet longer or more frequently, according to Loner. Sessions usually begin at the start of the semester and run through the end of classes and may also occur during breaks if desired. Meetings are held in public spaces such as campus libraries, cafeterias or the Marshall Square Mall. Some conversation pairs also meet online via Zoom.

Shawn Loner

Law student and program participant Renata Maximiano Chaves says she highly recommends the experience. “Beyond enhancing my language skills, my [conversation partner] has offered valuable life advice, helped me adjust to American culture and provided campus life tips. This partnership has evolved into a precious friendship and their kindness and competence have boosted my confidence in improving my English-speaking skills.”

Conversation facilitator Elizabeth (“Lisa”) Sasser enjoyed her part in the program, too. “I worked with three fellow grad students during the fall semester on Friday afternoons. It was a low-key way for them to focus on their goals for the program—whether to be a teaching assistant or to polish conference presentation skills. I really enjoyed our conversations and hope they enjoyed them, too.”

“With the start of a new semester, the Graduate School is seeking new conversation facilitators and participants,” Loner says. Both undergraduate and graduate students can work in the paid, hourly facilitator positions. They receive some guidance on identifying typical non-standard language features and on how to conduct conversation sessions, but otherwise, they work independently. While facilitators meet individually with each participant, most work with multiple students. Partners are matched based on their schedules and the time each can devote to the program. Both facilitators and participants are welcome to stay in the program for as long as they wish. Last semester, about 95 international graduate students participated and were paired with 30 conversation partners.

Interested participants can fill out the . To apply for a position as a conversation facilitator, contact Loner at 315.443.3431,  scloner@syr.edu or visit him in person at 304 Lyman Hall.

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.

“The 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. “The 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 .��

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.”

“The 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. “They 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!”

The week-long series of events will explore global careers and provide helpful information concerning international alumni networking, career planning, building interviewing skills, interview etiquette, and more.

For international students, shifting their potential geographic location while searching for employment opportunities may create unanticipated hurdles involving the interview process.

���ϲ�����’s second-annual International Student Career Week is being held Oct. 30-Nov. 4.

serves as ���ϲ�����’s career exploration specialist, and he is proactively seeking to remove those potential obstacles while serving as the lead for International Student Career Week.

“I hope these events grow understanding surrounding some of the skills and experiences that can help successfully navigate the hiring process. Being comfortable in a dining setting, being prepared for interviews and knowing how to utilize LinkedIn are all skills that can help navigate employment opportunities,” Pack says.

International Student Career Week 2023

The rundown of seminars offered during the week includes:

• Monday, Oct. 30, noon-1:30 p.m.:
• Monday, Oct. 30, noon-1:30 p.m.:
• Tuesday, Oct. 31, 4-5 p.m.:
• Wednesday, Nov. 1, 4-5 p.m.:
• Friday, Nov. 3, 4-5 p.m.:

Prior to attending these events, students are asked to .

For more information, visit the . To request accommodations, please .

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

At the Sept. 26, Guzman will take part in a panel discussion about the expansion of STEM at ���ϲ�����. ���ϲ����� sat down with him to discuss his research, his future plans and how ���ϲ����� nurtured his interest in the STEM fields.

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.

Acknowledging the unique needs of students who are not only acclimating to a new university but oftentimes a new country and culture, the , in collaboration with a host of campus partners, will offer dozens of welcome events customized for both graduate and undergraduate international students.

, beginning Aug. 18, provides a strong foundation for the academic and extracurricular pursuits that await students this fall. “Our international students go through a lengthy process to get here,” says Juan Tavares, director of the Center for International Services. “First, they have to apply for a student visa, which is a time-consuming and expensive process. Many are coming to the U.S. for the first time and have very long flights. It’s important that we give them the best launch possible by providing a welcome experience that encompasses as many events as we can fit in.”

Opportunities for International Graduate Students

Meeti Shah

Meeti Shah G’24 is an international student from Mumbai, India, entering her second year of graduate study in the . She sees serving as a (WAI) as a way to “pay it forward” to younger, less experienced students after greatly benefiting from the guidance of other graduate students last summer when she arrived in ���ϲ����� for the first time.

“It was difficult for me in the start, considering I was coming to a new country with so many differences—differences in how travel works, in how you interact with people,” Shah says. “When I came to orientation, the ambassadors were so helpful in giving us campus tours, acclimating us to the resources available at the University and answering our questions. I’ve always been inspired to help people in the same way that others helped me.”

Orientation activities for international graduate students are held this weekend and highlights include:

• Campus tour and ice cream social with current graduate students—Aug. 18, 6-8 p.m.
• Game night at the Barnes Center at The Arch—Aug. 18, 8:15-10 p.m.
• Presentations on health and wellness, personal and public safety, and resources and success tips for new graduate students—Aug. 19, various times
• Lunch on the Kenneth A. Shaw Quadrangle—Aug. 19, 12:45-2 p.m.
• Shuttle bus shopping trips to Target and Destiny USA mall—Aug. 20, various times

“The campus tours are something I’m looking forward to because it gets new students excited for how big the campus is and what things here will excite and inspire them,” says Shah. “And of course, the ice cream party—last year we had so much fun eating ice cream and then playing games in the . We played badminton until they asked us to leave!”

A Warm Welcome for International Undergraduates

For undergraduate students, residence hall move-in begins Friday, Aug. 18, and there are several days of activities specifically designed for international students prior to general activities kicking off Aug. 24. It is also critical for international undergraduate students to complete the upon arriving in the United States.

Yida He

Yida He ’26, an international relations major in the from Xinjiang, China, serves as a member of the Goon Squad and as a WAI. He attended every single undergraduate orientation activity last year, his first year as an ambassador.

“These activities are opportunities to help others and make new friends, but serving as a WAI also helped me to know the school and its resources better,” He says. “To help others, I must see every detail, like campus tours and school medical services, so this has been a process of both teaching and learning.”

His favorite activity, besides showing new students around campus, is the shuttle bus trips to the local mall and Target retail store, which allow students to purchase essentials that may not have been practical to pack for international travel.

Fellow WAI Alex Snioch ’26, a health and exercise science major in the Falk College of Sport and Human Dynamics, came to the University from Massachusetts but is originally from Poland. She got involved with the Center for International Services based on her own yearning for shared culture and community as a first-year student.

Alex Snioch

“When I arrived, I wanted to connect with other European students on campus and I struggled finding that,” she says. “I visited the international center to see what programs may be available and ended up getting involved with the . I saw how much the students appreciated the opportunity to feel like they were at home with others for just an hour.”

Snioch says this inspired her to become a WAI, knowing she could aid new international students in feeling more comfortable on campus, creating connections and friendships and becoming acquainted with various resources—from help finding a job on campus to all the health, wellness and medical services available at the Barnes Center.

Her advice to incoming international students is to not be hesitant to ask questions. “Reaching out for help and being vulnerable is not a bad thing!” she says. “There are a lot of resources on campus but sometimes it’s tricky figuring out where to go for what. But in my experience, people are happy to help—all you have to do is ask.”

There is no shortage of both educational and social opportunities coming up for undergraduate international students to get more familiar with the school and the ���ϲ����� area, including:

• Shuttle bus trips to Target and Destiny USA Mall—Aug. 20, various times
• International student welcome meeting (required)—Aug. 21, 10-11 a.m.
• Immigration essentials presentation; two sessions available (required)—Aug. 21, 1-2 p.m., or Aug. 22, 2-3 p.m.
• Personal and public safety presentation (required)—Aug. 21, 2-3 p.m.
• International talent show—Aug. 21, 6-7 p.m.
• Health and wellness presentation (required)—Aug. 22, 10-11 a.m.
• Community standards and academic integrity presentation (required)—Aug. 22, 3-4 p.m.
• International student welcome dinner—Aug. 22, 5:30-7:30 p.m.
• On-campus resources presentation (required)—Aug. 23, 10-11 a.m.
• Career Services and on-campus employment presentation (required)—Aug. 23, 11:15 a.m.-noon

.

Students gather at ���ϲ����� Welcome 2022. (Photo by Estheralice Lopez)

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

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

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

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

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

A Diverse Learning Experience

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

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

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

Leondra Tyler.

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

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

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

Embracing Communities and Cultures

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

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

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

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

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

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

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

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

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

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

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

Ava Hu ’23 (Photo by Angela Ryan)

At the suggestion of her mother, Hu applied to a few computer science programs at U.S.-based institutions, hopeful that a STEM major would ensure future professional opportunities.

But, knowing her ambitions weren’t in STEM fields, she also applied to communications schools—including the legendary . Hu was admitted to the at Newhouse and in summer 2019 she arrived in ���ϲ�����, a bit unsure about this new experience abroad but excited for the future.

The transition was rocky at first. “I had trouble fitting in because of the culture gap and other factors,” she says. “In my freshman year, I didn’t go to Bird Library or Schine Student Center or even sit on the Quad when the weather was great. I just stayed in the Newhouse underground and studied and did not get in touch with other students.”

The circumstances of the world around her during her first year at ���ϲ����� did not help Hu feel less alone—a series of bias-related incidents led to outrage and protests in fall 2019 and the coronavirus pandemic shut down the world in early spring 2020. But this confluence of events, ironically, is what prompted her to exit her comfort zone, start making connections on campus and ultimately come to see ���ϲ����� as her second home.

Going Viral on WeChat

Hu says a turning point came for her in fall 2019 when a post she authored on WeChat, a social media platform popular with international and especially Chinese users, went viral. She wrote about how it feels to be a student in a foreign country at a time when anti-Asian discrimination was on the rise.

“I published the article at 4 a.m. and woke up to a lot of people re-sharing it to their own accounts and agreeing with what I had written,” Hu says of the article, which was ultimately viewed by more than 30,000 WeChat users. “It was huge for me because I realized that even though I was refusing to make connections here, there were so many people who agreed with what I said and who were supportive of what I expressed in my article.”

