“Since its inception, University College has served as ���ϲ�����’s point of entry for part-time and adult learners,” says Michael Haynie, vice chancellor for strategic initiatives and innovation. “As we set the conditions to launch and scale ���ϲ����� Global, the college’s new name better reflects its stature as a top-tier provider of professional degree programs, certificates and credentials to part-time students.”

The college traces its history to 1918, when ���ϲ����� became one of the first universities in the country to open its doors to “non-traditional” part-time students when it began offering evening sessions. Twenty-eight years later in 1946, at the direction of Chancellor William Tolley, University College was formally chartered as the university’s academic college of adult and continuing education.

“We looked to the past in charting our course for the future. The core mission of University College has always been to provide educational opportunities to those who are unable to study full-time on-campus,” says Dean Michael Frasciello. “Today, we extend that mission globally as the College of Professional Studies.”

“This new name reflects what University College has become,” says John Liu, interim vice chancellor and provost. “Over the last century, ���ϲ����� has innovated to meet the needs of students seeking market-sensitive professional degrees, non-credit programs and executive education. The College of Professional Studies’ new name reflects its accomplishments as an academic unit working in partnership with other ���ϲ�����’s schools and colleges to develop accessible academic pathways, world-class online education and the needs of post-traditional learners.”

Frasciello notes that the rapidly evolving education demands of a global and mobile workforce and the progression away from full-time study have dramatically increased the need for ���ϲ����� to have a visible point of entry for adult, part-time and post-traditional students seeking professional studies degrees and alternative educational credentials. He says, “As the College of Professional Studies has served non-traditional students for more than 100 years, we will continue to dare to do things, to experiment and innovate and to be responsive to dramatic shifts in higher education.”

How can universities and colleges position cybersecurity students to be ready for the growing threat of ransomware attacks?

Ryan O. Williams

is associate dean of academic affairs at ���ϲ�����’s University College. He is responsible for researching, developing and launching new market-sensitive undergraduate and graduate programs.

Williams says:

“As recent ransomware attacks against Colonial Pipeline and JBS demonstrate, the digital world has created an unprecedented need to protect information systems.��Preventing, detecting, and responding to attacks is essential to every individual and to corporate, governmental, and non-governmental organizations worldwide.��Victims of cybercrime are often faced with an impossible decision – to give in to cyber extortion or forever lose mission-critical data.��Ransomware attacks can be both targeted and random.��No one is immune.��The decentralized and market-oriented US economy remains especially vulnerable, particularly in industries critical to national security, such as energy and agriculture.��The federal government has a role to play here, in setting the rules of engagement with criminal actors, communicating threats to the private sector, and in coordinating an appropriate response.

“More than ever, companies need highly-trained, competent cybersecurity specialists fighting on the front lines of this effort.��Our����prepares students with the necessary skills and expertise to protect systems and infrastructures – a key, transformative career for the 21^st������Գٳܰ���.”

To request interviews or get more information:

Daryl Lovell
Media Relations Manager
Division of Marketing and Communications

T��315.443.1184 ����M��315.380.0206
dalovell@syr.edu |

The Nancy Cantor Warehouse, 350 W. Fayette St., 4^th Fl., ���ϲ�����, NY 13202
news.syr.edu |

���ϲ�����

Joshua Reid

For Joshua Reid, an active duty soldier now stationed in Japan, his training gave him the tools he needed to “continue the climb” while finishing his degree through University College at ���ϲ�����. “As a 10th Mountain Division soldier, the climb to glory for me is being a role model for my nieces and nephews, and also to my friends and in my community,” he says. Reid says that the time management and discipline he’s learned serving in the military helped him accomplish his goal. “I accept my duties as a soldier and a scholar with a deep reverence.”

SU News talked to Reid about his experience as a student and soldier, and how his ���ϲ����� degree will help him take the next steps in his career.

What was your favorite course through University College, and what did you learn?

My favorite course was Business Negotiations taught by Professor Katherine Sosa. This course really opened my mind to the concept that everything is negotiable. We engaged in contemporary contract agreements built on real life scenarios, and we learned about positioning and game theory. Ultimately, my key take away was to be cognizant of the negotiation style you need to use to achieve your desired results, whether it is chess or poker.

How will this degree help you reach your goals?

My bachelor’s degree in cybersecurity administration will help me reach my goal of building my intellectual property negotiation firm. I see it as an amalgamation of my skills as a professional paralegal and cybersecurity researcher.

What skills have you learned in the Army that helped you be a successful college student?

The number one skill I’ve learned in the Army that has directly correlated to my success as a college student is discipline. I begin my final projects week one, I communicate with my professors on a weekly basis, I am present and engaged in every class, I complete all assignments. Seldom am I the smartest student in my class, but I use discipline to set myself up for success.

How did ���ϲ�����’s commitment to being the best place for veterans impact you personally?

���ϲ�����’s commitment to being a real haven for veterans has given me a level of self-respect and a support system of like-minded individuals that push me to be the best version of myself. Our Office of Diversity and Inclusion, led by Dr. Keith Alford, allowed me to be a voice of reason and guidance to my peers. I am still amazed at how much professional and emotional support ���ϲ����� provides not just for veterans, but for the entire student body.

The following senior class marshals will represent the Class of 2021 and the following school and college marshals will represent their respective schools and colleges at ���ϲ�����’s 167th Commencement ceremony on Sunday, May 23.

Class Marshals

Alaba Danagogo—College of Arts and Sciences

Paige Koss—Martin J. Whitman School of Management

School and College Marshals

School of Architecture—Kalani Mah and Alec Rovensky

College of Arts and Sciences and Maxwell School of Citizenship and Public Affairs—Lia Chabot, Alaba Danagogo and Hanna Martin

School of Education—Brenna Hart and Lily Wolfer

College of Engineering and Computer Science—Daniel Oluwalana and Caitlin Sanders

David B. Falk College of Sport and Human Dynamics—Naomi Duncan and Max Josef

School of Information Studies—Kevin Camelo Bonilla and Junci Lu

College of Law—Kenneth Knight

Martin J. Whitman School of Management—Ruth Bang and Scott Mueller

Maxwell School of Citizenship and Public Affairs—Kyaira Coffin

S.I. Newhouse School of Public Communications—Brittney Loper and Jessica Shechtman

College of Visual and Performing Arts—Nurie Metodieva and Alexis Mohammed

University College—Ronald J. Tracy

Graduate School—Rikki Sargent

���ϲ����� Mayor Ben Walsh speaks with members of the media during a news conference on Tuesday, April 6, at the Daniel and Gayle D’Aniello Building, home to the National Veterans Resource Center.

���ϲ����� embraces its commitment to promoting positive change that simultaneously advances knowledge and opportunity for all citizens. A large part of that commitment is providing access to a ���ϲ����� education to local high school students.

In partnership with the ���ϲ����� City School District, the University will offer scholarships to up to 36 rising high school juniors to explore college life through its . Sponsorship of the city school students was made possible, in part, through a generous donation from IBEW Local 43 and the National Electrical Contractors Association (NECA) Finger Lakes Chapter.

“We are thrilled to add IBEW and NECA to our group of foundations, organizations and schools that collectively support student participation in our Summer College courses,” says ���ϲ����� Vice Chancellor for Strategic Initiatives and Innovation J. Michael Haynie. “This is especially important as it allows us to provide scholarships to students here in ���ϲ�����. We’re proud to partner with the ���ϲ����� City School District to introduce students to potential educational and career pathways, providing them with valuable insight into future opportunities in advance of graduating high school. IBEW and NECA is helping to make this happen.”

Mayor Ben Walsh says that by exposing young people to a real college class and introducing them to other college-bound students, the University’s Summer College Program will give students an even greater likelihood of success beyond high school “This summer pre-college experience offers a roadmap to help 36 students achieve their dreams,” he says. “I want to thank SU, the ���ϲ����� City School District and the IBEW Local 43 and the National Electrical Contractors Association for making this program available to our young people. It will be an exciting summer for these rising juniors.”

Jaime Alicea, superintendent of the ���ϲ����� City School District, echoed the mayor’s statement. “Summer College is an excellent opportunity for our students to experience and explore what college is going to really be like,” says Alicea. “Through this partnership with IBEW and NECA, ���ϲ����� and University College, we are showing our students that their future is limitless and they can and will be successful in college if that is the path they choose.”

When the IBEW Local 43 and Finger Lakes NECA Chapter heard that ���ϲ����� was partnering with the ���ϲ����� City School District to give high school students the opportunity to attend their Summer College Program, they wanted to help. “High school students may often feel overwhelmed about the college process or may believe going to college is unattainable,” says Alan Marzullo, business manager and financial secretary for IBEW Local 43. “We take pride in helping students gain access to higher education by providing them an opportunity to discover their future goals and receive the tools necessary to achieve them.”

“���ϲ����� has a long tradition of creating valuable opportunities for students in the community by giving them authentic college experiences,” says Michael Frasciello, dean of University College. “We encourage other businesses and organizations to consider sponsoring academic programs that expose students in our community to the transformational power of a college education.”

In Summer College, high school students can explore potential majors and experience college life in credit and noncredit courses for three or six weeks. For more information about pre-college programs or how to sponsor high school students, email precollege@syr.edu.

Kate Veley

Katherine O’Neil Veley graduated from ���ϲ����� in 2020 with a degree in creative leadership from University College (UC). Like the thousands of other students in the Class of 2020, Veley waited with excitement and anticipation for the day she would walk the stage with her friends, family and co-workers cheering her on and celebrating her success. Instead, she received a large white envelope in the mail with her diploma enclosed.

Veley, a former ���ϲ����� employee, spent decades earning that degree. She began college right out of high school, but life got in the way and she didn’t return for a second year. Instead, she joined the workforce. Her work experience eventually led to a job at the University. As part of a campus community, Veley soon understood the importance of a college degree.

Veley started taking classes and after decades of balancing work, family and other obligations, she graduated summa cum laude last spring. She was honored to be named UC’s college marshal and student speaker. Her high achievements qualified her for membership in the Alpha Sigma Lambda Honor Society for nontraditional students. She was also named an alumni scholar, a prestigious award given to University College students who excel academically.

Veley was disappointed when graduation was postponed last year. “I started college 40 years ago and had a long time to dream about what it would feel like to walk the stage,” she says.

“When, in early summer, a hard white envelope arrived, I was shocked to see my diploma inside. But as I held that diploma in my hand, I took a closer look,” she says. “I saw fake blood stains from my forensic class, drops of coffee from countless late nights, eraser dust and highlighter marks, milk stains from all the nights my husband had to eat cereal for dinner and tears of frustration when I mistakenly deleted an assignment that was due in two hours.”

Veley shares her success with the many people along the way who guided and encouraged her. Instructors and fellow students became friends. Co-workers, deans across other schools and colleges and her University College advisors encouraged her to go on.

“But my husband was by far my greatest supporter and the reason I went back to school in the first place,” she says. “He was there with me every step of the way—always cheering me on, reassuring me when I was ready to give up, helping me with homework and being oh, so patient.”

Veley has had time to reflect on what that ���ϲ����� diploma represents; a degree from one of the most prestigious universities in the country. That one sheet of paper embodies the love and understanding of her husband and son. “There were times I wasn’t able to participate in a family event or a special occasion because an assignment was due in a matter of hours,” she says. “How do I thank them for all that they sacrificed so that I could continue my studies?” She recalls them playing a role in helping her destroy a bridge made of tongue depressors at 11 p.m. one night. She remembers their years of unwavering support, patience and understanding and the immeasurable role it played in her success.

“That piece of paper that arrived in the mail depicts our unique journey as adult students. It represents bravery and tenacity and the awkwardness of the first day of class, when younger students wondered why their professor was sitting among them only to realize we were students ourselves,” she wrote in her commencement speech.

“We are a unique group who come from across the country and around the world,” she says. “We worked, raised kids, served in the military, battled illness, moved our homes, got married and perhaps, divorced, and started new jobs—all while attending classes.”

“Like so many University College students, Veley stayed focused on her studies while juggling multiple responsibilities,” says Rosemary Kelly, assistant dean of student administrative services. “I am consistently inspired by the students with which we work and the same is true with Kate.��It was my privilege to have had the opportunity to get to know her.”

Diane Lyden Murphy, dean of Falk College, echoes Kelly’s sentiment. “It was admirable to witness how Kate balanced her studies as an adult learner with family and professional commitments while always making time to volunteer in support of the ���ϲ����� and local communities,” Murphy says. “With dedication and perseverance, she continued on the path to completing her degree, a road she traveled with determination, perseverance and grace. She continues to motivate others, helping them succeed by her example.”

These days, Veley serves as director of corporate philanthropy at Make-A-Wish Central New York. Her degree in creative leadership gave her the essential skills she needed to compete, thrive, motivate and lead others in today’s society and elevated her proficiencies on a broad scale. Her years working at ���ϲ����� and with countless nonprofits throughout the region, prepared her well for this new phase of her life. She hopes to have a significant impact on the lives of critically ill children throughout Central New York.

“We are the Class of 2020,” says Veley. “We were the first class to graduate amidst a worldwide pandemic. We endured so much to earn this degree, and COVID-19 can’t take this accomplishment away from us.”

As she looks at her diploma now hanging on the wall in her home, she sees the memories, challenges and joys that are woven into the fabric of the document. “I learned so much studying and working at ���ϲ�����. I made lifelong friends and have a lasting sense of pride being a member of the Orange community,” Veley says.

Veley said in her Commencement speech that while she and other adult learners often asked themselves why they persevered on their educational journey, she’s confident that none of them regret the sacrifices they made. “Be proud, never forget what you’re capable of and all that you’ve achieved,” she said. “That eight-and-a-half-by-eleven inch piece of paper represents our hard work and the realization that our dreams can come true.”

Note: Subject to continued improvement in public health conditions and relaxation of government restrictions, ���ϲ����� will host Commencement for the Class of 2020 on Sunday, Sept. 19, 2021.

