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

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

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

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

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

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

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

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

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

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

The in-person residency for online Marriage and Family Therapy students included a campus tour of ���ϲ����� and a visit with Otto!

This past April, the (MFT) in the Falk College hosted its first in-person residency for master of arts online students.

The department welcomed 33 students from all over the country, and for many it was their first experience in ���ϲ�����. The students attended workshops, learned therapeutic skills from MFT faculty and staff, and shadowed residential students to get a sense of the services offered at MFT’s at Peck Hall in ���ϲ�����, near the ���ϲ����� campus.

The three-day visit culminated with a keynote presentation by Falk Family Endowed Professor of Marriage and Family Therapy , lunch, a campus tour and social time at the Inn Complete on South Campus.

Before they visited ���ϲ�����, we asked two online students, Stacey Martha McDonald Lowe and Ali Asad Somjee, to introduce themselves and explain why they decided to pursue an online MFT degree. Here’s what they wrote:

Stacey Martha McDonald Lowe

Stacey Martha McDonald Lowe says she has “felt connected to, and related well with, my classmates and professors since day one” of her ���ϲ����� experience.

In 1988, upon beginning my undergraduate studies at Howard University, I did not initially declare a major. I was still trying to figure out how to make meaning of my life’s work. At that time, I was not sure what “I wanted to be when I grew up,” but what I did know was that I wanted to help people and have a positive impact in the lives of children and adolescents.

My early years as a student at Howard University introduced and reinforced the notion that to whom much is given, much is required. As such, I feel as though it is my responsibility to use my gifts, talents, and knowledge gained in service.

I come to the MFT program at ���ϲ����� as a non-traditional student. I have worked for the federal government at various agencies in a variety of positions for 30 years. The positions that I found most fulfilling were the ones where I had opportunities to connect with people and help them in a way they found meaningful. I began to ask what should become the cornerstone of the next phase of my life as I seek to be a positive force in the world. After much consideration, I realized that many already rely on me for informal counseling and that the responsible thing to do would be to receive formal training.

The next step for me was to research MFT programs. I live in the Washington, D.C., metropolitan area. Local options are very limited, so I expanded my search to include online programs. I am very happy to have the opportunity to study at ���ϲ�����. I will admit that prior to beginning the online MFT program at ���ϲ�����, I was a little skeptical (my own personal bias toward in-person classes), but I was excited to have an opportunity to receive the training that I needed despite the lack of opportunity available locally.

But I started thinking, “How will I connect with my colleagues and professors?” These concerns were quickly resolved. I have felt connected to, and related well with, my classmates and professors since day one. My learning experience has far exceeded any expectation that I had.

Ali Asad Somjee

Ali Asad Somjee says he appreciates MFT’s online program because “as someone working full-time, I value flexibility and the ability to study at my own pace.”

I deeply value my relationships and connections with people; it is in authentic interactions with others that I find myself most engaged in the “flow state” described by psychologist Mihaly Csikszentmihalyi. After I transitioned from a career in finance to my current career in the nonprofit industry, I focused completely on working with adolescent youth to mentor and help them develop their social-emotional skills.

These experiences helped me realize how central relational dynamics are for me as both subjective meaningful experiences and a mentally stimulating intellectual topic. These experiences and my intellectual interest in psychology led me to discover marriage and family therapy as a discipline and career path that I now choose to embark on.

My professional goal is to become a formally trained and licensed practicing therapist. Additionally, I intend to combine this professional goal with my personal goal of learning and growing, and integrating all my learned knowledge and experience to develop myself as a person and add value to my graduate program, discipline and patient/clients. Personally, I am very curious about people’s life experiences, backgrounds and values.

As someone working full-time, I value flexibility and the ability to study at my own pace. For this reason, I searched for quite a while to find an online MFT program from a highly reputed university. I realize that an online program forfeits the value of in-person discussions and connections, so I look forward to the practicums and on-campus residencies as avenues to connect directly with professors, mentors, colleagues and patient/clients.

Editor’s Note: Somjee was recently awarded a from the . The fellowship supports the development of new scholars who will advance systemic theory, research and clinical practice grounded in a commitment to social justice.

Visit this MFT to learn about other caring professionals in the online master’s program in Marriage and Family Therapy at ���ϲ�����.

Preview of what Blackboard Ultra Course View will look like.

Blackboard Ultra Course View is an entirely re-designed approach to Blackboard courses, both for instructors to create content and for students to participate in courses. This includes a clean, modern look and a single-page course structure that uses learning modules and folders to organize course content.

You can learn more about , including features, access and a timeline. OLS staff have worked to test and configure the courses, create support documentation and design training materials to provide a smooth experience for instructors. This includes an asynchronous Ultra Course View Orientation course and short, synchronous training sessions called .

Instructors can  for Ultra Course View sandboxes to explore the new course look, feel and function. Instructors also can  in Ultra and Original Course View.

OLS recognizes the time and energy involved for each instructor and will continue to provide updates, training and tips. OLS staff are excited to assist instructors as they take advantage of a modernized Blackboard and create first-class Ultra courses.

Jason Webb

Jason Webb G ’18,  an instructional analyst with ITS Online Learning Services, adjunct professor in the Newhouse School and instructor in the College of Visual and Performing Arts, recently received a “Create with VR” grant from Unity and Meta Immersive Learning. As part of the grant, Webb will receive 15 virtual reality (VR) headsets. The grant is awarded by three-dimensional (3D) content platform Unity and Meta, the parent company of virtual reality brand Oculus, as well as Facebook, Instagram, WhatsApp and other apps and services.

Webb plans to use the VR headsets to “help introduce students in the 3D animation and visual effects class to new ways to tell stories using 3D models along with trainings for faculty to help introduce VR to the classroom,” he says. “For my research, it will help dive into how educators can use VR to immerse students in the content.”

