The results help to gain a comprehensive understanding of responding students’ experiences related to and awareness of sexual assault, stalking, dating violence and sexual harassment.

“The results of the Sexual and Relationship Violence Survey provide important insights that inform and guide programs, services and awareness efforts in preventing, educating and responding to interpersonal violence. We appreciate the time students took to complete the survey as their feedback is critical to our collective work in continuing to foster a safe and supportive campus climate for all,” says task force co-chairs Sheriah Dixon, dean of students, and Kelly Chandler-Olcott, dean of the School of Education.

The survey administered in spring 2024 garnered a 22.7% response rate from a stratified random sample of nearly 6,000 undergraduate, graduate and law students. While this response rate was lower than the 2022 survey, the number of respondents was nearly the same because of the larger sample size in 2024. Students, faculty and staff can access the full results of the survey by logging into MySlice and selecting the Student Resources or Employee Resources tile, respectively.

Key findings and takeaways from the students who responded to the 2024 survey include the following:

• Nearly 80% said they knew where they could get help if they or a friend were sexually assaulted, harassed, abused or stalked.
• Nearly 80% said they had a general understanding of ���ϲ�����’s procedures for addressing sexual and relationship violence.
• Nearly 70% had a general understanding of the role of the University’s Title IX coordinator.
• Slightly less than 8% reported having experienced some form of non-consensual sexual contact (sexual assault) during their time at ���ϲ�����.
• 6% indicated that they had experienced relationship abuse during their time as a student at ���ϲ�����. These behaviors included physical violence, threats, verbal abuse and coercive behavior.

Support and Resources

Students impacted by sexual assault, relationship violence, stalking and harassment can receive confidential counseling, advocacy and support, as well as discuss reporting options, with a member of the at the Barnes Center at The Arch 24 hours a day, seven days a week. The SRVR Team can be reached by calling 315.443.8000. For 24/7 confidential support and advocacy off campus, students may contact , an independent nonprofit organization, at 315.468.3260.

Reporting options include:

• Title IX: call 315.443.0211; visit 005 Steele Hall; or email titleix@syr.edu.
• Department of Public Safety: call 315.443.2224; call or send a message via the Orange Safe app; 711 from any campus phone; #78 on your cell; or visit 005 Sims Hall.
• ���ϲ����� Police Department: call 315.435.3016.
• New York State Police: call 1.844.845.7269.
• Anonymous ���ϲ����� Reporting: .

Education, Awareness and Prevention Programs

Students, faculty and staff interested in getting involved in sexual and relationship violence prevention efforts on campus or seeking to learn more about sexual and relationship violence, can visit the following resources for additional information:

• Participate in training opportunities offered by University offices and student organizations.
• Participate in .

For more information about resources, support, reporting and involvement opportunities, visit the and the website.

All week:

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

Monday, Nov. 4

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

Tuesday, Nov. 5

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

Wednesday, Nov. 6

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

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

Thursday, Nov. 7

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

Friday, Nov. 8

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

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

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

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

Carrie Brown

To help you process the experience, Carrie ��Brown, director of counseling, , recommends starting with recognizing what you’re going through.

“Having awareness and naming the experience and feelings is often a good first step. As well as normalizing the experience,” Brown says. Feel that discomfort but also explore your new situation and meet with new people—and focus on thoughts as to why you embarked on this new adventure.

In this Q&A with SU News, Brown shares how you can recognize the signs of being homesick, how to work through those feelings and how friends and family can offer support.

What are the signs that might appear in students who are feeling homesick?

Signs can manifest physically, cognitively and emotionally and often are tied together. Physical signs might include disrupted sleep, lack/change in appetite, lowered immune responses, GI issues, headaches, dizziness, fatigue and general feelings of being unwell. Cognitively, the individual might find themselves consumed with thoughts of returning home, being pessimistic about their new environment or having difficulty concentrating. Emotionally, the person might find themselves having a low mood, being tearful or having feelings of hopelessness. Additionally, they might experience increased levels of anxiety, including nervousness, worry, being jittery, irritability and wanting to withdraw.

Is it very common for students to go through this? What do you tell students about those feelings of homesickness?

Experiences of homesickness are very common and usually occur more often in students who are leaving home for the first time but can happen whenever our routines become completely disrupted for extended periods of time. Research has indicated that upwards of 70% of first-year students experience some symptoms/signs of homesickness, which if not addressed could potentially lead to adjustment difficulties.

Attitude and perspective toward the new experience and environment can have a critical impact. For example, anticipating being homesick can sometimes lend itself to a self-fulling mindset. A person’s ability to sit with the discomfort and explore the unfamiliar, including new situations and engaging with new people can be helpful. Additionally, focusing on thoughts such as why one chose this University can be a good way of offsetting a more negative mindset.

What are ways to help overcome homesickness?

• Seek support by talking with family, friends and professors and building new social relationships.
• Look for ways to recreate things from home that you miss in your new environment.
• Get active and continue to engage in self-care such as paying attention to sleep, nutrition and exercise.
• Create a routine and leave your residence hall. Look for opportunities to get involved with things you enjoy and are passionate about such as joining a University club or committee.
• Avoid the temptation to return home often and/or stay in your room.
• Try to avoid too much social comparison and set realistic expectations. Know that you are not alone in these feelings and that many people can resolve them.

How can families and friends support students who might be homesick?

Families and friends should be open to talking about what the student is experiencing and listen with empathy and normalize the experience. They should also talk about how the student might develop a routine, get involved on campus and how they might find things they enjoy in their new environment. Normalize the time it takes to make deeper relationships and help set realistic expectations. Avoid being quick to have them come home too often and encourage them to get involved on campus and branch out to meet new people.

Who should students reach out to if those feelings don’t go away after a certain period?

Certainly, homesickness over a duration can lead to additional anxiety and depressed mood. In the event that someone notices that homesickness is impacting their daily life and they are not making connections and/or withdrawing from opportunities and isolating they should reach out to a professional such as for support. is another helpful resource that can offer support as well, especially if academics are being impacted.

Eighteen student groups have been chosen to participate in the Fall 2024 Student Organization Challenge.

Eighteen student groups have been chosen to participate. You can help them succeed as they compete for the highest number of unique donors by the end of the challenge. In addition to the funds raised, the Student Experience team has offered $1,750 in challenge dollars for the following:

• $250 to the first organization to reach 50 donors
• $500 to the first organization to reach 100 donors
• $1,000 to the student organization with the highest number of donors at the end of the challenge

Whether it’s funding a new project, hosting an event or enhancing their operations, your gift can help these groups achieve their dreams.

Why Donate?

• Boost Campus Life: These student-led initiatives strengthen the sense of community and belonging on campus, making ���ϲ����� a more engaging environment for all.
• Support Students: We can’t do it without��you! Your participation means the world to our dedicated students.
• Maximize Impact: Every unique donor moves students one step closer to unlocking challenge dollars, meaning your generosity goes even further.

The challenge runs until Dec. 3, 2024. Visit to learn more about this year’s participating organizations and their goals.

Story by Brooke Merrifield-Hintz

The University adopted Handshake just before the start of the Fall 2018 semester. Over the years, Handshake has become an integral tool for uniting all career service centers across the University. It offers a range of services to students and staff. Students can schedule appointments with career advisers, upload resumes, explore employers, apply for jobs and internships, view upcoming events and career fairs, and access a wealth of career resources. For staff, the platform provides key insights into student needs, enabling better support through data and analytics.

“The University’s Career Services team has been recognized for its strategic use of data and analytics,” says Adam Capozzi, director of career services, assessment and student success. “By tracking student outcomes through the first-destination survey and utilizing hundreds of analytics reports, the team has engaged more deeply with students and shared insights creatively with internal and external partners. This data-driven approach has significantly impacted student support both on-campus and beyond graduation.”

Receiving the Spark Award strengthens the team’s mission to empower students and promote innovative, inclusive career development and affirms the goals of expanding access, enhancing student engagement and strengthening partnerships.

“We are absolutely thrilled to receive this award for the second year in a row,” says Capozzi. “Being recognized by Handshake once again is truly an honor, and we are deeply appreciative of the acknowledgment. It is a testament to our team’s dedication and the incredible support from our campus community. We could not be more grateful.”

Students studying (Photo by Angela Ryan)

With midterm exams right around the corner and World Mental Health Day on Thursday, Oct. 10, SU News put together a guide for students to help manage their mental health all year long, but especially during the midterm stress.

As you study and prepare for midterms, here are some quick tips to keep in mind to focus on your mental health:

• Create a manageable study plan: Break your study sessions into manageable time blocks, prioritize your tasks and focus on one subject at a time.
• 

  Sound Bathing Immersive Experience at the Barnes Center at The Arch (Photo by Jeremy Brinn)

  Take breaks: Short, frequent breaks can help you stay focused and reduce stress. Try stretching, going for a walk or doing something you enjoy.

• Be active: Physical activity can give a boost to your energy and mood.��Even a short walk or a quick workout can make a big difference.
• Eat healthy: Nutritious food fuels your brain and body.��Try to eat balanced meals and drink plenty of water.
• Prioritize sleep: Aim for 7-9 hours of sleep each night.��Quality sleep is important for memory, concentration and overall mental health.
• Connect with others: Talking to friends or family can provide emotional support.
• Practice mindfulness and relaxation techniques: Deep breathing, meditation or yoga can help reduce anxiety and improve focus.
• Use resources at Barnes Center at The Arch: In addition to being a great place to get a workout in, you can also find counseling services, support groups and more which are outlined below.

Resources at the Barnes Center at The Arch

“The Barnes Center is such a rich resource for health and wellness, and we know from our students that mental wellness is most effective when approached from a holistic perspective that focuses on the connection between the mind and body,” says Carrie Brown, counseling director at the .

Mental health is one of the focus areas at the Barnes Center at The Arch. There are numerous resources available to provide support to students while they are away from home and feeling challenges with their mental health.

“Barnes Center Counseling offers therapeutic support through individual and group therapy offerings as well as crisis and emergency support,” says Brown. “We have multiple groups that teach skills and techniques to help manage anxiety and emotional regulation. We also work very closely with our partners in Barnes Center Recreation and Health Promotion to connect students with other health and wellness resources.”

Students can also benefit from creating structure and routine and using the resources highlighted below, as part of a personalized self-care plan.

Barnes Center at The Arch (Photo by Jeremy Brinn)

Clinical Support Services

Counseling

: Provides an opportunity to talk confidentially with an objective, caring professional about concerns and gain insights for a better understanding of one’s difficulties. These insights are then used to create a plan of action to carry out in one’s daily living.

: Focuses on developing insight, changing behavior and improving relationship skills. In the group setting, students struggling with similar concerns can share feedback with each other and learn new ways of coping.

: Counseling offers support with off-campus mental health referrals. Off-campus referrals may be provided to students who request a referral, present with an issue best suited for specialized treatment, long-term care or in cases when a student’s schedule is not compatible with our business hours or therapist availability.

Psychiatry services are available on a referral basis from the Barnes Center at The Arch�������Ի�����teams. Services are provided jointly between the Barnes Center at The Arch psychiatric provider and the student’s home psychiatric provider. In order to see a psychiatric provider, a student will need to��.

Health and Wellness at the Barnes Center at The Arch (Photo by Jeremy Brinn)

Mental Health Activities

In addition to the support services available on campus, the Barnes Center offers various activities to engage in to support mental health, including the following:

With several locations across campus, the Crowley Family MindSpa offers a welcoming, accessible and private space for students to practice and prioritize self-care by providing access to a variety of mindfulness and self-care activities, tools and resources.

Mindfulness and Meditation

: Through science-backed meditation and mindfulness tools, Headspace helps you create life-changing habits to support your mental health and find a happier, healthier you.

: This program teaches the art of paying attention on purpose to the present moment with open and nonjudgmental awareness.

The Barnes Center at The Arch, in partnership with community organizations, offers pet therapy opportunities through the Deborah A. Barnes Pet Therapy Program. Visit the Walters Pet Therapy Room to de-stress and enjoy a pet’s company for free.

Students interact with a therapy dog during a pet therapy session at the Barnes Center at The Arch. (Photo by Marilyn Hesler)

���ϲ����� students experiencing a mental health crisis, seeking support for�� or needing urgent medical consultation can receive free confidential services 24 hours a day, seven days a week by calling��315.443.8000.

Take a look at some of the highlights from this year’s festivities!

So happy to be reunited for Family Weekend. (Photo courtesy of ���ϲ�����’s Instagram)

Taking a photo with Otto the Orange is a time-honored tradition. (Photo courtesy of Falk College’s Facebook page)

Students and their families tour the Barner-McDuffie House. (Photo courtesy of ���ϲ�����’s Facebook page)

There was a festive Celebration of Identity at the Barner-McDuffie House. (Photo courtesy of ���ϲ�����’s Instagram)

There are plenty of great places to stop and catch up, like the Schine Student Center, during Family Weekend festivities. (Photo by Jeremy Brinn)

Falk College hosted students and their families as part of Family Weekend. (Photo courtesy of Falk College’s Facebook page)

For those who love exercise, the weekend even included a fun run. (Photo courtesy of ���ϲ�����’s Facebook page)

The Promenade is always the perfect spot for a photo. (Photo courtesy of ���ϲ�����’s Facebook page)

There was so much fun to be had on the Shaw Quad prior to the football game. (Photo courtesy of ���ϲ�����’s Facebook page)

Hugs all around for Family Weekend 2024 (Photo courtesy of ���ϲ�����’s Facebook page)

Coach Fran Brown’s Quad Walk was even a family affair with his son (right) walking with him. (Photo by Marilyn Hesler)

Who doesn’t love a little football on the Quad? (Photo by Marilyn Hesler)

It was all smiles during the sold out ���ϲ����� Orange vs. Holy Cross football game. (Photo courtesy of ���ϲ�����’s Facebook page)

Taking time to catch up while being reunited on campus for this fun weekend (Photo courtesy of ���ϲ�����’s Instagram)

Even some four-legged friends made it to campus for a visit. (Photo by Marilyn Hesler)

Everyone was showing their Orange pride! (Photo courtesy of Falk College’s Facebook page)

There are so many great spots on campus to snap that perfect family selfie! (Photo by Marilyn Hesler)

For many Orange students, joining a (RSO) is a terrific way to not only become more involved on campus, but also explore and expand your interests and discover your community by making new friends.

From celebrating your cultural heritage and cultivating your academic interests to furthering your career ambitions and pursuing your recreational passions, with more than 300 RSOs, club sports offerings and Greek life chapters on campus, there’s truly something for everyone.

Anne Lombard

“Involvement on campus is important to student success. There is a significant body of research on college students that indicates that students who are involved and find their ‘home’ on campus are more likely to be successful and more likely to graduate,” says , executive director of student engagement.

While the options are unlimited, the number of hours in a day a student has to commit to extracurricular activities is not. Becoming too involved with clubs and RSOs can lead to poor grades in the classroom, burnout and feeling overwhelmed by increasing responsibilities.

Especially for new students, who are just learning the time management skills needed to juggle their academic courseload with campus involvement, Lombard recommends exercising patience.

“Don’t get over-involved, especially in your first semester. It’s important to get yourself on solid ground academically before getting involved in RSOs and activities. For many students, academic expectations are much greater than they were in high school. Involvement outside the classroom is important, but students’ academic pursuit is why they are here,” says Lombard, who leads a team of staff members who work directly with the RSOs on campus.

Lombard sat down with SU News to offer advice on how students can avoid involvement burnout, questions to ask before becoming a member of a club or RSO and resources available to help with the decision-making process.

Is there a right time for new students to join a club/RSO?

Three students represent their student organization at a table on the Quad as part of the Student Involvement Fair for Recognized Student Organizations. (Photo by Tiancheng Tang ’26)

I generally encourage new students to join one RSO in their first semester so that they can get used to college-level coursework, living away from home (if applicable) and being more independent. One RSO is doable for most people. More than that might be too much in your first semester.

What are some questions students should ask themselves before signing up?

Students have an almost endless array of organizations from which to choose at ���ϲ����� and can easily feel overwhelmed by the variety of choices or get over-extended. Any student considering involvement in RSOs should ask themselves what they hope to gain from the experience and how much time they can realistically dedicate to non-academic pursuits. Not every RSO needs to relate directly to their career goals or future path. There can be many reasons to join a group, including meeting new people and looking to connect with like-minded students.

What kind of research should students undertake before joining?

Students should be very honest about how much time they have to dedicate to involvement outside the classroom. Students can learn a lot about groups by attending events like the Student Involvement Fair, held at the beginning of each semester, and using , a web-based portal focused on connecting students to involvement opportunities on campus.

How will a student know if they have taken on too many responsibilities?