The experience of writing it and the reaction of her peers was a catalyst for her to emerge further from her shell.

Soon after, she was invited to join , a student organization focused on new media, in recognition of her writing abilities. Hu also got more involved in the University’s and gradually became more open to establishing a network of friends, supporters and acquaintances on campus.

Hu (second from left), a proud graduate of the Class of 2023, began a job earlier this year as a marketing specialist with digital agency TangoSquared. (Photo by Angela Ryan)

Seizing Opportunities to Gain Career Experience

Hu continued flourishing in her sophomore year as a broadcasting student, gaining real-world experience in reporting, editing and anchoring for Newhouse Communications Center (NCC) News, and as a contributor to WeMedia Lab. Opportunities to get involved in more and more aspects of campus life materialized with each decision she made to put herself out there.

During her junior year, Hu became editor-in-chief of WeMedia Lab, which at the time was creating multimedia content for the official ���ϲ����� WeChat channel. As editor, she oversaw a group of 20 student contributors and felt she was contributing in a positive way to the international student experience at ���ϲ�����. “Basically, all Chinese students at ���ϲ����� have probably seen at least one of the articles we published, so I really saw this as a way to serve the whole community and help them feel more welcome here,” Hu says.

At the same time, Hu was realizing her passion was less in broadcast journalism and more in social media, marketing and public relations. Junior year, Hu landed an internship with the University’s working on social media and web content.

That summer, she also interned with Vox Media working on the organization’s Now This News social media channels. These dynamic experiences helped propel Hu toward an internship and then a career with TangoSquared, a digital design and development agency based in ���ϲ�����. She began a full-time position as a marketing specialist in February of this year.

Mentorship and Service

After her viral WeChat post, Hu connected with Wei Gao, associate director for operations and outreach in the University’s Center for International Services. Gao had reached out to offer support, put her in touch with campus resources and help her feel less alone. As this relationship developed, Hu became involved with the center and its multitude of activities welcoming and serving international students.

When Hu was unable to return to China on summer breaks due to the COVID-19 pandemic, she collaborated with Gao on WeChat posts highlighting helpful information for incoming international students. She also volunteered as a Welcome Ambassador International, assisting with orientation activities, giving campus tours, helping new students navigate language and cultural barriers, and taking them shopping for supplies.

Hu was also a mentor in the , open to all first-year and second-year undergraduate international students. Mentors like Hu help newer students navigate everything from settling into ���ϲ����� and living with a roommate, to opening a bank account, making friends and balancing academic work with social activities.

“When stepping into my junior year, I realized I was now the older person on campus, and although I’m still an introverted person, I felt I had the responsibility to step further out of my comfort zone and help freshman students,” Hu says. “When I see them, I see myself when I first came to ���ϲ�����. They don’t want to get in touch with the outside world and are struggling with cultural things.”

Hu began mentoring 12 students from China, meeting with them every other week to help navigate their experience at ���ϲ����� and offer support. As she prepares to graduate and embark on her marketing career, she is still in contact with her mentees and considers them some of the most valuable connections she’s made at ���ϲ�����.

As Hu begins her journey from undergraduate student to professional marketer, she offers her advice to incoming students, from China or elsewhere: “There are so many resources and opportunities on this campus. All the professors are so supportive and there was always a way for me to go after what I was trying to achieve. I would recommend students take every opportunity that comes their way, because you never know what it will lead to next,” Hu says.

In a panel-style conversation, students will hear from five experts who will share insights and perspectives on success strategies for Chinese international students.

“This is an unparalleled opportunity to connect with like-minded professionals and gain valuable insights from the knowledgeable panelists at our International Networking Summit,” says panelist and Whitman School alumnus Ze Zeng ’22. “This event offers the perfect platform to expand your network and stay on the cutting edge of how to be successful in the states.”

Students can . For more information or to request accommodations, contact Diane Crawford, executive director of institutional culture, Whitman School, at dmcrawfo@syr.edu.

Meet the Panelists

Yi Huang

, Ph.D. candidate in strategic management, Whitman School

Huang’s research focuses on corporate governance and strategic decision-making. A recent paper co-authored by Huang, titled “Curb Your Enthusiasm! Concentrated Institutional Ownership as a Check on CEO Overconfidence,” was presented at the 82nd annual meeting of the Academy of Management in Seattle. The paper emphasizes the importance of concentrated institutional ownership in mitigating managerial overconfidence and reducing acquisition-related agency problems.

Ling Gao LeBeau

, associate director of international student success at the College of Arts and Sciences and Maxwell School of Citizenship and Public Affairs

LeBeau is a scholar practitioner in the field of international higher education and academic advising with years of experiences in teaching, advising, research and administration. LeBeau has served in various professional roles at five universities. She has served and currently serves on multiple leadership committees of the Association of International Education Administrators, NAFSA: Association of International Educators and the National Academic Advising Association (NACADA), and frequently presents and publishes on issues of international higher education and academic advising. LeBeau is the founder of the International Student Academic Success community for NACADA. She holds a Ph.D. in higher education and a master’s degree in language education from Indiana University Bloomington.

Eunkyu Lee

, professor of marketing and associate dean for global initiatives, Whitman School

Professor Lee is an accomplished professional with a diverse skill set and a focus on marketing management, distribution channel management and marketing strategy. He received an MBA and Ph.D. in marketing at Duke University. Lee served as assistant professor at Seattle University and The University of British Columbia before joining the Whitman School, where he has taught for nearly 30 years.

Yingyi Ma

, director of Asian/Asian American studies, professor of sociology and senior research associate at the Center for Policy Research, Maxwell School of Citizenship and Public Affairs

Professor Ma is a Public Intellectual Fellow (2019-20) for the National Committee of U.S.-China Relations. She was an inaugural O’Hanley Faculty Scholar (2014-17) at the Maxwell School. Ma, a sociologist of education and migration, obtained a Ph.D. in sociology at Johns Hopkins University in 2007. Her book “Ambitious and Anxious: How Chinese Undergraduates Succeed and Struggle in American Higher Education” (Columbia University Press, 2020) offers a multifaceted analysis of the wave of Chinese college students across American higher education based on research in both Chinese high schools and U.S. institutions.

Ze Zeng

Ze Zeng ’22, Whitman School alumnus and current graduate student at the Cornell Johnson Graduate School of Management

Zeng currently studies at Cornell University’s SC Johnson College of Business and is an incoming financial advisor for Georgia Financial Advisors. As an undergraduate student at ���ϲ�����, he worked as a resident advisor, teaching assistant, office assistant and co-chair of international student concerns for Student Association. He was the director of a media consulting startup organization, WeMedia Lab, worked as an associate at the Blackstone LaunchPad at ���ϲ����� Libraries and completed two internships.

Zeng has been recognized by the D’Aniello scholarship, Todd B. Rubin Diversity and Inclusion scholarship, Whitman Dean’s Inclusive Excellence scholarship and the Orange Circle Award.

Ling Gao LeBeau

What is the secret to achieving the best outcomes for international university students, such as preparing them successfully for employment or graduate school? , associate director of international student success for the (A&S) and the , makes it her daily business to answer that question.

There are approximately 4,000 international students from more than 100 countries currently enrolled at ���ϲ�����, in both undergraduate and graduate programs. Of them, the largest portion belong to the A&S community, where international students make up roughly 30 percent of the student body.

Before LeBeau’s arrival at A&S three years ago, no one position focused solely on their success. In fact, her position is unique nationwide, with other institutions viewing international student support through the lens of visa eligibility and related issues.

At A&S, however, the college evaluated the needs of international students and determined they would be best served through the student success (advising) office. With LeBeau in place, A&S’ efforts, so far, appear to be paying off.

In fall 2022, the first-year retention rate (the percentage of students who return one year after their original arrival) for international students at A&S and Maxwell was 91.5%—the schools’ highest rate since 2010 and second highest on record.

We recently spoke with LeBeau about her efforts and philosophy of making a positive impact for the international student community.

Q: Can you tell us a little about you and the experience you bring to this position?

A: Before coming to ���ϲ�����, I was at Western Carolina University for five years; before that, at Indiana University for 11 years. My work [in those places] was similar, but broader. I was overseeing entire campus’ international initiatives: programs for scholars, study abroad, faculty development. It was very comprehensive. Here my focus is more narrow. Before [I got here], there was never a position like this at ���ϲ�����—or anywhere in the U.S., focusing on international students’ academic success. I’m seeing more and more attention being paid to this area now.

Q: And why is that important?

A: The United States is the most popular destination for “global mobility” students. There are about 1 million international students studying here—[out of about] 5.6 million in the world. North America does a lot for international students, but it’s a traditional approach. There’s a heavy focus on getting and maintaining visas, and on language training and social opportunities. But the academic and career piece has absolutely been overlooked.

Before I took this position, I realized this was the gap. When I saw the posting, I thought, this is interesting, this is new. I want to make some difference.

Q: And what has been key to making a difference?

A: We have an “international student success model” that we studied and created from scratch. There are five pillars to support this model: peer mentors, pre-arrival academic coaching, advisor training, academic intervention and communication.

Q: The is one of the most vital and popular of the pillars. Can you explain a bit about how it works?

A: The first year we did it, we asked new students to tell us if they wanted a mentor or not. The results were very positive, so the second year we assigned a mentor to every international student. Mentors are upper-class students, both American and international. One peer mentor will have 6 to 10 students as a small group. We [provide] a syllabus and guidelines; we train and monitor them carefully.

Peer mentor speaking with a group of international students.

Mentors start to communicate casually with their students in early May—well before they come to school. The program lasts until December. Once they are on campus, it’s more formal and they meet once a week and follow the syllabus with topics of discussion (such as life on campus, or registering for classes). They also organize one on-campus and one off-campus social event in the semester, to help create bonding.