The grant comes at a time when extended reality is becoming more common in higher education, both in physical and virtual classrooms and in research and creative settings.

“Over the last few years, we have seen a huge swing in the use of XR (extended reality) in the classrooms, whether it be for medical, industrial, storytelling or STEM classes,” Webb says. “With increases in technology power and design, it is getting easier to access the technology for consumption and development.”

In addition to receiving the grant, Webb is now certified as a VR Educator in Unity. This semester, he will be a keynote panelist at the Inclusive Campus of the Future Conference and give a presentation on the topic of “Extended Reality in Research” at the EDUCAUSE Annual Conference.

Webb also is an active participant in the Extended Reality (XR) group at ���ϲ�����.

“Students and faculty can join our XR at ���ϲ����� group that meets virtually online twice a semester, and they can reach out to me (jmwebb02@syr.edu) to join the group,” says Webb. “We also have the  website that updates information on XR projects on campus.”

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

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

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

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

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

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

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

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

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

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

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

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

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

Story by Amy Kruse

Kobrosky is a human development and family science (HDFS) major who’s also minoring in communications, while Kahn is a dual major (HDFS and psychology) minoring in creative leadership. They were among 49 students who enrolled in the online course as part of the Play, Child Development and Early Education class taught by Falk College Associate Professor .

At a 2019 Life is Good Playmakers retreat, students Danielle Beck, Anuoluwapo “Anu” Omole and Samira Suljic (left to right) discussed the concept of O’Playsis, or how to create an oasis for play.

According to the Life is Good Playmakers website, the Playmaker 101 course provides “a deeper understanding of the power of optimism and how it can help all people–especially children–heal, learn and reach their full potential.” The course also introduces Playmakers’ “core philosophy and approach to building responsive environments where children who have been impacted by trauma can grow to see the good in themselves, others and the world around them.”

The students who completed the course were certified as playmakers through Life is Good Playmakers.

“Playmakers is a wonderful opportunity for our students to acquire play-centered skills and strategies that are inclusive of all children and relevant across multiple contexts, including child care centers, schools, and therapeutic or health care settings,” says Razza, the HDFS graduate director. “The benefits of this program go beyond the certification on their resumes. These students are now part of the global Playmakers community that includes ongoing access to an extensive resource library of activities and exclusive networking opportunities.”

To get a sense of what the students learned from the course and how they hope to apply it during their academic and professional careers, we asked Kobrosky and Kahn to share their thoughts with us.

Q: Why did you choose human development and family science as a major?

Kobrosky: The reason I chose to major in HDFS comes from the interest I have in working with children on social and emotional strategies that can help them overcome any psychological concerns or developmental issues they may have.

Kahn: I chose HDFS as one of my majors because I love working with children and want to learn more about their development if I plan on including children in my life and career plans.

Q: Tell us more about your experience with the Healing Power of Optimism course.

Human Development and Family Science Associate Professor Rachel Razza (left), here with students at a past Life if Good Playmakers retreat, arranged for 49 current students to enroll in the Playmaker 101 online course this past spring as part of her Play, Child Development and Early Education class.

Kobrosky: One of the activities that stood out to me was the self-care reflection. It allowed me to realize certain activities, such as allowing yourself to cry, are a form self-care and a way to decompress from stress and tensions.

I also learned about the different ways people can view optimism and how that reflects on our mindset and attitude toward challenges we may face in life. I learned that I should try looking at life with a glass-half-full approach, because when I find something challenging, I tend to think it ruins the whole day instead of looking at the alternative of the situation and seeing the upside to it.

I was also interested in the introduction of the play oasis and how this environment can offer children a safe space to decompress from their daily life stresses and express their emotions freely through active engagement and play.

Kahn: Throughout the Playmakers course, I participated in activities about optimism, building a safe space for children and interacting with others in positive ways. I learned about seeing the silver lining in situations you feel like you don’t have enough influence over by staying optimistic in the best way that works for you, whether that’s glass-half-full, glass-half-empty or something in between.

I also learned about meeting children where they’re at developmentally and emotionally, helping them to understand that they are our biggest priority as playmakers and that playing with them, caring for them, and spending time in silence with them are all ways that help them grow in the way they need to grow. I also learned that making sure I am okay is step one to caring for children who need care and attention.

Q: How did this course connect to your HDFS classes so far and your career aspirations?

Kobrosky: Play is crucial for healthy child development because it gives children the opportunity to express themselves freely and use their active imaginations to demonstrate their creativity and social, emotional and cognitive skills. This coursework illustrates critical life-learning objectives that can change the way a child is taught to take on life challenges and gives them an opportunity to reflect on their actions, and the actions teachers or guardians can take for their child, and possibly change them in the future.

As a possible future child psychologist/occupational therapist, this course gives me ideas for certain developmental and coping strategies I can offer children to help them in difficult situations they might not know how to oversee initially on their own.

Kahn: The Playmakers course reflects the ways in which [HDFS] coursework describes how adults should always behave around children, especially around children in school settings, because you never know if the only caring adult in their life is you. It also shows how to be resilient in situations with children, and not let your actions be ruled by impatience or frustration; they are just children, and they deserve your time, energy and attention.

I currently work at a summer camp as a direct supervisor for the counselors who will be living with–and programming activities for–campers in the sixth to seventh grade age range. I will definitely bring what I learned about optimism, child care, safe spaces, positivity and self-care with me to that experience and forward into the rest of my life!

Q: What are your future career interests?

Kobrosky: My future career interests are focused on the child psychology field or occupational therapy. I would like to work in a medical setting where I can have access to working with children in different medical departments.