If a student starts cutting corners to complete things, stops enjoying their responsibilities or their responsibilities begin to feel like a burden, those could be signs that a student has taken on too much. They should listen to what their intuition is telling them. Most students probably recognize when they’re getting overextended.

What advice do you have for students who realize they might have taken on more than they can handle?

Don’t be afraid to ask for help! Students should know there are faculty and staff who care about them and their experience. There are many people and offices who want to help and who want students to be successful.

Be sure to visit for more information on the resources available, including a , how to , upcoming , questions on , staff members to and .

2023 Fall Career Fair (Photo by Angela Ryan)

Fall 2024 Career Week serves as a reminder for students that it is never too soon to take steps toward achieving their individual career goals.

The week offers a lineup of designed to help students connect with employer partners. From the campuswide Career and Internship Fair to specialized opportunities hosted by schools and colleges, students can explore these experiences by visiting the or logging into their .

Open to all students, regardless of class year and major, Fall 2024 Career Week runs from Sept. 23-27, with the signature Career and Internship Fair event featuring who will be offering internship and post-graduation positions.

“Career Week is a student’s gateway to unlocking future opportunities,” says Lisette Child, assistant director, employee relations in the University’s Career Services office. “It’s an amazing chance to connect with top employers, explore diverse career paths and gain insights that could shape their professional journey. Don’t miss out on the chance to make valuable connections and set yourself up for success.”

Students are encouraged to learn about each opportunity via before the events. This will show students the employers who will be attending and ensure the events align with their respective career interests.��

Students attend Career Fair in the JMA Wireless Dome (Photo by Angela Ryan)

Career Week Events and How to Register

Explore Career Week event highlights below with the complete list available on the . For each event, students should�� and prepare before attending.

• Tuesday, Sept. 24:
• Tuesday, Sept. 24:
• Tuesday, Sept. 24:
• Wednesday, Sept. 25:
• Wednesday, Sept. 25:
• Friday, Sept. 27:

How to Prepare for Fall 2024 Career Week

• Keep profile up to date: Students should make sure they��.��This includes updating their photo and details, such as graduation year, education and work experience. Upon completion, the account will reflect “100%.”
• Know who will be there: Check the list of employers attending and prioritize those that align with your career goals. You may not have time to meet everyone, so focus on the most important ones.
• Do research: Employers appreciate students who know something about their company. Research your top choices and tailor your conversations based on what you learn.
• Bring the essentials: Having a folder with a handful of resumes and paper for notes is always great. There is a bag check area available, but it is easier to leave bulky items at home.
• Dress appropriately: Choose business professional or business casual attire. Comfortable shoes are key.
• Prepare a pitch: Have a short, practiced introduction about your background and goals.
• : Rehearse your pitch and answers to common questions with a friend. Stay natural—don’t memorize word-for-word.
• Ask meaningful questions: Have thoughtful questions prepared for each employer, showing you’ve done your research. Avoid basic questions like, “What does your company do?”

What’s New This Year

Based on student feedback, there will be a student welcome lounge on the career fair floor.

In addition, for the first time in-person since 2019, the will be held on Tuesday, Oct. 8, from noon to 4 p.m. in Goldstein Auditorium, Schine Student Center. This event is an invaluable opportunity for students to engage directly with representatives from over 100 prestigious graduate and law schools from across the country. Students can gather insights into various programs, admissions processes and what sets each institution apart.

With questions or to request accommodations, contact at careers@syr.edu��or connect with within each school or college.

2023 Fall Career Fair (Photo by Angela Ryan)

“We are very excited to welcome over 5,700 family members and supporters to campus to celebrate Family Weekend,” says Missy Mathis-Hanlon, director of . “While Family Weekend is a tradition that dates back to the 1950s, we hope that today’s programming illustrates for families how focusing on the student experience both inside and outside the classroom is a winning combination for success throughout their student’s life.”

Otto joins a family for the celebration of 2023 Family Weekend. (Photo by Jeremy Brinn)

Family Weekend 2024

A wide variety of activities will be held throughout the weekend; registered families should check in at the tent in the Skytop parking lot. We’ve included some of the event highlights below; visit the for the complete list of activities.

• Study Abroad Fair, Friday, Sept. 27 from 1-3 p.m., Milton Atrium, Life Sciences Building.
• Student Experience Showcase, featuring a wide range of topics such as Career Services, Getting Involved and Greek Life, Friday, Sept. 27, 3:30-5 p.m. Visit the for times and locations of specific sessions.
• Celebration of Identity, Friday, Sept. 27, 5-7 p.m., Barner-McDuffie House, 113 Euclid Ave., and Native Student Programs, 113 Euclid Ave.
• An A Cappella Evening, Friday, Sept. 27, 8 p.m., Goldstein Auditorium, Schine Student Center.
• Schine Takeover, Friday, Sept. 27, 9-11 p.m., Schine Student Center
• School and College Welcomes, Saturday, Sept. 28, 9-10:30 a.m. Visit the for times and locations of specific sessions.
• ���ϲ����� Orange vs. Holy Cross football game, Saturday, Sept. 28, noon, JMA Wireless Dome (game is sold out).
• Drive-In Movie at Skytop, “Inside Out 2,” Saturday, Sept. 28, 9 p.m., Skytop parking lot.
• Family Weekend Fun Run, Sunday, Sept. 29, 9 a.m., Inn Complete, South Campus (must be registered to participate).
• South Campus Showcase, Sun., Sept. 29, 10:30 a.m.-1:30 p.m., with self-guided tours of the Goldstein Student Center, South Campus apartment tours at 321 Winding Ridge Road and a session on apartment and off-campus living at noon at the Skybarn.

University community members gather with InclusiveU students and their families in Huntington Hall to make signs for game day.

Download the OrangeNow Mobile App to Plan Your Weekend

OrangeNow, the official ���ϲ����� mobile app, includes a Family Weekend guide for parents and families that provides convenient, on-the-go access to:

• check-in, parking and shuttle information; and
• the events calendar for the weekend, which can be used to plot out a customized schedule by favoriting the events you want to attend.

Download OrangeNow on the or and you’ll be ready to make the most of your weekend on campus!

���ϲ�����’s Rugby Club Sports team takes on the Seapoint Rugby Club in a match in Killiney, County Dublin, Ireland. (Photo by Wendy Cornell)

Most often recognized by athletes running ball in hand, wearing no pads or helmets and close-contact nature, the sport of Rugby has witnessed increasing global popularity throughout the past decades.

The Rugby Club Sports team huddles up during a match in Killiney, County Dublin, Ireland. (Photo by Wendy Cornell)

“I enjoy the sense of community and belonging. I also appreciate the opportunity to play competitive sports in college,” says Mark Nash ’23 ��’24, ���ϲ����� Rugby Club Sports team member. “This is not something that my friends at other schools have the opportunity to do, besides the ones playing NCAA sports.”

Unique to the ���ϲ����� Rugby Club Sports team is their strong Leinster Rugby partnership. As an international leader in the club sport, Leinster Rugby boasts countless competition successes as one of the top teams in European rugby. The Leinster partnership offers ���ϲ����� Rugby Club Sports athletes access to exclusive coaching, skill development and competitions.

“We are in collaboration with the most successful youth and player development program in the world. How special is that?” says Bob Wilson, ���ϲ����� Rugby Club Sports team coach, faculty advisor, previous player and avid supporter since 1970. “We have a professional coach from that environment working with us on a full-time basis, bringing techniques and culture, which have supported successful performance at the highest levels. The collaboration has, in a few short months, already created interest and engagement in the growing U.S. and global rugby communities, leading to increased student applications and summer camp participation. This further places the Leinster brand and ���ϲ����� Rugby Club Sports at the forefront as rugby in the U.S. grows rapidly, and globally, we prepare for the U.S.A Men’s World Cup Competition in 2031 and the women’s in 2033.”

The Rugby Club Sports team gathers at Leinster Rugby’s facility on the University College Dublin campus. (Photo by Wendy Cornell)

A highlight of the 2023-24 ���ϲ����� Rugby Club Sports season was the team’s trip to Ireland to further collaborate with their Leinster Rugby partner. Over the Spring Break trip, members of the ���ϲ����� Rugby Club Sports team attended sessions conducted by Leinster coaches, participated in rigorous training schedules, and attended international competitions while also exploring Ireland’s rich culture and landscapes.�� In addition to Ireland, past team trips have included Argentina, England, Portugal, Scotland and Spain.

“The trip to Ireland supports ���ϲ�����’s goal to provide an international experience for all students. Dublin illustrates the joy and values of international collaboration,” says Wilson. “The ���ϲ����� Rugby Club Sports team has enhanced the student life for over 50 years through a challenging athletic experience as part of an enthusiastic, supportive group, creating strong, lifelong bonds.”

Fall 2024 and Spring 2025 events will be available on the . Students interested in joining are invited to learn more on the or by visiting .

���ϲ�����’s Rugby Club Sports team poses for a group photo at Leinster Rugby’s facility. (Photo by Wendy Cornell)

This annual celebration provides opportunities for students, faculty and staff to learn about the history, culture and contributions of Americans whose ancestry can be traced to over 20 Spanish-speaking countries in Latin America, including Mexico, Central and South America and the Caribbean, as well as international students who hail directly from these countries and contribute to our rich and diverse campus.

Members of RSO La LUCHA at the 2023 Latine Heritage Month information fair (Photo by Marilyn Hesler)

“We, as the Latine Heritage Month committee, have engaged with countless campus partners, recognized student organizations and Greek life to create a dynamic Latine Heritage Month that encompasses the cultures of the Latine community here at ���ϲ�����,” says Cydavia Patterson, program coordinator at the , department co-chair for this year’s festivities. “Our hope with Latine Heritage Month is to establish a unified network of resources, information and community, highlighting the Latine community at ���ϲ�����.”

The theme of this year’s Latine Heritage Month celebration on campus is “Fronteras Sin Limites: Embracing our Borderless Cultures.” The planning committee and its partners centered events on 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.

Highlights of this year’s celebrations include:

• An , in the Schine Student Center atrium. Kicking off at 2 p.m., there will be tabling by recognized student organizations (RSOs), special performances and more. (Co-sponsored by Student Association)
• The 6th annual (soccer tournament), to be held at the Women’s Building Field on Saturday, Sept. 21; teams can through Sept. 18. (Co-sponsored by the Barnes Center at The Arch, South American and Latine Student Association and Lambda Theta Alpha)
• , a joyful and inclusive student/faculty mixer featuring delicious handcrafted mocktails inspired by diverse Latine cultures, at the Barner-McDuffie House on Thursday, Sept. 26. (Co-sponsored by the Office of Diversity and Inclusion and Caribbean Students Association)
• Arts and cultural exhibitions, including “WEIRD Barrio” by ���ϲ�����-based Puerto Rican artist Manuel Matías (opening at La Casita Cultural Center) and featuring more than 60 pieces from The Artist Book Collection (opening Oct. 11 at Punto de Contacto-Point of Contact).
• Live DJ sets, panel discussions, roller skating, comedy, paint night and more!

Visit the for the full lineup and links to further information on each event.

Players at the 2023 Torneo de Fútbol (Photo by Julie Herman)

The planning and coordination of Latine Heritage Month is led by BIPOC Student Success, Programs and Services and Student Association. Co-sponsors include , , , , , , , , and .

Additional programming support is offered by University Union, South American and Latine Student Association, Delsol Magazine, National Association of Hispanic Journalists-���ϲ����� Chapter, Latin American Law Student Association, CitrusTV Noticias, Latino-Latin American studies program in the College of Arts and Sciences, College of Law, Maxwell School of Citizenship and Public Affairs and several external academic contributors.

The 2023 Latine Heritage Month opening ceremony (Photo by Marilyn Hesler)

The innovative work of implementing and assessing the Barnes Center at The Arch Integrated Health and Wellness Model has earned the team, , School of Education associate professor and Barnes Center Interdisciplinary Health and Wellness Research Consortium faculty affiliate, and campus partners their latest peer-reviewed publication, “,” in the Journal of College Student Mental Health (formerly the Journal of College Student Psychotherapy).

Helping to lead the health and wellness research team and this publication is , Barnes Center at The Arch associate director of health and wellness research, who answers a few questions about the publication.

Pet therapy at the Barnes Center at The Arch (Photo by Amelia Beamish)

What are some exciting highlights about the study discussed within the publication?

“Possibly the first peer-reviewed research on an integrated wellness model in a college setting, our study is participatory in nature, aiming to meet the needs of our university community and the wider academic community across various disciplines. The study presents empirical evidence demonstrating the significant impact of the Barnes Center at The Arch’s Integrated Health and Wellness Model on reducing depressive symptoms among college students. The article revealed that our integrated model encompasses various health and wellness components, such as self-guided mindfulness (), pet therapy (), and .”

You’ve mentioned that this may be the first peer-reviewed research of its kind, how do you anticipate this may further support others on a national and even global level?

“We are proud that our Barnes Center Integrated Health and Wellness Model is unique and successful in college settings. While existing literature has some data on integrated health care in hospital settings, our study is likely the first to demonstrate its significance in college settings. We anticipate conducting more research to support college student well-being based on our model, and to provide more data-driven evidence to impact policies and resources for college student well-being nationally and even globally.”

How do you anticipate these findings will help further enhance the ���ϲ����� student experience?

A student enjoys a massage chair at the MindSpa.

“Our current research underscores the significance of an Integrated Health and Wellness Model in a college setting. This model is a bridge connecting many domains of well-being, including physical, mental, social and spiritual, which allows the Barnes Center at The Arch team to provide holistic care for our students. We found that students seeking mental health services could also benefit greatly from engaging in other wellness activities, such as incorporating physical exercise alongside mindfulness experiences of pet therapy and/or self-guided mindfulness practice through the Crowley Family MindSpa, in addition to counseling to enhance mental health outcomes. Taking these findings further, the Barnes Center has implemented a new referral system based on this model, enabling our counseling and health care providers to recommend students to participate in physical exercises, nutrition services, pet therapy and the MindSpa.”

The University community is invited to explore future opportunities for participating in research and supporting the student experience.

• Interdisciplinary Health and Wellness Research Consortium: Involving faculty, graduate students and those interested in participating in research from various disciplines, the Barnes Center at The Arch is working to establish an Interdisciplinary Wellness Research Consortium. The group’s focus will be evidence-based health and wellness research and practitioner-researcher collaboration efforts, incorporating practices such as counseling, health promotion, physical wellness and more. It will also provide graduate students in training with mentorship opportunities in data analysis, research development and publication. For more information, email Yu at qyu105@syr.edu.
• 

  Shooting hoops at the Barnes Center (Photo by Ross Knight)

  Student Health and Wellness Advisory Committee: This committee is hosted for the 2024-25 academic year and offers leadership opportunities for students to provide feedback on health and wellness initiatives, programming and services to help inform the Barnes Center. The application is open through Friday, Sept. 20. More information and the application is available on the .

Allen Groves

The Gold Medal, which dates to 1940, is presented for lifelong service to the interfraternal community and is the highest interfraternal honor the NIC bestows.��In an NIC press release announcing the award, Groves was called an “ardent supporter of the fraternal experience.”

“I’ve always believed the fraternity and sorority experience can be a very positive part of a student’s involvement outside the classroom when it’s undertaken consistent with each organization’s expressed values and the host institution’s policies,” says Groves. “I know it was a transformative experience for me as a student and I formed many strong friendships that have lasted a lifetime.”

“Allen has provided encouragement, comfort, wise counsel and at times tough love to more fraternity men than one could possibly remember. In my over 25 years working with fraternities and fraternity men, there are very few men who match both the experience, character and intellect of Allen Groves,” says Justin Buck, Pi Kappa Alpha executive vice president and chair of the NIC Governing Council.

Groves was initiated into Pi Kappa Alpha’s (PIKE) Delta Upsilon chapter at Stetson University in 1979. Following graduation, he spent time on the PIKE staff and served as executive director from 1984-87. Groves holds a J.D. from the University of Virginia School of Law. Following his tenure with PIKE, he embarked upon a 16-year career as a litigation attorney, in which he was nationally recognized for his work.

After retiring from his legal career, Groves transitioned back to student affairs at the University of Virginia, where he served as the university’s dean of students for 14 years. In 2021, he became ���ϲ�����’s senior vice president and chief student experience officer. In his role, he oversees more than 20 operational units dedicated to the student experience.

Groves’ service spans 10 years on Pi Kappa Alpha’s International Fraternity Supreme Council, including as international president from 2004-06; six years on the NIC Board of Directors, serving as board chairman from 2012-14; the Virginia’s Governor’s Task Force on Combating Campus Sexual Assault from 2014-15; and Stetson University College of Arts and Sciences Board from 2013-18; among other affiliations.

