The East Side Gallery, one of the last remaining pieces of the original Berlin Wall, stretches for 1.3 km along Muhlenstrasse.

Although the wall’s physical presence is diminished, the “fall” of the Berlin Wall on Nov. 9, 1989, remains a significant moment in history.

Lauren Woodard, assistant professor of anthropology in the Maxwell School of Citizenship and Public Affairs, says the event was just one of several across communist Eastern Europe that showed how solidarity among people could foster resistance and bring change.

“After growing resistance across the region, especially in neighboring Poland, East Germans had mobilized throughout the summer and fall of 1989 to visit West Germany,” says Woodard, who is also a senior research associate in the Center for European Studies within the Moynihan Institute of Global Affairs. “There was a lot of confusion about crossing the border in this moment, amid growing protest and political transformations in the region (Solidarity’s successful movement in neighboring Poland and amid Mikhail Gorbachev’s perestroika in the Soviet Union).”

On Nov. 9, 1989, during a press conference, an East German official inadvertently said that a new policy allowing travel outside of East Germany could happen immediately without restrictions, when in fact the policy was going to be implemented the following day with prerequisites. Tens of thousands of people went to the wall, to various checkpoints, and eventually one opened, where West Germans and East Germans celebrated together.

Lauren Woodard

While the wall didn’t actually “fall” that day, the figurative collapse was symbolic of that period when the populations of Eastern Europe struggled out from the grip of communism.

“This is a starting point in my class [Transformations of Eastern Europe] to understand this moment as one of euphoria and celebration, the idea of the end of the Cold War, and the success of collective action, but one that was also deeply destabilizing for many people, as their economies crashed and they navigated profound social, economic and political transformations throughout the 1990s,” Woodard says.

In the following Q&A, Woodard shares her insights on the fall of the Berlin Wall. For any media who wish to schedule an interview with Woodard, please reach out to Vanessa Marquette, media relations specialist, at vrmarque@syr.edu.

Why was that moment when the Berlin Wall was breached such a visceral moment for people all over the world?

People responded to the “fall” of the Berlin Wall as a moment of victory, that demonstrated how resistance could be achieved through cooperation, as demonstrated earlier that year by the Solidarity Movement in Poland, demonstrations in Hungary and the Singing Revolution, in which nearly two million people held hands across Estonia, Latvia and Lithuania, calling for their independence from the Soviet Union. The “fall” of the Berlin Wall symbolized how people could work together and form coalitions to resist, providing hope to everyone for change.

How did the lives of citizens in those countries behind the Iron Curtain change once the wall came down?

The answer to this question varies based on location. I will speak from my own experiences conducting research in Russia and Kazakhstan, two former Soviet countries. While many people experienced the fall of the Berlin Wall and the collapse of the Soviet Union as euphoric—this sense of resistance and political collaboration across Cold War boundaries, experienced at the same time as romantic ideas of globalization and the decline of nation-states—the 1990s were a period of profound political, economic and social transformations that were deeply destabilizing. “Shock” therapy, meant to transition former communist countries to democracy and a global market economy, led to profound disenfranchisement and inequality.

As an American college student in 2010, studying abroad in Russia for the first time, I did not expect my host family and my friends to speak nostalgically of the Soviet Union and to genuinely support Vladimir Putin. They described great hardship of the 1990s—long lines, financial and political uncertainty, which factored into parents’ decisions whether to start a family.

A marker of the remains of Berlin Wall

They were also deeply disappointed with the West. They had believed that with the end of the Cold War, there would no longer be a divide between East and West, that there would be no need for NATO, and that the European Union’s (EU) expansion might include them too, since they were Russian and, therefore, European.

When NATO and the EU expanded to include Estonia, Latvia and Lithuania, but not Russia, Ukraine or Georgia, for example, they felt isolated and othered. Meanwhile, they associated stability with Vladimir Putin’s presidency, even if it came at the cost of challenges to free speech.

Although the Cold War may have ended in 1989 and 1991, divisions reemerged in new ways in the 1990s that crystallized in the 2000s, leading to today’s present situation, in which Russia has isolated itself globally once again, while attacking its neighbor, Ukraine, as part of a larger project of Russian imperialism, that is markedly different from the Soviet project of communism. This is the subject of my book project—how people navigate these profound changes on an everyday level.

What have been the long-lasting impacts for Eastern Europe and all of Europe?

I think what gets lost is the impact of the end of communism for Western Europe and the United States. Without the Soviet Union as the U.S.’s foil, the U.S. floundered throughout the 1990s to identify who we were as a country and what we stood for. I think this is partially why we latched onto the idea of “global terrorism,” as an alternative to construct ourselves against, with serious implications.

With the Iraq War, we lost serious credibility as a global leader that will take decades to recover from. It is here that we see the reemergence of Russia as an illiberal alternative, aligned with China, Iran and other actors to challenge American hegemony.

Egyptologist Mark Lehner presented the Phanstiel Lecture, “The People Who Built the Pyramids—How We Know,” earlier this month in Maxwell Auditorium. (Photos by Chuck Wainwright)

For Egyptologist Mark Lehner, who has researched the monuments and environs of the Giza Plateau for decades, his question for most of his career has not been about how they were built but rather who crafted these enduring wonders.

“I was simply asking where are all the people? Where’s the settlement? What would it tell us about their lives if we could dig into it with scientific archaeology?” said Lehner, who presented the Phanstiel Lecture, “The People Who Built the Pyramids—How We Know,”��earlier this month in Maxwell Auditorium.