Mangicaro, pre-college program specialist in the Office of Pre-College Programs at University College, and Szlamczynski, assistant director of satellite facilities with Recreation Services at the Barnes Center at The Arch, were one of dozens of couples from across the country who took part in the University’s first ever virtual Orange Love celebration on Feb. 14, Valentine’s Day.

Gianna Mangicaro ’18 and Christopher Szlamczynski ’18 at the men’s basketball Final Four game in Houston in 2016.

The event was a partnership between the Office of Alumni Engagement, Hendricks Chapel and the Office of Philanthropic Engagement. It included music and a vow renewal led by Hendricks Chapel Dean Brian Konkol. Those attending were offered the opportunity to make a donation to the Hendricks Chapel Student Opportunity Fund and receive an Orange Love Certificate in the mail.

Born five days apart, Mangicaro and Szlamczynski were both raised in ���ϲ����� and met as children at Woodland Elementary School in the East ���ϲ�����-Minoa School District. Mangicaro’s dad, John, is a longtime University employee in Information Technology Services, and Gianna remembers coming to campus often with him. “I have always loved ���ϲ�����—it was forever my dream school,” she says. Szlamczynski grew up in a family that strongly supports ���ϲ����� sports and he often came to campus to attend basketball games.

The two became a couple just before their senior year of high school. They graduated from East ���ϲ�����-Minoa High School in 2014. Mangicaro came to ���ϲ����� to study management in the Whitman School, and Szlamczynski started his studies at Alfred University, where he played on the football team. A year later, Szlamczynski transferred to ���ϲ����� as an exercise science major (then in the School of Education).

“During the welcome events for transfer students, I kept taking his picture, I was just so excited,” says Mangicaro.

Mangicaro and Szlamczynski at their 2014 graduation from East ���ϲ�����-Minoa High School, left, and at their 2018 ���ϲ����� graduation.

Their next three years of undergraduate studies generated a lot of happy memories for the couple. They traveled more than 30 hours by bus each way to cheer on the men’s basketball team in a Final Four game in Houston, the Camping World Bowl and countless other games. Szlamczynski worked as a strength intern for the football team, and Mangicaro recalls that watching him at work during football games would bring her to tears. “I was just so excited that he was doing what he loved,” she says.

They also found that supporting each other in their academic work and other pursuits helped to fortify their foundation as a couple.

“Chris is my balance beam,” Mangicaro says. “When I am stressed, he can instantly bring me from 100 back down to 10.”

Szlamczynski agrees. “We are very good at supporting each other and making sure we have what we need to succeed.”

They graduated with their undergraduate degrees in 2018 and began their jobs with the University that same year. Both say they love the energy of campus. “I always knew I wanted to work for ���ϲ�����,” Mangicaro says. “It is such a great family environment.”

They continue to offer that strong support for each other as they balance their jobs with pursuing their master’s degrees. Mangicaro is working on her MBA through the Whitman School’s 2SU online program, and Szlamczynski is pursuing his master’s degree in sport venue and event management in the Falk College.

A wedding will take place sometime in the near future, when the COVID-19 pandemic has abated and Mangicaro and Szlamczynski can bring their wide circle of family and friends to celebrate. And, of course, it will be in Hendricks Chapel.

Both were grateful to take part in the Feb. 14 celebration. “We loved seeing all of the couples at the Orange Love event. From newlyweds to couples who have been together for years, it was amazing to feel a part of the larger Orange community,” says Mangicaro. “I am thankful that technology could bring us all together, even when we are apart. It was also great to see people in their home settings—from children, pets and grandchildren—you really were able to feel connected!”

A limited number of seats have been reserved for ���ϲ����� staff and faculty, who can take the course at no cost. Discounts are available for faculty and staff spouses and dependents and for alumni and friends of ���ϲ�����.

Chandice Haste-Jackson and Jeff Mangram

Taught by , associate professor in the School of Education, and , associate teaching professor, Department of Human Development and Family Science in the Falk College, the workshop is designed to stimulate dialogue and empower participants to take action regarding U.S. and global racial issues.

The workshop will engage participants in addressing questions such as:

• What role does socialization play in how we view ourselves and others?
• What does socialization teach us to view and what not to view?
• How does socialization teach us about ourselves and others?
• Can socialization be disrupted?
• What are the connections between socialization and identity?
• Where does race, class, gender, sexual orientation and nationality, for example, come into play in this process?

Using a multi-dimensional framework, participants will learn about the multiple “selves” you embody and the social responsibilities that come with these identities. The course will explore the following concepts: bias, stereotype, prejudice and discrimination. Participants will also learn about marginalization, oppression, privilege and how these concepts and states of being influence and impact your daily life. The process of reflexivity will be emphasized as a framework for building awareness, knowledge and skill.

For more information, . Review the course codes and then proceed to the registration instructions available on the University College non-credit

Proceeds from this course will be used to provide scholarship and financial assistance to undergraduate students enrolled at University College with consideration given to the student’s status as a member of an underrepresented group. For more information about how to donate directly to this scholarship, please contact Jeff Comanici at jjcomani@syr.edu.

Employers are looking for individuals who have both soft skills and technical skills, are problem solvers and are passionate about technology. Computer programmers can choose a wide variety of career paths, including health care, criminal justice, defense contracting, finance and more.

Students will gain a comprehensive understanding of how and why computer systems work and how to design solutions that encompass functionality and usability. They will also learn how to manage projects, understand system limitations, and write and test the code that will run software applications and programs.

���ϲ�����’s 120-credit Bachelor of Professional Studies (BPS) degree in computer programming is a fully online program with weekly interactive live sessions.

Registration is now open for the spring 2021 semester and classes begin Feb. 1. For more information, email parttime@syr.edu or call 315.443.9378 (toll free at 1.866.498.9378).

Orange Academy courses will be taught by ���ϲ����� faculty and instructors at a reduced rate. The virtual synchronous classes are offered in the evening in a four-, six- or eight-week format.

There is a diverse set of disciplines to choose from, including art, business, film, culture, STEM and writing. Participants can pursue an interest, strengthen their skills and increase their knowledge base.

While there are no exams, graded papers or prerequisites for Orange Academy courses, faculty and instructors will provide feedback on progress, skill development and overall learning. After successfully completing the course, participants will earn a certificate from ���ϲ����� and will have the option to purchase a noncredit transcript.

Registration for spring session I is now open. Registration deadline is Jan. 11. Visit the Orange Academy webpage for course descriptions and registration deadlines.

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

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

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

Aisha Huntley ’05, G ’11

For many adults, it takes courage to walk through a door that can change the trajectory of their life. Oftentimes, that first step is taken with a mixture of hope and trepidation. Aisha Huntley ’05, G ’11 never imagined that she would find herself on the ���ϲ����� campus pursuing a bachelor’s degree after struggling to earn an associate degree at Onondaga Community College. “School had never been easy for me,” says Huntley. “I had to work so much harder than my peers.”

It was a University College billboard and radio ad that gave Huntley the courage to attend an information session to learn whether or not she had what it takes to be a ���ϲ����� student. “I walked into University College with a toddler in tow,” says Huntley. “After talking to an advisor, I politely told her I didn’t know what I was thinking and apologized for wasting her time. She wouldn’t let me leave without making another appointment to talk with her again and told me she would personally do whatever she could to help me succeed.”

Like many part-time students, Huntley was raising her daughters while working full time. “I had many blue-collar jobs that were decent, but not good enough,” she says. “With each new job came a yearning to do more, have more and be more. Not only for myself, but for my children.”

Huntley and her five siblings grew up in ���ϲ����� and faced many hardships. They were able to navigate through the challenges of life by sticking together and having a strong, hardworking mother as a role model. “She was the key factor in keeping our family together,” Huntley says. “Though forced to endure difficulties, many that were beyond her control, my mother still managed to foster a strong sense of shared commitment to our family while focusing on our academic success.” Huntley says that her mother’s ability to remain resilient during unstable times was one of the reasons she was driven to succeed.

Inspired by her mother’s strength and encouragement, Huntley returned to University College for another meeting with an academic advisor. They discussed her options, the timeframe for earning a bachelor’s degree and the financial resources available to her. Through the�� (HEOP), most of Huntley’s expenses were paid for. “I was shocked to learn I qualified for the HEOP program and was grateful for the guidance I received to secure the necessary funding to return to school,” she says.

Huntley found that support, guidance and tough love from the staff at University College was crucial to her achievements. “The staff checked on me every step of the way to make sure I had everything I needed to be successful. During those early years, there were times my advisor even watched my daughter so I could complete homework assignments and attend group meetings.”

While Huntley considered earning a degree in education, she chose information management and technology, and after graduating, worked as an information technology analyst. “I realized that if I remained in that field, I would forever be confined to a cubicle,” she says. “I never thought about being a teacher until friends and family encouraged me to pursue it. Teaching was not a profession I thought about as a child.” However, Huntley could imagine herself being a school administrator and returned to the School of Education to earn a master’s degree in education.

Making an Impact

These days, Huntley teaches special education at Frazer Pre-K-8 School in ���ϲ�����. She teaches all content area subjects to the 15 students in her class and every day is a challenge. “I teach them, listen to them, wipe tears, foster friendships and diffuse tense situations” she says. “I tell them the difference between Common Core lessons and life lessons.” Teaching in room 220 at Frazer School, Huntley says that on any given day you can hear her say, “this is not a 220 lesson, this is a life lesson.”

There is no doubt that Huntley is making a significant impact on her students. She wants to ensure that they are not only “school smart,” but “street smart.” “I talk to them about advocating for themselves, knowing when to walk away and the difference between right and wrong,” she says. “More importantly, I hold them accountable for their actions.”

Because Huntley grew up in ���ϲ�����, she knows firsthand the challenges that some students face. It is that understanding that gives her the ability to authentically guide them. “It takes more than relying on what was learned in school or navigating lesson plans to make a difference in students’ lives,” she says.

Huntley now has a doctoral degree in education from St. John Fisher College. “I knew I wanted a doctoral degree, but it seemed out of my reach, especially since I didn’t have any role models who encouraged me to begin my education at a young age.” Huntley says earning each degree was an accomplishment she never dreamed was possible. “Defending my doctoral dissertation and receiving final editor approval was the proudest moment of my life.”

Reimagining Her Purpose and Passion

Huntley reflects on her years of higher education and knows that she’s not quite done learning. She is back at the School of Education taking classes in pursuit of a Certificate of Advanced Study (CAS) in educational leadership. She dreams of becoming a leader in social justice in order to influence change in urban, marginalized communities.

“I did not want my childhood reality to be that of my children, she says. “I dedicate all of my hard work, blood, sweat and tears to my four amazing daughters. I finally earned my seat at the table and they bear witness to that.��I have four daughters and four degrees. I defied all expectations and you can too.”

Yusdanie Fernandez

Cuban native Yusdanie Fernandez, the son of a farmer and a teacher, lived in small town situated between the mountains and the sea. After completing high school Fernandez graduated from college with a degree in nursing and began his medical career as a neonatal intensive care nurse. Later he became an intensive care nurse in the cardiovascular unit.

In 2015, he completed his studies in medicine and became a doctor. His diploma came with an offer to provide medical services in the Cuban medical missions in Venezuela. “I was in a small indigenous town called San Carlos del Rio Negro,” he says. “It was in the jungle of the Venezuelan Amazon next to the Black River and was only accessible by plane. I was able to learn about the culture of the Yanomami Indians and offer them health services in a small hospital that had an emergency room.”

After a year in the Amazon, Fernandez arrived in Miami, Florida, with the help of a religious organization that assisted immigrants looking to resettle in the United States. He soon relocated to ���ϲ����� with the hope of continuing to work in the medical field. Currently, Fernandez manages an Embassy Suites Hotel while he navigates the process and paperwork necessary to become certified to practice medicine in the United States.

Rosa Gomez

Rosa Gomez received a bachelor of science degree in nursing from Calixto Garcia University in Havana, Cuba, followed by specialized training in the ICU. She earned a master’s degree focused on women’s health and has worked as a nurse for 26 years. Since arriving in ���ϲ����� three years ago, Gomez has been working as a medical assistant with the hope of earning the credentials needed to work as a primary health care nurse.

The dream of becoming a doctor came true for Alexander Gonzalez Delis when he completed his studies at the Superior Institute of Medical Sciences in Santiago de Cuba. With two post-graduate degrees in family medicine and one in ophthalmology, Delis worked in three different countries before coming to the United States. His exemplary work as a doctor earned him honorary citizenship in Brazil.

These three individuals and 11 others are sharpening their English language and written skills at the (ELI) through a partnership between University College and Le Moyne College. The Welcome Back Center at Le Moyne is part of the national which addresses the need for more culturally and linguistically diverse health professionals living in Central New York. The center was made possible through the Grant, which helps re-train foreign medical professionals.

Jordan Burns, the recruitment specialist in the ELI, says that the relationship with Le Moyne College was established to develop pathways for students to complete English language training to prepare them for college and careers. “Because of our existing relationship with Le Moyne, they requested we partner with them to provide training to these medical professionals,” says Burns. “We were able to develop an appropriate course of study for the students, test them and enroll them in a matter of weeks.”

“The purpose of the center is to help these students get re-certified in the United States so they can practice medicine again,” explains Liz McCaffery, director of the Welcome Back Center. “Developing the students’ English language skills is an integral part of their success and preparedness. The certification process is very complicated and expensive. If our students don’t speak English well, it’s difficult to navigate.”

Alexander Gonzalez Delis

McCaffery says that immigrants who want to become medical doctors in the United States have to register with the U.S. government as a foreign student through the Educational Commission for Foreign Medical Graduates (ECSMG). “The registration process can be cumbersome and there are a lot of steps.”

Delis says that despite his current medical skills, it’s been very difficult to join the health system in the U.S. “Since I’ve arrived in ���ϲ�����, I’ve been searching for opportunities to improve my skills,” say Delis. “The programs at Le Moyne and ���ϲ����� are making it possible to pursue my goals.”

Olga Oganesyan, assistant director of the ELI, says the participants are taking their learning experience very seriously. “The exam the students are required to take to practice medicine in the U.S. covers not only medical knowledge and terminology, but language skills as well,” she says. “The students are doing very well and are active participants.”