Kahn: I hope to go to graduate school to earn my doctorate in occupational therapy (OT), and my end goal is to work in pediatric OT in a clinical or private practice setting.

About HDFS

Programs in the Department of Human Development and Family Science focus on life-span development across cross-cultural contexts; social, physical, emotional and behavioral development; and family dynamics and research training. Visit the to learn more about academic programs, internships and life-changing careers.

The award recognizes the K-12 teacher engagement and development that occurred through an innovative community partnership established pro-actively by the to address challenges that ensued during the COVID-19 pandemic.

Beginning in spring 2020, as education shifted from in-person to virtual instruction, one of the biggest hurdles teachers faced was keeping students engaged. In August 2020, the College partnered with to offer K-12 educators the opportunity to sharpen their skills and learn new strategies to teach students in a virtual environment.

The course, “Blended Learning and Online Strategies for K-12,” provided teachers with tactics for designing courses for the online classroom. Nearly 300 teachers in the ���ϲ����� City School District participated in the online course free of charge.

“As ���ϲ�����’s academic unit focused entirely on developing rigorous and differentiated online teaching and learning courses, the College of Professional Studies is uniquely poised to support regional school districts,” says Dean Michael Frasciello. “Partnering with Blackboard to seamlessly extend its training courses to teachers and educators is another example of the College’s dedication to the region and our commitment to serving as the gateway to ���ϲ����� for continuing and professional studies.”

The UPCEA Engagement Award represents the College’s teamwork and quick response in meeting a community need. Lyndy MacLaughlin, digital communications manager for the Center for Online and Digital Learning, identified the challenge teachers were facing as she dealt with the learning situations of her children. She contacted Blackboard, which had just coincidentally completed the development of the K-12 course, and secured its participation. Executive Director of Post Traditional Advancement Jeffry Comanici reached out to local funding sources to gain support for the project.

Local school districts were contacted, with the ���ϲ����� City School District demonstrating the greatest need. In addition to the benefits of the course itself, continuing education units were awarded to all who completed the course. From idea to inception, the project took a mere month to become reality.

According to UPCEA, which comprises five regions across the U.S., the Engagement Award recognizes an outstanding knowledge partnership between a member institution and one or more external constituents, such as local communities, corporations, government organizations or associations. The recognized partnership demonstrates a mutually beneficial exchange of knowledge and resources that has resulted in a measurable and sustainable shared impact.

The Central New York Community Foundation and the Allyn Foundation of Central New York provided funding that allowed teachers from the ���ϲ����� City School District to participate in the program. In addition, Blackboard and the College of Professional Studies matched the registration fee dollar-for-dollar to offer the course free of charge to K-12 local teachers.

���ϲ����� has a longstanding partnership with Blackboard to provide a virtual learning environment that is accessible and relevant to students across the globe. Additional private donations have made it possible to expand the course offering to teachers throughout the Central New York region.

“Orange Academy provides a unique pathway to access all that ���ϲ����� has to offer post-traditional students, as well as those who have earned a college degree but are seeking further educational enrichment,” says Michael Frasciello, dean of the College of Professional Studies. “High school students are also welcome to take Orange Academy courses as a low-stress introduction to the University.”

Courses through Orange Academy are taught by University faculty and instructors. The first four-week session runs from Sept. 20 through Oct. 15, with an enrollment deadline of Sept. 8. Course offerings are Film Production: From Script to Set (led by Donato Rossi, director and video producer at the Center for Online and Digital Learning); The Business of Sport (led by Professor John Wolohan from the Falk College of Sport & Human Dynamics and the College of Law); Social Media Strategies (led by Melinda Sebastian from the School of Information Studies); and The Power of Your Chakras (led by Andrea Willis, director of academic programs in the College of Professional Studies).

The second four-week session runs from Oct. 25 through Nov. 19 with an enrollment deadline of Oct. 11. Course offerings are Historic Cases in Forensic Science (led by Professor James Spencer Ph.D. from the College of Arts and Sciences); Introduction to Brand Development (led by Rich Merrill, a Whitman alum and adjunct instructor in the S.I. Newhouse School of Public Communications); and Introduction to Project Management (led by Mark Borte, ���ϲ����� alum and adjunct professor in the School of Information Studies).

Orange Academy offers high-engagement learning opportunities in a relaxed academic environment to those wanting to pursue a personal or professional passion or interest. There are no prerequisites to enroll in Orange Academy and no exams or graded papers, which provides the opportunity to advance knowledge in an open, welcoming setting.

“Orange Academy was launched in 2020 as a way to engage the Orange community during the COVID-19 pandemic,” says Frasciello, noting the partnership between the College of Professional Studies and the Office of Alumni Engagement. “Without having to leave the comfort and safety of home, students of all ages and backgrounds interacted with University faculty—and each other.”

The four-week noncredit courses provide weekly evening live sessions with supplemental content provided between class meetings. Attendees can strengthen their skills, learn a new craft and increase their knowledge base.

In 2020, Orange Academy students also had the opportunity to contribute to the University community, according to Jeff Comanici, executive director, post-traditional advancement. Proceeds from the course fees for students enrolled in the Voices Matter: Why You Need to Talk About Race course contributed more than $4,000 to the College of Professional Studies’ Our Time Has Come (OTHC) scholarship fund. “The fund creates possibilities for underrepresented students at ���ϲ����� to earn their degree part time,” Comanici says. “The College of Professional Studies’ Our Time Has Come scholarship will be awarded through the College for the first time this fall thanks to the commitment and generosity of students in that Orange Academy course.”

To learn more or register for Orange Academy fall 2021 courses, . For more information about how to donate directly to the College of Professional Studies OTHC scholarship, contact Jeff Comanici at jjcomani@syr.edu.