Richard N. McKaig, retired vice chancellor for student affairs and dean of students at Indiana University, was also named a Gold Medal honoree.

1. Football game in the JMA Wireless Dome

Grab your friends and get loud because fall Saturdays in ���ϲ����� are synonymous with cheering on the . The home opener is Saturday, Aug. 31, when we take on Ohio University at 3:30 p.m. Join , the official student section, and snag your —which also includes tickets to every home men’s basketball game and complimentary admission to all home women’s basketball, men’s and women’s lacrosse, men’s and women’s soccer, field hockey, ice hockey, volleyball, tennis and softball competitions!

A packed house for a football game vs. Notre Dame in fall 2023. (Photo by Marilyn Hesler)

2. Involvement fair on the Shaw Quad

Every semester, Student Engagement hosts an involvement fair to connect students with opportunities to get… well, involved, with recognized student organizations (RSOs). This year’s fair spans three days: , will highlight RSOs in the cultural, performing or special interest category; , will include those dedicated to public service, publications, club sports, sports interest and esports; and , will feature Honors, religious and fraternity/sorority-related RSOs. Festivities are from 11 a.m. to 2 p.m. each of the three days on the Quad (rain location is Goldstein Auditorium in the Schine Student Center).

RSO University Union recruits new members at last year’s fall involvement fair. (Photo by Angela Ryan)

3. A visit to the Barnes Center at The Arch

Whether the purpose of your visit is to , , or take advantage of one of the facility’s , it’s only a matter of time before the Barnes Center becomes a staple of your life on campus. The center provides integrated wellness services and programs that support a holistic and inclusive student-centered experience promoting lifelong growth and development—which thankfully, includes .

The Barnes Center is lit up with activity on a fall evening. (Photo by Angela Ryan)

4. Apple and pumpkin picking

A fall field trip to a local pumpkin patch or apple orchard is a must during your time in ���ϲ�����. in Baldwinsville, in Lafayette and in ���ϲ����� (among many others!) all offer apple picking. Later in the season, in Marietta and in ���ϲ����� are two favorites for pumpkins and fall fun. All of these destinations are within a 30-minute drive from campus, but if you’re lacking transportation check the for upcoming outings to such places, which are sometimes sponsored and coordinated by the University.

A plethora of pumpkins available for picking at Abbott Farms. (Photo by Randy Pellis)

5. The season’s first snow

If you grew up nearby, this will be about as exciting to you as an all-nighter in Bird—but if you’re one of the many students who come to ���ϲ����� from warmer climates, perhaps you’ll be experiencing your first-ever snowfall later in the fall semester. When it happens, put on your favorite scarf, get a mocha java from and prepare to wow your friends and family back home with your snaps of our beautiful campus covered in the season’s first snow. And then get used to it—because it will be here until April!

A light dusting of snow covers campus. (Photo by Jeremy Brinn)

It is my pleasure to welcome you to campus for the 2024-25 academic year. I enjoy participating in Welcome Week activities every year and meeting so many of you and your families. As dean of students, I want you to know our staff are here to support you in achieving your goals and celebrating your successes. My colleagues in Student Experience and I all have different specialties and areas of expertise, but we all share one common goal—to provide support to you as you move through your time at ���ϲ�����. Together, we work with you to help you understand expectations, provide guidance and support when there is a concern, and empower you to develop critical life skills, like independence, accountability, self-advocacy and resiliency.

As you begin your classes and settle into a new routine, we are writing to share an overview of resources, services and pertinent policies. They are designed to promote a respectful, inclusive and supportive environment for all.

Barnes Center at The Arch

Did you know well-being is one of the strongest predictors of academic success? That’s why it is so important to familiarize yourself with the . As the hub for student wellness, the Barnes Center features programs, services and offerings that promote holistic health, thriving and well-being in one accessible, centralized space on campus. The health and wellness team is committed to providing high-quality, student-centered care. Our approach encompasses mind, body, spirit and community and includes such things as physical and mental health care, recreation and fitness, pet therapy, mindfulness offerings, peer health education, crisis response and so much more. Please visit the website to explore the full slate of activities, resources and services.

Student Conduct Code

The outlines the standards we expect all students to uphold. Please familiarize yourself with the code. Details outlining the investigation, formal conduct, resolution by agreement and appeal processes and sanction guidelines may be found in the . If you have a concern about an alleged violation of the code, you can reach Community Standards at 315.443.3728, via email at studentconduct@syr.edu or using the . Their office is located at 804 University Ave., Suite 106.

���ϲ����� Statement on Free Expression and Free Inquiry

In May 2024, ���ϲ����� adopted and endorsed the “,” following a process in which a working group of faculty, students and staff sought and gathered community input. The statement defines and affirms the University’s commitment to free expression and free inquiry. We urge you to review it carefully.

Important Policies to Review

In addition to the aforementioned Student Conduct Code, the University has several policies that provide clear, consistent guidance around space reservations, prohibited harassment of others, demonstrations and other activity on campus. We urge you to review the following policies and visit to learn about other existing policies.

Student Title IX Case Management

Students who have experienced or witnessed sexual harassment, sexual assault or intimate partner violence have . One of the options includes the Student Title IX Case Management team, which supports students through the reporting and investigation process when the alleged perpetrator of misconduct is a student. Students can reach Student Title IX Case Management at titleix@syr.edu or 315.443.0211. Their office is located at 005 Steele Hall. If you believe a staff or faculty member has violated the University’s policy on sexual harassment, sexual assault or intimate partner violence, you may contact Equal Opportunity, Inclusion and Resolution Services at equalopp@syr.edu or 315.443.4018.

Student Outreach and Support

Case managers in are available to assist students involved in University processes, including the conduct process and Title IX process, by providing supportive measures, explanations and follow-up services. They also support students navigating a personal difficulty or challenges through a variety of interventions, referrals and advocacy. Students can reach Student Outreach and Support at 315.443.4357 (HELP) or studentsupport@syr.edu. Their office is located at 111 Waverly Ave., Suite 220.

STOP Bias and Hate Initiative

The University has a robust reporting system designed to empower individuals to alert appropriate officials to incidents that may be motivated by bias targeting on individual’s or group’s protected characteristic(s). The outlines resources to report and receive support for such incidents. Review the webpage for the definition of bias, reporting processes, how the University responds to reports, aggregated data by semester, educational opportunities and support resources. You may also elect to report a bias-motivated incident directly to the Department of Public Safety (DPS) via the options on the .

Department of Public Safety

In addition to the resources outlined above, we also encourage you to review the outlining important safety and reporting resources offered through DPS. DPS team members are focused on maintaining a safe and secure place to live, learn and work. Visit to learn more.

Stay Connected Digitally

There is a wealth of online resources that can help you make the most of your time at ���ϲ�����. Download the for convenient access to campus systems and information, frequently visit SU News to stay up-to-date on what’s happening across the University and on your favorite social media platforms.

The first weeks of a new academic year can be challenging. Please know that your fellow students, our staff and faculty want you to be successful and are available to provide any assistance you may need. If you have any questions, concerns or need support, please do not hesitate to reach out to any of the resources listed above.

Wishing you a great semester,

Dean Dixon

Sheriah N. Dixon
Associate Vice President and Dean of Students

Barnes Center at The Arch

has received reaccreditation from the through October 2032. The IACS is the premier leader in setting the standard for the full range of professional counseling services on college and university campuses worldwide.

“IACS standards have long been recognized as the benchmark providing us with best practices and evaluating quality within the field of counseling services,” says , director of counseling. “Having been successfully reaccredited means a lot to the staff as it reflects the quality of their work and is a stamp of validation that we meet the highest established standards in the field.”

IACS’ rigorous accreditation process involves detailed documentation, a comprehensive site visit evaluation and multiple peer reviews in five areas:

• relationships within the University community,
• counseling and clinical services,
• ethical standards,
• personnel and
• resources and infrastructure.

Approval by the IACS is also dependent upon evidence of continuing professional development as well as demonstration of excellence of counseling performance. After being evaluated, the IACS found that Barnes Center Counseling offered competent and reliable professional services to the ���ϲ����� community.

“Having this accreditation illustrates that the staff and services of Barnes Center at The Arch Counseling have been evaluated by external experts in the field and that we meet the highest standards of the profession,” says Brown. “For students, family members and our campus community, it is reassuring to know that we are providing high-quality mental health services and have been determined to meet the gold standards established in the field.”

The Barnes Center offers and to ���ϲ����� students, which are covered in full through the Health and Wellness Fee. For more information or questions, please visit the or call 315.443.8000.

Counseling Center waiting room

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

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

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

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

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

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

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

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

Falk College sport management and sport analytics students!

For the NFL Draft in late April, the Detroit Sports Commission and –the city’s visitors bureau–did indeed utilize the talents of six female students from Falk College’s : Aryssa Hopps ’25, Grace Froehlke ’26 and Alivia (Ava) Uribe ’26 from Sport Management, and Anna Pierce ’25, Madelyn (Maddy) Forster ’26 and Claire Patin ’26 from the department’s program.

During their trip to Detroit for the NFL draft, the six Sport Management and Sport Analytics students from Falk College enjoyed a fun axe-throwing excursion. From left to right, Maddy Forster, Grace Froehlke. Anna Pierce, Claire Patin, Ava Uribe, and Aryssa Hopps.

During their three days in Detroit, the students worked a variety of volunteer roles, visited with female executives from the NBA’s Detroit Pistons, and networked with ���ϲ����� alumni at a dinner hosted by David Katz, chair of the Visit Detroit Board of Directors and the parent of a ���ϲ����� student. The students were accompanied by Sport Management Internship Coordinators , who organized the trip, and .

Perez says the genesis of the trip was a conversation between Falk College Dean Jeremy Jordan and Katz, who believed students would benefit from volunteer opportunities at the draft. In discussions with the Sport Management team, Jordan suggested that this experiential learning opportunity be reserved for female students, and Perez thought that was “a fantastic idea.”

“There’s a push for female leadership and providing opportunities for females in the sport industry,” Perez says. “As we know, they’re still the minority within the industry, so we wanted to make it a point to bring the most students we could to get this experience.

“As soon as we mentioned the NFL draft and having the opportunity to go, they without hesitation said yes, even before they figured out their schedules,” Perez adds.

To better understand the impact of this trip, we asked two of the students–sport management’s Hopps and sport analytics’ Patin, to share with us the highlights of their experience in Detroit. Here’s what they wrote:

Aryssa Hopps

“My time working in at the NFL Draft was truly an unforgettable experience. I was the first interaction all volunteers had before starting their shifts with the draft, meaning I was able to have an impact on every individual. Whether it be offering a warm greeting, asking them if they were excited about the draft, or just chatting about our favorite teams, I felt as though every person that I met truly impacted my experience in Detroit.

Sport Management major Aryssa Hopps (second from left, standing) with her fellow volunteers in Teammate Headquarters at the NFL Draft.

“Most volunteers lived in Detroit or other areas of Michigan, and others were from surrounding states. It was inspirational to hear the stories and different backgrounds of everyone I worked with. Every person had a different reason for why they wanted to volunteer and give back to the city of Detroit.

“While I was inside during my shifts at the and not outside with all the activities like the other women on our trip, I wouldn’t have wanted my experience to be any other way. I was able to form friendships with the small crew that I worked with, who made a lasting impact on my impression of Detroit. Over the course of two days, our crew became so close we all signed up to volunteer to work the 2025 NFL Draft in Green Bay, where we hope to meet up again someday.”

Claire Patin

“While in Detroit for the 2024 NFL Draft, me and my peers had the opportunity to experience so much in such little time. The night before the draft, David Katz hosted us as well as other ���ϲ����� alumni in his home for a dinner and networking event. There were people from all different classes and majors from ���ϲ�����, most of them working in the sport industry in some type of way. It was amazing to talk to everyone and build connections with them. There were so many successful people in the industry I want to go into in one room, and it was a great opportunity to have conversations with all of them.

Claire Patin with Detroit Lions center Frank Ragnow at the autograph signing tent at the NFL Draft.

“The first day of the draft, I worked at the autograph signing tent helping with the lines, directing people, and taking pictures of fans with players. One of the players signing autographs was Frank Ragnow, a center for the Detroit Lions, who was a fan favorite. It was fun to see fans so excited to meet him and be right there to take their picture with him.

“I love the culture that sports creates, and I got to see this with hundreds of people who wanted an autograph from their favorite player. All of the fans were so nice, and just so excited to be at the draft. I feel really lucky that I not only got to experience it myself, but also be a part of the positive experience for the fans. Overall, it was an unbelievable experience to be working the NFL draft.”

Future Opportunities

As with an NFL team after the draft, Perez and Knighton went back to work soon after returning to ���ϲ����� to start looking at opportunities for next year and beyond for female students and all students from Sport Management. For example, after the positive experience the students had in Detroit, they’ve already started talking about how they can get students to the NCAA men’s basketball Final Four in Detroit in 2027.

“We have a good push for elevating our female students and trying to provide them experiential learning and leadership opportunities and now we can be strategic and build partnerships to make that happen,” Perez says. “We definitely have the mindset of, how can we provide more of these experiences for all of our students?”

Visit the to learn more about the Department of Sport Management and its academic programs, experiential learning and career opportunities.

The Retention and Student Success team receives the “Best Use of Results” award from Lois Agnew, associate provost for academic programs. From left: Hope Smalling, Radell Roberts, Lois Agnew, Kal Srinivas, Samantha Trumble, ShawnMarie Parry, Priyasha Sinha Roy ’24 and Prabin Raj Shrestha ’24

Academic Affairs and Institutional Effectiveness (IE) presented awards to several faculty and staff members, students, offices and programs during the One University Assessment Celebration on April 26, in the School of Education, Education Commons.

In her opening remarks, Lois Agnew, associate provost for Academic Programs, highlighted the importance of celebrating the various ways faculty, staff and students have engaged in assessment practices, illuminating our strengths but also reinforcing a commitment to continuous improvement. Awards were given in five categories:

• Assessment Champion: Recognizing campus community members who advocate for meaningful assessment to enrich the student experience and who have made outstanding contributions to the University’s culture of improvement.
• Outstanding Assessment: Recognizing a distinguished academic, co-curricular and functional area for overall robust assessment.
• Best Engagement Strategies: Recognizing programs/units for engaging faculty, staff and students to participate and contribute to the assessment process.
• Best Use of Results: Recognizing an academic, co-curricular and functional area for how assessment results are used in making decisions.
• Collaborative Inquiry and Action: A new award recognizing a unit that collaborates with others outside of their primary school, college or division to use assessment methods and data, resulting in actions to improve student learning and campus operations.

This year’s recipients included:

• Assessment Champion | Academic: Blythe Bennett, program manager, School of Information Studies
• Assessment Champion | Co-Curricular/Functional: Jessica Newsom, assistant director, Living Learning Communities
• Assessment Champion | Shared Competencies: Maureen Thompson, undergraduate director and associate professor, Department of Public Health, Falk College
• Outstanding Assessment | Academic Programs: Forensic Science Undergraduate and Graduate Programs, Forensic and National Security Sciences Institute, College of Arts and Sciences (A&S)
• Outstanding Assessment | Co-Curricular: Student Outreach and Support, Student Experience
• Outstanding Assessment | Functional: Future Professoriate Program, Graduate School
• Best Faculty Engagement Strategies: Human Development and Family Science program, Department of Human Development and Family Science, Falk College
• Best Staff Engagement Strategies: College of Professional Studies Dean’s Office
• Best Student Engagement Strategies: Living Learning Communities, Student Experience
• Best Use of Results | Academic: Film program, Department of Film and Media Arts, College of Visual and Performing Arts (VPA)
• Best Use of Results | Co-Curricular: ���ϲ����� Office of Undergraduate Research and Creative Engagement (The SOURCE)
• Best Use of Results | Functional: Retention and Student Success
• Collaborative Inquiry and Action: Barnes Center at The Arch

After the awards, 2023 Assessment Leadership Institute participants were recognized for their poster presentations detailing assessment activities over the past year:

• Keonte Coleman, director of assessment and program review and assistant professor, Newhouse School of Public Communications
• Nadeem Ghani, assistant teaching professor, Electrical Engineering and Computer Science, College of Engineering and Computer Science (ECS)
• Dimitar Gueorguiev, Chinese studies program director and associate professor, Political Science, Maxwell School of Citizenship and Public Affairs
• Jody Nyboer, associate professor, School of Design, VPA
• Kathleen Roland-Silverstein, associate professor, presenting with Isabel Hampton ’24 and Katie Weber ’24, Sentor School of Music, VPA
• Darwin Tsen, Chinese language minor coordinator and assistant teaching professor, Languages, Literatures and Linguistics, A&S
• Andrea Willis, director of academic programs, College of Professional Studies

Recipients of the inaugural “Student Engagement in Assessment” grant were also acknowledged for their poster presentations showcasing the collaborative experiences of students, faculty and staff:

• Biomedical and Chemical Engineering: Tessa DeCicco ’25, Kerrin O’Grady ’25, Jade Carter ’24, Carly Ward ’24, Natalie Petryk ’21, Bridget Sides ’25, Mia Paynton ’25 and Doug Yung, associate teaching professor, Biomedical Engineering undergraduate program director, ECS
• Center for Learning and Student Success (CLASS): Student Success Advisory Council, which includes Eadin Block ’26; Margot MacKechnie ’26; Gary Shteyman ’26; Karen Toole, coordinator of academic support, Center for Disability Resources; Tasha Terzini, advisor, A&S; Kate Bussell, assistant director of academic expectations CLASS; and George Athanas, associate director, CLASS
• New Student Programs: Winnie Naggar ’24 and Butch Hallmark, interim director, New Student Programs
• Retention and Student Success: Prabin Raj Shrestha ’24 and Hope Smalling, functional business analyst, Retention and Student Success

Jerry Edmonds, senior assistant provost, shared final remarks. He noted that ���ϲ����� achieved “two important milestones this year. It is the fifth annual celebration highlighting the dedicated efforts of faculty, staff and students to assess and improve, as well as 10 years since the University embarked on a campus-wide initiative of systematically collecting evidence to inform decision-making across our campus.” He concluded with thanks and appreciation for everyone’s continued efforts.