ELI instructor Michelle Sands says that the students are working to overcome barriers such as spelling, pronouncing and writing medical terms in the English language. While her students from Cuba spent several years studying English in medical school, they didn’t anticipate moving to the United States and therefore, did not always retain all of the information.

Sands’ students agree that reading comprehension is a difficult part of the medical board exam, specifically extracting the necessary information to finish within the time limit. “The students in my class are doctors or registered nurses,” explains Sands. “Their ultimate goal is to become certified to practice medicine in the United States.” The English language instructors at the ELI use a variety of strategies to help them achieve that.

“I’m very excited to be receiving this training that will open doors for me to continue to dedicate my life to health care,” says Fernandez. “My experience at the English Language Institute has given me resources I didn’t have.” He says that the ELI instructors consider the various cultures of their students when teaching them the different forms and rules of language. Other students in the program are from Haiti, Congo, Rwanda and Dominican Republic.

There are many aspects of living in the United States and Central New York that the medical professionals appreciate. Fernandez loves living in ���ϲ����� where the lakes and forests are enhanced by the rich history of the region.

Rosa appreciates visiting downtown during the summer while working to obtain the tools she needs to become a nurse. Gonzalez says that being part of ���ϲ����� is one of the best things that has happened in his new life in America.

Each one of them appreciates the opportunities afforded them through the programs offered at Le Moyne College and University College’s English Language Institute.

Elijah Harris Jr. Photo credit: ���ϲ�����.com

Elijah Harris Jr. was known throughout ���ϲ����� as a man who shared his passion for music with those around him. Anyone walking near the ���ϲ����� campus would encounter Harris who always had a smile on his face and a guitar in his hands. Harris could often be found on Marshall Street serenading people passing by and telling jokes. “His love of music started when he was 8 years old,” says his daughter, Lakisha Harris. “He started playing the guitar at the age of 11. He wanted to spread harmony and his musical gift with everyone.”

In April 2020, Harris was killed while riding his bicycle in a double hit-and-run crash on the city’s South Side. Family, friends and acquaintances were shocked to learn of his death and the circumstances surrounding it. Lakisha wants people to remember not how her dad died, but that he was an amazing artist who put his heart and soul into every performance.

“My dad encountered many struggles throughout his life, but he stayed committed to his music and his journey to touch as many people as possible,” she says. Harris, one of nine children, says her father was very devoted to his family. After performing and sharing his talents with the community, he would go home and entertain them. “He would share his music with his children with the same energy he had on the streets,” she recalls.

While Harris played his guitar at various locations throughout ���ϲ�����—outside the Dome, in front of the Landmark Theater or Civic Center, or NBT Stadium—Lakisha says he especially loved playing near the ���ϲ����� campus. “He loved ���ϲ����� and appreciated the love he received back from those he met. The University embraced my dad with open arms from the very beginning, so when my family wanted to create a lasting memory, we chose to establish a scholarship at ���ϲ����� as a way to honor him and say thank you.”

Daughter Lakisha Harris holds a photo of her father, Eli Harris, a U.S. Marine who served in the Vietnam War

“Anyone who knew Eli or heard him play understands the power of music, especially music shared openly and freely,” says Michael Frasciello, Ph.D., dean of University College. “University College is honored to be part of his legacy of humor, love and joy. The Eli Harris Scholarship will ensure that ���ϲ����� part-time students have the opportunity to study and share music as only he could imagine.”

The Eli Harris Scholarship will provide financial assistance to part-time undergraduate students studying music or a related field.

In 2019 Harris won the Founders Award during the ���ϲ����� Area Music Awards. It was an honor that reflected the positive impact he had on the ���ϲ����� community.

“My father would be as excited and proud of this tribute as he was when he received the Founders Award,” says Lakisha. “With the establishment of this scholarship, the family wants to ensure that his legacy will live on. “We want students to know that if they are determined, they can accomplish great things.”

The family is planning a celebration of Eli Harris’ life in April 2021. The event will be free for the community and feature music, food and other activities. For more information on participating in the event, contact Lakisha at elialleyway@yahoo.com.

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

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

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

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

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

Without having to leave the comfort and safety of home, faculty and staff can take a variety of noncredit courses at the reduced rate of $344 through . Visit . The online courses will be taught by current ���ϲ����� faculty and instructors.

Each four-week course has a weekly evening live session with asynchronous content between sessions. There are over 20 different topics to choose from, including health care, forensic science, short story writing and personal documentary filmmaking. Attendees can strengthen their skills, learn a new craft and increase their knowledge base.

“Our ���ϲ����� faculty and staff have shown tremendous resiliency and flexibility during the last several months, making the success of our students their first priority,” says Michael Frasciello, dean of University College. “Alumni College is another way for our Orange Community to stay engaged through continuous learning.”

Registration for Session I ends June 29. Registration for Session II ends July 27.

For more information about Alumni College, email parttime@syr.edu.

Bethaida “Bea” González

When Bethaida “Bea” González came to ���ϲ����� at age 3 from her birthplace of Cayey, Puerto Rico, her family settled in an apartment on Adams Street, on the periphery of the ���ϲ����� campus. She had no way to know then how much the University—and the City of ���ϲ�����—would become a part of her identity.

When González retires on July 3, she concludes more than four decades of service in higher education and continuing education administration. Most of those years were spent at University College of ���ϲ����� (UC), where she rose through the ranks to become dean of the college. For the past three years, she has been the University’s vice president for community engagement. In that role, she has used her lifetime of community involvement, strong relationships and years of distinguished public service as an elected official to energize and strengthen the connections between ���ϲ����� and the greater ���ϲ����� community.

Settling in ���ϲ�����

The oldest of six children, González and her family moved back and forth between Puerto Rico and ���ϲ����� often during her elementary school years. The family settled permanently in the city during her middle school years. In her first election, she became president of her senior class at Corcoran High School, beating out a baseball player at what was then a very baseball-focused school community. “I was a disruptor for sure,” she says.

It was during those middle and high school years that she became invested in her community in many ways. “I was a product of all of the War on Poverty programs,” she says. She was one of the first children in the country who benefited from Head Start programming and participated in Upward Bound, a program that helps prepare students for college. She was a member of the Neighbor Youth Corps, which provided teenagers with summer employment opportunities. At 14, she worked as a fire prevention educator, teaching elementary school kids about fire safety. In that role, she worked with Deputy Chief Rudy Duncan Sr., one of the first African American deputy fire chiefs in the City of ���ϲ�����.

During those formative years, some of González’s greatest lessons came from watching her parents engage in the greater community. They were activists who took part in the Model Cities movement and were founders of the Spanish Action League. Her father was an early member of ���ϲ����� United Neighbors.

Bethaida “Bea” González

“In many respects, I was really blessed to have opportunities and experiences with interesting people who were really committed to community in the way they lived their lives and the work that they did,” she says. “For me, life is not transactional, it’s about building relationships.”

After graduation from Corcoran High School, González went to SUNY Binghamton through the Higher Education Opportunity Program. She stayed on there for eight years as a counselor in the HEOP program until coming back to ���ϲ����� in 1984 to be closer to her family.

University College—A mission of access and inclusion

González came to ���ϲ����� as an academic counselor at UC. The college was a special place in the life of her family. Although neither of her parents had a high school diploma, they were able to participate in and benefit from UC programs to further their education. Both took courses at the college’s English Language Institute. Her mother participated in an Opportunity Program in the 1960s, which focused on providing professional development to paraprofessionals in the community. González herself was a first-generation student and HEOP alumna. “I know firsthand the benefits that UC programs have,” she says.

During her tenure at UC, from academic counselor to associate dean, interim dean (2004) to dean (2007), González focused on providing the best possible education and experience to students—first-generation students, part-time students and veterans—through programs that met their unique needs.

“I always saw UC as a mission-driven organization within the University with a very clear mission of access and inclusion,” González says. “UC has a history within the field of adult higher education for being an early adapter. I tried to be really true to that mission of creating opportunity through educational programming appropriate for the population.”

She also credits the people she has worked with over the years, both at UC and around the University. “I worked for great leaders and I learned so much from the people that came before me,” she says.

Is there any one student or experience from her time at UC that sticks out in her mind? “They all do,” González says. She remembers running into a former high school classmate in the lobby of UC. While both had gone to college at the same time, the woman was not able to finish her college education. She was at UC to start down the path to completing her education. She did just that, going on to earn a bachelor’s degree and master of social work degree.

“Four years ago, I got a letter from her son saying ‘thank you,’ because when his mother took the steps and the path to come back and finish her degree, it changed the entire family’s trajectory,” González says.

UC Dean Michael Frasciello says to know González is to understand her fearless and unwavering commitment to educational access and opportunity.

“I witnessed the power of Bea’s beliefs shortly after I joined University College. We were ‘debating’ how best to press University leadership to permit strategic expansion of online undergraduate programs. With her signature-measured tone, Bea concluded, ‘We will not do this—I will not do this—if it introduces another barrier to entry or obstacle to completion for our students. Show me that we can get online students in and over the finish line with the same quality, dignity and respect that we provide to our residential students, and I’ll support this.’

Bethaida “Bea” González, right, and a University College graduate

“Bea’s philosophy of service to non-traditional student populations is simple yet impactful: Remove as many barriers as you can, then create the conditions and opportunities that allow students to outlast the barriers that remain. Do that aggressively and respectfully, and you will succeed,” Frasciello says.

UC has played a special role in González’s family’s life in more ways than one. She met her husband, Michael, on a blind date at a college event in 1986. “He has been a part of my amazing journey,” she says.

A distinguished record of public service

González won her first election in the senior year of high school, but didn’t think of elected office again until January 1991, when then-���ϲ����� Mayor Tom Young appointed her to fill a vacant position on the ���ϲ����� City School District board. She ran for the seat in November of that year. “Between January and May I had to learn how to build a campaign, run a campaign and win a campaign, and learn to be a school board member because I was already appointed,” she says.

Being a school board member is a challenging job. “When parents come to you with a school issue, it is very personal and emotional because it is about their children,” González says. “We were dealing with major disparity issues, funding issues, physical plant issues, all while trying to ensure the best possible experience for more than 20,000 students.”

González completed a four-year term on the school board but decided not to run for reelection to focus on raising her son, who was still young at the time. “I needed to make the choice to take care of my family first, but I said I would be back when my son goes to college,” she says. Her son, Nick, graduated from college in 2000, and, true to form, the phone call came. González was asked to run in the 2001 election for president of the ���ϲ����� Common Council.

She ran and was elected, becoming the first Latino/a elected to the position. At that time, the council was dealing with a host of issues—a proposed curfew, the city schools, Destiny USA, the Midland Avenue sewage treatment plant and ongoing environmental issues with Onondaga Lake. She balanced her role as Common Council president with her full-time position at UC. In both roles she focused on the same mission—service to the community. “At City Hall, I totally focused on constituent service, which is what I did at UC as well, focused on student service. I really didn’t change my philosophy,” she says.

González has also had a great impact on the City of ���ϲ����� through her service on a wide range of community boards. In 1990, University Trustee and community leader Judy Mower ’66, G’73, G’80, G’84 and fellow community leader Chuckie Holstein co-founded Leadership Greater ���ϲ�����, a leadership development program. They turned to González to help ensure that the program engaged all people. “We wanted someone to help us keep our values in front of us,” Mower says. “That person was Bea.”

Mower also worked with González on the board of the Rosamond Gifford Foundation. They were two of three community members brought onboard to help overhaul the grant-making organization and make it more broadly focused and community based. “Bea is a joy to work with,” Mower says. “She is quick to laugh and fun to be with, but she is also quick to respond or challenge when a remark or proposed action is not made respectfully.”

Connecting the University and ���ϲ����� communities

González was named special assistant to Chancellor Kent Syverud in 2015. In that role, she worked with diverse groups across campus.

“Bea has been a champion of our community, and of students from a wide range of backgrounds and experiences, for nearly four decades,” says Chancellor Syverud.�� “I am proud to know Bea and to have worked with her. This institution has learned a lot from her over the last 36 years. And we will be good students, as she would demand, and continue to honor that collective wisdom.”

“For more than 30 years, Bea’s vision, strategy and dedication created the opportunity for thousands of students to attend ���ϲ�����,” says J. Michael Haynie, vice chancellor for strategic initiatives and innovation. “Her passion for our community is unmatched and she is truly a trailblazer. I thank Bea for her tireless devotion to our University, our neighbors and our city. We will miss her deeply as a colleague and friend.”

Bethaida “Bea” González speaks with ���ϲ����� City School District students.

Keith A. Alford, the University’s chief diversity and inclusion officer, has known and interacted with González since he came to ���ϲ����� in the mid-1990s. “Bea is an original and a true pioneer in so many ways. She has always been a staunch champion of social justice, a voice that has boldly helped move our campus and community forward,” he says. “When I think about how ���ϲ����� has benefited from her magnanimous influence and intentional focus on diversity, equity, inclusion and accessibility, I smile with gratitude.

“I am enormously appreciative of the many efforts Bea has put forth to not only elevate discourse associated with diversity and inclusion, but to actively secure structural changes that have made our University more just and equitable,” Alford says.

González became the University’s vice president for community engagement in 2017. In that role, she works closely with Haynie, Interim Vice Chancellor and Provost John Liu, and the University’s academic deans and faculty on a variety of program development initiatives directly related to the University’s effort in community outreach, and consultative services to employers and government agencies.

“Community engagement is about taking and leveraging the needs and desires of our community and the needs and desires of our students and our staff and our faculty for the benefit of each,” she says.

One of the first things that González tackled in her new role was the perception that access to ���ϲ����� is hard to gain for members of the greater ���ϲ����� community. Even though she is deeply connected to the broader community, González went on a listening tour. “I just wanted to hear what people had to say,” she says.

She found a need to build a stronger connection to the student resources at the University and to better prepare students to work in the community. That required partnerships with the Shaw Center, Hendricks Chapel and the Division of Enrollment and the Student Experience, and partnerships with the schools and colleges that were doing community placements. She started a conversation across all of these populations, now known as the Community Engagement Roundtable, to discuss shared goals and values and to encourage authentic and respectful engagement in the broader community. Efforts are also underway to connect the community to student volunteers through the Handshake platform.