First-year student Alejandro Parra

“I was worried about being academically challenged or overwhelmed,” Parra says. “I was taking chemistry and statistics and economics, which are known to be hard courses. I heard about CLASS and went to check it out.”

Wanting to start his college career on the right foot, he enrolled in group tutoring for all three courses. He says, “I had the best experience and, even in the group tutoring sessions, I found it very individualized. It was really helpful to meet with the tutor before the weekly lecture to get an overview of the material. Then, in lecture, I got more out of it and was able to ask better questions to be sure I really understood the material.”

CLASS isn’t just for group tutoring. The center also offers that teaches first- and second-year students how to study effectively. Peer educators also provide support for where students can construct a plan for success in any online course, and in peer-to-peer focused on common issues that students experience in completing assignments or taking exams. To provide course-specific tutoring for a wide range of courses and majors, CLASS uses a scheduling and payment platform operated by Tutor Matching Service.

Khin Aung, a transfer student in Falk College, is learning in her third language and has found that CLASS tutors can help ensure that she understands the assignment and can check her reading comprehension on material that she has reviewed on her own. A native of Myanmar who immigrated to ���ϲ����� from Thailand, Aung is a Higher Education Opportunity Program scholar majoring in social work.

Aung, a wife and mother of two middle-school sons, says, “I am the first in my family to go to college and I want to make my family proud.  When I first decided to go back to school I started with English as a Second Language at the ���ϲ����� Educational Opportunity Center (SEOP). Then I studied for my GED.  After I passed the GED, I decided I could go to college, so I took some pre-college courses, also at SEOP.  Then I earned my associate’s degree at Onondaga Community College. Finally, I enrolled at ���ϲ�����.”

Khin Aung, a transfer student in the Falk College.

Aung asks professors for permission to record some lectures, so she can go back over them to make sure she fully understands the material. “Then, if I don’t understand the writing prompt or assignment instructions, I can work with a tutor to get help or to make sure I understand the reading,” she says.

Noting that her social work professors really want her to succeed, Aung says, “I think students should ask for help every time they have a chance. I go to office hours, talk to the teaching assistant, talk to professors or get a tutor.” She describes herself as a shy person, even in her first language, but notes that everyone at CLASS and at ���ϲ����� is so willing to help that she no longer hesitates to ask questions if there’s something she doesn’t understand completely.

Parra agrees and says, “My advice to any new student at ���ϲ����� is to use all of the resources that are here. I participated in tutoring but I also went to my professors’ office hours—I actually wrote it down on my schedule.”

He wants new students to know that, while it may seem scary at the beginning, “all of the tutors at CLASS really want to help you, that’s why they are there. They know the material and can help you be sure you understand the key concepts. Also, going to CLASS taught me study strategies, like going through my notes and putting key equations and important topics on summary pages in my notebook, which helps me prepare for exams.”

CLASS is now recruiting and for Fall 2021.

The degree will combine business, finance, electronic records management, human resources, project management and conflict management skills that will prepare graduates for a variety of positions such as health care administration, clinical services director, health information manager and clinical account managers. This program is ideal for individuals interested in launching a career in the medical field or looking to advance their existing career.

University College also announces the new certificate program in . The 15-credit certificate is interdisciplinary and designed to help students explore the foundations of organization, leadership, methodologies, and the communication techniques of project management. The prerequisite for admission in this program requires an associate degree or 60 college credits.

Registration for the spring semester begins Monday, Dec. 7.  For more information contact University College at 315.443.9378, toll free at 1.866.498.9378 or email parttime@syr.edu.

Barbara Fought

Associate Professor Barbara Fought has taught an online course for the past five years through the Newhouse School’s online master’s communications program. Her familiarity with digital learning helped her move her other courses online in the spring during the University’s transition away from residential instruction.

This fall, hybrid instruction offers new challenges. But Fought, a Laura J. and L. Douglas Meredith Professor of Teaching Excellence who teaches broadcast and digital journalism, sees the opportunities—and has been preparing with new resources offered by the University that will provide even more robust online teaching.

Fought is one of a few Meredith Professors interviewed by ���ϲ����� to discuss their preparation for the semester, and how they are addressing the challenges presented by social distancing guidelines in their teaching.

Meredith Professors are recognized by their peers, students and the public at large for the outstanding teaching they do at ���ϲ�����. This group of professors are also members of the Meredith Symposium, a permanent forum for discussing teaching and learning.

This summer, Fought has also worked one-on-one with five incoming Newhouse faculty members. This Newhouse program emphasizes good teaching throughout the fall with a series of monthly seminars and a mentorship program.

In this Q&A, Fought discusses her experience transitioning to online, the tools she’s using and academic integrity in the online classroom.

What was your experience in the spring semester when the University transitioned to online instruction?

My experience in the spring semester was generally positive, particularly for the law class that I teach, which is more of a lecture and discussion course. The bigger challenge was my skills course in which students were supposed to be in the studio producing two newscasts, and we go for eight hours all day. That was much harder to translate to online.

In the spring, it was helpful that we already had face-to-face relationships established, and so it was much easier to translate online. I am now trying to figure out how I will learn all their names since we have a new protocol that the first student entering the class takes the farthest seat and the rest follow and fill in. So they won’t be sitting in the same seat each time. I’m thinking I will have them send me a photo so I can start learning names, because it will be hard to recognize them with baseball caps and masks on.

Was this your first experience doing distance learning?

One of the advantages for me was that I have been teaching online for about five years in one of the 2U graduate programs offered through Newhouse. [2U and the Newhouse School partnered to offer a highly interactive online master’s program in communications.] I had some of the concepts down and understood how to organize the class. I will say before I started the online 2U program, I was not very positive about online teaching. But having gone through that experience, it really is effective, particularly when you can have the live sessions with students. I always thought online teaching was kind of like correspondence. You know, the student watches videos and just emails back and forth with the professor. And that is one method, but the 2U method—with the professionally recorded videos, the small little segments and the interactive activities throughout—is really a good model.