Visit the�� for event photos, presentation materials highlighting recipients’ achievements and posters.

Story by Laura Harrington, associate director, Institutional Effectiveness��

’Cuse Works encouraged campus community members to nominate student employees and supervisors that have improved the student experience through their hard work and dedication throughout the 2023-24 academic year. This year, 65 students and nearly 20 supervisors were nominated for awards. All nominees are reviewed and winners are selected by the .

Jovanni Mosca

Undergraduate Student Employee of the Year: Jovanni Mosca ’24, Student Engagement

Nominated by members of Student Engagement, Mosca is described as one of the most dedicated and driven employees the team has ever worked with. He radiates an infectiously positive and good-hearted energy that brightens up the entire office, even in the face of obstacles and challenges, and he always takes the time to train any person interested in technical event skills, regardless of their skill level.

In his role as a student lead, Mosca directly mentors about 20 student staff members and ensures they are having a worthwhile experience while employed with the Event and Technical Services (ETS) team in Student Engagement.

In addition to his managerial duties, Jovanni has developed many new and innovative ideas to simplify ETS processes and educate organizations that use their services, as well as helped produce a number of big events in support of student organizations and departments on campus. He is continuously complimented by event sponsors, artists and visiting technicians for his technical knowledge, professionalism and overall attitude.

Shivani Sadare

Graduate Student Employee of the Year: Shivani Sadare ��’24

Sadare was nominated by two different campus departments for her work with them: the Center for International Services and ���ϲ����� Libraries. As the English Conversation Group coordinator for the Center for International Services, Sadare impressed the staff with her data and analytical skills as well as her communication skills. Even when faced with the challenges of juggling over 100 group participants’ schedules, she is able to take everything in stride with a smile on her face.

The ���ϲ����� Libraries echoed the same sentiments in Sadare’s role on their team as a graduate assistant, and added that she is reliable, responsive, produces quality work and provides great insight into the student experience, especially the international student experience, and how it relates to work done in the campus libraries. Sadare always contributes to meetings and provides a level of professionalism that impresses the team.

Supervisor of the Year: Jeremy Pope, Bird Library Access Services

Jeremy Pope

Nominated by numerous student employees, Pope is skilled at fostering a sense of community between all employees. He is consistently friendly and personable with employees and library patrons alike, setting a great working example through each interaction he has with others. In his position, Pope oversees undergraduate and graduate student employees as well as library staff and, as of January, has been completing the work of two supervisors until the second supervisor role can be filled.

While working to coordinate three distinct groups of people—staff, graduate student, and undergraduates—is occasionally challenging, Pope treats everyone with respect and empathy. He encourages his entire team to make connections and channel their individual skills and experiences into improving library services and welcoming all members of the University community.

Department of the Year: Barnes Center at The Arch Recreation

Barnes Center at The Arch Recreation

Under the direction of Matthew Hackett, the Barnes Center at The Arch’s Recreation team is one of the largest student employers on campus, hiring hundreds of students to work in a variety of roles, including lifeguards, fitness attendants, referees, challenge course facilitators and guest services attendants.

Barnes Center Recreation provides valuable wellness services to faculty, staff and students every day, seven days a week, and their student employees learn professional skills that will be invaluable in their future professional endeavors, such as leadership, service and teamwork.

The Student Experience Division has announced the selection of Mark Nzasi and Yifan “Ivan” Shen as the 2025 Senior Class Marshals. In this honorable role, Nzasi and Shen will lead their graduating class during Commencement, help to recommend the Commencement speaker, meet with senior University administrators to discuss their student experience and offer insights and suggestions, in addition to representing their class at Universitywide functions, networking with alumni and more.

“Woven throughout the tapestry of Nzasi’s and Shen’s undergraduate careers are their shared passions for academic excellence, campus involvement, personal development and community support. Serving as honorable representatives for the Class of 2025 will only further amplify a positive impact on the student experience now and into the future,” says , vice president for student engagement in Student Experience.

Mark Nzasi
Joining the Orange community from Scranton, Pennsylvania, and starting his collegiate journey in Madrid, Spain, as a Discovery student, Nzasi is a junior majoring in neuroscience and psychology in the College of Arts and Sciences. His dedication to academics, service and leadership has been showcased early and often throughout his undergraduate career as an Invest in Success Scholarship recipient, through Dean’s List recognitions, as a participant in the Renée Crown University Honors Program and the Coronat Scholars Program, a 2024-25 Remembrance Scholar and through the Sanofi U.S. Scholarship, among other honors.

Nzasi eagerly awaits the opportunity to serve as a senior class marshal, representing the Class of 2025 and bridging connections between students, administration and the Orange community. “I would not be here today if not for my family and the incredible Orange community that’s supported me and always challenged me to be better each and every day. I’m excited to give back to this community and advocate for my peers,” he says.

As an aspiring physician, Nzasi has actively engaged in research and academic projects. His undergraduate research focuses on investigating the effects of maternal separation on adolescent CD-1 mice, aiming to shed light on the relationship between early-life adversity and the emergence of neurodevelopmental disorders such as schizophrenia, attention-deficit/hyperactivity disorder (ADHD) and depression. As a project aide, Nzasi contributes to the exploration of intricate cellular mechanisms, and their association with underlying human conditions such as degenerative eye diseases, to develop interventions to mitigate disease progression.

Outside of the classroom, Nzasi has immersed himself into a variety of student experiences including serving as the Phi Beta Sigma Fraternity, Inc., Theta Xi vice president, implementing health care initiatives and promoting representation in medicine through the Black Pre-Medical Society, and as an orientation leader.

During his time as a member of the Black Honors Society, he was the professional development chair and co-founder of the University’s first student-organized Black Excellence Gala, a celebration of the remarkable achievements of Black students and students of Afro-descent on campus. He also supports and or is a member of the Our Time Has Come Scholarship, Men of Color Initiative (MCI) and the Louis Stokes Alliance for Minority Participation (LSAMP).

As an active member within the larger ���ϲ����� and global communities and fueled through his passion for hands-on clinical experience, Nzasi gives back through volunteer experiences. Highlights include Riina Education for Innovation, empowering African refugee women through English as a Second Language (ESL) tutoring, and leveraging his immigrant background and Swahili language skills to facilitate learning and essential computer skills. He served in Global Medical Brigades, assisting in sustainable clinical stations such as triage, dentistry and public health education. In his homeland, at Kitui County Referral Hospital of Kenya, he shadowed physicians during emergency surgeries and provided crucial support. Volunteering at Dr. King Elementary School and as a Sigma Beta Club mentor at Nottingham High School, Nzasi has exemplified his commitment to making a positive impact.

Reflecting on his journey, Nzasi draws inspiration from his roots in Kenya and the sacrifices his family made to find better opportunities in the United States.�� “As someone who believes in the ideal that representation is the lens through which we dream, I applied to be a senior class marshal as a testimony to show others that they don’t have to succumb to the stories that society places on them,” shares Nzasi. “I aim to utilize this platform to empower all minority youth, regardless of their background, to recognize that with belief in themselves, they can accomplish anything they set their minds to.”

Yifan “Ivan” Shen
Hailing from Shanghai, China, Shen is a junior pursuing dual majors of architecture in the School of Architecture and music history and cultures in the College of Arts and Sciences, in addition to a vocal performance minor in the Setnor School of Music.

Academic highlights include being named a 2024-25 Remembrance Scholar, Dean’s List recognitions and being a member of the Renée Crown University Honors Program. He is a recipient of the Asian Design Award, Alfred L. Kaskel Scholarship, Peter J. Moore Award for Excellence in Architecture Sketching, the Doug Whitney ’80 School of Architecture Global Experience Award and the Maxwell Citizenship Scholarship.

Through immersive learning and a dedication to research, Shen has placed his knowledge into action globally. Across continents he has worked with award-winning offices in Madrid, Kigali (Rwanda), New York City and Shanghai. Highlights of his contributions further include exhibitions, journal publications and supporting peers as a tutor and teaching assistant.

“I attended local schools under the communist regime in China and constantly faced shocks politically, culturally and interpersonally in foreign environments. My years at ���ϲ����� witnessed the possibility of a non-fluent English speaker from a totally different background becoming a campus leader,” shares Shen. “Being selected as a senior class marshal demonstrates the University leadership’s success in making the campus an inclusive environment where international students like me can find ways to grow and thrive.”

As a senior class marshal, Shen hopes to continue to support peers through inspiration and action. “I am excited to demonstrate to my fellow students that your identity does not limit what you can achieve. By showing them the capacities they possess and the opportunities the University provides, I hope to inspire more students to become as involved as I am.”

Reflecting on his own experience as an international student, Shen co-founded the International Mentor Squad (IMS), organizing events to further help international students who were nervous about branching out to make friends and merge into the community. He has been an active member of the School of Architecture Diversity, Equity, Inclusion and Accessibility Committee, a founding member of Architecture’s Honors Society, National Organization of Minority Students design team chair, member of the Hendricks Chapel Choir and member of the School of Architecture social media team. As a Hendricks Chapel Sunday Mass cantor, ���ϲ����� Abroad Global Ambassador and more, Shen further supports others.

Students studying at Carnegie Library (Photo by Ross Knight)

Are you feeling stressed or overwhelmed?

Shannon Hefti

With the last day of classes just under a week away, on Monday, April 29, and during Stress Awareness Month, now is the time to remind yourself what stress looks like for you personally, how you can combat it and where to find assistance.

, associate director for health promotion at the Barnes Center at The Arch, offers tips to stay grounded during this extra hectic time: know thyself, connect and get moving.

According to the , stress is the physical or mental response to an external cause, such as having a lot of work to complete at the end of the semester or having an illness. A stressor may be a one-time or short-term occurrence, or it can happen repeatedly over a long time.

Advice From Barnes Center at The Arch Health Promotion

SU News spoke with Hefti, who oversees the strategic direction of the University’s mental wellness initiatives, to find out how to best combat stress during this time of year.

What is your advice for students who are feeling stressed and overwhelmed as the semester wraps up?

Regularly check-in with themselves and their bodies. We know that this time is stressful due to finals and many students packing up to move so it cannot be avoided. But they can do a self-check-in to see how they are managing the stress by listening to their body and the alarms it raises when it is feeling overwhelmed. In those moments, I know it can seem counterproductive to slow down and engage with a de-stressing activity, but it ultimately will help the body to be able to sustain balance during a time we know has several high stressors.

Is there anything students should avoid that could add undue stress during this time?

As I mentioned, we know this is already a time with stressors that cannot be changed, so it can be helpful for students to be aware of what other things cause them stress. Then they can do their best to avoid those activities, thoughts or people during this time. Those other stressors might not be able to be removed from their lives, but if they have the ability to avoid them while the semester concludes it can help to keep the stress levels manageable.

What are your favorite things to do to help combat stress?

Lean into the people, places and things that provide them with positive sensations existing in their lives currently! De-stressing activities can vary from person to person; the most important thing is that it brings the student a positive sensation and is a safe, healthy activity. Common activities that people engage in to de-stress that are accessible and convenient include reading a book for recreational purposes, exercising, listening to music, drawing/painting, meditation, going for a walk outside and talking with a friend or family member, etc.

What are some of the resources available to students to combat stress?

The first resource I would recommend is —as the premium membership is free to ���ϲ����� students so they are able to access mindfulness, meditation and other wellness tools right through their phone. is a great option for those students who want a good cuddle with a dog or the if they wanted to utilize the massage chairs, zen gardens, light therapy boxes and more. Using any of the many options on the recreation side of the Barnes Center is a great way to de-stress whether that is a quick workout on the fitness floors, trying the climbing wall, taking a fitness class or checking out the esports gaming room. Booking a fitness class and an appointment for the MindSpa can be done through the . I also encourage students to connect with their existing social circles, clubs or organizations to lean on each other for support. It is a stressful time for most people, but they do not have to do it alone—connection with one another even if it is just to study is a great way to mitigate stress.

Students enjoy the indoor rock-climbing wall at the Barnes Center at The Arch. (Photo by Angela Ryan)

Stress-Busting University Events

Various groups on campus, including the Student Experience Division, ���ϲ����� Libraries and Hendricks Chapel, are hosting events on campus for students to partake in as they prepare for finals including:

• Monday, April 29:
• Monday, April 29:
• Tuesday, April 30:
• Tuesday, April 30:
• Tuesday, April 30:
• Tuesday, April 30:
• Wednesday, May 1:
• Wednesday, May 1: Pet Therapy and
• Thursday, May 2:
• Friday, May 3:
• Friday, May 3:
• Sunday, May 5:
• Tuesday, May 7:

Students interact with a therapy dog during a pet therapy session at Barnes Center at The Arch. (Photo by Marilyn Hesler)

Other Recommendations

The NIH recommends the following to help combat stress:

• Keep a journal.
• Download an app that provides relaxation exercises (such as deep breathing or visualization) or tips for practicing mindfulness, which is a psychological process of actively paying attention to the present moment.
• Exercise, and make sure you are eating healthy, regular meals.
• Stick to a sleep routine, and make sure you are getting enough sleep.
• Avoid drinking excess caffeine, such as soda, coffee or energy drinks.
• Identify and challenge your negative and unhelpful thoughts.
• Reach out to your friends or family members who help you cope in a positive way.

Students in the Meditation Room at the Barnes Center at The Arch (Photo by Ross Knight)

The ECC team is comprised of highly trained personnel adept at handling a wide range of situations with calmness and efficiency. Whether it’s handling emergency calls, coordinating with DPS officers or providing crucial information during critical incidents, these dispatchers are always ready to offer their support.

“The ECC is the problem-solving center of this campus. Whether it comes to lockouts, dead car batteries or something more serious, we can help or get a hold of the staff who can help solve the problem,” says Michael Wilson, public safety dispatcher. “We even assist our Orange family who study abroad in Florence and London!”

Their work is not just about answering calls; it’s about ensuring the safety and security of students, faculty and staff on campus. They operate 24/7, 365 days a year, demonstrating an unwavering commitment to the campus community.

DPS Emergency Communications Center (Photo by Alex Haessig)

Mateo Tarrats, emergency communications center manager, believes the genuine care of the ECC staff is what makes them special, “Every single person that works on this staff is here because they care about the work they do. This is not an easy occupation. People gravitate towards this kind of work because they genuinely care about the well-being of others.”

The ability to manage tens of thousands of calls per year is not just a testament to their individual skills but also to their collective effort and dedication towards creating a safe and responsive campus environment.

“The most rewarding aspect is knowing every call you are going to be helping someone,” says Shannon Hogue, public safety dispatcher. “We go out of our way to find answers if we do not know them already.”

The ECC staff is always looking to help the campus community with the best service possible. NPSTW serves as a necessary reminder of all the work that happens behind the scenes. The DPS team is always available: Call us 24/7, 365 days a year at 315.443.2224. You can also reach us by dialing #78 (#SU) from your cell phone, dialing 711 from a campus landline or by utilizing the .

The Barnes Center Drives Student Wellness

As the hub for student wellness, the Barnes Center features programs, services and offerings that promote holistic health and well-being, all in one accessible, centralized space on campus. The health and wellness team encompasses health care, counseling, health promotion and recreation.