One of the community engagement initiatives that González is most proud of is the Building Local strategy, which encourages the entire campus community to build local, hire local and buy local. González and Chancellor Syverud visited with community-based organizations to explore how connections could be made. On a visit to Catholic Charities, they discovered the organization has a commercial kitchen certificate program. González connected Catholic Charities with the University’s Office of Human Resources, which resulted in the hiring of community members to fill open positions in Food Services.

Other community organizations have since been added to the initiative, and 82 community members were offered positions at a job fair last July. A procurement fair last year was another piece of the puzzle. “We have opened up that door and started to rethink how we do business to level the playing field and to create opportunity.”

González has also been working with the Office of Admissions and the ���ϲ����� City School District to begin visits to campus for district eighth graders. “I kept hearing that our kids don’t know that ���ϲ����� is real for them even though we have programs such as Say Yes to Education,” she says. “This is aimed at putting the option in their minds.” She has also laid the groundwork for University departments such as Information Technology Services, the Department of Public Safety and Campus Planning, Design and Construction to engage in mentorship opportunities in local schools.

It’s never a straight line—and pay it forward

As someone who has dedicated her career to helping students overcome challenges and preparing them for their world beyond the University, González has some advice for recent graduates who are entering the working world at a very challenging time.

“You have all the right skill sets, the time management skills and the problem-solving skills,” she says. “You need to continue to invest in yourself. I waited to be invited … don’t wait. It is nice to be invited, but it is okay to invite yourself.”

González also encourages students to invest in their communities and in others. “It’s really important that we pay it forward because none of us achieved anything by ourselves,” she says.

Once she retires, González plans to catch her breath and decide what her next step will be. She will continue to serve her community, including through new board positions with the Central New York Community Foundation and the Onondaga Historical Association. “I’ll stay connected,” she says.

And, no doubt, she will continue to run into people whose lives she helped transform during her years at ���ϲ�����.

“���ϲ����� has allowed me to really follow my dreams of helping my community,” she says. “It was a perfect match.”

Without having to leave the comfort and safety of home, friends of ���ϲ����� can take a variety of noncredit courses at an affordable rate through . The online courses will be taught by current ���ϲ����� faculty and instructors.

Each four-week course has a weekly evening live session with asynchronous content between sessions. Asynchronous learning applies to various forms of digital and online learning in which students receive additional instruction outside the scheduled classtime. There are over 20 different topics to choose from, including health care, forensic science, short story writing and personal documentary filmmaking. Attendees can strengthen their skills, learn a new craft and increase their knowledge base.

“Our alumni and friends of SU are Forever Orange,” says Michael Frasciello, dean of University College. “Alumni College is another way for our community to stay engaged and remain connected to our magnificent university. This initial catalog of courses will expand as our alumni seek broader opportunities to continue transforming lives with a ���ϲ����� education.”

“Alumni College offers wonderful options for our graduates to maintain a connection to ���ϲ����� while continuing their quest for new knowledge,” adds Matt Ter Molen, chief advancement officer and senior vice president. “We’re thrilled to be launching this program and believe it stands as a clear example of how we’re adapting both the student and alumni experience to meet the needs of a changing world.”

For more information about Alumni College, email parttime@syr.edu.

Michael Frasciello

is the dean of University College.

In a commentary for E-Learning Inside, Frasciello examines the “build vs. buy” dilemma when launching successful online degree programs. But he writes that the two options are not mutually exclusive. To read the full op-ed, go to .

���ϲ����� media relations team members work regularly with the campus community to secure placements of op-eds. Anyone interested in writing an op-ed should first review the University’s op-ed guidelines and email media@syr.edu.

ELI instructor David Patent teaches Textual Communications (Reading and Writing) online to level 2 students.

They traveled to the United States from seven different countries to learn English in an academic setting at ���ϲ�����’s (ELI). Socialization and cultural immersion are a significant part of the program, but beginning on March 23, more than 60 ELI students from across the globe lost those features of their American experience.

Due to the COVID-19 pandemic, students and instructors had to change the way they learn, teach and socialize. Instead of visiting Niagara Falls and other local landmarks that are highlights of the ELI’s program, students are isolated in dorm rooms and off-campus housing. Only four of the ELI-enrolled students were able to return to their home country before the borders were closed to international travel.

In an effort to adhere to the social distancing directives from the Governor of New York State, ELI instructors had to deviate from their standard teaching practices in creative ways and keep the students engaged in order to minimize their restlessness and loneliness. The international students had to adjust to the isolation and the absence of interaction with fellow students who understand what it is like to be away from their home country.

“Many students express their disappointment that their long-awaited ‘American experience’ has been altered and expectations lost because of social distancing and shutdowns,” says ELI instructor Rebecca Mindek. “But it amazes me that, at the same time, they still remain thankful for the quality of instruction they are receiving through online learning.”

ELI instructor David Patent says research shows that learners who exhibit strong self-efficacy are more likely to adapt to online learning than those less confident or with less experience monitoring their own learning. “That certainly has been the case in my class,” he says. “Those students who stay organized and asked clarifying questions generally perform as well or better in an online format than in the face-to-face classroom.” Patent said that while moving to an online format of learning was highly disruptive, he found that the good habits many students started to develop during the first half of the semester or previous semesters allowed them to more easily adjust to the change.

“All students are impacted by stress, but theory has proven that a language learner’s success is particularly vulnerable to psychological factors, especially during a disruption such as COVID-19,” adds instructor Amy Walker. “Therefore, low stress is the key.” Walker said that ELI instructors are playing an increased role in managing students’ mental health by fostering conditions that enable them to relax so they can easily participate in and benefit from the institute’s lessons. Creating a discussion board has helped her students process and share their feelings about the upheaval in their lives.

Instructor Michelle Sands teaches Accuracy (Grammar) to level 2 students enrolled in the English Language Institute.

Jiacheng Li, from China, said that since classes transitioned to online learning, he has experienced a lot of warmth and kindness from the staff and faculty at ELI. “Every day the instructors ask about the situation of our families in our home countries,” he says. “I really appreciate their efforts and concern and will always remember it.”

ELI instructor Olga Oganesyan says it’s important to help the students adapt to life in the U.S., especially since their experience has been altered. “It is crucial to understand cultural difference,” she says. “Our job is to teach students how to be understood in a new culture.” As an immigrant and a non-native speaker of English, she can relate to her students on a different level. “Telling them stories from my personal experience of adjusting to life in a new culture builds stronger instructor-student connection and motivates the students,” she explained. Oganesyan said that the ELI functions as a home away from home. “Many of our students are young adults that are far away from their families for the first time. Creating a warm and comfortable environment is necessary for their successful adjustment and academic success in the U.S.”

While managing their classwork, connecting with their families is critical and gives students and parents reassurance that they are all safe. Qingqing “Jessica” Hu, from China, connects with her family via phone and video calls on WeChat. “We talk about my studies and what is happening,” she says. “They focus on my safety and health and remind me to wear a mask when going out.”

“I have always kept in touch with my parents and relatives in my home country,” says Li. Since the pandemic, his contact with them has increased. “I am able to video chat with them each night before I go to sleep. I update them about the situation here in ���ϲ����� and what is happening across the United States.”

As a graduate student, Li does not live on campus, so he no longer has face-to-face contact with the other ELI students. He limits his travel to grocery stores to pick up necessities. “The hardest thing about the past weeks is the need to adapt to the new self-isolated lifestyle.”

Overall, students are managing the adjustment to online learning and the mandate of isolation and social distancing. Patent advises other instructors teaching international students to prepare short, recorded tutorial videos to help them acclimate to the culture of the program. “The videos might introduce syllabi, salient content and language objectives and tips for keeping organized and being responsible for their own learning,” he says. Resources such as these are then available for students to refer back to as needed.

“When the pandemic outbreak came to New York City, ���ϲ����� responded quickly and immediately formulated safe, thoughtful and effective measures,” says Li. “I’m very grateful for the efforts made by the University and the ELI.” Li says that as a student from China, he knew the severity of the virus that was spreading across the world. “There are no borders when facing a worldwide disaster. Everyone is a part of the same family on our planet,” he says.

These three students were part a of pilot program created through a partnership between University College and the School of Education. The Prior Learning Assessment (PLA) program evaluates students’ knowledge gained through professional experience to determine if they qualify for college credits. The online pilot program took place in fall 2019.

Blaine Moore

Moore has a wide range of knowledge and experience from his work in the military as a tactical air control party specialist (TACP). He has also worked for various building contractors that specialized in commercial diving, geothermal heating, electrical, plumbing and carpentry. Moore earned an associate’s degree in strategic operations management from the Community College of the Air Force. Currently, he has specialized skills as a joint terminal attack controller (JTAC). To qualify for the position, Moore went through extensive training, including the U.S. Air Force TACP Apprentice Course, the U.S. Air Force Basic Survival School, the U.S. Army Basic Airborne Course and the JTAC Qualification Course.

Moore learned about the PLA program through a friend at the University. Because his goal is to obtain a bachelor’s degree, he thought the program was a great opportunity to examine his current and past experience.

“Along with the assignments and discussions, the course provides in-depth models and tools that allow you to go back through the years and retrieve prior learning experience,” says Moore. “Those exercises were very valuable, and I learned the importance of properly documenting the valuable skills and knowledge I’ve obtained in my life.”

Moore says that the course being offered online was an added benefit. “At the time of the course, I was deployed in support of a NATO mission in Eastern Europe and unable to be on campus.”

Cuevas was also pleased that the course was online. “It allowed me to balance work, life and school and not feel overwhelmed,” Cuevas says.

Cuevas is a sophomore in the bachelor of professional studies program at University College. His first professional position was as a customer service liaison for the Statue of Liberty and the Ellis Island Ferry service. He has also worked in various positions in the retirement savings field.

Vincente Cuevas

“One rarely thinks of their professional experience translating into college credits unless you are challenged to do so,” says Cuevas. “Once you reflect and acknowledge the professional competencies you’ve garnered over the years, you can truly appreciate your previous experiences.”

Cuevas says instructors Jason Curry and Jason Scharf guided him and encouraged him to think about his capabilities, skills, aptitude and talents. “They challenge you to dig deep. I never would have presumed that my previous experience as a retirement savings associate taught me how to actively listen to my customers and co-workers,” he says.

“The courses in this program were among the most valuable I’ve ever taken,” adds Welker, who has worked at ���ϲ����� for over 15 years. In her work as an evaluator in the School of Education, she has had a great deal of experience that is translatable to college credits.

“Through reflection and guidance, the students create a portfolio that can be used to request certain college credits that may apply toward their program of study,” explains instructor Jason Scharf. “The portfolio equips students with tangible, well-documented evidence of their past accomplishments that can be used for future educational and professional pursuits.”

Mary Welker

“You are challenged to think about things from other points of view, and as you go through the exercises, you develop intellectual traits of confidence, fair-mindedness and perseverance,” says Welker.

Welker says that upon reflecting on her own past learning experiences her understanding of the phrase “learning” doesn’t just happen in the classroom or office. “As a mother of a child with learning disabilities, you become an expert in learning disabilities. As a mother of a child with an autoimmune disease, you become an expert in that area as well,” she explains. “These experiences require research, management and communication skills—all which are required in college classrooms.”

“The course provides you the tools to think retrospectively and proactively,” adds Cuevas. “You are able to take these experiences and use them to enhance your value as an employee and as an individual. You begin to see your self-worth and how much you bring to the table as an individual contributor in every part of your life.”

The three-credit Prior Learning Assessment course is taught in an eight-week format completely online with one live session each week. It will be taught in the Fall 2020 semester. For more information call 315.443.3261 or email parttime@syr.edu.

Jeffery Mangram

The University College Commencement Celebration for part-time students will take place on Thursday, May 7, at 6 p.m. at the new National Veterans Resource Center at the Daniel & Gayle D’Aniello Building.

Jeffery Mangram will be the keynote speaker. Mangram is an associate professor in the School of Education specializing in social studies education and media literacy. He is also co-director of the media and education master’s degree program, offered jointly by the School of Education and the Newhouse School.

Additionally, Mangram has taught his Media and Democracy course in the ���ϲ����� Summer College Program for a decade. The Charles Hayden Foundation has donated $1.2 million over 10 years to support this work. He and his team recruited rising high school seniors of color from New York City Public Schools and brought them to campus to take classes for six weeks with the goal of preparing them for the rigors of academic and social life on a college campus.

In 2018, Mangram was appointed a Provost’s Faculty Fellow by Vice Chancellor and Provost Michele G. Wheatly. In this role, he engages the faculty around inclusive teaching, discussing such matters as equity, access and diversity.

Mangram holds a B.A. in policy studies/political science, an M.S. in social studies education and a Ph.D. in Teaching and Leadership, all from ���ϲ�����.

For more information on University College’s Commencement Celebration visit: .

Ben Vasquez ’18 and his mother Sandra Vasquez present a check to Dean Michael Frasciello. The Vasquez family created a scholarship for part-time students studying in a mental health related field in honor of Vasquez’s sister.

Ben Vasquez ’18 and his sister Lauren shared a passion for helping others. Ben’s leadership skills and altruism shine through each day in his role as a police officer with the Village of Waterloo. Lauren also had a positive influence on those around her, through her acts of kindness. “She had a deep impact not just on her family and friends, but on everyone who crossed her path,” says Vasquez. “I remember when she was a student at Monroe Community College, she used her limited funds to buy another student a winter coat. That’s just the type of person she was.”

Vasquez, who received a bachelor’s degree in creative leadership from ���ϲ����� through , was recognized for his outstanding public service when he received the Chancellor’s Award for Public Engagement and Scholarship. He was the first part-time ���ϲ����� student to receive this prestigious honor. Since graduating from the University, he has gone on to earn a master’s degree in homeland security from George Washington University. Vasquez received several notable accolades throughout his academic and professional career, including his recent appointment to the Board of Ethics Committee for the City of Geneva, New York. But what drives him now is keeping his sister’s memory alive. Lauren took her own life in June 2018.