What are some of the tools you are using to prepare for the fall?

I’m really pleased that the University has purchased new software to help us teach online. The first is Kaltura. It’s a software available to all faculty that can simultaneously record a lecture accompanied by some kind of visuals and PowerPoint slides. It gives students the option to see both—to see the professor big and the slides small, and the professor small and the slides big—and it integrates into Blackboard seamlessly.

The other program available is called PlayPosit. This is software that allows you either to take a video you have recorded, or an existing video, and stop it at certain points in the video and ask students to do something, such as to answer a multiple choice question,  write a short essay or look up something and respond. And that, again, integrates seamlessly into Blackboard. Newhouse faculty have had multiple training sessions all summer on these, as well as with some other software programs, so that we can all be ready and have more interactive and interesting sessions for students.

How are you approaching academic integrity with students taking exams outside of a classroom?

I’ve worked a lot in academic integrity, and I chair hearings across campus, so yes, I think I have to assume that students will have access to materials. I write the tests in that way so there aren’t answers that they could easily look up, but there are more questions that call for critical thinking. I also have asked the students to affirm, as the first question on their exam, that they will not cooperate with other students or share answers. And the research does show that if you remind students at the beginning of an assessment about academic integrity, that academic integrity does improve.

The key thing is to realize that students will have access to lots of information, so it calls for designing your tests to really tap that critical thinking and not just facts and memorization items that they can easily find online.

My practice in law courses for instance has always been that students could bring in a reference guide, a page front and back. I have found that is actually helpful because it helps them synthesize their learning in compiling that kind of reference guide. So here, I know that I encourage them to still do the reference guide while working online, but they also could have access to the textbook and other materials.

What is your preparation like heading into the semester?

My plan is to prepare several online asynchronous units on topics that I would normally introduce in class. I will use Kaltura and PlayPosit to integrate video and questions so the unit is interactive. For example, they would see a video or a short-recorded lecture, and in the middle and at the end, they answer questions to assess that they understand the material. Then I can use class time to apply those concepts, to practice writing and to have more discussions.

These hands-on, non-credit certificate programs equip individuals with career-aligned digital skills to prepare them for their next job, promotion or the launch of their own business. Programs are focused on applied technology career areas with high demand and job growth such as project management, data analytics and digital marketing, 3D development and customer relationship management.

Each continuing education non-credit certificate includes 10 hours of career navigation content designed to fit the lives of adults, full-time employees and parents looking to change careers, get back into the workforce or increase their skills.

“Our partnership with Pathstream is an important part of ���ϲ�����’s response to the rapidly increasing demand for access to non-traditional programs, certificates, and credentials,” says University College Dean Michael Frasciello. “Non-traditional learners are turning to University College for executive education, short-courses, informal alternative education, and micro-credentials. Our Pathstream programs are accelerating our response to ensure that these learners continue re-skilling and re-tooling to stay competitive and keep learning over the course of their lives.”

These programs are set to start in September and October. Pathstream provides career services to individuals who successfully complete the program.

For more information contact the Pathstream Enrollment Team at 628.265.8282 or enrollments@pathstream.com.

“The college requested expansion of the JDi program in order to meet increasing demand from strong law degree candidates for a high-quality, flexible online law degree program that meets their family, work and other needs,” says Dean Craig M. Boise. “The ABA’s approval is a testament to the successful design of our program, which includes a carefully calibrated mix of live online classes taught by college faculty, self-paced classes, applied learning opportunities, and short residencies.”

In February 2018, the ABA granted a variance to the College of Law to allow JDi enrollment of up to 65 students per academic year. Since its launch in January 2019, the college has seen a robust increase in interest and applications for the degree program. Under the terms of the expanded variance, the College of Law will be permitted to enroll up to 100 students annually in the JDi program.

The college anticipates substantial demand for the JDi program in the coming year, especially as the COVID-19 pandemic has created uncertainty for prospective law students about whether they will be able to attend a residential law program in fall 2020 and beyond.

“Given the uncertain trajectory of the public health crisis, prospective law students—especially those with preexisting conditions or those caring for others—may understandably be more risk-averse going forward and make the choice to limit in-person contact,” explains Faculty Director of Online Education Nina A. Kohn. “Furthermore, mounting job losses and disruption to families across the country may mean that law students cannot relocate or need to care for family members. With this expansion, we’ll be able to allow more students access to our rigorous program of online legal education so that they don’t have to place their future careers on hold.”

JDi is designed to meet the needs and demands of well-qualified law students for whom a residential program is not feasible. More than half of current JDi students are caregivers for young children or aging relatives; the majority have existing careers; and many are military-connected and thus unable to commit to being in one geographic location for the duration of their law school education. By design, JDi is also uniquely positioned to accommodate students with disabilities, which reflects the college’s long history as a leader in disability law and policy.

“The decision of the ABA’s Council of the Section of Legal Education and Admissions to the Bar recognizes that JDi has the capacity and infrastructure to expand without risk to the quality of either our online or residential J.D. education,” adds Kohn. “Since its launch, our program has seen remarkable success in terms of the academic credentials of the students enrolled, the quality of instruction and support for students, and their academic performance.”

The college will begin to receive applications for the Fall 2021 semester this September.

About JDinteractive

Launched in January 2019, JDinteractive was the nation’s first online law degree program to feature live, interactive class sessions. The program combines these live sessions—taught by College of Law faculty—with highly interactive, self-paced online class sessions that students complete weekly; six in-person residential courses; extracurricular opportunities; access to campus life programs; and applied learning experiences, including externships.