Q: How does one become a peer mentor, and is there an ideal candidate?

A: Mentors are volunteers (we award them one academic credit if they want it), who to be selected. First, they need to be empathetic, and aware of what the new students are going through. [They have to be] approachable and personable; fully aware of campus resources; and academically strong (we require a minimum GPA of 3.0). But most important is personality and attitude.

Q: Have you seen success with the mentor program so far?

A: Results show that for the students who are actively engaged with mentorship, their academic performance is much better, and their GPAs are higher. It’s helpful that the mentors are peers. The students see us [staff] as authority figures, so they feel more comfortable and feel they can open up with people their own age.

Q: Beyond mentorship, you offer academic support—pre-arrival academic coaching for new and transfer students, as well as academic intervention. Why are those important?

A: You can’t just say [to a student coming from overseas], “Go take a class.” They need the context of what they can expect in an American university. I created a non-credit course, called Catapult, in Blackboard. It has lots of easy-to-follow videos and training modules to help them understand how the university system works and the people they will work with. I also host an online meeting once a week during the summer. Anyone—students and parents—can join and ask questions.

Academic intervention [comes later], for students on two ends: high achieving and at-risk. I work with the advisors; when we notice an outstanding, high-achieving student, we reach out and ask if they’re interested in doing research, for instance. If one is on academic probation or suspension, on the other hand, we reach out to ask them what they’re worried about and how we can help. [In cases where] students disclose a troubled mental state, we discuss it with them, refer them to—or even walk with them to—the counseling center.

Q: You mentioned communication as a pillar of the program. Aside from reaching out one-on-one, what is your approach to keeping lines of communication open with international students?

A: This is key. It’s about developing a relationship with them. If they don’t trust you, they won’t talk to you or attend your programs. Every Monday, I send an international student email newsletter. I don’t put lots of text in it, just a succinct list of things they need to know that week, such as deadlines for scholarships. I also host Wednesday student forums, in-person.

Also, we do Instagram, WhatsApp and WeChat. We use social media to communicate with parents as well.

Parents are thousands of miles away but they are the students’ number one supporters, so I make sure we’re on the same page. I send them a monthly newsletter, and also host an online meeting once a month, so they can share and ask questions.

Q: What are your plans for the program going forward?

A: We are very confident, and feel like this approach is working. ���ϲ����� is leading in this area, so we’ve submitted an official proposal to [a worldwide, professional organization for academic advisors] to create an international student success advising community. [The hope is] that other schools’ advisors can benefit from the initiatives and strategies we create.

Story by Laura Wallis

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. It is believed to be the only celebration of its kind on a college campus in the United States.

Students gather around Joe Sidoni, Associate Director of Drumlins Food and Beverage, as he carves the ceremonial turkey on the Goldstein Auditorium Stage. (Photo by Angela Ryan)

“The spirit of the dinner is the true meaning of giving thanks,” says Dr. Ruth Chen, Professor of Practice in the College of Engineering and Computer Science and co-host of the event. “As we come together to share this special meal, the action of gratitude is taking place.”

Many international students cannot travel home for the holidays, says Director of the Center for International Services Juan Tavares, event co-host. “This event gives international students an opportunity to feel that they are home, being able to come together and share dinner with so many fellow international students,” he says.

University Catering prepared and served a family-style meal with all the traditional fixings—including 600 pounds of turkey, 300 pounds of dressing, 16 gallons of gravy and 150 pumpkin and apple pies (with whipped cream, a delight for many of the students). Kosher and Halal turkey and vegetarian options were also served. Vendors from the greater ���ϲ����� area donated all of the food, linens and table decorations.

In addition to the logistics of preparing and serving such a large and important meal, Catering staff dealt with an unexpected challenge. Twenty minutes before the dinner’s 6:30 p.m. start time, the elevator to the auditorium broke down. All staff, including employees from the Schine food court, worked to push hot boxes out the front door of Schine, down the Einhorn Family Walk, down the ramps in front of Bird Library to Waverly Avenue and up the ramp into Goldstein Auditorium.

Regina Jones, member of the Oneida Nation Turtle Clan, who recently retired as Assistant Director of the University’s Native Student Program, helps a student during the dinner portion of the event. (Photo by Charles Wainwright)

A highlight of the evening was the ceremonial carving of the turkey on the Goldstein Auditorium stage. Students, with phone cameras 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.

As dinner was served and enjoyed, table hosts—faculty, staff and community members—engaged attendees in conversation and answered questions surrounding the traditions of Thanksgiving.

“Thanksgiving is about counting your blessings and appreciating your connections with others. Here at ���ϲ�����, we are blessed to have international students as part of our student body and our global network of alumni,” said Chancellor Syverud. “You bring unique perspectives that help us nurture a global outlook. You inspire dialogue across cultures and languages and traditions. You make friends with people who grew up very differently than you have. We learn as much from you as you do from your professors and mentors.”

Baptist Chaplain Devon Bartholomew gave the invocation. Native American Blessing was given by Regina Jones, member of the Oneida Nation Turtle Clan, who recently retired as Assistant Director of the University’s Native Student Program. Muslim Chaplain Amir Duric gave the benediction.

The Hendricks Chapel Choir, under the direction of José “Peppie” Calvar, performed two songs, “Run Toboggan Run” and “Go Tell It On the Mountain.” (Photo by Angela Ryan)

The Hendricks Chapel Choir, under the direction of José “Peppie” Calvar, Associate Professor of Applied Music and Performance and Assistant Director of Choral Activities in the Setnor School of Music, performed two songs, “Run Toboggan Run” and “Go Tell It On the Mountain.”

David Ojo, a graduate student in Chemical Engineering in the College of Engineering and Computer Science, says the dinner was his first Thanksgiving experience but certainly not his last. “It was quite an experience, the food, the atmosphere and above all the opportunity to connect with people of diverse cultures and backgrounds was something special to me,” he says. I understand the dinner is a long-standing tradition at SU, I hope it’s kept for a long time. God bless the organizers and all who have helped in keeping it going.”

“I enjoyed myself at the International Thanksgiving Dinner,” says Ameya Wakankar, a second-year Chemical Engineering graduate student in the College of Engineering and Computer Science. “The dinner was well organized and the food was delicious. I got a taste of the American Thanksgiving traditions and also got to meet some interesting people. I had a great time attending the event.”

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Story by Cheryl Abrams

Update Nov. 15: Tickets for this event are sold out.

First-year international students and members of the University community will come together for ���ϲ�����’s 38th Annual on Thursday, Nov. 17, from 6:30 to 8:30 p.m. Approximately 500 members of the University community are expected to take part in the annual tradition this year. The celebration is sponsored by the and the .

Started by the University in the 1980s by the late Rev. T.E. Koshy, the celebration is intended to introduce new international students to the American Thanksgiving experience. This year’s event will be held in the Schine Student Center’s Goldstein Auditorium, with doors opening at 6 p.m. Interested students must register in advance; email invitations have been sent to our international student community.

The meal, provided by , is served family-style and will include traditional Thanksgiving fare such as turkey and dressing, cranberry sauce and pumpkin pie. Kosher and Halal turkey will be available, and a variety of vegetable dishes for vegans or vegetarians. Students can indicate their dietary preferences when they register. Table hosts—faculty, staff and community members—will engage attendees in conversation and answer questions about the history and traditions of Thanksgiving.

Students enjoy a piece of pumpkin pie with whipped cream at a prior International Thanksgiving Celebration.

“Each year, we look forward to extending the invitation to our international student community to come share a meal in gratitude and experience a traditional Thanksgiving dinner with friends old and new,” says Dr. Ruth Chen, professor of practice in the College of Engineering and Computer Science, who will co-host the celebration with Center for International Services Director Juan Tavares. “It is an important part of ���ϲ�����’s mission to be a university that is inclusive and welcoming to all—and this annual tradition is one example of how we meet that mission.”

“The International Thanksgiving Celebration is one of my favorite events on campus as it represents a wonderful opportunity for our international students,” says Tavares. “They experience a family-style traditional American meal and conversation that gives them an ideal way to learn about this tradition. It is an honor to co-host this event with Dr. Chen.”

With questions or for more information, contact Kelley Champa at 315.443.4439 or kachampa@syr.edu.

���ϲ����� will host its first-ever International Student Career Week, Oct. 24-27.

The events, which run Oct. 24-27, are recommended for students planning for professional life after college, offering important preparation resources to support student success.

The rundown of seminars during Career Week includes:

• Monday, Oct. 24, 4-5:30 p.m.:
• Monday, Oct. 24, 6:30-8 p.m.: “
• Tuesday, Oct. 25, 6-8 p.m.:
• Wednesday, Oct. 26, 5-6:30 p.m.:
• Thursday, Oct. 27, 6-8 p.m.:

, emphasizes how the International Student Career Week can have a positive impact on a student’s professional development goals, highlighting the personalized services available to students within the University’s schools, colleges, units and the teams throughout the year.

“Alongside the evolving professional development and student experience landscapes, we will continuously pursue opportunities to support professional development success at ���ϲ����� and beyond,” shares Pack. “Career Services understands the unique challenges that are faced by our international students, and we are committed to doing everything possible to provide resources needed to succeed on their career journeys.”

For more information or to request accommodations, please contact by calling 315.443.3616 or send an email.

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

Discover what motivates Dhaouadi and how she likes to have as many others involved in leadership initiatives as possible, as well as what she might do next once she completes her program.

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

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

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

Structured for Success

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

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

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

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

iY-1 student Jin Chai

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

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

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

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

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

A Trio of Learning Environments Offers Student Support

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

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

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

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

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

Just The Beginning: Global Expansion and Advanced Degrees

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

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

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

About the College of Professional Studies

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

About Interlearn, Inc.