“My sister suffered from bipolar disorder and depression,” says Vasquez. “She was one semester away from completing an associate degree from Monroe Community College, and her dream was to attend ���ϲ�����.” To honor her memory, Vasquez and his mother, Sandra, wanted to help make the dream of a ���ϲ����� education possible for others. They established the Lauren E. Vasquez Scholarship Fund in her name. The scholarship provides financial assistance to a part-time undergraduate student who is studying in a mental health-related field. The funds are used to assist with the costs of tuition, books and other school-related expenses.

The first recipient of the award is Dinnah Dalton, a junior who is majoring in psychology with a minor in women’s and gender studies in the . Dalton, 56, is grateful for the financial support that has made it possible to pursue the career she’s always dreamed of. “I’m retired, but I feel like I’m finally doing what I was born to do,” she says. “I work hard to keep up my GPA because I hope to eventually earn a Ph.D., and that will give me the edge I need to really help individuals who are dealing with difficult issues.”

Vasquez says that that the scholarship fund will help students of all ages unlock their potential and fulfill their dreams. “Earning a degree from ���ϲ����� was one of the proudest moments of my life and opened more doors for me than I ever imagined,” he says. Looking back, he credits his time at ���ϲ����� for his success today—and his plans for the future. He has applied to ���ϲ�����’s College of Law for the fall semester.

Vasquez said that he and his mother knew that starting this scholarship would be a lasting tribute to his sister. “This scholarship established in Lauren’s name carries on her legacy of helping others by assisting students at ���ϲ����� as they earn a quality, life-changing education,” he says. “A degree is something you will cherish for the rest of your life—like we will cherish Lauren’s memory.”

Williams began his career at the University as the assistant director of SU Abroad before becoming associate director of graduate studies in Maxwell’s International Relations Program. In 2009, Williams accepted a leadership position for the Maxwell School in Washington, D.C., serving as the assistant dean for Washington Programs. In this role, Williams led 200 students, 24 faculty and four staff members at the off-campus academic center. He reviewed and coordinated all aspects of the curriculum for graduate and undergraduate programs focused on international relations and public policy. Williams also managed and developed Maxwell partnerships with the Center for Strategic and International Studies (CSIS) and proposed and directed the Maxwell-CSIS Washington-based executive master’s program in international relations.

“Ryan brings to University College a broad knowledge of the University’s academic policies and protocols, a depth of experience designing innovative curricula, and a record of leadership and success building and implementing academic programs,” says Michael Frasciello, dean of University College. “With Ryan on our team, we are better positioned to execute the next phase of our institutional strategy to dramatically expand the University’s online programs portfolio.”

Williams earned a bachelor’s degree from Nazareth College of Rochester, a master’s degree in law and diplomacy from the Fletcher School of Law and Diplomacy at Tufts University, an M.B.A. from the Institut Supérierur Des Affaires, Hec School of Management in France, and an M.A. and Ph.D. in political science from the Maxwell School.

Mai Nguyen

As an English teacher in Vietnam, Mai Nguyen knows firsthand the crisis in the education system in her country. Her mission now is to call attention to the issue by bringing awareness to the relationships between teachers, parents and students in order to affect change.

Nguyen, who is a Fulbright Scholar, spent four weeks this summer in the English Language Institute (ELI) graduate studies program administered by University College. When the program required a research project, Nguyen knew exactly what she would explore—“Creating a Happy Educational Environment in Vietnam.” In her presentation, Nguyen talked about the disintegration of the education system due to miscommunication, violence and immense public pressure. Mental health issues, achievement syndrome and suicide among students are just a few of the topics Nguyen highlighted. Her poster project was presented to fellow students, instructors and administrators across campus.

Nguyen is now a graduate student in the School of Education majoring in teaching and curriculum. While her poster project is now hanging in her room, her research has been made available to a global audience through a partnership between the ELI and the ���ϲ����� Libraries.

is an electronic database maintained and run by the Libraries. Its purpose is to utilize , a free repository of research articles available to readers across the globe. The database is available to faculty, students, alumni and authors who are, or were, affiliated with the University. “Other databases that are licensed through collections are not available to those who are no longer or have never been affiliated with ���ϲ�����,” says Amanda Page, open publishing and copyright librarian. She and her colleagues Tarida Anantachai and Deirdre Joyce spent months collaborating with the ELI staff and instructors to develop this pilot project. Graduate students Prathamesh Datar and Euphemia Brewer Fasama also assisted in the development.

“It’s a great resume builder and because the students’ works were published as open access, they will retain all copyright of their posters and research,” says Page. “This project helps the students when they go on to another college or university. It gives them a head start—they’ve done the research, cited their sources correctly and had it published.”

“For international graduate students like Mai Nguyen and her fellow Fulbrighters, providing this opportunity to publish their ideas on a platform like SURFACE is extremely motivating,” adds ELI Director David Lind. “By making these ideas accessible and free to anyone, anywhere in the world, ���ϲ����� Libraries is doing a great service to international education.”

Nguyen’s first graduate course this semester was Understanding Educational Research. Through her poster project in the ELI, she was able to share what she learned with the hope that one day, she’ll return to Vietnam and contribute something to the educational system. “This project reminds me why I’m here,” she says. “This is a global topic. For many in education, there needs to be mindfulness in teaching, learning and communicating.” Nguyen says that mindfulness is just one of the solutions to a better system of education. “If the people in Vietnam, especially the parents, know about a situation they will have greater awareness of some of the issues students face.”

“Collaborating with the ELI and all of the contributors on this pilot project has been a joy,” says Anantachai, who is an outreach librarian.��“It’s been really exciting to come together and expand the scholarly opportunities of this program, and especially to support the inspiring research and contributions of the Fulbright Scholars in the process.”

SURFACE, ���ϲ�����’s repository for local and global readers, was launched in 2010. ���ϲ����� Libraries’ Open Publishing Team is committed to providing all students, faculty and staff access to the resources and services needed to publish their research.

The , established in 1979, provides a pathway to achieving English language proficiency. It delivers English courses for many purposes, including academic, business, general and law, and can customize courses for cohorts of students from across the globe.

Participants from a past session of the IT girls program.

The is shifting from a 27-hour weekend program��managed��entirely��by the iSchool to one of a longer duration whose administrative details are being coordinated by ���ϲ�����’s program. It Girls will be available as a two-week academic program experience when the summer session begins in June 2020.

The changeover permits iSchool faculty, staff and students, who have been hosting the weekend event in entirety, to focus exclusively on creating and delivering an extended version of the program’s IT content. University College, which oversees the Summer College program, will assume all program administrative and operational responsibilities.

The expanded model will provide a more in-depth academic experience for participants, according to Stephanie Worden, assistant director of undergraduate recruitment at the iSchool and Christopher Cofer, executive director of Summer@���ϲ�����.

Introduction to Information Technology

The iSchool developed the��It Girls program in 2011 to create a pathway for high school girls to have an introduction to the field of IT and consider it as an academic and career path. The program packed a college orientation and campus tour, faculty-led mini course, team hackathon event, inspirational speakers and social activities into a 27-hour schedule.

Participants could become acquainted with iSchool staff, faculty, current students and alumni who work in the field, and become informed about the School’s academic offerings. Another essential element was the connection to women who have been successful in the field, Worden said. More than 700 young women have enjoyed the experience since the program’s start.

Those elements will continue as part of the new offering, however, the longer format will permit students to experience a more realistic sense of college life while increasing their exposure to classroom activities and time dedicated to IT-focused learning.

“University College is excited to partner with the iSchool to offer It Girls in Summer College,” added Cofer. “We believe in its mission and love supporting this partnership. The infrastructure Summer College has within University College is the place for the It Girls program simply because that is what we do; our sole focus year-round is designing and delivering these types of programs to high school students, so it’s a perfect match,” he said.

“It was clear that as the information industry expands and becomes more prominent in peoples’ lives, we needed to show future students an expanded experience reflective of current academic and career possibilities,” Worden said.

Summer College’s “Mini University”

Summer College at ���ϲ����� has hosted about 700 high school students for more than 60 pre-college credit and non-credit study programs and campus immersion experiences each season, Cofer said. On-campus and commuter student attendees originate from 35 states and 25 countries.

The pre-college program operates as a mini university, administering all essential services, including a two-day campus orientation, housing and dining services, and staffing student living, health, registration and academic affairs operations.

“Summer College attendees experience significant personal growth, a heightened sense of readiness for college, more excitement about the college experience and an understanding of what it takes to succeed in college-level courses,” Cofer says. “It’s a very positive experience for them. They say they want to stay longer and that they love ���ϲ�����.”

Summer College celebrates its 60th year in 2020, with programs varying from one to six weeks in duration. Summer College offers scholarships and financial assistance. Worden said that scholarship assistance will be available to qualifying students.

It Girls will run this summer in Session I from June 27 through July 10. The program joins four other Summer College course offerings whose content is provided by the iSchool, including:

Online applications for Summer College open Dec. 16. More information is available at .

On Wednesday, Oct. 23, Beth Baldwin, daughter of Carol Baldwin, stopped by UC for a photo opportunity with the staff wearing pink. Baldwin serves as the executive director of the fund. All proceeds raised in Central New York stay in the local community.

University College staff members wear pink in support of Breast Cancer Awareness Month. Beth Baldwin, executive director of the Carol M. Baldwin Foundation, is pictured on the second level, far right.

“Numerous staff members at University College requested that we support this cause,” said Eileen Jevis, communications manager, noting that several UC staff members have battled this disease and many more have had friends and family members affected. “The staff embraced the initiative and were generous in their support. We are thrilled to be able to give the Carol M. Baldwin Foundation this donation, that was collected in just one week of fundraising.”

Pink ribbons adorn the wall of the University College office. The ribbons helped UC staff raise $775 for the Carol M. Baldwin Foundation.

Breast Cancer Awareness Month is a worldwide annual campaign that takes place in October to highlight the importance of breast awareness, education and research.

From left to right: Hannah Tripp (3rd grade), Amanda DeSantis (librarian), Kuricheses Alexander (vice principal), Julia Yeattes (AIS reading teacher), Serenity Stroman (3rd grade), Jahmeir Hardy-Thompson (3rd grade).

On Oct. 8, University College (UC) presented a wooden rocking chair to the library at Dr. King Elementary School in the ���ϲ����� City School District. The chair is in memory of Margaret Charters, Ph.D. who established and managed a community reading program at the school. Charters was a tireless advocate of civil rights and community service and received many awards, including ���ϲ�����’s Martin Luther King, Jr. Unsung Hero Award for Community Service. After completing her Ph.D. in 1973, she became a professor in the School of Education at ���ϲ�����, where she taught until her retirement in 1995.

Charters was the wife of the late Alex Charters, Ph.D., who was known as the founding father of adult education. Alex Charters served as dean of University College from 1952-1964.

UC is proud to honor Margaret Charters who made a significant and lasting impact on literacy in Central New York.

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

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

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

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

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

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

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

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

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

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

These 10 sergeants major stationed at Fort Bliss in Texas have begun work on master’s degrees in instructional design, development and evaluation (IDD&E) offered fully online through the School of Education.

As thousands of students began classes at ���ϲ����� this week, 10 sergeants major stationed at the academy at Fort Bliss, Texas, also joined the Orange Family. They are part of the U.S. Army Sergeants Major Academy Fellowship Program, and through a partnership with ���ϲ�����, the fellows will complete master’s degrees in instructional design, development and evaluation (IDD&E), offered fully online through the School of Education. The fellows, who are assigned to Fort Bliss for three years, will finish their degrees within a year and go on to design and instruct the academy’s Sergeants Major Course, which educates the military’s enlisted personnel to operate on all levels of leadership.

For this inaugural cohort, the fellows were welcomed to ���ϲ����� when seven members of the University’s senior leadership, faculty and staff visited Fort Bliss for a program orientation in the middle of August. In the future, the fellows may have opportunities to visit the ���ϲ����� campus. ���ϲ����� was selected as an educational partner for the Fellowship Program not only because of the high quality of the IDD&E master’s program, but the support and partnership of the Institute for Veterans and Military Families (IVMF) and the Center for Online and Digital Learning (CODL) at University College.

“We are proud of this significant opportunity to partner with USASMA and our colleagues in the School of Education and University College,” says J. Michael Haynie, vice chancellor for strategic initiatives and innovation and IVMF executive director. “This partnership is a natural fit given the University’s longstanding commitment and history serving veterans and other military-connected students, preparing them for leadership opportunities in their respective services and beyond. The University is excited to continue and extend this legacy as a result of this new partnership.”

The online master’s degree in instructional design, development and evaluation consists of 30 graduate credits with the goal of developing expertise to design, create, implement and evaluate non-technology and technology-supported instructional solutions for a variety of educational and professional settings. Students participate in coursework areas such as�� principles of instruction and learning, techniques in educational evaluation, ��technologies for instructional settings, and strategies in educational project management.

“During orientation, several fellows asked about the use of these competencies after their military career,” says Tiffany A. Koszalka, professor of instructional design, development and evaluation in the School of Education. “We shared examples of where our alumni have secured positions all around the world. Some fellows suggested that they will continue with their military career and this will be helpful to them. Some suggested they will retire from the military and move into civilian instructional design careers.”

“The decision to build and support the M.S. in IDD&E program with University College demonstrates the University’s commitment to leveraging our deep capabilities in course design and production, proven experience marketing online programs, and feature-rich platforms and infrastructure,” says Michael Frasciello, dean of University College. “The level of support, quality production of rigorous courses, faculty engagement and student success we are achieving are now institutional benchmarks for developing and producing future ���ϲ����� online programs.”

“The online version of the M.S. IDD&E is the same high-quality program with the same instructional goals and expected learning outcomes as our long-running campus-based M.S. IDD&E program,” Koszalka says. “Several activities and resources were digitized for access by a distributed audiences and new communication channels, both asynchronous and synchronous, were added to provide communication with peers and the instruction. Each course (both online and campus-based) contains ample opportunities for interactions between learners and content, learners and peers, and learners and instruction.”