Mike Frasciello

University College Dean Mike Frasciello has been at the forefront of online instruction for much of his University career—leading, teaching, developing and researching online programs.

In this unprecedented time, he and collaborators across the University have been working to ensure that thousands of students and faculty members can make that transition to online learning mid-semester.

Frasciello, who has launched online programs at University College, created the University’s Center for Online and Digital Learning and served as director of online learning for the College of Engineering and Computer Science, knows what success with online learning looks like for students.

Keep a schedule.

“When we look at characteristics of a successful learner, it’s a student who has a high degree of discipline and will carefully plot their time,” Frasciello says.

He recommends students rise for the day as they did in their residence hall or off-campus housing, schedule in their class and study times, and plan for all the extras they would have done throughout their day while on campus.

“Work out like you would have on campus and meet with friends online like you would have at Starbucks—adhering to a schedule that makes your coursework part of your routine is vitally important,” Frasciello says.

Reach out to your instructor.

“Ask questions during class. After a live session, send your professor an email, in which you might summarize key points or ask a question or for clarification,” he says.

Interact with your classmates.

“Student-to-student engagement is critical, creating a sense of community and becoming an active online participant,” Frasciello says. “Start chatting with a classmate during a session or set up a space in a Google Hangout.”

Frasciello also answers other questions that students might have as the University has transitioned and shares a variety of resources for students.

Q: What is the University doing to support students and faculty in making this transition to online learning?

A: Student and faculty support has been our priority. The Center for Online and Digital Learning, the Center for Teaching and Learning Excellence, Information Technology Services and the Office of Online Student Success (OSS) created a dedicated and began directing students and faculty to online resources, training schedules and contact information for support services.

Specifically, for students, OSS began engaging with and training academic advisors within the schools and colleges on how to support online students. The focus was on how to best use the tools and technology to engage and advise online students, but the training also included techniques for keeping online students moving successfully through their coursework.

Twice each week, ITS and OSS send all students updates, technology training schedules, prompts, tips, techniques and resources for how to be successful online learners.

For faculty, CODL, CTLE and ITS created a Rapid Online Course Development Guide. The guide, which is updated weekly, provides guidance, tools and techniques for moving classes online and engaging students online to meet course learning objectives. The Rapid Online Course Development Guide is part of a larger toolkit of Academic Continuity Resources being expanded daily.

Additionally, the Office of Online Student Success coordinated with the Office of Retention and Student Success within the Division of Enrollment and the Student Experience, the Office of Disability Services, the Center for International Student Services and academic advising offices within the schools and colleges to ensure that student support and services are available in the event of instruction moving online.

Q: What are the plans for taking final exams?

A: Faculty have complete control of the curriculum and make all decisions relating to how students are assessed in their courses. As part of their resources and training, faculty have been provided options for implementing quizzes and exams in the online environment. Guidance for this is available through the Center for Teaching and Learning Excellence, ITS and the Center for Online and Digital Learning.

Q: What if a student’s internet connection is poor for participating in online classes? What if they don’t have broadband?

A: For students with no or poor internet access, ITS has curated a list of with specific responses to COVID-19. This is a common concern and the largest point of anxiety for our students.

Students are encouraged, whenever possible, to find a quiet space to study that is near a wireless router. Using a headset can help minimize noise distractions from others in the household. If network issues occur, regular communication with faculty is key so students can work to get caught up on anything missed due to broadband issues.

Q: How can students who might be struggling academically in this transition receive support from the University?

A: We encourage students to reach out to their academic advisor or other support person with whom they are comfortable to discuss their progress in the online environment. For support in successfully navigating the online learning environment, students should contact the Office of Online Student Success at orangeonline@syr.edu or 315.443.3256.

Other academic services such as the Center for Learning and Student Success, the Writing Center, the Calculus Help Center and the Physics Help Center have moved to best serve students.

For technology-specific issues, the ITS Service Center is available, including evenings and weekends, to assist students, faculty and staff at help@syr.edu or 315.443.2677.

Ten alumni from the College of Visual and Performing Arts (VPA) have been hired over the last two years to fill positions as videographers, video editors and graphic designers in the Center for Online and Digital Learning. In the back row, from left, are Rachel Barry ’14, Gianni Renna ’17, Alexis Miranda ’20, Aja Selbach-Broad ’19, Abigail Jones ’19 and Donato Rossi G’18. In the front row, from left, are Katiana Weems ’20, Kaelan Selbach-Broad ’19, Gabe O’Byrne ’17 and Kieu Ahn Truong G’18.

University College’s Center for Online and Digital Learning (CODL) has grown rapidly to meet the demand of providing quality online programming at ���ϲ�����.

The center was launched in 2017 and includes state-of-the-art video production that incorporates animation, graphics and assessment with live synchronous instruction and engagement to create a differentiated, highly interactive learning experience.

Ten alumni from the College of Visual and Performing Arts (VPA) have been hired over the last two years to fill positions as videographers, video editors and graphic designers.

The skills and experience of the VPA alumni are a perfect match for the needs of the center. “They are all talented individuals with great attitudes, and they have the skills to produce high-quality video, with little training,” says CODL Director Eileen Julian. “We are very fortunate to have access to such high caliber graduates from the exceptional film and illustrative design programs right here on campus.”

The center has had to expand rapidly as more schools and colleges across the University offer online courses and programs to an increasingly diverse student population. “The growth in the number of online courses and programs is making ���ϲ����� more accessible to exceptional students who are unable to attend full time and live on campus,” Julian says.

In accordance with the Chancellor’s 2019-20 Universitywide initiatives, the focus at University College is to expand post-traditional student programs and enrollment with the goal of becoming a recognized international leader in online and post-traditional education.