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

“The STEM designation for our MBA program reflects the commitment of our faculty to prepare students for a fast-changing business environment that includes cutting-edge technology, data analytics as well as creativity and forward-looking innovation. These areas are fundamental to modern business and therefore central to our MBA education. Our required curriculum and broad set of elective courses emphasizes these skills and abilities already,” says Alex McKelvie, associate dean for undergraduate and master’s education and professor of entrepreneurship. “Receiving STEM designation appropriately reflects our MBA programmatic emphasis and facilitates students’ success in industry after graduation.”

A STEM-designated program allows international students on an F-1 visa to extend their time in OPT (Optional Practical Training) from 12 to 36 months in the U.S. This makes graduates from STEM- designated programs more hirable and allows them to gain valuable experience relevant to their field of study. The Whitman School already has STEM designation for their master of science programs in business analytics, finance, marketing and supply chain management.

“We are delighted to be able to support our international students and their dream of launching their careers here. STEM designation is a testament to the Whitman School’s belief that our students are well prepared for careers in business that reflect STEM-based skills and industries. Receiving this designation brings our current students closer to these dreams and will help to signal to prospective students that we will support them throughout their careers,” says McKelvie.

“These students worked through so many challenges and stayed adaptable and positive throughout what was an exciting and rigorous academic experience under the shadow of a pandemic. While some began their studies in courses offered fully online, I’m thrilled that all were eventually able to join us at the College of Law to take in-person classes in Dineen Hall,” says Andrew S. Horsfall L’10, assistant dean of international programs.

The fall 2021 graduates are:

• Ahmed Al Shattawi (Iraq): Al Shattawi obtained his bachelor of law from Al-Nahrain University in Baghdad, Iraq. Soon after his LL.B. studies, he emigrated to the United States, settling in ���ϲ�����, where he obtained a degree in electrical engineering and works for Anaran, a local engineering and technology company. During his LL.M. studies, he chose to focus on courses in American criminal law and procedure as well as subjects tested on the New York Bar Exam.
• Saad Alqahtani (Saudi Arabia): Alqahtani obtained a bachelor of law from King Saud University in Saudi Arabia in 2010. He has worked as a legal investigator in the Public Administration for Legal Affairs in the Ministry of Transportation in Riyadh since 2011. Alqahtani focused his studies on corporate compliance, negotiation and real estate law. While at ���ϲ�����, he earned an Excellence for the Future award in Real Estate Law for Business from the Center for Computer-Assisted Legal Education.
• Samuel Alvarenga Goncalves (Brazil): Alvarenga obtained his LL.B. from the University of Itaúna and a master of laws from Pontifical Catholic University of Sao Paolo, both in Brazil. He is currently pursuing his Ph.D. in law from Brazil’s Federal University of Minas Gerais. Alvarenga serves as a state prosecutor in the state of Rondônia where he specializes in public health matters. He pursued courses in class actions and civil procedure.
• Hugo Carrasco Soulé López (Mexico): Carrasco obtained an LL.B. and Ph.D. in law from the National Autonomous University of Mexico (UNAM). He is a professor of law at UNAM, where he teaches civil procedure, contracts, class actions and health law. He has published law review articles and books. He is also in-house counsel for Johnson & Johnson. He enrolled in courses such as constitutional law, negotiation skills, European Union law and courses that will prepare him for the New York Bar Exam.
• Sebastian Valenzuela (Mexico): Valenzuela is finishing his LL.B. at the Instituto Tecnológico Autónomo de México (ITAM) and comes to us under a dual-degree program. During his studies, he has worked as a legal assistant for a casino management company as well as with a federal court. He pursued coursework in tax, regulatory and administrative law during his LL.M. studies.

Fall ’21 College of Law Visiting Scholars [Please note, image does not reflect current public health guidelines.]

• Jakub Domanski (Poland): Domanski is enrolled in the University of Bialystok. During his semester in ���ϲ�����, he pursued courses in business law, administrative law and European Union law.
• Costanza Giuntini (Italy): Giuntini is enrolled in the University of Florence. She focused her studies on evidence and criminal law and the law during her semester in ���ϲ�����.
• Matilde Manfriani (Italy): Manfriani is enrolled in the University of Florence. She studied courses related to business law and corporate finance during her semester in ���ϲ�����.
• Federico Paganelli (Italy): Paganelli is enrolled in the University of Florence. He studied subjects in banking law, negotiations and business law during his semester in ���ϲ�����.

In January, the College of Law anticipates a cohort of approximately 10 LL.M. students, one exchange student and three new Visiting Scholars.

Members of the Student Representative Council, formed by the ���ϲ����� in Shanghai program

The travel restrictions put in place due to COVID have kept many newly enrolled international students home as they were about to begin their coursework at ���ϲ�����. The majority of these students live in China, so the University partnered with the Council on International Educational Exchange (CIEE) and East China Normal University to establish the ���ϲ����� in Shanghai program.

Within China, the first lockdowns due to the worldwide pandemic had been lifted by the start of the school year for international students in Shanghai. While the public health situation in China enabled a return to some in-person activities, many of these newly enrolled ���ϲ����� undergraduate students were acclimating to the demands of the American education system. This was combined with the challenges faced by most first-year students entering college, like making friends and feeling at home in a new community.

To help give the students a sense of campus community, the ���ϲ����� in Shanghai program formed the Student Representative Council (SRC) to help organize events where students could safely connect for professional development and to socialize.

Ziyu (Connor) Huang, a junior majoring in accounting and supply chain management at the Whitman School of Management, volunteers his time as the program coordinator for the program in China.

Huang is also a member of the Chinese Students and Scholars Association, where he serves as the minister of student activities. Huang says he was motivated to volunteer because he knows what it felt like to arrive in ���ϲ����� and to adapt to living and studying in a new environment. “I’m fresh out of high school when I first get to ���ϲ�����, it made me think of my questions like where to play and where to hang out with my friends, those kinds of questions,” he says.

The Student Representative Council helps organize events where students can safely connect for professional development and to socialize.

Helping international students adapt to a new classroom setting is also what motivated biology major Xiaoyang (Gary) Wang. Wang is originally from China, but spent the last four years attending school in Australia before enrolling in the College of Arts and Sciences. He says he is happy to help the students in Shanghai bridge the cultural differences they will inevitably face while going to school in the United States.

“I think in China, we have a more conservative education. There are places where high school students are under strict supervision from teachers and their parents,” says Wang. “Going to a university in America, I think is quite challenging for them. They must control themselves more and they have to organize their lives by themselves. I think that’s the biggest transition for them.”

In addition to social events like a Halloween party, the SRC also helped organize writing workshops and resume building workshops for students.

Members of the SRC say volunteering has also been a positive experience for them. Yixiu (Angelo) Wei, a member of the student council majoring in international relations, says getting involved helped him meet new people and expand his social circle ahead of coming to campus. “I work with the SRC because I want to get to know more people, and I want to know more things about ���ϲ�����,” he says.

Angelo has personal experience in the United States education system that can help international students navigate the new setting. He attended school in California, starting in the eighth grade. “I think setting up a student council truly boosted new students’ confidence in their future at ���ϲ�����,” he says. Angelo says the fact that ���ϲ����� wanted to ensure the international students in Shanghai could still have a college experience despite COVID restrictions made them feel like valued members of the Orange community.

For first-year student Jiaxin (Jesse) Ma, her time on the SRC spent organizing events has her considering a major in management. “My major is still undecided, but I found what I might like to do in the future by doing all the activities and student council,” she says.

“I think at first it’s very uncomfortable, it’s very unfamiliar how the classes work. After I joined student council, I learned more about every detail during our semester and classes,” Ma says. “Now I can also pass this information to our friends or other students. I think it’s a process which really makes me feel like I have a better understanding and I can really help guide others and answer all their questions.”

Huang says he empathizes with the first-year students because they will have less time on campus due to the travel restrictions. “At the same time, they have to adapt to the education system in United States,” he says.

Huang sees the SRC as a way to welcome these students to the ���ϲ����� community, even if that means not technically in Central New York. “This lets them know that ���ϲ����� wants to help them join the community,” Huang says. “We organize a lot of activities to enrich the student’s campus life, even though we are in a different country.”

“These are students new to our ���ϲ����� family who, like all of our first-year students, don’t know exactly what it means to be a university student before attending college,” says Erika Wilkens, assistant provost and executive director of ���ϲ����� Abroad. “While the University has made every effort to virtually welcome and support students unable to join us on campus in the fall, we also wanted to find a way to offer a supported residential experience to as many as possible.”

To address this dilemma for incoming students from China, ���ϲ����� partnered with the Council on International Educational Exchange (CIEE) and East China Normal University to establish a program for international students in Shanghai, China where they could bond with others in their cohort, despite COVID-19 related travel restrictions. The program gave 253 students an opportunity to connect with other Orange undergraduates and familiarize themselves with the routines of first-year students at a U.S. university.

The fall program allowed international students in Shanghai to combine in-person classes with ���ϲ����� courses on-line, spend time with their peers and become more familiar with the American-style teaching. Students participated in excursions to learn more about Shanghai and had professional development opportunities, such as visiting companies and non-governmental organizations (NGOs).

Students in the program also had opportunities to engage with the main campus through a series of virtual forums and workshops designed to set them up for success, with sessions on learning how to navigate online University systems and how to communicate effectively with professors and advisors.

The Orange family in China—alumni and current students—also reached out to the new students. Nearly 30 alums in Shanghai (representing all major SU schools and colleges) held a special welcome session at the orientation to share their experiences at SU and introduce the “Orange spirit.” Members of the Chinese students’ association organized a mid-autumn celebration show and performance, as well as a Halloween Party.