The online program has also enrolled non-military students into the inaugural cohort, Koszalka says. The numbers of distance learners are expected to grow over the next few years as Fort Bliss has projected 15 students for next year, and IDD&E has been seeing an uptick in inquiries for the new master’s program as well as the department’s certificate of advanced study in designing digital instruction.

“We are very pleased with our partnership with USASMA and excited to see a fully online MS in IDDE program,” says Joanna Masingila, dean of the School of Education. “Our collaboration with University College and CODL is very important to us, and we see a great potential for growth for School of Education courses and programs that serve both military personnel and civilians in an online format.”

Fatima Rodriguez Pacas explains her final project to fellow Fulbright student.

Forty-five Fulbright scholars from 29 countries arrived at ���ϲ����� in July to attend a four-week English for Graduate Studies program. The Fulbright program is one of the most widely recognized and prestigious international exchange programs in the world. Applicants must excel academically and are required to have a record of experience and accomplishment in an area related to one of the designated research themes.

Hayasa Tahmazyan, an Armenian humanitarian worker, was awarded a Fulbright scholarship to pursue a master’s degree in international development. Before beginning her graduate studies at Ohio University, she attended the pre-academic program administered by ���ϲ�����’s English Language Institute.

“The people I met became my family in ���ϲ�����,” says Tahmazyan. “Each of them made me feel the warmth of home. Conversation between participants was not about simple communication. It was about encouraging each other and making them feel that everyone was able to achieve his or her goals.”

Anas Buhayh, from Libya, says his experience at ���ϲ����� was simply amazing. This is his first time in the United States. He arrived a day late due to his long journey and cancelled flights. “The diversity in the United States makes you feel like you are on international land so you don’t feel like a foreigner,” says Buhayh. “I felt very welcomed. Most of the students came and introduced themselves when I arrived, and in no time I was part of this big family.”

Anas Buhayh from Libya explains his final poster project to director of the English Language Institute David Lind.

“The Fulbright students were overwhelmed by the hospitality and warmth offered by the host families in ���ϲ����� and surrounding towns,” adds David Lind, director of the English Language Institute at University College.

Thirteen staff and faculty members from across campus hosted the students for dinner in their homes. “They were able to experience the generosity and welcoming spirit of American families at a time when this defining characteristic of American culture can appear eroded by the national discourse,” he says. “The opportunity was deeply appreciated by the students.”

This was the second year that Margaret Thompson, a program analyst at University College, hosted the scholars. “It’s an enriching experience, from learning about different cultures, religions and politics to sharing a meal and being a ‘home away from home’ to them—even if only for a few hours,” says Thompson. “We enjoyed learning about their families and traditions and sharing our own. We discovered that learning the things we have in common is just as exciting as learning about our differences.”

The scholars found the academic program rigorous. “There were sleepless nights, stressful exams, hectic practices and the uncertainty of the future,” says Tahmazyan. “But the experience comes with a confidence and belief in yourself.”

Sue Corieri, assistant dean for Enrollment Management and Special Academic Program Initiatives for the School of Information Studies, says the selection of ���ϲ����� by the Fulbright Commission is testament to the excellent programming and service offered by the English Language Institute.

“The presence of such an inspiring group of scholars who truly represent the globe and the inquisitive minds of various disciplines adds tremendous value to our campus and community,” says Corieri.

Hayasa Tahmazyan, an Armenian humanitarian worker, discusses her poster project.

In addition to their studies, the students were immersed in the culture and geography of ���ϲ����� and the surrounding area.

Fatima Rodriquez Pacas from El Salvador enjoyed visiting the Finger Lakes and Niagara Falls on the weekends. Pacas comes from a family of professors and is a second generation professional. Because of her background, her dream was to get a Fulbright Scholarship.

“I studied hard,” Pacas says. “I didn’t begin to learn English until the age of 19.” Because her English skills were not strong enough, she had to apply to the program a second time. “What is unique about ���ϲ����� is encountering students from around the world and listening to lectures from instructors from different countries who settled in ���ϲ�����. This is a lifetime experience that allowed us to create a more inclusive, diverse and accurate understanding of ourselves and the people around us,” says Pacas.

Reverend Brian Konkol, dean of Hendricks Chapel, agrees with Pacas’ assessment. “To visit with our Fulbright students was a tremendous joy,” says Konkol. “When learning of their personal stories and professional dreams, not only was I given hope for the future of our global community, but once again we were shown how ���ϲ����� is dearly enriched through such intentional engagement. My hope is that our visitors were enriched through their time on campus, for I know that our campus was enriched because of their presence.”

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

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

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

Jim Gaffey

University College Dean Michael Frasciello announced that Jim Gaffey was appointed executive director of administration and strategy at University College (UC) effective July 1. Gaffey served as the director of administration at UC since October 2015.

In his new role, Gaffey will serve as the colleges’ chief operating officer, directly overseeing admissions, budget, communications, corporate and foundation relations, executive education, facilities, financial operations, and strategic initiatives, among other duties.

“As we prepare the college for exponential growth and transformation, we can be no better positioned than to have a seasoned entrepreneurial leader such as Jim advancing our strategic initiatives and directing our portfolio of revenue-generating operations,” says Frasciello.

Before coming to ���ϲ�����, Gaffey worked for the City of ���ϲ����� for over 15 years, including as assistant budget director, assistant director for quality control and economic development specialist.

Today, ���ϲ����� is reaffirming its commitment to adult and lifelong learners, veterans and military-connected students through a series of initiatives designed to expand opportunity and enhance affordability for those who aspire to earn a ���ϲ����� undergraduate degree through part-time study at University College.

“Part-time learners represent the largest population of students enrolled in higher education today. Making part-time study at ���ϲ����� more affordable and accessible is both a natural continuation of the University’s history of supporting non-traditional students and also an appropriate response to the changing needs and expectations of those who could most benefit from a ���ϲ����� education,” says Chancellor Kent Syverud.

Specifically, effective immediately, the cost for part-time undergraduate study at ���ϲ�����–to include all part-time residential and online undergraduate degree programs–will be reduced by 18 percent, from $846 per credit hour to $695 per credit hour. This adjustment to part-time undergraduate tuition will effectively reduce the total tuition cost to earn a bachelor’s degree from University College, on average, by $18,000.

“���ϲ����� has a proud history of empowering part-time students,” says Michael Frasciello, dean of University College. “As we introduce and align new part-time undergraduate programs with the demands of a dynamic labor market, we recognize that enhancing access to those programs must be central to our efforts.”

Consistent with Chancellor Syverud’s dedication to support and serve the nation’s veterans and military families, the University is also acting to expand access to undergraduate part-time degree programs for military-connected students.

Also underway, ���ϲ����� has aligned the undergraduate part-time tuition rate charged to active duty military members, enrolled in online undergraduate programs, to be equivalent with the Department of Defense Tuition Assistance Program (TAP) reimbursement. University College will also offer part-time online undergraduate study to members of the New York State National Guard and reservists stationed in New York state, at a cost equivalent to the Recruitment Incentive and Retention Program (RIRP) tuition reimbursement rate.

The TAP and RIRP programs are designed to provide federal financial aid to active duty military members, and members of the National Guard and the Reserves, in support of advanced education. ���ϲ�����’s decision to align online undergraduate part-time tuition with the TAP and RIRP reimbursement rates effectively means that active military and members of the NYS National Guard and the Reserve will ideally incur no out-of-pocket tuition expenses while enrolled in part-time undergraduate study at University College.

“The foundational idea behind ���ϲ�����’s commitment to the nation’s veterans and families is that access to high-quality, advanced education will empower our veterans to realize their inherent potential as individuals, and as citizens, after their military service comes to an end,” says J. Michael Haynie, vice chancellor for strategic initiatives and innovation. “I can think of no better way to enable that potential than with a degree from ���ϲ�����.”

���ϲ�����’s part-time undergraduate programs include an online associate degree in liberal arts and bachelor’s degrees in liberal studies, creative leadership, knowledge management and cybersecurity administration. Part-time study is designed for those who cannot attend ���ϲ����� full time. Courses are offered in eight-week sessions, allowing part-time online students to complete up to three courses (nine credits) each semester. Students who have earned prior college credit may be eligible to transfer up to 30 credits into the 60-credit associate degree and potentially up to 90 credits into the 120-credit bachelor’s degrees.

Individuals interested in more information about part-time enrollment opportunities at ���ϲ����� may contact the University College admissions team at 315.443.9378 or parttime@syr.edu. Veterans and military-connected students can learn more about part-time programs and tuition benefits at .

Cleo Hamilton

If you ask his friends what makes Cleo Hamilton an outstanding example of Orange spirit, his dedication and determination are two characteristics that stand out. Hamilton is entering his senior year at ���ϲ����� this fall with one of the highest honors a student can receive, being named a Remembrance Scholar, defying odds along the way.

Hamilton is attending ���ϲ����� through University College as an InclusiveU student, a School of Education initiative to enroll students with intellectual and developmental disabilities into a fully inclusive setting at ���ϲ�����. He audits classes with his peers, ranging from Managing the Sport Organization to Religion in Sports, has a part-time job off campus and volunteers for leadership roles with OttoTHON, Relay For Life, Student Association and more. He chose to major in sport management and will earn a certificate through Falk College next year.

After graduating from Nottingham High School in the City of ���ϲ�����, Hamilton began receiving services from Onondaga Community Living (OCL), a community agency that supports people with disabilities to be able to live, learn and work in the community. He had always wanted to go to ���ϲ����� and, through OCL, was able to enroll in InclusiveU in 2016.

Hamilton, outgoing, independent and engaging, immediately participated in leadership opportunities in the program, advocating on Capitol Hill with his classmates, collaborating with the Executive Director Beth Myers on an article in a national journal on inclusive education and receiving the “Person of the Year” Award from OCL. He is active in the community and on social media and is quick to recruit others to volunteer on campus, often tabling at Schine Student Center for various organizations.

Hamilton says he decided to apply to be a Remembrance Scholar because he wanted to help the campus spread more awareness about the bombing of Pan Am Flight 103 over Lockerbie, Scotland. The scholarships were founded as a tribute to—and means of remembering—the 35 ���ϲ����� study abroad students who perished in the bombing. The sense of community was also a big appeal. “When I was a freshman, my friend Tori invited me to the vigil, where I saw everyone singing songs,” Hamilton says. “I went again last year.”

Cleo Hamilton enjoys athletics and wants to work with a professional team after graduation.

Tori Cedar, his friend and former Peer Trainer through InclusiveU, supported Cleo in his freshman year as he acclimated to college, attending football games and OttoTHON committee meetings together.

“When I got the news that Cleo would become one of the 35 Remembrance Scholars for the 2019-2020 school year, a wave of emotion came over me. A part of me was like ‘well yes of course, Cleo is a rockstar this makes so much sense.’ However, the bigger part of my emotion came over as I started thinking about what this all means,” Cedar says. “At InclusiveU, we all know Cleo is incredible, passionate, dedicated, hard-working, kind, strong, resilient, funny and the most caring man you’ll probably ever meet. But this proves that our students, our faculty, our administration, our society, and our world also see what we see. When Cleo got named as a Remembrance Scholar they saw the man we knew could get this scholarship and deserved the honor of being named a Remembrance Scholar from the beginning.”

At Hillel’s Israel Fest this past April, Hamilton asked for the Remembrance logo to be silk-screened onto a T-shirt, even before next year’s scholars had been selected. This type of deep passion for ���ϲ����� and for service was reflected in Hamilton’s application.

Lawrence Mason Jr., professor of visual communications in the Newhouse School and chair of the Remembrance Scholar Selection Committee, says that selection committee members were impressed by Hamilton’s undeniable school spirit.

“He volunteers for many service-oriented organizations and activities.��Because service to others is a key factor for successful��Remembrance Scholars, Cleo emerged as a strong contender for the award. His level of support from both faculty/staff and outgoing Remembrance Scholars on the selection team was outstanding,” Mason says.

Rick Burton, David B. Falk Endowed Professor of Sport Management in the Falk College, was one of those faculty members who supported Hamilton in his application process.

“Cleo was a great joy to have in my SPM 225 class. We would often talk before class started and he filled me in on campus events and activities. I knew immediately he had dedicated himself to our Orange family,” Burton says.

Hamilton says one of his favorite classes so far was with Professor Burton. “We had to do a class project and presentation. This was one of my first times doing one in front of a class,” Hamilton says. “We chose the Philadelphia Phillies.”

Cleo Hamilton with Otto

Going to games and meeting Head Football Coach Dino Babers inspired him to choose a major in sport management. Hamilton enjoys athletics and wants to work with a professional team after graduation. When asked what his favorite things about ���ϲ����� are, he says going to games, making good friends and Mayfest stand out. He also spends time at Hendricks Chapel, and is an active member of the ���ϲ����� Community Choir.

Hamilton joins his InclusiveU peers in a handful of “firsts” at ���ϲ����� in recent years; the program had its first student to live in a residence hall in 2017, its first out-of-state student in 2018 and its first graduate to be hired at ���ϲ����� that year. As campus awareness about InclusiveU continues to grow, the support does also.

Professor Beth Myers, executive director of the Taishoff Center for Inclusive Higher Education and InclusiveU, was not surprised to learn that Hamilton was the first InclusiveU student to receive the prestigious award.

“When you meet Cleo, what stands out is his genuine commitment to the University and to his community,” Myers says. “Cleo’s passion to learn, to grow and to connect with others makes him an outstanding addition to the group.”

Hamilton is in disbelief that his senior year is coming up, but maintains his always positive outlook. When asked what the future holds, he says, “I want to move to New York City and work with athletes at Columbia University.”

The Fellowship for Emerging Leaders in Ministry program will be led by the Rev. Brian E. Konkol, dean of , and the Rev. David McCallum, S.J., vice president for mission integration and development at Le Moyne College. The program will strive to spark innovation and transformation through a diversity of mission-driven faith communities in Central New York and beyond by helping leaders—both clergy and lay—to have a greater impact.