“We’re very excited to have reached our 2 millionth visitor milestone. Our health and wellness team is dedicated to providing an unsurpassed student experience that prioritizes integrated care within a welcoming, inclusive, respectful and supportive environment. In all spaces we promote learning, connecting and thriving,” shares , Barnes Center at The Arch director of recreation. “Hosting 2 million visitors is a physical representation of our staff’s dedication to supporting student health and wellness.”

Offering a variety of student-focused health and wellness resources, services and programs, at the Barnes Center all are encouraged and empowered to “Be Well” in their own unique, ever-evolving wellness journey. This holistic wellness approach encompasses mind, body, spirit and community.

Exploring Recreation and Fitness Opportunities

From very experienced to no experience, the Barnes Center recreation and fitness spaces offer countless offerings fitting for unique preferences, wellness goals and schedules. like Vinyasa Flow, The Strength Zone and Cycle50 foster a fun group environment guided by professionals and at no additional cost for students. The supports unique challenges for those seeking to reach new heights. There is even an and each semester.

A Barnes Center fitness class

“We understand that when looking to try out new spaces or activities, individuals may be hesitant or unsure about where to begin or how to get started,” explains Hackett. “From fitness floor staff, group fitness instructors, personal trainers, outdoor adventure guides and more, students with questions about how to begin tackling their goals are encouraged to connect with our dedicated team in person, by calling or emailing the Barnes Center. We’re here to answer any questions and support each unique wellness journey.”

Additional highlights include spaces to study and connect with friends, in addition to the student-named cafe, Otto’s Juice Box, providing delicious smoothies and snacks to replenish the mind and body.

Student Experience Highlights

The Barnes Center’s 2 millionth visitor to the recreation and fitness center is a testament to its importance on campus. The space will undoubtedly continue to attract new and returning visitors alike. In celebration of the 2 millionth visitor milestone, students partaking in the recreation and fitness spaces were asked to share their experiences:

“It lets me stay fit while I’m in college,” says Gabbie McCafferty ’26. “There are lots of opportunities for classes to stay fit even if you don’t know what you want to do.”

“It’s so open and so big. I feel like I can really do whatever I want, whatever workout I’m into and there’s so many options for what I can do here,” says Abby Cohen ’27. “It’s an inclusive environment and I don’t feel like I’m being judged by anybody here.”

“I like coming because I like to play basketball. When I want some mini-nutrition, I come to Otto’s Juice Box,” says Ariel Lewis ’25.

The campus community is encouraged to explore a variety of recreation offerings on the and , by calling 315.443.8000, emailing BarnesCenter@syr.edu and visiting the Guest Services Desk in person.

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

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

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

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

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

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

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

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

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

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

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

Disability Pride Week 2024 Events

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

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

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

Visit the for a complete list of events and details.

Disability Pride Week Keynote Speaker Ali Stroker

Ali Stroker

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

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

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

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

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 ����

Cross-campus partnerships inclusive of and the Division have designed a comprehensive pilot for a reimagined summer orientation program hosted in July, which will complement Welcome Week (formerly ���ϲ����� Welcome), hosted in August. This two-part pilot program will further evaluate opportunities to equip students earlier for a successful transition into the Orange community.

Dawn Singleton

“Summer orientation creates a longer runway to introduce our new students to campus and makes for a smoother transition. Our goal is to convert uncertainty and anxiety to knowledge and confidence,” says , vice president of student transition, access and inclusion in the Student Experience Division. “This pilot will be a cross-university collaboration with academic advisors, the Office of Housing, Meal Plan, and I.D. Card Services, Student Living, Admissions and the Office of the Registrar, who are also now part of the newly formed Onboarding Steering Committee. The committee’s purpose is to collaborate to develop a memorable and seamless onboarding experience for incoming students. The work of this committee will inform the Student Experience Division’s re-envisioning of new student orientation to foster a greater sense of belonging for students making the major transition away from family and into the next chapter of their lives.”

Summer Orientation Pilot

Designed with evolving student needs and current best practices in mind, this pilot program will launch this July.��Further prioritizing activities and engagement that facilitate campus connections, the first phase of the pilot, held over the first two days, will focus on pre-arrival advising, gaining knowledge of University resources while exploring temporarily living on campus. Phase two will continue to engage incoming students in milestone events throughout the days immediately preceding the start of the semester during ���ϲ����� Welcome.

Butch Hallmark

“Transitioning to college looks different now than it did four years ago. Our priority is fostering a sense of belonging within the campus community, which includes ensuring students are able to become familiar with campus resources and the physical layout of campus prior to their arrival in August,” says , New Student Programs’ interim director.��“Together, the campus community, parents, families and supporters will ensure that each student is prepared, feels valued and is empowered to thrive.”

A group of 300 incoming students, accompanied by their families and adult supporters, will be invited to participate in phase one of the pilot. Incoming students invited to participate will not have an advantage toward course enrollment, housing or other requirements. Feedback will be sought from attendees and campus partners, used to then evaluate the pilot for possible future expansion and roll-out for the summer of 2025.

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

“This year’s theme is ‘Harmony in Heritage.’ It was chosen as a reminder that there is an importance in preserving and maintaining balance in all parts of one’s cultural heritage. It involves recognizing and appreciating traditions, customs and practices that have been passed down and fostering understanding to newer generations,” says the co-chairs. “The AAPI Heritage Month shirts this year have flowers that are a major part of multiple different cultures throughout Asia and no flower is specific to one country or culture. This year’s theme stands as a reminder that although everyone has a different cultural background and history, our heritage is all intertwined. That is where there is harmony.”

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

Asian American and Pacific Islander Heritage Month 2024 Events

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

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

Falk College students with Chinny Nwagbo ’05 (in center of back row) while touring the NFL Players’ Association, where Nwagbo is the director of player programs and engagement. Students learned about athlete representation, sports marketing and a range of player wellness programs, including nutrition, professional development, mental health and legal services.

The Falk College of Sport and Human Dynamics is a unique college with a diversity of programs from exercise science to social work to sport analytics.

The common denominator is Falk’s focus on experiential learning, and this past fall 27 students representing on-campus and online programs from all departments participated in one of the college’s most immersive experiences: the “Falk in D.C. Career Exploration Trip” hosted by the .

It was the third Falk in D.C. trip, but the first that included separate tracks for health/human services and sport-related careers, with all attending Falk students joining together for select site visits and panels that represented both health and sport professionals. The students engaged with alumni and employer representatives from 28 Washington, D.C., and Baltimore area organizations through site visits and panels, and even more at the alumni networking reception.

“The combined nature of the trip allowed many students to expand their professional interests and discover the overlap between health and sport professions,” says , associate director of career services. “Over the course of the trip, all attending students demonstrated new or improved ability and confidence in career skills including networking, industry knowledge, communication and awareness of professional values.”

Health students met with representatives from the Food and Drug Administration (FDA), United States Department of Agriculture (USDA), Centers for Disease Control and Prevention (CDC), Bread for the City, Urban Institute, and MedStar, among many others. Sport students met with representatives from several organizations, including Under Armour, Big League Advantage, Washington Commanders, Monumental Sports and Entertainment, DC United and Leveling the Playing Field.

All students participated in visits with the NFL Players’ Association, Washington Nationals, Building Bridges Across the River, Living Classrooms Foundation and PeacePlayers, International.

“The Falk in D.C. Career Immersion Trip gave me the opportunity to learn about the vast array of options that will be there for me post-graduation in the public health field,” says public health major Brinda Parikh ’26. “Being able to hear firsthand from industry professionals about their experiences throughout their careers was very eye-opening, and this trip helped me grow my network of ���ϲ����� alums that could help me in my own career in the future.”

More than 100 students and University alumni gathered at the the Mission Navy Yard restaurant for food, photos and networking.

When the students returned from D.C., Career Services asked for their reflections of the trip, how it fit into their decision to attend ���ϲ����� and their career goals. Here, we’re sharing responses from five students from across the college: master of social work student Nicole Corrente, public health major Tommy DaSilva ’26, health and exercise science major Alexia Harris ’26, sport management major Brianna Nechifor ’26, and sport analytics major Liam Roberts ’27.

Why did you choose ���ϲ����� and Falk College?

Alexia Harris: I chose health and exercise science because I have always loved studying the way the body works and moves. I chose ���ϲ����� because its program is amazing and has already set me up for success in my first semester here.

Tommy DaSilva: I chose both of my majors (public health and policy studies) because I want to improve the lives of others through government action or nonprofit community work.

Brianna Nechifor: I chose to become a sport management major because I was encouraged to enter the industry by my tennis coaches and friends who saw my burning passion for sports. I chose ���ϲ����� because of the community and opportunities that are available to me, including the Sales and Marketing Club, Sport Management Club and WISE (Women in Sports and Events).

Nicole Corrente: I’m a graduate student of social work who’s originally from ���ϲ�����, so choosing ���ϲ����� was a natural fit.

Liam Roberts: Outside of school my biggest passion has always been sports and in school I always enjoyed math and working with numbers. As a result, the sports analytics major was perfectly catered to what I am interested in and what I want to do in life. The opportunities this major provides, including ones like this D.C. trip, were not available anywhere else and it’s ultimately why I chose to attend ���ϲ�����.

What are your top three highlights so far from your ���ϲ����� experience and what are your career goals?

Brianna Nechifor: My top three highlights have to be the introduction of the new esports major, a field that I am very passionate about; the Falk in D.C. Exploration Trip; and the Sport Management Charity Sport Auction (shoutout to the Sales Committee!). My ultimate career goal is to work in esports, possibly in event management.

Nicole Corrente: My top three highlights have been my graduate coursework and research; the Falk in D.C. trip; and all the amazing connections I’ve made along the way. In the future, I plan to have a career in anti-trafficking efforts as a therapist for survivors of trafficking.

Alexia Harris: My top three highlights so far are setting up my internship with strength and conditioning in the athletics complex for next semester; being able to go on the Falk in D.C. trip; and all the different campus opportunities available. My ultimate career goal is either to go into athletic training or sports nutrition.

During their visit to Nationals Park, Falk College students learned about careers in sport management, analytics, broadcasting, community engagement, player health, food service and more.

Liam Roberts: My ���ϲ����� experience has only just begun, so my highlights are likely still to come. But so far, my No. 1 highlight would definitely be this trip, while other great experiences are connecting with Professor (Shane) Sanders and participating in the basketball and baseball analytics clubs.

Tommy DaSilva: Highlights of ���ϲ����� so far have been my service-learning work with International Services and the YWCA; the work done by my organization SAPHE (Student Association of Public Health Education); and the professional connections I have been able to make. I don’t have a specific ultimate career goal as I’m open to any opportunities that come my way, as long as they can be used to help someone in some way.

What is your most memorable takeaway from the Falk in D.C. trip?

Liam Roberts: I engaged with and explored exciting opportunities within the sports industry that I would have otherwise never been able to experience, and in a manner that was fun and interesting. This experience was one that I could not see myself getting anywhere else and I’m glad I had the opportunity to join.

Alexia Harris: This trip provided me with exposure to a lot of different employment opportunities and fields that I had never thought about before, as well as connecting me to a wide variety of people.

Tommy DaSilva: This trip gave me insight into potential careers that I would have never thought possible without these face-to-face conversations.

Brianna Nechifor: I was able to interact with a variety of perspectives in the sports industry, even those you may not think you have a connection with them. Everything is in one way connected, and this trip can help shift your opinions on different sectors of the industry. It’s honestly something you shouldn’t be afraid to apply for!

Nicole Corrente: This was an amazing experience! This trip provided me with once-in-a-lifetime opportunities to meet representatives from the CDC, United States Department of Health and Human Services (HHS), the Administration for Children and Families (ACF) and several nonprofit agencies. Learning about these organizations taught me a lot about the importance of a strong work ethic and an open mind. I look forward to staying connected to the ���ϲ����� alumni that I met and staying engaged with the work they’re doing in D.C.

Students interested in the “Falk in D.C.” trip in the fall 2024 semester can watch a video summary of the trip and find fall 2024 updates on the .

“For a campus as large and dynamic as ���ϲ�����, it is imperative for students to have and access spaces where survivorship is honored and healing in community is fostered,” shares Kayla Turner ’24, a Sexual Assault Awareness Month Committee member.

Building Connected Communities
This year’s national theme of “Building Connected Communities” is highlighted throughout the month’s programs and events, each hosted by a variety of campus departments, committees and registered student organizations (RSOs).

“SAAM has historically strived to break the cycle of silence and stigma surrounding sexual violence and encourage a dialogue about prevention efforts. We felt it was especially important this year to create spaces across campus that cultivate a sense of community for survivors and their allies promoting healing and empowerment among those impacted,” shares , Barnes Center at The Arch assistant director of sexual and relationship violence (SRV) prevention and chair of the Sexual Assault Awareness Month Committee. “Event highlights include yoga within a lens of post-traumatic resiliency, friendship bracelets, art therapy, a trauma-informed self-defense class and more.”

Sexual Assault Awareness Month 2024 Events

Events include:

Visit the for a complete list of events and details.

Take Back The Night 2024
A pillar event of Sexual Assault Awareness Month is Take Back The Night (TBTN), an annual event observed globally that brings community members together to speak out about sexual violence, relationship violence and other forms of interpersonal violence. The event provides an opportunity for community members to proclaim that everyone has the right to live free from violence and for the voices of those who have been affected by violence to be heard.

“At ���ϲ�����, Take Back The Night has always been an event that celebrates the dignity and resilience of survivors while sharing and teaching our community about the impact of sexual and relationship violence,” says , Barnes Center at The Arch Sexual and Relationship Violence Response Team coordinator, staff therapist and chair of the Take Back The Night Committee. “This year, we have a fantastic group of students planning the event who have reimagined it to hold space for all stages of recovery from interpersonal trauma, using community and collective action as a source of healing. We’ll have refreshments, resource tables, student performances, collective art projects and a Survivor Speak Out, and we will close out the evening with a collective healing activity.”

Allies seeking to show solidarity and support, alongside survivors, at any stage of their healing journey, are invited to participate in SAAM events and the following:

This story was written by Student Experience Communications Graduate Assistant Kalaya Sibley ’24, S.I. Newhouse School of Public Communications.

The History of TWoL and International Day of Visibility

Originating in 2010 from the efforts of Rachel Candall, a leader of Transgender Michigan, was created in response to the overwhelming media coverage regarding transgender people being focused on violence. Candall sought to shift the narrative by empowering transgender people to feel celebrated and live authentically while also highlighting the discrimination faced by the community and keeping in mind not every transgender person wants to be visible.

“The LGBTQ Resource Center shifts the focus from remembrance to liberation as visibility is not enough and embracing trans joy and expression is important to our survival. We hope to encourage and challenge our ���ϲ����� and global communities to explore how transgender people have contributed to our shared experiences and history, as well as continue to enhance our world and community with our contributions,” shares Meegs Longacre, coordinator of the LGBTQ Resource Center. “To celebrate our transgender family, we are excited to have a week of events dedicated to transgender liberation, transcending boundaries and reaching for the stars! We hope to build spaces for transgender students, staff, faculty, for people who are questioning their gender and want to explore that part of themselves, and for others to learn more about our community and how to support us.”

Trans Week of Liberation 2024

Tommy DaSilva ’26 emphasizes the importance of celebrating trans joy and expression, “Expectation based on gender identity and gender norms is suffocating, and Trans Week of Liberation allows us to celebrate the trans people doing the work to deconstruct these systems and others that bind us. We must uplift trans joy and expression now more than ever as we live in a time where people are out and proud with all forms of hate,” he says.

Throughout the week, a series of events aimed at fostering celebration, understanding, inclusivity and support for transgender individuals will include the following:

Ways to Support Transgender Individuals

“Trans Week of Liberation holds a special place in my heart as a fem-presenting non-binary individual,” says Tatiyyanah Nelums ’25. ” It’s a time when people come together to recognize and celebrate the complexities of gender identities. This week serves as a powerful reminder of the importance of inclusivity and understanding. It’s about creating a community where everyone feels seen, heard and respected for who they are. Trans Week of Liberation is a beacon of hope, signaling progress toward a world where gender diversity is embraced and celebrated. It’s a collective effort to foster empathy, dismantle stereotypes and build a more inclusive future for all.”

All campus community members are welcome to participate in TWoL and support by attending events and learning more. Educational opportunities include learning more about what transgender is and what cisgender is, respecting people’s and , attending a , and/or training.

For more information about Trans Week of Liberation, please contact the LGBTQ Resource Center at lgbtq@syr.edu or call 315.443.0228.

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

Internship Funding Award Applications Due: Tuesday, June 11, 2024

Hosted annually by the Career Services team, the removes barriers to internships for eligible sophomores and juniors of any major. By providing financial support to help supplement the costs of paid or unpaid internships for credit, travel and living expenses, the awards open the door for professional development opportunities that students may not have had the chance to pursue otherwise. Additional requirements include the following.