An international partnership program like this typically takes up to 18 months to two years to become fully operational. However, with the onset of the global pandemic in March, ���ϲ����� Abroad and its campus partners needed to work much faster. The ���ϲ����� in Shanghai program was created in just a few months. ���ϲ����� Abroad closely worked with schools and colleges, in particular the College of Arts and Sciences and the Maxwell School, the academic home of most of the Shanghai-bound students.

Chancellor Kent Syverud addresses students via video in Shanghai, China

“I think for the University, this has been a really important learning experience in terms of a major cross-division collaborative effort around shared goals. People were just amazing,” said Wilkens.

“In addition to our colleagues at the schools and colleges, we worked closely with Admissions, the Center for International Services, the Office of Budget and Planning, the Bursar’s Office and the Registrar’s Office. The University has never done anything like this before.” The process was complicated and challenging, with issues like academic programming, student services, health and safety being top priorities.

Wilkens says the ���ϲ����� in Shanghai program is a real testament to the importance of and commitment to broader internationalization at ���ϲ�����. “I think it’s really brought to the forefront how many international students we have and the unique challenges they face,” she said. It also served as an example of the complexities involved supporting international students with staff working remotely amidst a global health crisis. “There is no way we could have done it without pulling together as one University. People went above and beyond.”

Learning from their experience in the fall, ���ϲ����� Abroad will be offering a second program in the city of Chongqing at Southwest University in China for Spring 2021. Wilkens says she is happy that when these international students eventually arrive in Central New York, they will be coming with an Orange cohort and have an identity as part of ���ϲ�����. “We want them to feel recognized and cared for. That is our goal.”

Students living in China who have deferred admission to January 2021 had the opportunity to register for Introduction to Architecture and Architecture Practice, a unique course taught by School of Architecture Assistant Teaching Professor Fei Wang, director of China programs, where students will visit some of the most important architecture offices in China and meet firm principals, while learning the fundamental principles of architecture.

The School also offered fourth-year undergraduate architecture students living in China the option to enroll in one of two residential visiting critic studios, located in Beijing and Shanghai, being taught by two of China’s leading young architect-designers, Zigeng Wang and Yanfei Shui.

“We are very excited to offer these courses, taught by three of the most dynamic educators in China,” says Michael Speaks, dean of the School of Architecture.

Introduction to Architecture and Architecture Practice

Fei Wang

Introduction to Architecture and Architecture Practice, taught by Fei Wang, enables incoming freshmen enrolled in the School of Architecture B.Arch degree program to begin their formal study of architecture while in China.

Through lectures and discussions led by Wang, students will be provided with a foundational academic experience where they’ll investigate diverse models of architectural practice. Students will also complete a series of weekly assignments, including drawing and sketching exercises, while working alongside upperclassmen teaching assistants, as well as produce a final paper.

Starting in mid-October, students enrolled in the course will travel to three of China’s major cities—Beijing, Shanghai and Shenzhen—where they’ll spend a week in each city visiting world-renowned architecture offices and touring important architecture projects, many not open to the public, including the Phoenix International Media Center (Beijing), Shanghai Planetarium (Shanghai) and Vanke Center (Shenzhen).

“As educators, we have been able to transform disadvantages into advantages, turning challenges caused by the COVID-19 pandemic into special educational opportunities not possible during normal times,” says Wang.

In addition to site and office visits in these cities, students will attend School of Architecture “family” events where they’ll have the chance to learn more about the B.Arch program and meet with alumni, parents and current students.

The Boundary of Selves: Domestic Space in the Age of Digital Screens

Zigeng Wang

Zigeng Wang, along with teaching fellow Jia Weng, a second-year Ph.D. student at Yale School of Architecture, will teach the Beijing-based visiting critic studio The Boundary of Selves: Domestic Space in the Age of Digital Screens that examines how digital media interrupt the existing configuration between the private and the public spaces, while focusing on the spatial expansion of individual boundaries.

Architects have long been drawing a hard line between private and public spaces without questioning the validity of such demarcation. But radical changes in electronic technology—with screens of computers, smartphones and tablets taking over tasks previously carried by physical spaces that give legitimacy to the existence of architecture as a modern discipline—have complicated spatial penetration of private territories.

This studio approaches such tension between physical space and screens by examining individuals’ territory. Through a series of field trips and guest lecturers by Aric Chen (Design Miami), Julian Junyuan Feng (Shanghai Institute of Visual Arts), Sunquan Huang (China Academy of Art), Liam Young (Tomorrows Thoughts Today) and Weiwei Zhang (M.Arch I, Princeton University), students will explore conflicts between the current configuration of the private and the public in architecture and smart screens that bring programs into our everyday life, and investigate how to renegotiate the boundary between one’s space of living and one’s screen of living.

Wang is the founder and principal architect of PILLS/BILLS (Beijing)—a studio focusing on contemporary spatial culture through practice and research—and a lecturer of architecture at the Central Academy of Fine Arts (CAFA). His works have been displayed during major domestic and international exhibitions such as the Venice Architecture Biennale (2008), When Architecture Tells a Story exhibition at the National Building Museum in Washington, D.C. (2016), Urban Space Art Season in Shanghai (2017); 7th and 8th Bi-City Shenzhen Biennale of Urbanism/ Architecture (2017, 2019), the youth curator plan of the Museum of Contemporary Art Shanghai (2017), Hyundai Blue Prize exhibition in the Hyundai Culture Center in Beijing (2017), Infrastructural Territory exhibition in OCAT Shanghai (2018) and Unknown City: Installation and Imagery on Chinese Contemporary Architecture exhibition at the Pingshan Art Museum near Shenzhen (2019). In 2015, Wang received first prize in the Fairy Tales International Architecture Competition. He has served as architecture counselor of Jiang Wen’s film, Hidden Man, and was invited to participate in the design team for the opening ceremony of the Beijing Winter Olympics 2022 and the design of the parade float for the 70th anniversary of National Day. Wang received a master of architecture from Princeton University, where he was awarded a full enrollment scholarship. He has taught at Beijing Film Academy as a lecturer, Tsinghua University as a visiting professor and at many schools and institutions including Harvard University and Tongji University.

Spatial Apparatus: Logistics Facilities in the Post-Pandemic Era

Yanfei Shui

Yanfei Shui will teach the Shanghai-based visiting critic studio Spatial Apparatus: Logistics Facilities in the Post-Pandemic Era, which will examine the alternate futures of logistics through the lens of various technologies adopted in supply chains, data networks and delivery systems.

Over the past few decades, the agency of logistics has reshaped urban territories and also projected a new landscape of global mobility. Well beyond the obvious distribution industry implications at city edges, smart technologies are ending an era of vast, plain-vanilla warehouses and promoting new possibilities for logistic facilities, especially with the recent impact of COVID-19. Logistics facilities are transforming into a hybrid of global data, connectivity, redundant power and efficient human-machine interfaces.

Through collective discussion, brainstorming and mapping research, students will take an active role in engaging logistics facilities as new spatial apparatuses that could blend themselves into urban communities and bring the hypothetical future into reality. As a design project, students will develop a new prototype of micro-fulfillment to revitalize Kongque Industrial Park, an abandoned industrial plot in the Jing’an District of Shanghai.

Over the course of the semester, students will also visit some of China’s leading logistics enterprises and gain insight from guest lecturers including He Ban (Fresh Hema), Yidian Liu (B.Arch, ���ϲ�����), Bin Zhang (Atelier Z+), Zheng Tan (Tongji University), Fei Wang (���ϲ�����), Yan Wang (Tongji University), Minglu Wei (B.Arch, ���ϲ�����) and Qiming Wen (JD.com, Inc.; JD-X).

Shui is founding partner and chief architect of NATURALBUILD, a multi-disciplinary design studio based in Shanghai, which he founded together with Yi-Chi Su in 2012. He is also a visiting professor at Tongji University. At its core, NATURALBUILD— one of the most highly regarded emerging offices in China—takes the comparative study of Chinese and Western cultures, embraces the complexities and contradictions of the reality of China and initiates the resonance of various genotypes emerging from program, function, landscape, topography, materiality, form, etc. The firm’s work has received numerous design awards and has been featured in the 2018 Venice Architecture Biennale, the Shanghai West Bund Biennale and in publications such as a+u, Architectural Journal, Wallpaper, dezeen and designboom. Among their most notable completed projects are 1178 Waima Road Warehouse Renovation (Shanghai), Yushan Island Hotel (Zhejiang), J House (Shanghai) and the Soft Matter Pavilion (Shanghai). Shui received a master of architecture from Princeton University and a bachelor of architecture from Tongji University. Prior to starting his own practice, he worked at OMA in Rotterdam.

“We are thrilled to be able to offer these in-person courses for our students in China,” says Speaks. “We look forward to seeing them back on campus and in Slocum Hall next semester.”

ELI Instructor Constance Walters has a virtual discussion with Fulbright students.

This year, due to the COVID-19 pandemic, the program was offered virtually, which meant that students and instructors had to adjust to a new way of learning and teaching. “Although it was certainly a very different experience than in-person classes, I was able to develop relationships with some of my students, particularly through virtual office hours,” says instructor Constance Walters. “I really appreciated and enjoyed that face-to-face time with them and the comments they wrote at the end of the course made it clear that they really appreciated that time, too.”

The high standards set by the instructors at the English Language Institute motivated Nanan Nuraini to learn and participate in each session and assignment. Nuraini lives in Bandung, West Java, Indonesia, with her two children. Her husband worked in Africa but returned to Indonesia to take care of their children while Nuraini waits for her visa to be processed for her anticipated arrival in the United States. Nuraini has a bachelor’s degree in psychology from Padjadjaran University in Indonesia and a master’s degree in psychology of education from the University of Bristol, U.K. When she arrives in the U.S., she will begin working on a Ph.D. in neuroscience at the University of Missouri-Columbia.