The goals of the program are to provide knowledge and skills for innovative leadership, entrepreneurial thinking, team building and community building; to nurture self-awareness and ongoing spiritual development; to increase effectiveness and a sense of accomplishment; to share educational and other relevant resources; and to raise the level of vocational fulfillment.

“Emerging leaders from an assortment of denominations are often filled with energy and excitement, yet later find themselves at a difficult crossroads, and in turn seek clarity around their personal and professional trajectory,” Konkol says. “This fellowship program will not only bring together a diverse collection of ministry leaders, but as an expression of our mission at ���ϲ�����, our collective intention is to cultivate innovation and transform the communities in which these leaders serve.”

Lilly Endowment is making more than $70 million in grants through its Thriving in Ministry Initiative. ���ϲ����� is one of 78 organizations nationwide to receive a grant through the initiative. “���ϲ����� and Le Moyne College are uniquely positioned to support the ministry of emerging faith leaders,” says McCallum. “This program speaks directly to Le Moyne’s vision of enhancing its service to the wider community and represents yet another strong and meaningful collaborative partnership between the two institutions.”

Through a variety of settings, such as classroom learning and personal coaching, fellows will delve into subject areas that are intended to sustain innovative and transformational mission and ministry in the contemporary era. In addition to learning within their cohort and coaches, fellows will also engage in a process of personal discovery and design projects to be implemented in their ministry context.

The program will be administered by , the college of continuing education and professional studies at ���ϲ�����. The Le Moyne Institute of Le Moyne College will provide support surrounding program design and assessment.

For those interested in the Fellowship for Emerging Leaders in Ministry program, including potential participants, contact FELM@syr.edu

Chevon Janczuk

As a public school student in Massachusetts, Chevon Janczuk thought she had her life all figured out. “It turned out my teenage self was wrong,” she says. Janczuk dropped out of high school in her sophomore year, but immediately recognized her mistake. She obtained her GED and after earning certification as a nursing assistant went to work in health care.

However, Janczuk couldn’t make ends meet with the salary she was earning. “Dropping out of high school wasn’t the best decision on my part,” she says. “I knew my calling in life was to help people, so I began to search for jobs that appealed to me. I did an internet search for social work degree programs, and ���ϲ����� was one of the first to pop up.”

Janczuk called University College and spoke to someone in the advising office who told her about the Arthur O. Eve (HEOP). “The next thing I knew, I was applying to college,” she says.

Janczuk has four children—ages two to eight—and two stepchildren. She finds it challenging to balance raising her children, studying and doing homework. “If you want something bad enough, you find the time for it,” she says. “Sometimes it requires waking up before the kids and staying up late. Other times it requires staying extra hours on campus to take advantage of the quiet in the lounge or library.”

Chevon Janczuk, her husband and children in the Schine Student Center’s Panasci Lounge for the HEOP Awards Ceremony.

She also relies on family, friends or a babysitter to take care of the children for a few hours so she can write a paper or do research. “And sometimes, I involve my children in my homework,” she says. “For whatever reason, helping me with statistics is fun for them.”

Janczuk credits the strong support of her family for her success and recognizes that her husband is her strongest cheerleader. “He is incredible at cheering me on and encouraging me,” she says. “There have been many nights where I’ve made him listen to long scholarly papers that I’m sure he doesn’t want to hear about. I am constantly rambling off statistics and research that doesn’t interest him, but he listens anyway.”

Janczuk is a sophomore in Falk College with a double major in social work and psychology. On April 19, Janczuk, who has a GPA of 3.9, received an Academic Excellence Award at the HEOP Awards Ceremony. She was also selected to address the students, faculty and staff attending the event. “I know that you realize the opportunity to be in the HEOP program is one that would be foolish to turn down,” she remarked in her address. “You have access to a network of individuals—staff at this very college [University College] who go out of their way to make sure you’re successful. From the academic advisors, to the professors to the receptionist at the front desk; from the financial aid advisors to your peers, and even the dean—every person that surrounds you is here to support you. You have been handed that opportunity of a lifetime.”

When she completes her undergraduate degree, Janczuk intends to pursue a master’s degree in social work and perhaps a Ph.D. in psychology. Her interests lie within the criminal justice field, and she hopes to one day be involved in the criminal justice system addressing the mental health needs of inmates. Her goal is influenced by her husband’s profession as a corrections officer. “When you see a pattern of repeat visitors to a correctional facility, you begin to wonder what can be done to help them become more productive members of society,” she says.

“My hope is that I can give my children a better future due to my decision to earn a college degree and set myself up in a successful career,” she says. “As a non-traditional student, it is not always easy. You have to want it, and you have to work for it.”

HEOP academic award recipients with their families at the recent awards ceremony in the Schine Student Center.

���ϲ�����’s Higher Education Opportunity Program (HEOP) presented its annual academic awards on April 19 in the Schine Student Center.

HEOP is a special admission program for part-time students whose financial and educational backgrounds would prohibit them from regular admission to ���ϲ�����. Funds from the New York State Education Department enable HEOP to assist students with financial aid and support services to guide them to the successful completion of their educational programs.

University College has the only HEOP program in New York state for part-time students.

Seven HEOP students will graduate in May with associate degrees and five students will graduate with bachelor’s degrees through University College, the College of Arts and Sciences and the Falk College.

Fourteen HEOP students who completed at least 12 credits in 2018 and earned a 3.0 grade point average or above received Academic Excellence Awards.

Perseverance Awards recognize students who demonstrate exceptional discipline in balancing a commitment to their academics and their family responsibilities while improving their academic performance. Four students received the award at the ceremony.

University College Dean Michael Frasciello acknowledged the 50^th anniversary of the HEOP program. “You are part of a distinguished group of students who excelled at ���ϲ����� through the support of HEOP,” said Frasciello. “Through your work, determination, commitment and success, we hope to retain the program for another 50 years, supporting future students who seek knowledge and education to transform their lives.”

University College offers a variety of online and residential degree and certificate programs. For more information, visit or call 315.443.9378.

Angela Gunn and her son, Ronnie Holmes III

Ronnie Holmes III knew by fourth grade that he wanted to pursue a career in engineering. And he knew that the ���ϲ����� City School District’s Say Yes to Education program would make it possible for him to earn the college degree needed to achieve that dream. After attending five different schools in the district, Holmes graduated from the ���ϲ����� Academy of Science in 2016 as class salutatorian.

Holmes says that he strived to be the best student he could be and was motivated by his own personal desire to succeed. “But the majority of my motivation comes from my mother, who is earning a degree in political science through University College,” he says.

Holmes saw firsthand the struggles and challenges his mother overcame as she worked full time while raising a family and attending college as a part-time student.

In May, Holmes will be in attendance when his mom, Angela Gunn, graduates from ���ϲ����� with a bachelor’s degree in political science from the College of Arts and Sciences and the Maxwell School. “I feel a great sense of pride knowing that, against all odds, she was able to persevere and conquer such adversity. It is difficult to describe how I will feel when I watch my mom walk the stage,” says Holmes.

Like her son, Gunn looked for an affordable way to attend college. She found it through the Arthur O. Eve Higher Education Opportunity Program, which provides access to ���ϲ����� for economically and educationally disadvantaged students from New York State.

“You face many challenges as an adult student,” said Gunn in a 2016 interview for the UC Priorities newsletter. “A heavy workload, chapters to read, papers to complete, lots of studying and being in classes with students the age of your children can be intimidating.”

But throughout her academic career, Gunn always put her children first. “Ronnie and his three sisters are what keeps me motivated,” says Gunn. “I want them all to make the most of what purpose they have for being here on this earth. Their talent is not for them, but to help or assist someone else.”

Gunn’s children have many individual talents, and Holmes found his talent at an early age. “I knew that Ronnie had the potential to do something big,” she says. “I used to buy him different types of toys that he would have to put together and sure enough, he would. I wasn’t surprised that he decided to make a career out of it.”

Ronnie Holmes III

Holmes also began his career at ���ϲ����� as a part-time student at University College. And, like his mom, he works full time while attending college. Holmes works as an assistant manager at Finish Line.

“Studying part-time made it easier to balance working and attending college,” he says. “The time I spent as a part-time student helped me familiarize myself with what college is like and gave me a chance to get comfortable with the academic environment on campus.”

After two-and-a-half years at University College, Holmes is now enrolled full time in the College of Engineering and Computer Science, working toward a degree in aerospace engineering. “A STEM career has always seemed the best fit for me due to my curiosity and desire to understand the world around me and how things work,” says Holmes. “As an aerospace engineer, I will be responsible for the development of aircraft and space craft. I am intrigued by the idea of being a part of the development of what we put in the air in the near future.”

The pair motivate each other to succeed. “My mother inspires me to never settle for less. I have seen how hard she has worked to get where she is today and I would like to do the same in my own life,” says Holmes.

Gunn has dreams of her own as well. “I would actually like to go graduate school and pursue a career in law,” she says. “That’s my dream job.” Gunn says that having a college degree means she won’t have to place any limitations on what job she can have in the future.

“People should know that their plans are not impossible and their goals are not out of reach,” added Holmes. “I’ve conquered what I would otherwise have thought impossible by having faith.”

SITETL is an intense program for faculty members who wish to incorporate technology in their face-to-face course or move a significant component of their course online. This unique event will offer presentations and hands-on workshops involving current topics and technologies, as well as strategies and pedagogies to support accessible online teaching and learning.

Participants will work alongside colleagues from a variety of disciplines as they develop skills and design content for their courses. Instructors will learn about a variety of technologies with a focus on enhancing instruction for students. Sessions will include presentations, panel discussions and hands-on lab time.

Each session is limited to 12 participants selected through a competitive application process. The application deadline is Sunday, April 21.

For more information, including the online application form, .

If you have questions or want more information, contact Michael Morrison at memorr02@syr.edu or 315.443.1806.

From left, Margaret Thompson, Marsha Senior and Christina Huerta

University College announces the appointment of three staff members to the University College Diversity Committee. As part of the continued commitment to creating a more welcoming, respectful campus climate, the Diversity Committee will work with the ���ϲ����� Inclusivity Leaders Assembly (an assembly of inclusion and diversity leaders from each of the schools and colleges) to articulate and enact the University’s diversity and inclusion goals and initiatives.

Margaret Thompson, Marsha Senior and Christina Huerta will be tasked with promoting diversity and inclusion among students, staff and faculty through training, awareness building and events. Committee members will serve a one-year term.

“University College’s commitment to diversity and inclusivity are expressed in our mission and vision statements, and are demonstrated every day in our service to all individuals who seek a ���ϲ����� education to transform their lives,” says Dean Michael Frasciello. “To focus on these commitments with more intentionality and align with ���ϲ����� diversity initiatives, we are confident that these three dedicated individuals, who were selected by their peers, will bring value, compassion, and understanding to this campus-wide initiative.”

University College offers a variety of online and residential degree and certificate programs. For more information, visit or call 315.443.9378.

Members of Alpha Sigma Lambda Honor Society inducted at 2019 Honors Reception.

University College honored part-time students who earned dean’s list status for the spring and fall 2018 semesters at a ceremony and reception held at Panasci Lounge in Schine Student Center on March 8.

Students who qualified have been enrolled in University College for at least two semesters and have earned a minimum GPA of 3.2 for the last 12 credits completed.

Dean Michael Frasciello presided over the ceremony, which featured guest speaker Diane Murphy, dean of the David B. Falk College of Sport and Human Dynamics.

Univesity College Dean Michael Frasciello, shares remarks at 2019 UC Honors Reception.

Acknowledging that the part-time students at University College juggle many responsibilities while attending college, Frasciello told the students that their achievements are demonstrating to others the courage required to set their sights on a goal and do everything necessary to achieve it.

“It takes courage to overcome self-doubt and questions: Am I too old to be in college? How and I going to sustain this pace? But you demonstrate courage each night you stay up late reading chapters, completing assignments, and writing papers—all after a full day of work or tending to your family,” he said. ��“Your presence here this evening is a testament to a continuous commitment to excellence.”

During the ceremony, five students were also inducted into the Alpha Sigma Lambda Honor Society—the nation’s largest and oldest chapter-based honor society for nontraditional students.

University College celebrates students making the dean’s list at 2019 Honors Reception.

University College offers a variety of online and residential degree and certificate programs. For more information on part-time programs, visit the UC web site at or call 315.443.9378.

Elizabeth Green

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

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

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

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

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

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

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

Cybersecurity specialists work on the front lines and are responsible for implementing and overseeing networks that are required to run specific portions of a security program. The BPS degree provides the applied skills, breadth of knowledge and professional competencies needed to manage people and the technologies required to protect information systems and infrastructures.

According to , the national average salary for a cybersecurity specialist is $90,239 year. In ���ϲ����� and the surrounding area cybersecurity administrators make on average $85,756 per year.

“The online bachelor’s degree in cybersecurity administration was developed to address rapidly evolving global information security needs,” says Michael Frasciello, dean of University College. “While the online program is open to anyone who qualifies, it was designed to align with security and assurance specialist training in the United States military.”

Active duty military, New York State National Guard members and U.S. Reserve Component Military admitted to the online degree in cybersecurity can use their or New York State RIRP tuition benefit to cover 100 percent of the tuition.

“Offering our online bachelor’s degrees at the TA rate for active, guard and reserve members is another example of ���ϲ�����’s unwavering support for our veterans and those currently serving,” adds Frasciello.

Pursuing a college degree online allows students to manage the ever-increasing demands of personal and professional commitments while beginning or continuing their education. For more information on how to get started, call 1.866.498.9378 or email parttime@syr.edu.

Sergeant First Class Michael Malizia, Captain Adrienne Gibson, Specialist Megan Sleeth, Captain Marl Pasibe and Sergeant Andrew Boyd will be hosting English language discussion groups with the civilian population in order to help them improve their English. “Helping the civilians build on the English skills they are already learning will not only empower them but will establish and grow the relationship the U.S. has in this area,” says Gibson.

The soldiers observed English language lessons taught by Connie Walters and Patrick McKinnon and then met with ELI staff members Danielle Benjamin, Jackie Monsour, Olga Oganesyan and director David Lind to learn different teaching strategies to lead discussion groups in East Africa.