• Internships must be an external summer internship opportunity.
• Internships are required to be under the guidance of a professional who can help the student explore opportunities that link theory with practice in the student’s career field of interest.
• Applicant has not previously received an Internship Funding Award.
• �������������Գ�’s account is updated and complete.

Each year about 200 students receive the Internship Funding Award. Highlighted 2023 experiences are shared below.

Taking Action to Secure a Career Field

Adya Parida

Adya Parida ’25 spent her summer as a Federal Reserve Bank of New York security group technology intern, where she learned a myriad of new skills and met many influential people. “As an international student from India, this was my first taste of American corporate culture. I got to meet senior leaders like president John Williams and vice president and chief operating officer Sushmita Shukla and ask�� them questions!” says Parida.

Parida’s summer project involved data analysis to detect anomalous behavior using machine learning algorithms.

“I am so glad and honored to have been a part of the cybersecurity team of probably the most influential public financial institution in the world. This internship not only taught me technical skills but also soft skills like communication, networking, etiquette and teamwork. I am so grateful to the Career Services team and the Internship Funding Award for making my dream a reality and supporting me every step of the way,” says Parida.

Experiencing Immersive Learning

Abdullah Hakim Morris

With the help of the Internship Funding Award and through multiple internships and networking events, Abdullah Hakim Morris ’24 was able to immerse himself into the rich tapestry of our nation’s capital.

“I had the incredible opportunity to collaborate with both the American Foreign Policy Council and the Potomac Advocates. As a research fellow I dove deep into foreign policy research, gathered pivotal articles and actively assisted in crucial processes that significantly impact policymakers,” Morris says.

“My immersion in this dynamic environment didn’t end there. I also undertook a separate internship at a defense consulting firm where I kept a keen eye on Department of Human Services developments and meticulously compiled weekly reports to keep the firm’s clients informed and ahead of the curve. It was an enriching summer that has significantly shaped my career aspirations and given me invaluable experiences,” says Morris.

Helping to Design Pop Culture History

Elizabeth Carlson

Fueled by a desire to grow professional skills and supported by the Internship Funding Award, Elizabeth Carlson ’24 had the opportunity to work with Warner Brothers Discovery Global as a global brand engagement: product development softlines intern.

“This role allowed me to create new style guides, sock designs, advent calendar designs and motion graphic videos, surrounding things like DC Comics, Harry Potter and Scooby Doo. Additionally, during my time I was able to experience such events as early movie screenings such as for the ‘Barbie’ movie and mentoring groups,” says Carlson.

Complete details, including application instructions, are available on the .

Story by Student Experience Division communications intern Madison Manczko ’24, S.I. Newhouse School of Public Communications

2023-24 Student Employment Recognition Awards

Campus community members are invited to submit nominations for the recognition awards through Friday, March 29. Complete details are available on the .

• Student Employee of the Year: Seeking nominations for exceptional undergraduate and graduate student employees who have showcased outstanding work, initiative, professionalism and other remarkable qualities. To nominate please complete the .
• Student Employee Supervisor of the Year Award: Nominate a staff or faculty member who supervises student employees for the Supervisor of the Year Award. To nominate, please email the ’Cuse Works team the following supervisor details: name, email, department and a description of why they should be considered for the award.

To learn more or if you have questions, contact the .

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

The 108 volunteers gathered on Feb. 23 at Skybarn on South Campus for a three-hour workshop to sand, drill and assemble wooden bunk beds. The group included 86 University students, 11 staff, faculty and retirees, plus 11 other members of the ���ϲ����� chapter of (SHP).

Student volunteers work on drilling boards as part of the SHP bed assembly work. (Photos by Amelia Beamish)

SHP, whose mantra is “No Kid Sleeps on the Floor in Our Town,” is one of 270 chapters nationwide. The organization’s mission is to build and deliver new beds and bedding to children who may have been sleeping on a couch or the floor, and who, in many cases, have never had a bed of their own.

The ���ϲ����� SHP group has partnered with the for Public and Community Service—the University’s hub for academic community engagement—for several years. Though the chapter has built and delivered 4,564 beds to ���ϲ�����-area children since it began in 2018, 870 kids are still on the waitlist. SHP leaders say 76% of the beds built here will go to children who live within two miles of campus.

Friday’s event was organized by (SUVO) president ’25, a dual public relations and psychology major from Norwalk, Ohio. She says this is the first time in a decade that SUVO has initiated a large-scale volunteer project, and it’s one that seemed to resonate with everyone who heard about it.

“Hundreds of children in ���ϲ����� are currently sleeping on the floor. We often take a bed for granted, but it can have such an impact on one’s overall physical and mental health,” Ceccoli says. “A bed is not something I’ve ever given a second thought. I crawl into my bed when I’m sick, need a safe place or want some alone time. SHP’s goal of providing children who need but don’t have that safe space is such a worthy mission that I’m humbled and honored to leverage student resources to help a community partner.”

In a different area, student volunteers sand boards.

advisors Karrie Catalino and Mackenzie Jackson encouraged Ceccoli to bring the bed-building initiative to campus. Planning began in September 2023. Ceccoli applied for Student Association funding and SUVO was awarded nearly $12,000 to cover the costs of all materials and bedding. Once SUVO started promoting the event, volunteers eagerly signed on, including Phanstiel Scholars, Our Time Has Come Scholars and Kessler Scholars. Others reached out, too, including the University’s Brighten a Day unit, the Construction Management Club and Jonathan French, associate teaching professor and undergraduate director in the chemistry department in the , Ceccoli says.

Past and Current Employees

Several current and retired University employees are involved as volunteers with SHP and have been instrumental in the local chapter’s efforts. In 2018, employees Jon Wright, now retired from , and Jeff Pitt ’91, director of information technology services at the College of Arts and Sciences, formed the chapter and still serve as its co-presidents. Back then, they approached Dave Hoalcraft ’85 to join them. A 36-year University employee who retired in 2021, Hoalcraft now volunteers as SHP’s shop manager and bed-building trainer.

SHP-���ϲ����� volunteers Dave Hoalcraft, left, a retired University employee and Jeff Pitt, right, a current employee, worked with SUVO president and student Claire Ceccoli to lead the project.

Pitt says he likes that SHP fulfills two needs in the community. “One is the obvious one of providing a warm, comfortable place to sleep for children in need. The second is subtler: providing an outlet for people who want to give back to the community but who don’t know how to get started.”

Hoalcraft says the group’s mission “was a direct bullseye for me [so] I jumped right in. I am ‘Forever Orange,’ so doing a bed build with students on campus means a lot to me. I get to help a lot of kind people build beds for children in our community and ultimately help get children their own beds. It is awesome that ���ϲ����� students give back directly to the children in the community where [the students] live.”

On-Campus Spark

This is the first time SHP has held a mobile bed build on campus, and Ceccoli thinks the location has been key to the success of the event. “I think it can sometimes be intimidating for students to get off campus,” she says. “SUVO is seeking to connect students to the community and to inspire them to volunteer by making this opportunity accessible. We hope they will continue beyond this event to help SHP build or deliver more beds.” SUVO plans to provide students with information about additional volunteer opportunities.

“This is a beautiful testament to the interest and passion ���ϲ����� students have for community engagement,” Ceccoli says. “I want to work in the nonprofit sector. This is so real for me and to think of the impact we’ll be making on these children’s lives and their families’ lives while amplifying SHP’s mission is wonderful. Quite literally, I’d do this for the rest of my life.”

Claire Ceccoli with Kathryn Bradford, Shaw Center employee and SUVO advisor

Kathryn Bradford ’06, Shaw Center administrative coordinator and SUVO advisor, says she is extremely proud of how Ceccoli used knowledge from her classes and her Shaw Center leadership development intern experience to take the project from idea to reality through diligence, passion and positivity. “Hopefully this experience will encourage more students to participate in community engagement as a continuing part of their educational experience and beyond,” Bradford says.

Are you engaged in a volunteer activity that is having an impact on the greater community? In upcoming editions of SU Today, we plan to profile some of our faculty, staff and students who are making the world a better place through community service. Please email internalcomms@syr.edu with your story.

Robert Hradsky

As the leading comprehensive student affairs association, ACPA advances student affairs and engages students for a lifetime of learning and discovery. Within ACPA, the dedicated leaders who champion student care alongside research, scholarship and programs promoting student development and success, are honored with induction into the Diamond Honoree Program.

“I am humbled at being selected as a Diamond Honoree and share this honor with the many students, staff and faculty with whom I’ve engaged over my career. I especially want to thank my ���ϲ����� colleagues who nominated me for this recognition,” shares Hradsky.

Hradsky earned a doctorate in higher education management from the University of Pennsylvania, a master’s in higher education and student affairs administration from the University of Vermont, and a bachelor’s degree in business administration and finance from Loyola University Maryland. His professional experiences are focused in student affairs, academics and higher education leadership. Recognized by a number of professional organizations, he is known nationally for cultivating student-centered transformative environments.

“Rob and I met when we were both students at the University of Vermont and have remained connected throughout our careers by our involvement in ACPA. I’ve learned so much from him over the years about his efforts to integrate services and support for students through innovative collaborations. He truly deserves this recognition,” says , the University’s remote programs NYC director of student support and Diamond Honoree Program nominator.

As a strategic leader and an innovative collaborator for over three decades, Hradsky has held various leadership roles including at the ACPA and the ACPA Educational Leadership Foundation. His professional passions include creating exceptional student experiences and fostering positive organizational change.

Joining ���ϲ����� in 2018 as the senior associate vice president of the student experience and dean of students, he currently serves as the Student Experience Division vice president for student engagement. In this role, he focuses on enhancing community-building and engagement opportunities, in addition to overseeing the Barnes Center at The Arch, Student Living, Student Engagement, Career Services, Student Employment, and Fraternity and Sorority Affairs.

Hradsky also co-chairs the Chancellor’s Task Force on Sexual and Relationship Violence and the Threat Assessment and Management Team. He is a 2021 recipient of the prestigious Chancellor’s Medal for Outstanding Achievement and was instrumental in ���ϲ�����’s selection as a Most Promising Place to Work in Student Affairs in 2023.

“I have appreciated Rob’s counsel, support and desire to serve as my learning partner. As higher education searches for a more sustainable future, there will be a need for leaders who value learning and view students and staff as an investment rather than a commodity. I am fortunate to work for a supervisor who understands and embodies that sentiment,” says , Student Experience Division student living assistant vice president and Diamond Honoree Program nominator.

Funds raised in honor of each Diamond Honoree’s outstanding and sustained commitment to higher education, student affairs and ACPA go to and its funding of the research, scholarship and programs of ACPA that impact the lives of college students.

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

WellsLink Hosts 20th Annual Transitions Ceremony

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

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

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

Keynote Speaker Jenn Harper

Jenn Harper

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

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

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

WellsLink Leadership Program Class of 2026

This year’s ceremony will honor the following students:

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

About the WellsLink Leadership Program

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

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

Story by Madison Manczko ’24, Student Experience communication intern

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.

“This month we celebrate the myriad of ways in which we, as Black individuals, have harnessed our creative ingenuity and applied our imagination to gain access to spaces as a form of resistance. As a continuance and connection to last year’s theme, ‘Black Resistance: Building Bridges and Navigating Barriers,’ ��it also highlights the ways we have had to get creative to get a seat at the table, showcasing the beauty and art of resistance,” shares . “This month we honor our ancestors, highlight our contemporary changemakers and envision the future we want to build together. ”

Calendar of Events

With efforts led by the Black History Month Committee and campuswide coordination led by the , the campus community is invited to join a series of programs, events and discussions throughout the month. Event highlights include the following and a complete listing of events is .

Illuminating Campus

In a symbolic tribute to the passion, strength and resilience of the Black community, campus buildings will be illuminated in red throughout Black History Month. This vibrant hue serves as a symbolic tribute to those who paved the way, connecting us to the past while lighting the path ahead.

“The red lights allow us to highlight the spirit of our people and ignite a shared sense of belonging. ��This simple act reaffirms our commitment to honoring our history and culture. As the soft glow blankets the sky and our buildings, we are reminded of the progress achieved and the enduring bonds that bring us together. The red emanates a message of hope, one of commemoration and celebration, of solidarity, that shines a light on our collective identity, reinforcing connections both now and for generations to come,” says Austin.

For questions, please contact at�� oma@syr.edu or 315.443.0228.

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

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.

“Annually the honor of Senior Class Marshals is bestowed upon two distinguished students who have excelled during their time at ���ϲ����� inside and outside of the classroom. These committed students truly embody what it means to be a member of the Orange community through their acts of service, leadership and excellence. We encourage interested students to apply, alongside faculty and staff to submit nominations,” says .

In addition to leading their graduating class during Commencement, Senior Class Marshals experience highlights include helping to recommend the Commencement speaker, meeting with a senior University administrator to discuss their student experience and offer insights and suggestions, in addition to representing their class at Universitywide functions, networking with alumni and more.

Current juniors can complete the application by visiting the��. Faculty and staff may nominate qualifying students using the��.��The deadline to apply is Monday, Feb. 5.

For more information about the role and qualifications, visit the . For questions, contact Alanna Ballard at aballa02@syr.edu or 315.443.4424.

Story by Kalaya Sibley ’24, Student Experience communications graduate assistant

Growing Campus Connections: Spring 2024 Involvement Fair

Each semester, the Student Engagement team partners with Registered Student Organizations to host an Involvement Fair. (Photo by Jeremy Brinn)

To enhance the student experience, each semester the Student Engagement team partners with RSOs on an Involvement Fair. Open to all students, the will be held on Thursday, Jan. 25 from 11 a.m. to 2 p.m. in the Schine Student Center of the Goldstein Auditorium.

“With so many great RSOs on campus, it might feel overwhelming, or a student may not know how to connect with an organization they are interested in. The Involvement Fair presents a chance to connect with organizations in one place,” says Karrie Catalino, registered student organization coordinator of student engagement. “During the event, RSOs can showcase their mission, vision and opportunities, growing student involvement and showcasing what ���ϲ����� has to offer outside of the classroom.”

Connecting interested students with more than 200 RSOs offers an exciting opportunity to branch out and build a resume while growing community connections and friendships students may not have otherwise. The event will also offer fun activities and prizes.

For students who are thinking about attending but might have questions, consider the following testimonials:

• Grace Brashears ’25, president of : “Your feelings are valid. Involvement Fairs can look and feel very overwhelming from the outside looking in. It is normal to feel overstimulated or intimidated to go up to a table and talk to the different RSOs you are interested in learning more about. The most important thing to remember in overcoming this fear is that every RSO in the Involvement Fair and their members at the table want to be there. They want to talk to you and tell you more about their organization or other organizations that they think you may be interested in. I encourage someone nervous about going to find a friend to go with, and to start by walking through it a few times. Engage in conversations with the different organizations and you may find something you end up joining that could potentially change your college career for the better.”
• Cate Hudson ’24, member of the : “Nerves are normal! On the other side, we’re nervous and excited as well to meet potential new members of our organization. The most important thing to realize is everyone behind the booths are also students, who at one point weren’t involved in anything on campus. Joining an RSO is an incredible opportunity to make friends, find a community on campus and pursue your academic or extracurricular passions further. Everyone is on your team!”
• Caroline Ridge ’25, Halie Patel ’26 and Katarina Sako ’24, members of : “At the Spring Involvement Fair students will have the opportunity for one-on-one time with our executive board. We recommend students see this as an opportunity to learn more and receive information about upcoming events!”

Additional Ways to Get Involved

Students are also encouraged to explore the following resources throughout the academic year:

• Start building your unique ���ϲ����� student experience with the ;
• Explore events for every schedule and interest with the ; and
• Connect with an RSO throughout the year through the .

Story written by Student Experience communication intern Esteban Quiñones ’24, S.I. Newhouse School of Public Communications

Several of the 60 students from universities in France, Germany and Switzerland who attended the RECOS seminar in May gathered for this group photo in Todtmoos, Germany. ���ϲ�����’s representatives at the seminar were Kristin Esposito (second row, far left) and Jennifer Carter (second row, fourth from left).

Alsace is a region in northeastern France that borders Germany and Switzerland and reflects a mix of cultures because over the centuries it has alternated between German and French control.

It seems an unlikely place for an American university to make an impact on social change. Yet for the past 16 years, the in the has played a key role in helping shape the region’s upcoming social workers.

From 2008-2022, social work Professor Emerita presented at the annual Confédération des Ecoles Supérieures en Travail Social de la region, which is translated as Confederation of Universities in Social Science in the (Alsace) Region and uses the acronym RECOS. School of Social Work assistant master of social work online field director , who had presented virtually under Mudrick’s tutelage in 2021-22, took the baton from Mudrick this past May and presented in person at the seminar in Todtmoos, Germany.