Nuraini was grateful to be accepted into the Fulbright program because she knew that developing her English language skills would strengthen her contributions in the field of neuroscience and psychology.  While she said that initially, the virtual learning classroom was challenging, it became easier as the students and teachers got to know each other. “The instructors are supportive, helpful and warm which made me feel accepted and not hesitate to ask questions,” she says.

As part of her Ph.D. program, Nuraini plans on publishing numerous research articles that focus on creating better treatments for individuals with autism spectrum disorders. “I also want to contribute to society in Indonesia, particularly mothers who struggle with motherhood and postpartum depression.”

Ekaterina Tretiakova is from Kostroma, a historic city in western Russia. From a young age, Tretiakova was hungry for knowledge about the world around her—the culture, language, arts and literature. She spent her adolescent years taking English, German and Spanish classes, attending art school and visiting summer and winter camps devoted to foreign exchange programs. “My early passion for learning foreign cultures inspired me to enter the department of foreign languages and become a teacher of English and German,” says Tretiakova.

While teaching in both the private and public sector, Tretiakova continued her studies and received a second degree in marketing. She worked for three years as a manager for a production company before returning to the field of education. “I’ve been working for an international IT company teaching English to IT specialists,” she says. “As the company rapidly expanded, our specialists were required to travel overseas. It was heartrending to watch their struggle to learn to speak different languages and understand the culture of the countries they visited.”

Tretiakova will be attending ���ϲ�����’s to begin a master’s program in instructional design and assessment. She said the virtual ELI program was comparable to in-class instruction. The program was beneficial and gave her the resources she needs for future research. “Learning how to structure a paper, write an abstract and an introduction was really useful,” she says. She also learned about possible funding sources for research projects. Because Tretiakova will continue her studies at ���ϲ�����, she found the introduction to campus—the library, business incubator and other facilities—will help her feel at home.

“The immersive program is designed to give graduate school students an academic English course as well as an introduction to a broad array of University resources to help them get the most out of their academic experience,” says David Lind, director of ELI. Eight schools/colleges and departments across campus participated in teaching the students about culture, history, diversity and inclusion, and the many resources available at the library.

University College staff held a panel discussion for the students that focused on the history of African American civil rights both past and present. Tyler Bell, a Ph.D. candidate in the School of Education, Marsha Senior, director of the HEOP Program and assistant director of student administrative services at UC, and Nichole Henry, UC’s director of admissions, led the discussion. “We utilized visual thinking strategies to analyze a collage of images that have impacted underrepresented and marginalized communities in 2020,” says Bell. “The students thought that this was a very powerful lecture and genuinely learned a lot regarding the historical and contemporary implications of events affecting African Americans as seen through their verbal engagement and continuous comments throughout the presentation.”

Indonesian students created a poster to say “thank you” to the English Language Institute.

Indonesian student Tryanti Abdulrahman thought the panel presentation fit well with her class discussions about slavery in the U.S. “I learned a lot on this topic through the lens of injustice,” says Abdulrahman. “The most provoking part of this topic was when our instructor Connie Walters asked us to connect the story to the history in my country.” As a result, Abdulrahman said she has become more culturally responsive and understands how sensitive the race issue is.

Abdulrahman grew up in Gorontalo, a province on the island of Sulawesi. She now lives in Bekasi, a city in West Java, Indonesia. She earned a master’s degree in multicultural education in foreign language teaching from Ohio State University and plans to complete a Ph.D. in reading and literacy for early and middle childhood education at Ohio State University. “My continued studies would provide me with the knowledge and expertise in reading and literacy as well as knowledge about the world, social relations, identities and power,” says Abdulrahman.

In addition to learning about the history and culture of the United States, the scholars found many other beneficial aspects of the Fulbright English for Graduate Studies program. Tretiakova, who has never studied abroad, found the teaching approach much different than what she experienced in Russia. “It was a very valuable experience,” she says. “The teachers provided a logical and clear framework on what needed to be done and provided different methods for research and the logic of each.”

“I appreciate that our instructors gave us meaningful materials and provided clear instruction. Homework and class activities focused on academic language development while teaching us the academic tools we need,” says Abdulrahman. The program provided training on plagiarism, giving the students a better understanding of intellectual property and how to cite works correctly. “I have learned about plagiarism before but with this instruction, I gained a deeper understanding and passed the plagiarism certification test.”

The students who were interviewed said that the most valuable part of the three-week virtual program was the poster project and presentation that was part of their final assignment. “It required me to study my topic in depth and apply the theories and practices of the English language,” says Abdulrahman.

“While all of the lessons were valuable, I think learning how to create and present a poster was the most beneficial,” adds Nuraini. “I had the opportunity to create a poster in a limited time, using minimal resources and then present it to teachers and fellow Fulbright students. While I was anxious to present it, it was a wonderful experience. I now have all the resources I need to perform my best in the upcoming Ph.D. program at the University of Missouri.”

“The Fulbright Program was a chance of a lifetime for me,” says Tretiakova. “It will allow me to advance and to move to an absolutely new level of professionalism.”

“I want to thank the English Language Institute at ���ϲ����� for a great program,” says Abdulrahman. “The classes challenged me to think, perform and grow to a higher level. The virtual program offered quality program content and a high standard of excellence. I want to thank my instructors for facilitating such a positive learning environment and teaching me lessons that I will carry over into my life’s journey. They truly made this three-week program one of the best I’ve ever had.”

For those looking for an alternate quiet work area in Bird Library, the following quiet spaces are available:

• The 4th and 5th floors are generally quiet working areas.
• Individual study rooms are available on a first-come/first-served basis.
• Small group study rooms
• On the 6th floor, the Plastics Pioneers Reading Room (Room 610) and Safire Room (Room 605) are available Mondays through Fridays from 9 a.m. to 5 p.m.
• After 5 p.m. daily and on weekends during regular hours, the Peter Graham Scholarly Commons on the 1st floor will be open and available for use as a quiet room.

In addition, Carnegie Library’s Reading Room is available for quiet study Mondays through Thursdays from 8 a.m. to 8 p.m. and Fridays from 8 a.m. to 5 p.m.

Over the past few weeks, reports of the Chinese government’s warnings regarding studying in the United States have led to some international students expressing concern about being able to pursue a ���ϲ����� education. I want to reassure our campus community that ���ϲ����� remains committed to our international students and scholars. We will continue to welcome and support students from all over the world.

At this time, we are not aware of any impact on the issuance of visas for new and returning students. Our staff in the Slutzker Center for International Services continues to monitor issues related to immigration and arrival procedures. International students and scholars with questions about visa issuance, appointments or immigration status may contact Slutzker Center Associate Director Mary Idzior at midzior@syr.edu or 315.443.2457 or Associate General Counsel Jennifer Gavilondo at jgavilon@syr.edu or 315.443.9732.

The event will be held in Goldstein Auditorium in the Schine Student Center. Doors open at 6:30 p.m., and dinner prepared by ���ϲ����� Food Services will be served at 7 p.m. The celebration is open to all of the University’s international students. Tickets are required; the event is sold out.

Turkey and the traditional trimmings—such as dressing, mashed and sweet potatoes, vegetables, cranberry relish and pumpkin pie—are part of the dinner, which is designed to introduce international students to the American Thanksgiving tradition. The meal is served family style, and members of the University and greater ���ϲ����� communities serve as table hosts, keeping conversation lively and answering questions about the celebration.

Greetings will be offered by George Athanas, interim director of the Slutzker Center for International Services; Chancellor Kent Syverud; and Craig Slutzker, as an alumnus and benefactor of the Slutzker Center. The Rev. Brian Konkol, dean of Hendricks Chapel, will offer the invocation, and a Native American Thanksgiving address will be offered by Regina Jones, assistant director of the Native Student Program and a member of the Oneida Nation’s Turtle Clan. Muslim Chaplain Amir Duric will offer the benediction.

Held annually, the celebration is an opportunity to share North American Thanksgiving traditions with people from around the world, says Dr. Ruth Chen, professor of practice in the and key organizer of the celebration. “It is more than sharing a delicious meal. We come together, as members of the campus and global community, to teach and to learn.”

Bander Alhoraibi (Saudi Arabia) shows his submission in the book “Becoming International: Musings of Studying Abroad in America.”

When international students travel to the United States to learn English, the language barrier is just one of their challenges. Cultural differences like being overwhelmed in the grocery store, being embarrassed about not tipping a server (there is no tipping in China) or learning where to get help in serious situations are a few of the struggles they encounter.

During the 2017-18 academic year, students from Japan, China, Norway, South Korea, Taiwan and Saudi Arabia were able to put their experiences and feelings on paper.

As part of a writing project, the students were given autobiographical and creative writing prompts that encouraged them to reflect on what it means to travel abroad to improve their English language proficiency.

The project was a collaboration between ���ϲ�����’s (ELI) and . The ELI provides intensive English instruction to approximately 300 international students who attend the program each year. Steve Parks, ���ϲ����� associate writing professor and founder of New City Community Press, published their collection of stories in a book titled, “Becoming International: Musings of Studying Abroad in America.”

“At first the students did not think of themselves as authors,” says Amy Walker, an ELI instructor who wrote the book’s introduction. “They did not see the benefit of the project because their sole reason for attending the ELI was to obtain enough English proficiency for admission to an American undergraduate or graduate degree program.”

Bandar Alhoraibi from Saudi Arabia has his book, “Becoming International,” signed at book signing.

Walker adds that once the project was underway, unexpected positive outcomes started to appear for both the students and the teachers.

“The authors were brave. They allowed themselves to be vulnerable. They wrote about personal topics in a language that they had varying degrees of control over,” says Walker. “In the end, the students gained more confidence in their English and became more grounded in this U.S. collegiate environment.”