“Consider using alternative methods to enhance the oral language instruction. Journaling and watching films can stimulate critical thinking and give the members of the discussion group another way to express themselves and make instruction interactive,” says Oganesyan. “It gives them the tools to share their stories, talk about their culture and learn about ours—all while speaking English.” The ELI staff also advised the soldiers to be culturally sensitive and establish a safe learning environment where everyone feels comfortable to participate.

“By observing the ELI classes and talking to the team about teaching strategies, we can now develop lesson plans for our assignment,” says Gibson.

The soldiers were given teaching guides and resources including picture dictionaries and English language workbooks. Each soldier also received a copy of “Becoming International,” a compilation of ELI student stories published last September. ��The staff offered to act as consultants while the team was on assignment.

“This has been a tremendous opportunity for us,” says Malizia. “We now have a solid plan of action to lead these discussion groups. We are now better prepared for our mission.”

���ϲ�����’s English Language Institute (ELI) at University College serves students of diverse backgrounds who wish to prepare for undergraduate and graduate programs in the U.S., and professionals who wish to advance their careers. The ELI also provides consulting and support services for units that work directly with international students.

Jasmeial “Jazz” Jackson is associate dean of First Year Experience and Retention Programs at Southern New Hampshire University.

Jackson talked about the challenges in retaining students. “This is a challenge for all institutions serving an online population that are balancing competing priorities,” he said. Barriers that contribute to poor retention include student motivation, mindset, work-life balance, and finances.

Jackson said in order to retain online students institutions must remain involved and supportive. Studies show that such strategies as student integration and engagement, learner-centered approaches, learning communities and accessibility to online student services will promote student success.

Retention efforts at University College span several departments. UC has always been a “high-touch” institution that supports its diverse population. The student services office has certified life coaches that take a holistic approach to advising. This form of advising takes into account the students’ academic and life goals, and situational issues such as financial aid, childcare and tutoring needs.

Student success coordinators in the Office of Student Success ensure student persistence through proactive engagement. The coordinators do not wait for a student to reach the point of failure; they address issues and barriers before they lead to a student withdrawing from classes. “We provide an exceptional and approachable atmosphere where students can feel connected to their support network and know that someone can get their questions answered,” says Liz Green, director of the Student Success Office. “As our online programs continue to grow, we anticipate we will expand our initiatives to empower students to embrace their academic and personal goals.”

For more information about academic support services at University College, contact 315.443.3261 or email parttime.syr.edu.

���ϲ����� Summer College offers high school students the opportunity to explore their interests and experience college life for one to six weeks, with more than 40 credit and noncredit pre-college programs. Students must be 15 years old by the start of the program. Architecture students must be rising high school seniors.

Students will learn about potential careers and college majors while taking courses such as sports analytics, aerospace engineering, filmmaking, cybersecurity and public communication, to name a few. They will live in a residence hall with other high school students from around the world and participate in a range of social and recreational events while balancing the academic rigor of college courses.

Nazrun Chowdhury, a senior at Marble Hill School for International Studies in the Bronx, attended the 2018 Summer College program. Chowdhury says the benefits of the program far outweighed the challenges he faced balancing homework, the rigors of schoolwork, and socializing with his new friends. “Summer College not only opens a window of experience for students to see what college demands from you and what it takes for you to go the distance, it really opens your eyes what college life is like,” he says.

The 2019 program runs from June 29-Aug. 9. Applications will be available beginning Dec. 1, 2018. For more information, email sumcoll@syr.edu or call 315.443.5000.

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

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

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

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

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

To help SU’s distance learners feel more a part of the SU community, University College (UC) launched an Online Learning Community—a series of four 30-minute webinars via Blackboard Collaborate. The four sessions give students the opportunity to engage with University College staff as well as their peers while learning about success in the online environment, tips and advice from current online students, and managing multiple priorities.

Liz Green, director of Online Student Success at University College, explains why there is a need to engage online students in the campus community. “When students don’t have a physical presence on campus, they may feel a sense of isolation,” says Green. “We hope that being part of an online community will help create a sense of belonging and foster connection with the network at UC and ���ϲ����� as a whole.”

University College will also celebrate . Part-time students are invited to stop by University College Nov. 5-9 from 8:30 a.m. – 6 p.m. (8:30 a.m. – 5 p.m. on Nov. 9) to pick up a 100th anniversary commemorative gift. It is our way of showing our students how much we admire their dedication and hard work and to celebrate UC’s centennial year.

University College provides exceptional support and services for a diverse population seeking access to ���ϲ�����. We strive to be an innovator of market-sensitive professional degrees, non-credit programs, and executive education and to act as a connector and catalyst for excellence among the schools and colleges within ���ϲ�����.

Winterlude tuition is not included in full-time academic year tuition. Financial aid may be available to undergraduate students who are enrolled in Winterlude courses that apply toward their degree and who receive need-based financial aid during the fall-spring term.

Registration for Winterlude begins Nov. 7. Visit , call 315.443.9378, or e-mail winter@syr.edu for more information.

Each year, AUSS members attending the organization’s annual conference take an excursion to a local area of interest. This year, the group visited Beak & Skiff Apple Orchards in Lafayette, New York.

University College hosted the national Association of University Summer Sessions (AUSS) annual conference Oct. 14-16 at the Marriott ���ϲ����� Downtown. Since its formation in 1917 (���ϲ����� is a founding member), the AUSS has served as a forum for discussing the theoretical and practical issues of summer sessions. Administrators from 40 colleges and universities across the country, and as far away as Alaska and Hawaii, attended the conference to discuss best practices and challenges, as well as brainstorm on how to manage and execute trends in summer sessions.

The round-table format allowed for informal but in-depth discussion on topics of interest and provided for professional development and growth. Topics included programming, finances and revenue sharing, online and hybrid course offerings, obstacles presented when recruiting international students and winter sessions.

Chris Cofer, executive director of has been a member of the AUSS for 8 years. “The organization offers valuable information and perspective from my colleagues across the country,” says Cofer. “Association members who conduct research and development at their institutions are gracious in sharing what is and what is not working on their respective campuses.”

AUSS members reported the continuing trend of flat or declining on-campus undergraduate summer session enrollments, while both online and pre-college enrollments continue to rise. SU’s saw an increase of 41.5 percent this year: from 429 students in 2017 to 607 in 2018. Of those 2018 students, 530 hailed from 33 U.S. states, Puerto Rico and the U.S. Virgin Islands, while the other 77 came from 23 other countries.

A testimonial wall installation in the University College lobby features the words of many students and faculty, past and present.

The marketing team that promotes University College of ���ϲ����� has won a bronze award in the 2018 University Professional Continuing Education Association’s (UPCEA) Marketing Awards Competition. The awards recognize the best marketing practices and promotional pieces in the field of professional, continuing and online education.

University College’s 100^th-Anniversary advertising campaign took bronze in the Interactive Media category. It recognizes the significant achievements of SU’s division of part-time studies, which is celebrating its 100^th year of creating opportunities for nontraditional students. The award will be presented at UPCEA’s Annual Marketing and Enrollment Management Seminar in November.

UC was recognized for a multifaceted interactive media campaign that used testimonial-driven promotions to showcase UC’s impact on the lives of part-time students. A testimonial wall installation in the UC lobby at 700 University Ave. features the words of many students and faculty, past and present. A four-minute video features UC alumni sharing individual stories of perseverance, achievement and triumph during their journey to an SU degree, which they all achieved as nontraditional students juggling numerous real-life responsibilities. The video was featured at a gala celebration held on campus Oct. 6 as a fundraiser for the newly established Centennial Scholarship for part-time students.

UPCEA is the leading association for professional, continuing and online education. Founded in 1915, UPCEA now serves most of the leading public and private colleges and universities in North America. It provides innovative conferences and specialty seminars, research and benchmarking information, professional networking and timely publications.

University College has been providing access to ���ϲ����� academic programs and support services to diverse part-time student populations since 1918.

Chowdhury, a senior at Marble Hill School for International Studies, says this was not his first experience in a Summer College Program. “Last summer I took classes at Marist College for two weeks,” he says. “Although that was fun and challenging, it was nowhere near as rigorous and exciting as the Summer College program at ���ϲ�����.”

Epiphany Adams, a senior at Frederick Douglass Academy in New York City, holds a certificate of completion from the Summer College program at ���ϲ�����.

The Summer College Program offers both credit and non-credit options for students to engage in rigorous college courses over a two to six-week period. The students sponsored by the Charles Hayden Foundation earned college credits during their six weeks on campus. While many of the students found the coursework demanding, they also learned the skills they need to be successful in college and in life. Chowdhury says the benefits of the Summer College program far outweighed the challenges he faced balancing homework, the rigors of schoolwork and socializing with his new friends. “The classes I took forced students to be open with their own opinions and creative minds. I was forced to listen to different perspectives—something I wasn’t normally exposed to in the Bronx,” says Chowdhury. “Listening to other people’s thoughts and experiences from around the world molded me into a more mature and critical-thinking individual.”

This year, 501 students from 35 U.S. states, Puerto Rico and the Virgin Islands—as well as 70 students representing 19 foreign countries—attended Summer College.

Epiphany Adams, a senior at Frederick Douglass Academy in New York City, agrees that the Summer College experience was more difficult than expected. She thought that taking Advanced Placement courses in high school prepared her for the coursework and academic requirements of college but soon learned that she was not as prepared as she hoped.

“My eyes were opened to the realistic rigors of college life,” she says. “The program is not an imitation of college, it is college.” When she was feeling overwhelmed, Adams took Professor Jeffery Mangram’s daily advice to heart: “just keep going.”

Adams was also concerned she wouldn’t fit in, but found that attending the program helped her become a more social person. “I was immediately accepted for who I was. I wasn’t afraid to be myself,” she adds.

“Summer at ���ϲ����� not only opens a window of experience for rising seniors to see what college demands from you and what it takes for you to go the distance, it really opens your eyes what college life is like,” adds Chowdhury. “I was excited and humbled that the Charles Hayden Foundation gave me this opportunity. I know not everyone receives this privilege.”

After experiencing Summer College, Adams and Chowdhury returned home with an arsenal of tools to succeed in college—time management, discipline and discovering that they could be comfortable in a global culture.

“I’m so thankful for a program that helped me grow personally and academically,” says Adams. “If I could, I would rewind time and do it all over again.

Robert Acierno with Otto

“Robert’s kindness very much defines the spirit of University College,” says Mike Frasciello, dean of University College. “He reminded us every day about the joy in smiling and wishing someone a good morning. That is a beautiful message, and one that Robert brought to UC throughout his career.”

“Robert was one of the most caring, kind, and loving people I’ve ever met, and UC won’t be the same without him,” adds Kris Hartnett, administrative assistant at UC. “He knew the names of employees’ spouses, kids, and pets, and asked about them every day. You just couldn’t help but smile when Robert was around.”

Acierno resided in a group residence operated by ARC of Onondaga. In 2000, Acierno was named Person of the Year at ARC’s Achievement Awards Dinner–the highest honor bestowed by the organization. It is given to a person with a developmental disability who has demonstrated significant progress toward living an independent, inclusive life to the fullest potential.

Acierno participated in the ARC’s Athletes in Tandem program at the annual ARC Race in Long Branch Park, where he was teamed with runners from the community to complete a half marathon.

“UC won’t be the same without Robert,” adds Kris Hartnett.

Robert Acierno, beloved son of the late Joseph and Angeline Acierno, is survived by his brother Gerald, sister-in-law Candace, and two nieces. A celebration of his life was held Aug. 21. Donations may be made to the Arc of Onondaga.

No experience necessary, just the desire to help and spend time with international students. If interested, please contact Christina Huerta at cmhuerta@syr.edu.

Due to projected inclement weather, Friday’s (Aug. 3) screening of the feature film “Ready Player One” has moved from the Shaw Quad to Gifford Auditorium in Huntington Beard Crouse Hall. Doors open at 8 p.m., with the movie starting at 8:30 p.m.

Students, faculty, staff and family members are welcome. Starting at 8 p.m., the first 200 moviegoers will receive a free gift, popcorn and drink.

Horane Daley (center in helmet and harness) with other Summer College participants.

Daley was one of 25 students selected to attend ���ϲ����� through the generosity of the Price Family Foundation.

The Price Family Foundation, a philanthropic organization based in New York, provides funding for higher education, children’s services and hospitals. For three years, the foundation has provided opportunity to New York City students to attend the Summer College Program.

Summer College offers both credit and non-credit options for students to engage in rigorous college courses over a six-week period. While many of the students found the coursework challenging, they also learned the skills they need to be successful―managing their time, working hard, and having the discipline to follow through on assignments in a short period. This year, 501 students from 35 U.S. states, Puerto Rico and the Virgin Islands―as well as 70 students representing 19 foreign countries―attended Summer College.

Daley took part in the Team and Leadership and Launching a Business programs. The Team and Leadership Academy challenges students to safely expand their comfort zone, test their understanding of what it means to be a member of a team, and develop communication skills. “The experience has been amazing,” says Daley. “I’ve met great people and have formed bonds in a short period of time. I’ve made friends that will last a lifetime.” Daley says the high ropes course taught him how to communicate in a team setting: “I learned to be a leader.”

Isaiah Hoyte

Isaiah Hoyte, from New Explorer’s High School in the Bronx, took 3D Art Studio and Computer Animation and Game Design through Summer College.

Hoyte, who plans to major in computer engineering, thoroughly enjoyed making a 3D Bluetooth device in ComArt in the College of Visual and Performing Arts. “The creativity of the course allowed me to open my mind to different things,” Hoyte says. “The experience also gave me the opportunity to do a lot of networking. It’s been a wonderful experience, and I’ve met some wonderful friends.”

Both students believe that being away from home will help them navigate a college campus in the future. “The experience teaches you college readiness and the maturity you need to do the work,” Hoyte says. “The opportunity given to me by the Price Family Foundation warms my heart.”

Starting at 8 p.m., the first 200 moviegoers receive a free gift, popcorn and drink.

Questions? Email e-uc-ucevents@uc.syr.edu.