“The Center for Online and Digital Learning is a signature One University commitment to provide ���ϲ����� students with a unique and differentiated online learning experience,” University College Dean Mike Frasciello. “The talent and creativity of the VPA grads on the video team, coupled with the center’s world-class instructional designers, allows the University to build high-quality online programs that can move to scale without compromising the rigor, engagement and innovation that defines the ���ϲ����� student experience.”

In addition to creating online courses and programs for University College, the team is developing programming for the the College of Engineering and Computer Science, the College of Law, the Falk College, the Maxwell School and the School of Education.

University College delivers exceptional support and services to a diverse part-time student population seeking a ���ϲ����� education. University College offers market-sensitive professional degrees to residential and online learners as well as non-credit programs and executive education.

“Our future success will be determined by today’s innovation,” says Vice Chancellor and Provost Michele G. Wheatly. “This includes innovating in the way we teach, the way our students learn and the way they apply the lessons learned within the classroom to professional environments. Our partnership with 2U has positioned us to expand our reach, further our mission and drive great student outcomes for nearly 5,000 students across five schools and colleges at ���ϲ�����.”

“We are honored to expand our partnership with ���ϲ�����, an innovative institution with tremendous momentum and a fierce commitment to academic excellence and innovation,” says 2U President of University Partnerships Andrew Hermalyn. “Falk College students, faculty, staff and alumni have and continue to leave a lasting impact on the social work profession, and we are proud to extend 2U’s work with ���ϲ����� to the school’s worthy mission.”

���ϲ����� M.S.W. Online will mirror the University’s traditional, rigorous and social justice-leaning program, which trains students to challenge oppression, empower highly vulnerable populations and create a more just society. Graduates will be prepared to enter a growing profession and work in a wide range of professional environments, including mental health services, hospitals, schools, child welfare and substance abuse treatment. In partnership with ���ϲ�����’s world-class faculty, the online program will offer a 60-credit curriculum and provide an advanced standing track allowing students to complete the M.S.W. degree in 24 months. Students will also perform field placement work alongside experienced practitioners in real-world settings.

“This is an exciting time at ���ϲ����� and in particular, at the Falk College,” says Diane Lyden Murphy, dean of the Falk College. “The needs of today’s students are rapidly evolving and we, as an institution, must adapt to ensure our students are successful in the classroom and thrive once they’ve completed their studies. We are committed to maximizing student access to our graduate programs. More and more of our students are seeking non-traditional or hybrid learning environments and this M.S.W. is exactly what our students need to pursue and achieve an advanced degree in a competitive and constantly in-demand field.”

���ϲ����� M.S.W. Online is anticipated to launch in fall 2021, pending accreditor approval.

The 18-credit minor is delivered completely online and is designed to help students explore foundations, organizational leadership, methodologies and the communications techniques of project management. The six required courses for this minor are fully online and are offered in eight-week sessions.

The project management minor is administered by University College and is open to all ���ϲ����� undergraduate students who are in good standing.

For more information visit , email parttime@syr.edu, or call 315.443.9378.

The symposium comes at an important moment in legal education. Around the nation, law schools and law professors are pioneering new forms of online teaching. Many law schools now make select courses available online or have launched online master’s degree programs. A handful of schools—including the College of Law—are even bringing their J.D. programs online. This new reality raises important questions and theoretical challenges for legal education and the practice of law more broadly.

The symposium will result in the first Law Review issue devoted entirely to exploring these questions. Authors presenting papers addressing the impact of online education on the legal profession include the following:

• Jack Graves, professor of law and director of digital legal education, Touro Law Center
• Andrew P. Morriss, dean, School of Innovation, and vice president of entrepreneurship and economic development, Texas A&M University
• Eric S. Janus, president and dean, William Mitchell College of Law
• Nina Kohn, David M. Levy Professor of Law and associate dean for online education, ���ϲ�����
• James McGrath, professor of paw and associate dean for academic support, bar passage and compliance, Texas A&M School of Law
• Michael Hunter Schwartz, dean and professor of law, University of the Pacific McGeorge School of Law
• Victoria Sutton, Paul Whitfield Horn Professor and associate dean for digital learning and graduate education, Texas Tech University School of Law
• Noelle Sweany, clinical associate professor, educational psychology, Texas A&M University Department of Education and Human Development
• Kellye Testy, president and CEO, Law School Admission Council, and professor of law, University of Washington School of Law
• David Thomson, professor of practice and John C. Dwan Professor for Online Learning, University of Denver Strum School of Law

In addition, the symposium will feature a lunchtime conversation on the regulatory and accreditation landscape for legal education with Barry Currier, managing director, accreditation and legal education, American Bar Association. The conversation will be moderated by ���ϲ����� College of Law Dean Craig M. Boise.

To learn more about the symposium and to read the full schedule and list of papers, visit . To R.S.V.P. for the program, email Stephanie Rinko at skrinko@law.syr.edu.

Elizabeth Green

The Office of Online Student Success is a critical component of ���ϲ�����’s strategic response to improving access and support for online students. Student Success coordinators begin working with students upon admission to their program. Every online student is assigned a coordinator to provide the support necessary for the student to excel academically.

“As soon as we welcome an online student to ���ϲ�����, we begin assisting them in setting and meeting their educational goals, providing resources and one-on-one consultations, and identifying and addressing academic and personal concerns,” says Elizabeth Green, director of the office.

As ���ϲ����� expands its reach globally to serve students who otherwise cannot attend the University full-time and on campus, it is becoming increasingly important to provide the support and services online students require to succeed.

“The ���ϲ����� online student experience needs to be as exceptional as the on-campus student experience,” says Rosemary Kelly, assistant dean of student administrative services at University College. “A significant part of that experience is getting online students connected to the appropriate resources and helping them become successful, independent learners who are able to confidently participate as active members of the University community.”