Huan-Chen Tseng from Taiwan wrote about his feelings of isolation when he first arrived in the United States. “In Taiwan, I am the oldest grandson on both sides of the family, so I have more responsibilities and benefits than the other grandchildren. However, in the United States, I’m just alone,” said Tseng. “I am nobody in the United States because nobody knows me, and I don’t have any friends here.”  During the fall 2017 semester when Tseng was on campus, he made friends and began to adapt to American habits. He acknowledged that this experience would help him in the future.

ELI students featured in book, Joakim Olsen (Norway), Yuan Cheng (China), and Amy Walker, ELI instructor, talk to the audience.

Eighteen-year-old Yongbin Yang noted one of the most difficult things about adapting to American culture is learning to be independent and manage his finances. “I came to the U.S., so I can’t rely on my parents anymore,” he wrote. “I need to take care of myself and think about every decision and its consequences. Finances will always be a big problem.” Yang said he can’t always buy things he wants because he has to balance his monthly budget. “But the process of becoming independent makes me feel better. I feel I am growing up.”

In partnership with ���ϲ����� Libraries, the English Language Institute hosted a book launch in September at Bird Library. Copies of the book are available for purchase on Amazon.

Students and Otto the Orange at the International Student Welcome Dinner.

This was the University’s first International Student Welcome Dinner for incoming international students. The dinner was planned by Dr. Ruth Chen, professor of practice in the College of Engineering and Computer Science; Michelle Larrabee, events coordinator in Hendricks Chapel; and George Athanas, interim director of the Slutzker Center for International Services. University faculty, staff and friends served as table hosts. Raices Dance Troupe and Andre Sanchez, a sophomore in the College of Visual and Performing Arts, gave performances.

This fall, ���ϲ����� has welcomed more than 500 international undergraduate students from more than 50 countries.

Speaking to the new students, Athanas encouraged them to delve into the ���ϲ����� experience by leaving their comfort zones.

“Eleanor Roosevelt, an American politician, diplomat and activist, is often quoted as saying, ‘Do something every day that scares you,’” he said. “So I challenge you with a modification to this quote. Do at least two things each week that make you a little bit uncomfortable. It is in that space that some of our best learning occurs.”

Chancellor Kent Syverud encouraged students to embrace the Slutzker Center and its staff, the values of the University and the hundreds of student-run activities that take place on campus.

He told the students that both he and his wife, Dr. Chen, were international students more than 40 years ago—Chancellor Syverud in Colombia and Dr. Chen, a native of China, in the United States.

These places were very different for both of them in terms of language and religion, climate and weather. “We embraced the experience although it was very hard at times,” he said. “We gained a great education and an international perspective that we treasure. We have been married 36 years, and we sent all of our children to be international students—in Africa, Asia and Australia.”

The evening concluded with an ice cream social at Hendricks Chapel and a group photograph on the chapel’s iconic steps.

Students were also introduced that evening to the University’s newly launched International Friends Program. The program is designed to connect interested international undergraduate students with a faculty, staff or community member to help introduce them to the many offerings—academic, athletic and cultural—of the SU and larger communities.

Those interested in being a ���ϲ����� Friend for International Students are asked to contact Michelle Larrabee at 315.443.2903 or melarrab@syr.edu by Thursday, Sept. 13.

Pat Burak

Rob Hradsky, senior associate vice president and dean of students, says Burak has been a tremendous and dedicated member of the team.

“Pat has been a passionate advocate, resource and support for our international student community,” says Hradsky. “Her commitment to serving students and to elevating international education has been invaluable over the years. We are deeply grateful for her decades of providing the international community with great support.”

Burak joined the ���ϲ����� community more than 40 years ago and began teaching in 1984 in the College of Arts and Sciences and eventually the Renée Crown University Honors Program. Throughout her tenure at the Slutzker Center, Burak has taught in the Department of Languages, Literature and Linguistics. After a devoted career in international student services, she says she is excited to pursue her love of teaching full time.

Citing a favorite quote from 19th-century American educator Henry Adams, Burak underscores her commitment to teaching in his words, “A teacher affects eternity; he (she) can never tell where his (her) influence stops.”

The Division of Enrollment and the Student Experience has announced George Athanas will serve as interim director. Athanas, a seasoned leader in the Office of Residence Life, will provide guidance and leadership while the division works to identify new opportunities to strengthen international student services and internationalization, as identified in the Academic Strategic Plan. The University will conduct a national search.

International students share a meal at last year’s International Thanksgiving Dinner.

The event will be held in Goldstein Auditorium in the Schine Student Center. Doors open at 6:30 p.m., and dinner will be served at 7 p.m. The celebration is open to all of the University’s international students. Tickets are required and sold out last week.

Turkey and the traditional trimmings, such as dressing, mashed and sweet potatoes, vegetables, cranberry relish and pumpkin pie are part of the dinner, which is designed to introduce international students to the American Thanksgiving tradition. The meal is served family style, and members of the University and greater ���ϲ����� communities serve as table hosts, keeping conversation lively and answering questions about the celebration.

Greetings will be offered by Brian Konkol, dean of Hendricks Chapel; Chancellor Kent Syverud; and Craig Slutzker, on behalf of the Slutzker Center for International Services. A Native American Thanksgiving address will be offered by Regina Jones, assistant director of the Native Student Program and a member of the Oneida Nation’s Turtle Clan.

“This wonderful annual event gives us the opportunity to pause, give thanks and share North American Thanksgiving traditions with people from around the world,” says Dr. Ruth Chen, professor of practice in the and key organizer of the celebration. “We come together, as members of the ���ϲ����� community and the global community, to share a meal, to be together and to learn from each other.”

Immigrants launch more than a quarter of all U.S. based businesses and have founded 51 percent of U.S. billion-dollar startups.�� However, the process of pursuing a venture in the United States can be very challenging, particularly for international students and new Americans.

Minhao Chen

Minhao Chen G ’12 will keynote the workshop and share his insights on how to pursue a dream, along with his own entrepreneurial journey. He was recently selected as one of the 2015 Top Ten Outstanding Innovation Figures of China for his disruptive food startup Shi Quan She Mei Co., Ltd.

A panel of experts in immigration and business law will address the complex issues associated with the visa landscape and regulatory environment in the United States. Panelists include:

• David DiMaggio, program manager, CASE, Center for Science & Technology, ���ϲ�����
• David Reed, president, Reed Business Law
• Andrea Godfread-Brown, immigration attorney, Brown and Palumbo
• Anna Putintseva, immigration and business attorney, Bousquet Holstein PLLC
• David J. Wilks, immigration attorney, Miller Mayer
• Caterina Ranieri, immigration attorney, Bousquet Holstein PLLC
• Patricia Burak, Slutzker Center for International Services, ���ϲ�����
• Jennifer Gavilondo, associate general counsel , ���ϲ�����
• Michael Stanczyk, corporate attorney, Lynn, D’Elia, Temes and Stanczyk
• Josh Aviv, founder and CEO, SparkCharge
• Tom Garden, president and owner, Syrasoft
• Daniel Rickman, branch manager/district international trade office, U.S. Small Business Administration

For further details, visit, launchpad.syr.edu/empowering-the-startup-dream. To register for the workshop, email LaunchPad@syr.edu.

International students accepted with the Open Society Foundations’ scholarship program were on campus this month for their summer orientation before they head to universities across the U.S. Two dozen are enrolled at ���ϲ�����.

Fifty-eight international students converged on the ���ϲ����� campus this summer as part of the Open Society Foundations’ pre-academic summer program.

The students received Open Society Foundations (OSF) scholarships to attend graduate school at one of many American universities, and ���ϲ����� was their first stop to acclimate them to the American classroom experience before heading off to schools across the country. Twenty-four of the students are remaining at ���ϲ�����, where they were accepted into programs to pursue their graduate studies.

The OSF scholarship program, which provides funding to students who demonstrate academic and professional excellence and are deeply committed to leading positive social change in their communities, has typically held the summer programs in different geographic areas around the world. This year, for the first time, an introductory session was held in the United States—at ���ϲ�����.

“Last year we decided to pilot the program in the host country the students would be attending,” says Michael Paller, program manager of scholarships for the Open Society Foundations. “We already had a partnership with SU—many students are doing a master’s degree here in law, public policy or education—and because we had such good relationships with the faculty we thought it would be optimal.”

Students apply to the OSF foundation for one of three scholarship program areas—Civil Society Leadership Award, Disability Rights Scholarship Program or Palestinian Rule of Law. They pursue degrees in a variety of fields, such as communications, development studies, education, law, public policy, human rights and gender studies. Once they become a finalist, OSF staff recommends schools they should apply to. After they are accepted at an academic institution, students receive full scholarships, fully funded between the OSF and the host institution where they were accepted.

Students came from 22 different countries: Argentina, Azerbaijan, Belarus, Burma, Cambodia, China, Czech Republic, Egypt, Eritrea, Ethiopia, Kenya, Laos, Libya, Palestine, South Sudan, Syria, Tanzania, Tunisia, Turkmenistan, Uganda, Ukraine, Uzbekistan and Zambia.

“The students are all very motivated. The primary award, the Civil Society Leadership Award, of which three-quarters of the students are awarded, are for individuals who are working in home countries on various issues related to human rights, democracy and supporting communities who are marginalized in their home countries,” Paller says. “They all have some work experience and are high achieving.”

The three-week summer program, which began July 23 and wrapped up Aug. 13, was an intensive three weeks in which students built on their foundations in their social science area and received assistance with academic writing.

They focused on becoming used to an American higher education classroom. This encourages participants to become more critical thinkers and be in a classroom that is more learner-centered, Paller says. “The students come from learning environments that are more teacher-centered and lecture-based. This is preparing them for that environment, to encourage them to participate and ask questions and read critically.”