Esposito was joined at the seminar by master of social work (M.S.W.) online student Jennifer Carter, who is currently living in Germany. About 60 social work students from six universities in the Alsace region (three from France, two from Germany and one from Switzerland) attended the weeklong seminar and traveled daily to a different country to learn how social welfare and policy plays out in human service organizations in those countries.

Before the COVID pandemic, Mudrick would accompany six to eight students from her course Social Work in Europe and the U.S.: A Four-Nation Experiential Comparison class to the seminar and share social work experiences from an American point of view. With Mudrick’s retirement and now that the seminar has returned to an in-person format, Esposito is looking to reimagine the SWK 710 course and provide opportunities for M.S.W. residential and online students to attend the seminar.

“The purpose of ���ϲ����� students’ attendance and participation at RECOS is multi-faceted,” Esposito says. “The School of Social Work believes in providing our students with experiential opportunities, and the RECOS seminar offers global exposure to the profession and highlights ways in which social work policy and practice can differ from the U.S. Students often come back with new techniques, ideas, and strategies in how to engage a certain population.

“Another important takeaway for our students is the appreciation of the cultural and social aspects of how France, Germany and Switzerland view social problems, where resources are allocated, and how social work is operationalized in those areas,” Esposito adds. “Finally, there’s the cultural immersion experience as our students are exposed to the food, music, interrelationships, and architecture of three countries.”

Although she was the only American student at the seminar, Carter says the European students were “friendly and welcoming” and appreciated the opportunity to engage with Carter to practice their English.

“It was interesting to work on different projects with the other students; we all went to lectures together, ate together and at the end of the day were able to have some fun together,” says Carter, who’s on track to earn a master’s in May. “We’re all similar in that we have the desire to help others and advocate for change, especially with vulnerable, marginalized populations.”

Universal Need for Social Work

The SWK 710 course was launched after a School of Social Work M.S.W. graduate invited Mudrick to RECOS as a guest speaker. Mudrick learned about the unique ways in which social work is practiced in the Alsace region, where each country’s policies and practices were different, but they shared the same workforce because, for example, a social worker who lived in Germany might work in France.

Kristin Esposito (left) and Jennifer Carter represented ���ϲ����� at the 2023 RECOS seminar.

The seminar enables social work students from the region to gain shared knowledge and understanding of each country’s policies and practices and elevate their employability after graduation. Since Mudrick attended her first seminar in 2008, the School of Social Work has been invited each year to provide an American perspective on seminar themes such as the harm reduction model in substance abuse treatment, person-centered care in social work, and for the 2023 seminar, juvenile incarceration and rehabilitation.

Each day of the 2023 seminar focused on a different country, with experiential small group sessions in the morning followed by a presentation from a community expert in the field of incarceration. In the afternoon, the students traveled to that country to visit with an agency partner who specializes in incarceration, prevention, and rehabilitation. ��This past spring, the students traveled to Mulhouse, France; Freiburg, Germany; and Basel, Switzerland.

Esposito’s presentation during the seminar focused on the U.S. juvenile justice system and the polices and best practices that drive successful rehabilitation and reintegration. Esposito says what jumped out at her during the seminar was the common need for social work across countries.

“We all have universal human needs, struggles and approaches to solve our communities’ problems,” Esposito says. “The way that social work is operationalized in these three countries is similar to the way we practice in the U.S., and it was surprising to me that our problem-solving was very much parallel and the types of programming and support is much the same, minus name and title differences in programming. Our differences lie in the cultural nuances.”

As a student participant, Carter attended all the scheduled lectures and field trips and collaborated with the other students in breakout groups. Carter says it was fascinating to see how the juvenile justice system works in the three countries.

“I thought that Germany would have a tougher stand on crimes in the juvenile justice system with a more punitive justice model, however it was France��that seemed to have a more repressive model,” Carter says. “Germany’s current juvenile system��is geared toward education and diversion strategies rather than punishment.”

‘Once-in-a-Lifetime’ Experience

Next year’s seminar will run from May 12 to May 24 and focus on the topic “Sex and Social Work.”

“The RECOS team is meeting to discuss ideas around sex work, sex trafficking and sexual abuse/trauma work,” Esposito says. “I have been invited back to participate and present and am hoping to recruit more students to join in the spring.”

Jennifer Carter (center) with two students from the seminar standing along the Rhine River in France

Carter, a Schenectady, New York, native who earned her undergraduate degree from Ashford University in Arizona, says she returned from the seminar feeling “enlightened” by engaging with students from other countries and discovering the social work similarities and differences between those countries and the U.S.

“Although their justice systems are all unique in their own way, the recurring theme that resonated with me is that it doesn’t matter where were live, racial minorities and particularly immigrants seem to be the ones who are more prone to receive punitive punishment within the justice system and less likely to have appropriate access to treatment interventions,” she says.

“Learning about the juvenile justice systems in these three countries and attending Kristin’s presentation for the United States has fueled the fire that was already starting with my desire to work with adolescent and young adults in the future,” Carter adds. “These young people can benefit from having more social support and preventive treatment intervention to guide their future life trajectory instead of a societal-favored punitive approach.”

For social work students who are considering this trip, Carter says it’s a “once-in-a-lifetime experience” that will help shape their career path.

“If you like traveling, exploring different cultures, food and history, and engaging with people from different backgrounds and ethnicities, this trip offers all of that and so much more,” Carter says.

Visit the to learn more about academic programs, experiential learning and career opportunities for residential and online students.

“As part of our Campus Framework, a 20-year roadmap designed to align our physical presence with our vision and mission, ���ϲ����� is continuously assessing our footprint and considering ways to enhance and strengthen the living, learning and working environment for all members of our community,” says Brett Padgett, senior vice president and chief financial officer. “This includes renovating and repurposing existing space, procuring new space and working with community partners to identify opportunities for collaboration. The Sheraton presented an ideal opportunity to reimagine how our current space is leveraged and repurpose it to put it toward its best and highest use.”

The Sheraton will close following Commencement 2024, at which point conversion of the property will begin. The new residence hall is anticipated to open in fall 2024.

This decision follows the completion of a comprehensive, three-year housing review which, among other things, found that undergraduate students wanted more options for living in University housing on North Campus that provide seamless access to various campus facilities and amenities.

“Today’s students are looking for a college experience that includes challenging academic programs, diverse extracurricular opportunities and comfortable, modern housing,” says Allen Groves, senior vice president and chief student experience officer. “Over the last several years, ���ϲ����� has transformed and enhanced student-centric facilities, including the Schine Student Center and the Barnes Center at The Arch, located at the heart of our campus and central to our students’ experience. By converting the Sheraton into a residence hall, we are creating new housing opportunities that make it easier for our students, especially our first-year and transfer students, to acclimate to life at ���ϲ�����, find their community and develop a sense of belonging.”

The Sheraton currently employs approximately 85 full-time individuals who hold a variety of hospitality-related positions. All Sheraton employees will be offered positions at the University, many of which will be union roles, and will transition to those new opportunities once the Sheraton has closed following Commencement.

“The Sheraton team has played an enormously important role in our campus community for many years,” says John Papazoglou, senior vice president and chief operations officer. “We appreciate their hard work and continued service, and look forward to working directly with these team members on helping them transition to new opportunities at the University.”

Sheraton representatives will contact guests and groups with reservations scheduled after Commencement to discuss alternate arrangements for accommodations.

A total of 276 kits are deployed across the University’s North and South campuses, the Nancy Cantor Warehouse and Minnowbrook Conference Center in Blue Mountain Lake, New York. The kits are included in 17 stand-alone wall units and at 31 automated external defibrillator (AED) stations.

A Stop the Bleed kit

Each kit contains a Combat Application (CAT) tourniquet; emergency trauma dressing; three gauze rolls; two pairs of gloves, a permanent marker and an instruction card. The kits are intended for use in emergency situations only. Training in the use of the kits is available through SUA.

“Research has shown that bystanders, with little or no medical training, can become heroic lifesavers. Uncontrolled bleeding injuries can result from natural and manmade disasters and from everyday accidents,” says Paul Smyth, the University’s manager of emergency medical services. “Providing bystanders with basic tools and information on the simple steps they can take in an emergency situation to stop life-threatening bleeding can save lives.”

“Similar to the use of cardiopulmonary resuscitation or automatic defibrillators, improving public awareness about how to stop severe bleeding and expanding personal and public access to bleeding control kits can be the difference between life and death for an injured person,” Smyth says.��

, an initiative of the American College of Surgeons, was launched at a White House event in 2015 to provide bystanders of emergency situations with the tools and knowledge to stop life-threatening bleeding. The goal is to ensure that the general public has access to the proper training and tools needed to provide critical life-saving care.

Stop the Bleed kits are in use at other peer institutions, Smyth says.

SUA has trained its emergency medical technician certified staff to teach the Stop the Bleed training class (with a ratio of one instructor per 10 students). The organization trained approximately 170 University staff members over the summer, and now offers bimonthly training sessions for groups of 20, open to all members of the campus community.

For more information on attending or scheduling a training session, contact Smyth at .

• How do students access the Orange Survey? On Oct. 30, students received their own unique link to the survey in their ���ϲ����� email (@syr.edu). The subject of this email is “Invitation to Complete the Orange Survey.”
• How long does it take to complete? About 10 minutes.
• Are students compensated for completing survey? Students who complete the survey will be entered into random drawings for a number of different prizes including the following.
  • $75 gift cards for Amazon, Target and Etsy
  • Early fall 2024 course registration
  • Barnes Center at The Arch personal training sessions
• What will responses be used for? Reponses are valuable as they capture student voices and feedback, which in turn provides essential information to inform and guide the development of student-focused programs, services and resources at ���ϲ�����.
• What are the confidentiality details? All responses are kept confidential; reporting of the results will only be done anonymously and in aggregate.
• When does the survey close? Students are encouraged to complete as soon as possible. The survey closes Tuesday, Dec. 12.

For questions or to learn more, visit the .

Story by Student Experience communications intern Chloe Langerman ’25, S.I. Newhouse School of Public Communications

Check out some highlights of this year’s festivities!

Family members and students gathered on the Quad Friday prior to the football game. (Photo by Jeremy Brinn)

Four-legged friends are part of the family too! (Photo by Angela Ryan)

A reception for residential students in the Renée Crown University Honors Program was held in Sadler Hall. (Photo by Angela Ryan)

Family Weekend Welcome Center (Photo by Jeremy Brinn)

There is no shortage of Orange pride in this family! (Photo by Jeremy Brinn)

Go Orange! InclusiveU students and their families enjoyed a sign-making party in Huntington Hall. (Photo by Marilyn Hesler)

Nothing beats a stroll down the Einhorn Family Walk with those you’ve missed. (Photo by Angela Ryan)

Orange pins were available to family members at the Family Weekend Welcome Center. (Photo by Jeremy Brinn)

Family Weekend tailgate on the Quad (Photo by Jeremy Brinn)

Family Weekend included a creative arts competition showcasing artwork by local veterans, held at the National Veterans Resource Center at the Daniel and Gayle D’Aniello Building in partnership with the ���ϲ����� Veterans Administration Medical Center. (Photo by Marilyn Hesler)

Indigenous students enjoy gathering at 113 Euclid Ave., home of the Native Student Program. (Photo by Angela Ryan)

The newly transformed Indigenous space at 113 Euclid goes beyond acknowledging the Haudenosaunee Confederacy, says Bailey Tlachac, program coordinator of the Native Student Program. The space, which will be celebrated during a grand opening Nov. 6, signifies many things for Indigenous community members.

Bailey Tlachac (Photo by Angela Ryan)

“The space also recognizes the sovereignty of tribal nations. Throughout history, our tribal sovereignty has been encroached upon and ignored by local, state and federal policies. This space allows us to express our sovereignty and advocate for our Indigenous students on campus,” Tlachac says.

“It communicates that Native students, faculty and staff are valued members of the ���ϲ����� community. 113 Euclid serves as a culturally affirming gathering place where our Indigenous students can find community and support,” she says. “Overall, 113 Euclid sends a message that Indigenous voices and perspectives matter at ���ϲ�����.”

As part of the kickoff celebration for Native Heritage Month, the campus community is invited to the grand opening of 113 Euclid Ave. on Monday, Nov. 6, from 2 to 4 p.m. If you plan on attending, please .

Brandon Lazore working on the 113 Euclid Ave. “Creation Story ” mural 2023. (Photo by Ross Knight)

The celebration will begin with an opening thanksgiving address followed by welcome remarks from University and Haudenosaunee leadership and include the history and vision for 113 Euclid Ave. After the ceremony, attendees can tour the space. American Sign Language (ASL) interpretation and Communication Access Realtime Translation (CART) will be provided.

The space at 113 Euclid Ave. serves as a “home away from home” for Native students and a gathering place for those who are interested in exploring Native American culture and history. A student-led design represents the Haudenosaunee Confederacy alongside Turtle Island tribal communities. This includes exposed pine beams representing the Roots of Peace along with the four directional colors of the Medicine Wheel. Additional highlights of the renovated space include the following:

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

Construction at 113 Euclid. (Photo by Ross Knight)

113 Euclid has been home to the Native Student Program since 2006, but with limited space. With this renovation, the program’s space is going from three rooms, two offices and a student lounge, to the entire first floor and the majority of the second floor of 113 Euclid Ave. Renovations to the building by the University’s Campus Planning, Design and Construction team included a remodeled kitchen, elevator installation, accessible ramp and new sidewalk, updated fire alarm and sprinkler systems, new flooring and paint throughout the building, new doors and hardware, furniture upgrades, audio visual upgrades in conference rooms, and exterior refurbishment, paint and lighting.

“My favorite part of 113 Euclid is the mural that Brandon Lazore painted for us. The students had an amazing idea to have the Haudenosaunee creation story depicted on the walls. Brandon took that information and created a beautiful mural wrapping around the front staircase,” says Tlachac.

To learn more about the , email coordinator Bailey Tlachac��or call��315.443.0258.

“Creation Story” mural by Brandon Lazore. (Photo by Angela Ryan)

A family poses with Otto during a previous Family Weekend celebration. (Photo by Estheralice Lopez)

In celebration of their important roles within the University community and providing opportunities for further connecting with their student, campus welcomes parents, families and student supporters for Family Weekend annually each fall.��The 2023 festivities will be hosted Friday, Nov. 3, through Sunday, Nov. 5.

Family Weekend 2023

A variety of activities will be held. Those interested in attending are asked to complete the . Event highlights include the following, with a complete list available on the .

• : Family Weekend Welcome Center

The Goldstein Student Center

South Campus Living Showcase

New for 2023 Family Weekend is the

“Campus teams wanted to create an opportunity to welcome students, families and supporters to learn more about the many offerings of living on South Campus. This is especially important as approximately 50% of second-year students will live on South Campus,” says Missy Mathis-Hanlon, director of Parent and Family Services.

Throughout the showcase, visitors are encouraged to board designated trolleys to South Campus leaving from the Schine Student Center and the College Place bus stop, which will drop them off at the model apartment and also bring them to the Goldstein Student Center. Highlights offered throughout the event include the following; complete details are available on the .

• 

  A look inside a South Campus residence

  Apartment tours;

• Opportunities to explore South Campus amenities (e.g., and Fitness Center, the University’s on-campus pub and more); and
• Presentations and an information fair.

for questions and more information about Family Weekend, including parking, accommodations, dining and more.

Story by Student Experience communications intern Esteban Quiñones, ’24, S.I. Newhouse School of Public Communications

On Monday, Nov. 6, the grand opening of 113 Euclid Ave. will further celebrate the “home away from home” for Native students.

“The campus community is invited to learn about and participate in these cultural expressions, build connections across communities and by doing so, help work to ensure Indigenous history and contributions remain part of America’s story,” says Bailey Tlachac, program coordinator of the Native Student Program, and lead for Native Heritage Month. “The month also serves as a foundation to further awareness of ongoing challenges within our communities and strengthens Indigenous advocate voices working for change. A direct result of joining the work of fostering a cultural understanding, is the closing of educational gaps.”

Events throughout Native Heritage Month further honor rich and diverse cultures, traditions and histories, while acknowledging Indigenous resilience, revitalization and the important contributions of Native people.

Event highlights include the following, with a complete list available on the .

Making History: Grand Opening of Native Student Program 113 Euclid Avenue

On will further celebrate the “home away from home” for Native students, the Native Student Program and the gathering place for those who are interested in exploring Native American culture and history. Highlights include a ribbon cutting ceremony, guided tours, historical reflection and more. Please to attend.