The Office of Online Student Success uses a variety of platforms and methods for engaging online students early and often. Students have the ability to attend regular webinars on topics ranging from study skills and how to succeed in online courses to how best use features of the University’s learning management system. Student Success coordinators also proactively engage with students to ensure they are staying on track with their course work and feeling connected to their peers, instructors and the University.

“Online students are often challenged to feel a sense of belonging to the University,” says Green. “The Office of Online Student Success is here to ensure that all online students have the necessary support to allow them to persist and ultimately thrive as members of the ���ϲ����� community.”

For more information, contact Elizabeth Green at elgreen@syr.edu.

The short course initiative extends ���ϲ�����’s portfolio of online professional degrees, non-credit programs and executive education offered to post-traditional learners. Short courses will provide highly engaging content to non-degree seeking students presented over 6-8 weeks. At least 10 short courses will be launched in this latest partnership with 2U.

“We are delighted to announce this expansion of our partnership with 2U. The global reach of ���ϲ����� via our online degree programs, and now the short courses, offers affordable opportunities for professional development and continuing education,” says Vice Chancellor and Provost Michele Wheatly. “Our alumni, as well as staff, can benefit from the extension of the ���ϲ����� experience, enhancing skills and furthering their careers through the short courses.”

Students will receive personalized support on an online platform in a primarily asynchronous format. Content will include high-quality videos, case studies, readings, practice quizzes and assignments.

“This is an exciting opportunity to expand the reach of ���ϲ����� faculty to individuals seeking to differentiate themselves in the job market,” says Associate Provost and Graduate School Dean Peter Vanable. “The short courses will focus on high-demand subject areas and feature our talented faculty who bring forth a wealth of expertise.”

���ϲ����� faculty members, chosen on the basis of their teaching expertise and scholarly achievements, will develop the short courses in collaboration with course design experts. Adult learners will earn a certificate upon successful course completion. The first course is planned for launch this fall.

“���ϲ����� is an institution that does not shy away from innovation and change,” 2U President of University Partnerships and Services Andrew Hermalyn says. “Since our partnership first launched in 2014, more than 1,000 students have graduated from 2U-powered programs at ���ϲ�����, and today’s agreement marks another important step forward in meeting the needs of lifelong learners.”

About ���ϲ�����

���ϲ����� is a private, international research university with distinctive academics, diversely unique offerings and an undeniable spirit. Located in the geographic heart of New York State, with a global footprint and nearly 150 years of history, ���ϲ����� offers a quintessential college experience, as well as innovative online learning environments. The scope of ���ϲ����� is a testament to its strengths. At ���ϲ�����, we offer a choice of more than 200 majors and 100 minors offered through 13 schools and colleges and 18 online degree programs. We have more than 15,000 undergraduates and 7,500 graduate students, more than a quarter of a million alumni in 160 countries and a student population from all 50 U.S. states and 123 countries. For more information, please visit .

Emily Luther, University College instructor for the Bachelor of Professional Studies Program, videotapes the course she is teaching, Digital and Business Communication for Professionals.

The center was launched in 2017 and now includes a state-of-the-art video production studio that incorporates animation, graphics and assessment to create an interactive experience for optimal learning.

Currently, ten staff members support six schools/colleges throughout the University. Instructional designers, multi-media specialists, videographers and directors offer expertise in design, technology, education, graphic art, project management and radio and television.

In addition to creating online courses and programs for University College, the team is developing programming for the School of Education, Falk College, College of Law, Whitman School of Management and College of Engineering and Computer Science.

“We project working on approximately 200 courses over the next three years,” says Tom Downes, assistant director of CODL. “The content development for the courses will vary based on what the schools/colleges need.” Downes says that additional positions within the center would be considered as partnerships across the University continue to expand to meet the growing number of online students.

Jeffrey Saltz

In 2016, 2U and the iSchool entered a partnership to deliver the iSchool’s master of science programs online via 2U’s learning platforms. This is the company’s first year awarding research grants to their partner institutions, and Saltz’s award is one of 9 grants that 2U has made available, totaling nearly $200,000.

The grant will cover Saltz’s research into how students behave and learn in the breakout sessions held during synchronous online course meetings.

typically start with all students in one virtual online room interacting with the faculty member in real time. Faculty can, when desired, divide the students out into smaller online groups, to work in breakout rooms where they can focus on a particular task or assignment. It is these smaller breakout rooms and the structure of learning within these rooms that Saltz hopes to refine and improve.

“I’m approaching this from the idea of pair programming,” explains Saltz. “Pair programming is a software development methodology where two programmers work together at one computer, with one writing code while the other watches, comments and reviews as the code is written.”

“I’m not necessarily looking to study programming, as that’s only part of what I’m teaching, but more to focus on the way that two people interact and switch tasks between each other in an online learning video-based collaboration environment,” Saltz says. “There’s not a lot of research out there right now on how students behave in these smaller-group online environments.”

As part of his research, for the first several weeks of his online course, Saltz will have his students work on various data science challenges outside of the pair programming structure. He’ll then introduce them to the concept of pair programming and how it can be used to facilitate small groups working on their breakout assignments.

“There’s a win-win in this for my students, 2U and myself” says Saltz. “With this research, I hope I can provide a process or methodology that other faculty within 2U’s ecosystem, both here at ���ϲ����� and at other partner schools can use in their teaching—while also improving my own online classroom practices in a way that enhances student learning.”

This grant supports Saltz’s core research interests, which includes understanding how data science teams collaborate and work together.

“I’m interested to see how this plays out,” Saltz saysd of his research plans. “I’m also working on some different experiments for my face-to-face classes as well, and I’m curious to see where the differences might be.”