Students took two classes, one with an academic writing instructor and another with a social science-area instructor, which included some Ph.D. students and instructors from ���ϲ�����, in such areas as legal studies and writing.

OSF student Kalkidan Lakew, who is from Ethiopia, received the Civic Society Leadership Award to pursue an education in policy analysis, which she hopes can contribute to her efforts to challenge policies and decisions that affect public policy outcomes.

“My background is in gender equality and youth empowerment, and I plan to work on women’s equality issues in Ethiopia. Women, who are 51 percent of the population in Ethiopia, are still undermined, oppressed and not represented in decision-making platforms, which makes Ethiopian women voices close to non-existent in the public policy design and implementation,” says Lakew, who will pursue a master’s degree in international development policy at Duke University. “I want to work on policy advocacy and bring critical women’s issues, such as gender-based violence, girls’ education, women’s representation in decision-making and leadership, and women’s access to finance, to the surface.”

Lakew appreciated how the summer program created an engaging environment that enabled students to learn from their mistakes and found the summer program’s academic writing course essential for her upcoming studies. “I am still in the process of adopting to the new environment and system, so the experience sharing with last year’s fellows enabled me to have a better idea about how the education system works,” Lakew says. “Most of all, meeting students from different counties with diverse experiences was the highlight of my three weeks; this is a lifetime opportunity of networking. Last but not least the trip to Niagara Falls is something I will always remember.”

The summer program also included a cultural event where students were encouraged to share some of their culture through a performance or presentation. They also visited local historic sites and visited nearby cities, such as Skaneateles and Niagara Falls.

At the end of the program, those not attending ���ϲ����� for their graduate studies have gone on to such schools as American University, Brandeis University, Duke University, Georgetown University, Washington University at St. Louis and Ohio University.

As students move on to their institutions for their graduate studies and then back to their home countries, they go with hopeful expectations to build up their communities.

“We hope that they return to their home countries with the knowledge and skills they need to take on leadership roles in the organizations that they worked at prior to coming to the program or a newer one they identify when returning to their country,” Paller says. “We hope they will achieve their own personal goals and work toward improving their home countries and their society as a whole in whatever way they see fit.”

The protocols, approved by Chancellor and President Kent Syverud and Vice Chancellor and Provost Michele Wheatly, create a pathway to degree completion for currently enrolled students whose studies may have been interrupted by the changes implemented by the Trump Administration. The protocols were initially drafted by the University Senate’s Academic Affairs Committee last spring and subsequently endorsed by the full Senate.

“We are an international community of scholars,” says Associate Provost for Faculty Affairs LaVonda Nichelle Reed. “As such, we have an obligation to ensure that those students affected by recent changes in immigration law have the support needed to successfully complete their ���ϲ����� degree program. These protocols create a pathway for them to do that by protecting the substantial investment of resources that they already have put into their ���ϲ����� education.”

The protocols apply to current undergraduate and graduate students who are refused re-entry to the U.S. by the first day of classes or who are deported from the U.S. on or after the first day of classes. They are formulated to maximize opportunity for students to complete courses and degrees, whether students are enrolled in programs that only require coursework for degree completion or in a graduate program requiring a thesis or dissertation.

In addition to other requirements, students must be in good standing, both academically and with respect to conduct, in order to be eligible.

All protocols are subject to the limits imposed by accreditation and professional licensing requirements for the specific degree program in which a student is enrolled.

To review the text of the protocols and a related Frequently Asked Questions document, go to the Office of the Registrar website or the Slutzker Center website .

Upon receiving and reviewing the report, Chancellor Syverud tasked the appropriate campus offices with implementation of the following immediate recommendations:

• Provide impacted students with specific contact information for campus support;
• Identify career advising expertise for graduating students that takes into consideration their unique circumstances;
• Assemble an institutional immediate action team that responds to urgent scenarios and provides emergency response, legal and academic advice, and education to the campus community; and
• Identify a specialized legal expert and provide impacted students access to advice and assistance.

All of the aforementioned recommendations have been completed; the relevant contact information and support services can be found by visiting .

“I am deeply appreciative of the comprehensive and thoughtful work of the Ad Hoc Committee,” says Chancellor Syverud.�� “Now that the immediate recommendations have been implemented, it is important that we continue to engage impacted students and others. I encourage the campus community to read the entire report, offer feedback, and participate in the process. Our collective focus must be to ensure that all students feel welcome, safe, and supported, including those who came to this country as children, were raised and educated here, but are undocumented.”

The Ad Hoc Committee, comprised of students, faculty, and many of the University staff who provide direct support to students, described its assignment as a “step forward in recognizing the unique needs of our undocumented and DACA students, as well as the similar needs of our students with mixed-status family members.” The entire report is available .

Chaired by Jennifer Mathews, director of undergraduate international admissions, and Michele “Shelly” Sipley, director of the Office of Financial Aid and Scholarship Programs, the committee acknowledged that the challenges facing these students are fluid and the recommendations reflect a “snapshot of the needs.” They recommended the creation of a permanent committee to include students, faculty, and staff, and chaired by a liaison/single point of contact to be responsive to the ongoing needs of the community.

Noting that conversations with current DACA and undocumented students were vital to the formation of the recommendations, the committee also offered a number of strategies to meet short and longer-term needs.�� Among those strategies are:

• creating a permanent committee with a formal structure for oversight and accountability, led by a highly visible individual who maintains a strong campus support network, connects personally with the affected individuals, and hosts conversation hours.
• establishing a webpage as a portal to communications, including standardized language reinforcing the welcoming nature of the campus, links to campus resources, information about scholarships, and specific contact information.
• providing professional development training to faculty and staff who regularly work with this population, as well as to teaching assistants and student leaders.
• developing a campaign aimed at establishing a legacy scholarship fund for DACA/undocumented students. Use these endowed funds to increase the number of undocumented students admitted to the University to contribute to the institution’s mission of being an inclusive and diverse community.

The Ad Hoc Committee noted that its members were powerfully moved by hearing the stories and perspectives of impacted students, and that the University has a “responsibility to empower all of our students with a safe, supportive learning community and the opportunity to share their unique ideas and experiences.”  Members of the Ad Hoc Committee included:

• Patricia Burak, director of the Slutzker Center for International Services
• Myrna García-Calderón, associate professor, Spanish
• Walt Donner, graduate student, Maxwell School of Citizenship and Public Affairs
• Huey Hsiao, associate director of Multicultural Affairs
• Andrew Kim, associate professor, College of Law
• Missy Mathis-Hanlon, interim director of the Parents Office
• Margaret Himley, associate provost for International Education and Engagement
• Diasia Kittrell-Robinson, junior, College of Arts and Sciences
• Martin Lopez-Galicia, senior, College of Arts and Sciences
• Amy Lutz, associate professor, Sociology
• Gladys McCormick, assistant professor, History
• Vernon Thompson, commander, DPS
• Kizzie P. Walker, staff therapist and multicultural outreach specialist

The Ad Hoc Committee conducted extensive research and explored best practices at several peer institutions. This research guided the committee’s process as it sought to address DACA/Undocumented students’ needs from application through graduation and beyond, while striving to produce recommendations that align with institutional goals, as well as the mission of the Council on Diversity and Inclusion.

The survey is designed to gather firsthand information on international students’ experiences with ���ϲ����� to help the council determine what the University is doing well, where it may be falling short, and how it can do an even better job of supporting students from recruitment through graduation and beyond.

Internationalization Council co-chairs Mehrzad Boroujerdi and Margaret Himley say they believe it is the first such comprehensive survey of all international students ever taken at the University.

The survey is relatively short—about 15 minutes or so—and there are separate surveys depending on whether a student is an undergraduate or graduate student.

For more information on the Internationalization Council or to access the survey, go to the council website at .

The survey can be accessed via the Internationalization Council website at or by clicking . The deadline for submitting the survey is Monday, April 3.

Mehrzad Boroujerdi, who co-chairs the Internationalization Council with Margaret Himley, says he believes this is the first such survey of international students ever conducted at the University. “Fostering a truly integrated international community of scholars was one of the priorities that emerged from the Academic Strategic Planning process,” says Boroujerdi, professor and chair of political science at the Maxwell School and Provost Faculty Fellow for Internationalization. “The council is charged with leading that effort, but it is absolutely essential that we hear from the students themselves, who come here from all over the world and who have very distinctive stories to tell about their ���ϲ����� experience. This survey will provide valuable data on what kind of a job we are doing to attract and retain these students and support their academic success, and how we can do even better.”

Co-chair Himley, associate provost for international education and engagement, says the University’s international student body has long been a valued part of the social and academic life of the campus. She says the council wants to address the concerns it has heard from international students, and to understand more fully and broadly the issues they face here. “The council has representation from students, faculty and staff from across the University,” Himley says. “And we all share a commitment to our international community of scholars and want to do all we can to integrate them fully into University life, supporting them from recruitment through graduation.”

The survey builds on the feedback from an international student forum hosted by the Internationalization Council on Feb. 28. At that forum, about two dozen international students shared their experiences on a wide range of topics, including University recruitment efforts in their home country, international student orientation, housing and safety issues, and inclusion, among many others.

The Internationalization Council, appointed by Vice Chancellor and Provost Michele Wheatly last October, met regularly through the fall and has been meeting biweekly through the spring semester. It has identified three priority areas for this first year:

• Define what an exemplary international student experience looks like at the undergraduate and graduate levels
• Collaborate with Peter Vanable, associate provost for graduate studies and dean of the Graduate School, on recruiting international students
• Recommend specific resources and support to foster a truly outstanding student experience and integrate international students more fully into the academic and social life of the University

The council also is looking at best practices among institutional peers regarding safety, integration of international and domestic students, and other protocols regarding international students.

For more information on the Internationalization Council, its membership and activities, go to its website .