Story by Student Experience communications intern Esteban Quiñones ’24, S.I. Newhouse School of Public Communications

Opening ceremony for Latine Heritage Month (Photo by Marilyn Hesler)

From Sept. 15 through Oct. 15, the campus community came together to celebrate Latine Heritage Month through a series of performances, networking, sporting events and more.

Hosted by Multicultural Affairs, students, faculty and staff participated in opportunities to learn about the history, culture and contributions of Americans whose ancestry can be traced to over 20 Spanish-speaking countries in Latin America, including Mexico, Central and South America and the Caribbean.

These photos capture highlights from several of the events.

Opening Ceremony (Photo by Marilyn Hesler)

Opening Ceremony (Photo by Marilyn Hesler)

Information Fair (Photo by Marilyn Hesler)

Information Fair (Photo by Marilyn Hesler)

Torneo de Fútbol (Photo by Julie Herman)

Torneo de Fútbol (Photo by Julie Herman)

Torneo de Fútbol (Photo by Julie Herman)

Fiesta Latina (Photo by Diana Garcia-Varo ’23, G’24)

Fiesta Latina (Photo by Diana Garcia-Varo ’23, G’24)

In Case You Missed it: Three current students—Evelina Torres ’25, German Nolivos ’26 and Janeice Lopez G’25—share what their cultural 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.

“It is critically important, now more than ever, that we continue to advance diversity, equity, inclusion and accessibility at our university,” says Almandrez. “The forum brings transparency and clarity to the work of our office and the broader campus community’s DEIA efforts while providing details on key aspects of our work that many may be unaware of.”

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

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

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

“It’s never too early to begin taking action to achieve your unique professional goals,” is advice frequently shared by school, college and unit career teams in partnership with ���ϲ����� Career Services.

Supporting students within their unique trajectory to career success is . All students, regardless of class year and major, are welcome and encouraged to connect with more than 200 employers by participating in a variety of events. Employers in attendance will be offering internship and post-graduation positions.

Marking new milestones for student-focused professional development and alongside a dedicated Orange network encompassing faculty, staff, alumni, employers and more, is Adam Capozzi, director of Career Services, assessment and student success. “Fall 2023 Career Week is on track to be the largest on-campus gathering of employer partners to date,” he says.

“Our career services network is in the constant pursuit of strengthening the student experience. This is done not only through the evaluation of the types of events hosted but through a dedicated effort to meet and welcome students where they are at any point of their professional development journey. From your first semester to preparing for post-graduation—all students are welcome and encouraged to participate.”

What Fall 2023 Career Week Events Are Available and How Can Students Register?

Explore Career Week event highlights below and complete offerings on the . Per each event, it is important for students to and prepare before attending.

• Monday, Sept. 25:
• Tuesday, Sept. 26:
• Tuesday, Sept. 26:
• Tuesday, Sept. 26:
• Wednesday, Sept. 27:
• Thursday, Sept. 28:

How Can Students Prepare for Fall 2023 Career Week?

Complete information is available on the .

• : This includes ensuring your photo and details such as graduation year, education, work experience and more is current. Upon completion your account will reflect “100%.”
• Register for events: Students are asked to .
• Research attending employers: Using Handshake, proactively organize a list of interesting employers that will be in attendance at events. Use Handshake, LinkedIn and other websites to research them.
• Explore and more by before, during and after Career Week.
• Review resumes with and the , a free 24-hour service.
• From attire, LinkedIn branding, polishing an introductory “pitch” and more, on how to best make a professional impression.

With questions or to request accommodations, contact at careers@syr.edu or 315.443.3616.

This training will offer the American Heart Association (AHA) Healthcare Provider (HCP-BLS) class, which will review adult, child and infant CPR, including automated external defibrillator (AED) usage. Members of the campus community that complete the training will be CPR certified at the HCP level for the next two years.

“In this class, you will review and gain the knowledge of the five links of the American Heart Association chain of survival. With this knowledge, you will be ready to recognize and assist in the event of a cardiac emergency on or off campus,” says Paul Smyth, manager of emergency medical services in Health Services.

The course fee is $50 per person, which includes the certification and a pocket mask. Attendees can pay by check or SU interdepartmental order. Please bring a form of payment to the class.

To register, interested participants can contact Smyth at pjsmyth@syr.edu. Class sizes are limited to six to eight people per session. If a group or department would like to arrange a private class, contact�� Smyth.

It’s also a place students can learn, thrive and develop into leaders.

, the University’s new assistant vice president for student living, is excited to lead a team responsible for helping students find their community and realize their potential through their housing experiences.

In January, Herndon came to ���ϲ����� from the University of Dayton with a reputation as a respected leader in residential education, housing and student development, combining the valuable ways residential living both builds a strong community and impacts a student’s holistic development.

Steve Herndon, assistant vice president for student living, discusses how his team helps students reach their full potential and the profound role residential living plays on campus.

“My job is essentially creating a structure that clearly defines our contributions and approach to how we’re going to partner with students in their learning and development, around community engagement, around identity and belonging and around health and safety,” Herndon says. “These are all critical experiences and values for our students’ success at the University.”

On this “’Cuse Conversation,” Herndon discusses how his team helps students reach their full potential, why ���ϲ����� was the perfect fit for the next chapter in his career as a leader in higher education and the profound role residential living plays on campus.

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

A Goon Squad member helps a student move into Sadler Hall in fall 2022. (Photo by Marilyn Hesler)

Lauren Murphy, director of residence life, says it’s good to strategize with your roommate in advance to avoid duplication of items. “You don’t need two televisions, for example,” she says. One of the most unique things Murphy has seen: a pop-up steam tent/sauna. That’s definitely not allowed; it’s important to keep in mind that you are sharing a limited space with another person or people.

Bring along things that will make your room feel like home and will make you comfortable, such as pictures, stuffed animals and décor. “It’s those little things that make a difference,” Murphy says.

Rachel Adelakun, a senior international relations major in the Maxwell School of Citizenship and Public Affairs and College of Arts and Sciences and president of the Residence Hall Association, advises making lists to keep track of what you need and what your roommate is bringing. She also suggests some practical items you might not think of, such as reusable shopping bags and a professional outfit.

Some examples of what to bring:

• Bedding, including XL twin sheets (for residence halls, full sheets for South Campus) and a mattress pad
• Clothing for multiple seasons. Remember, ���ϲ����� is hot in late August and winter weather arrives just a few short months later. It’s important to have a warm coat, boots, gloves/mittens and a hat as you traverse campus.
• A fan
• Storage containers and Command strips
• Power strips with surge protection
• Personal hygiene items, shower shoes and a bathrobe
• Laundry basket/bag and detergent
• Umbrella and rain jacket
• Cleaning supplies and toilet paper (for South Campus apartments)

Examples of what not to bring:

• Large appliances, including air conditioners (only refrigerators less than 5 cubic feet and microwaves less than 1,000 watts are permitted)
• Fire safety hazards, including space heaters, candles and incense
• Cooking appliances, such as air fryers, toasters and grills
• Wall-mounted televisions
• Large furniture items
• Pets (service or emotional support animals must be approved)
• Expensive or irreplaceable collectibles or jewelry

Lists of both suggested and prohibited items can be found on the .

And it is important to remember, don’t panic. If you need something you left behind, stores are nearby!

During ���ϲ����� Welcome, New Student Programs will be available in-person on the Einhorn Family Walk or via phone at 315.443.9187 during the following hours (all listings are in Eastern Time):

• Einhorn Family Walk: Tuesday, Aug. 22, noon to 5 p.m., Wednesday, Aug. 23, 9 a.m. to 5 p.m., and Thursday, Aug. 24, 9 a.m. to noon
• Phone: Monday, Aug. 21-Friday, Aug. 25, from 8 a.m. to 4:30 p.m.

New Student Programs is also available via email at welcome@syr.edu.

The following offices will be open on Saturday, Aug. 26, and Sunday, Aug. 27:

• : Saturday, Aug. 26, 10 a.m. to 6 p.m.; Sunday, Aug. 27, from 10 a.m. on (24-hour operation begins Aug. 28)
• : Saturday, Aug. 26, and Sunday, Aug. 27, 10 a.m. to 5 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 1 to 4 p.m.
• : Saturday, Aug. 26, closed; Sunday, Aug. 27, noon to 8 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 9:30 a.m. to 3:30 p.m.
• : Saturday, Aug. 26, 10 a.m. to 4 p.m. (in person); Sunday, Aug. 27, 10 a.m. to 2 p.m. (remote)
• : Saturday, Aug. 26 and Sunday, Aug. 27, noon to 4 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 1 to 4 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 1 to 4 p.m.
• : Saturday, Aug. 26, 7:30 a.m. to 10 p.m.; Sunday, Aug. 27, 7:30 a.m. to 11:59 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 10 a.m. to 4 p.m.
• : Hours vary by location. Visit the for more information.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 10 a.m. to 4 p.m.
• : Saturday, Aug. 26, 8 a.m. to 5 p.m.; Sunday, Aug. 27, 8 a.m. to 10 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, noon to 5 p.m.
• : Saturday, Aug. 26, closed.; Sunday, Aug. 27, 10 a.m. to 11 p.m.
• : Saturday, Aug. 26, 9 a.m. to 5 p.m.; Sunday, Aug. 27, noon to 3 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 1 to 4 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, noon to 11 p.m.
• : Saturday, Aug. 26, 11 a.m. to 2 p.m. (Note: during this time will be located at the job fair in 227-229 Schine Student Center); Sunday, Aug. 27, 1 to 4 p.m. Please note, I-9 completion is done through an online portal.
• Undergraduate/Graduate Enrollment Processing Center: Saturday, Aug. 26, and Sunday, Aug. 27, 10 a.m. to 4 p.m.
• : Saturday, Aug. 26, and Sunday, Aug. 27, 7:30 a.m. to 11:59 p.m.

Every effort has been made to ensure campus buildings are unlocked with lights and air conditioning on to accommodate the office hours above. Should you encounter a situation where your building is locked or an issue with air conditioning, please call Energy Management at 315.443.1535 for 24-hour assistance.

About ���ϲ����� Welcome

���ϲ����� Welcome is the University’s new student orientation program for incoming undergraduate students. This year, new students will arrive first with international students on Aug. 18, followed by the full first-year class Aug. 22-24, and returning students Aug. 25-27.

Visit the University Events Calendar for the full .

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 ��’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)

A group photo at the Mount Everest base camp, which is marked as the official destination point. Fun fact: That point changes every year as base camp is built on a moving glacier.

Of all the exceptional ���ϲ����� Study Abroad courses, there is one that towers above the others–about 18,000 feet above.

Mount Everest Base Camp Trek: The Human Response to High Altitude is a three-week, three-credit course and international research expedition in Nepal led by exercise science professor , chair and graduate director of Falk College’s . To teach students how the human body adapts to extreme high-altitude environments, the course interlaces full immersion classroom instruction with cutting-edge research led by faculty and advanced graduate student experts in physiology.

Before leading the trek to Mount Everest base camp, Exercise Science professor Tom Brutsaert and other professors and physiology experts directed five days of classes in the Nepal capital of Kathmandu.

Various physiological and altitude performance measurements of the students, faculty, researchers and Sherpa volunteer guides continued all the way to the Mount Everest base camp at almost 18,000 feet (roughly 3.5 miles) above sea level.

“The trip is immersive, and physically and emotionally challenging, but the payoff to students is close faculty contact, incredible experiential learning opportunities, and adventure,” Brutsaert says. “For the faculty and researchers involved, our student-focused ‘incremental ascent to high altitude’ research model has also proven to be very productive in terms of data generation and grant funding.

“For me,” Brutsaert adds, “it has been the pleasure of my career to lead two of these expeditions, one in 2018 and again this year.”

Designed for undergraduate and graduate students interested in human environmental physiology, mountaineering and adventure, the course brought the ���ϲ����� contingent together with high-altitude experts, researchers and students from Mount Royal University in Canada, Iowa State University and the University of California, Los Angeles (UCLA).

The ���ϲ����� students included health and exercise science majors Sofie Confalonieri, Alaina Hauber, Michael Jodlowski, Nathan McCarthy and Lydia Van Boxtel; Benjamin Dennison (chemistry), Emily Shuman (human development and family science), and Anthony Watt (bioengineering); and Taylor Harman, a Ph.D. student who received her M.S. in exercise science and is currently working on her Ph.D. in anthropology.

Including research participants and Sherpa guides (Sherpa is one of the Tibetan ethnic groups native to the most mountainous regions of Nepal), the group featured “an extended family of about 45 people all united toward a common goal,” Brutsaert says.

At Pheriche (altitude: 13,340 feet), the group’s head Sherpa and his wife gave four Falk College students prayer scarves. From left to right are Alaina Hauber, Sofia Confalonieri, Lydia Van Boxtel, and Emily Shuman.

The 2023 trip was funded through a three-year grant from the that was awarded to principal investigator Brutsaert and co-investigators from Mount Royal and UCLA. The grant supported the students, four faculty members, four post-doctoral students and several other trainees. It also paid for the direct costs of research on Sherpa volunteers – work that had not been done on the previous trip in 2018.

This year’s trip ran from May 15-June 6, starting with five days of classes in the Nepal capital of Kathmandu and pre-departure testing that measured hypoxia-sensitivity, hematology and exercise performance. The trek to Everest base camp and back covered about two weeks and 130 kilometers (81 miles) of strenuous hiking. On the way up, the schedule included rest days at increasing altitudes to allow for acclimatization and safe ascent.

To get a firsthand view of this unique experience, we asked Emily Shuman, a human development and family science major from Falk who’s minoring in biology, to describe it for us. Here’s what she wrote:

“Looking back on my three weeks trekking through Nepal, there are so many moments that stick out to me. The memories that first come to mind when I reflect on my trip include waking up each morning face-to-face with Ama Dablam (a mountain in the eastern Himalayan range of Koshi Province, Nepal), visiting active monasteries, participating in global research, meeting Sherpa who have summited Mount Everest, and becoming friends with researchers and undergraduates from around the world.

“Traveling to Nepal and having the opportunity to trek up to the base camp of Mount Everest was by far one of the most amazing things I have ever done, but it was also among the most grueling and emotional. Sixteen days of intense hiking, altitude sickness, food sensitivity, weather difficulties and lack of sleep made the trek even more difficult.

“Don’t get me wrong, it was the most life-changing experience of my life, and I wouldn’t trade it for anything, but it’s not the trip that everyone dreams of when they think of ‘vacation getaways.’ Despite the struggles that we as a group endured throughout our several weeks in the mountains, it was all worth it in the end. After all, how many people can say they’ve trekked through the Himalayas and seen Mount Everest up close and personal, while also participating in major research projects?

Emily Shuman

“Those 16 days spent in the Himalayas–and the days in Kathmandu before and after the trek–taught me more about myself and the world than a classroom ever could. Not only was I learning about the effects of high altitude on the body, but I was experiencing it firsthand. We spent hours learning about how the different parts of your body react to the lack of oxygen in the air, and then we went out and experienced it for ourselves, allowing us to connect with not only the material but our physiology in a way that would otherwise be strictly hypothetical.

“We watched movies and documentaries about the mountaineering industry and the amazing group of people who lead trips to the summit of Mount Everest, and then we were able to talk about it with the Sherpa in the room. Guest lecturers taught us about their world-renowned research one night and we woke up and participated in it the next morning. Everything that we did in Nepal taught me something different about the world of research, the world of mountaineering or the world of physiology.

“To anyone considering going on this trip in the future, I cannot recommend it enough! Is it a lot of hiking in one day? Yes. Will you get sick from the altitude? Probably. But does it leave you with a sense of accomplishment and awareness (for not only yourself but also the world) that can’t be found anywhere else? YES! Since returning from Nepal, I have spent hours talking to my friends and family about the trip, and to all of them I say the same thing: It was the toughest thing I have ever done, both physically and emotionally, but it was also the one thing that has taught me the most about who I am, and what I can be a part of, in this life.”

Throughout their adventure, the participants posted a (Shuman’s blog entry is Day 16 on May 31). For a peek at what you’ll read in the blog, here’s an excerpt from Wesley Lefferts (Days 17-19 June 1-3), a cardiovascular exercise physiologist and an assistant professor at Iowa State University who received his M.S. in exercise science and Ph.D. in science education from ���ϲ�����:

“We survived. Survived AMS, sleep apnea, finger-stick blood draws, VO2max tests, upset stomachs, headaches, restless nights of sleep, smelly socks and dodging yaks and zoes (zo’s, I have no idea how to spell it exactly, but they are basically lower altitude cows that replace yaks which don’t do well in the warmer temperature).”

(Editor’s note: A dzo is a hybrid between the yak and domestic cattle.)

Lefferts also created a video of the trip that you can watch .

To learn more about the academic programs, experiential learning and research opportunities available in Falk College’s Department of Exercise Science, visit the department .