To get to those answers, “I realized that I had to turn my back to the pyramids and look beyond them, around them, to understand the pyramids themselves,” Lehner said. “Because if you don’t understand the elementary structures of everyday life of a people, of a culture, you don’t understand their monuments.”

A distinguished archeologist and founder and president of Ancient Egypt Research Associates (AERA), Lehner has over 40 years of experience studying Egypt’s ancient history. Founded in 1985, the AERA team expanded research on the infrastructure of the pyramid builders, revealing insights into the lives of the ancient workers.

Lehner’s work includes such groundbreaking projects as mapping the Great Sphinx and leading the Giza Plateau Mapping Project, an initiative that unearths and studies Old Kingdom settlements.

Sponsored by the , Lehner’s visit was one of the ’ centennial events.

“It’s a particular honor to be here celebrating 100 years of the Maxwell School, and I realize that we’re way deep into time here compared to a lot of studies here at the Maxwell School, and I’m just wondering if this deep dive into early civilization history might serve as some kind of notice about what is citizenship, what is public affairs, what was it 4,500 years ago?” Lehner said. “What does citizenship mean in these very early periods? And for that matter, was there even such a thing as public versus private?”

Lost City of the Pyramids

Presenting photos and diagrams of the Giza Plateau and its famous sites, Lehner spoke about his discoveries in the Lost City of the Pyramids, a site south of the Sphinx where the AERA team began excavating in 1988. The site stretches south from a colossal ancient stone wall known as Heit el-Ghurab (or “Wall of the Crow”). Here, AERA excavations are revealing an urban settlement that served those building the great pyramids 4,500 years ago.

Below the sands, AERA archeologists exposed the architectural footprint of their labor organization, Lehner said. They found small houses, streets, bakeries, a royal administrative building and a complex of galleries that would have housed the workers.

Egyptologist Mark Lehner presented the Phanstiel Lecture, “The People Who Built the Pyramids—How We Know,”��earlier this month in Maxwell Auditorium.

Animal bones, ancient plants and chips of stone tools—these tiny fragments, which they found through a meticulous sieving process—revealed everyday life.

“We had evidence from the ancient bone that up to several thousand people were eating meat every day, prime beef,” said Lehner, who also noted they found dozens of bakeries. “So we came up with the barracks hypothesis. The idea that people in the provinces were pulsed through the gallery complex during periods of obligatory labor.”

They also discovered wares and remnants of materials that would have been brought in from other parts of Africa and the Middle East.

Their findings and hypotheses have been substantiated by an important discovery in the desert caves at Wadi al-Jarf near the Red Sea. Fellow archeologist Pierre Tallet and his colleagues found the world’s oldest inscribed papyri, written accounts by the people who built the pyramids.

Lehner and Tallet collaborated to connect the writings with the physical remnants. “This is just one example of the evidence we used to reconstruct the pyramid builders’ floodplain and waterways,” Lehner said. “We think they actually dredged these harbors and waterways to the depths of the main trunk channel of the Nile, to a Western Nile branch, to bring water as close as possible to the foot of the Giza Plateau.”

Training the Next Generation of Archeologists

Lehner discussed another important aspect of AERA: training Egyptian archeologists to continue this important work. With funding from private sources and the U.S. Agency for International Development, AERA has trained 350 scholars over 19 years.

“We became one of the largest deployments in Egyptian archeology, and these students have gone on to become major officials and directors within the Ministry Tourism and of Antiquities,” Lehner said.

Following Lehner’s lecture, Maxwell School Dean David M. Van Slyke recognized the archeologist’s work and how his research “shines a light” on those who contributed to these monumental achievements but are often overlooked.

“Dr. Lehner uncovers not only the physical infrastructure that sustained these great undertakings but also the values, daily lives and ingenuity of the ancient workforce that powered them,” Van Slyke said. “The builder city stands as a tribute to these individuals and reminds us that behind every monumental structure are stories of human resilience and creativity.”

Egyptologist Mark Lehner presented the Phanstiel Lecture, “The People Who Built the Pyramids—How We Know,”��earlier this month in Maxwell Auditorium.

Carrie Brown

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

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

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

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

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

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

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

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

What are ways to help overcome homesickness?

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

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

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

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

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

Mark Lehner

Whether it’s the ancient remains of plant life or a pyramid passageway or the city where the pyramid builders lived, the hidden remnants of an ancient empire continue to be unearthed. But it’s a greater understanding of the people that created the civilization that fascinates Lehner even more so.

“I realized I had to turn my back to the pyramids to truly understand them,” says Lehner, founder and president of Ancient Egypt Research Associates (AERA), who spent much of his time in recent decades studying other structures at the Giza Plateau, in the shadow of the pyramids. “Because if you don’t understand the people, their civilization, you don’t really understand the monuments themselves.”

Lehner will discuss his discoveries of ancient Egypt during the on Friday, Nov. 1, at 5 p.m. Sponsored by the Howard G. and S. Louise Phanstiel Chair in Leadership, the event will be held in the K.G. Tan Auditorium in the National Veterans Resource Center at the Daniel and Gayle D’Aniello Building. Those attending are asked to . A livestream will be available.

“Mark Lehner is a world-renowned Egyptologist whose work reveals new insights into the past,” says Christopher R. DeCorse, Distinguished Professor and chair of anthropology in the Maxwell School of Citizenship and Public Affairs. “Drawing on decades of research, Lehner takes us beyond the pyramids and monuments of ancient Egypt to reveal the everyday lives of the pyramid builders.”

Lehner’s archeological research has included mapping the Great Sphinx and discovering a major part of the Lost City of the Pyramids at Giza. Lehner directs the Giza Plateau Mapping Project, which conducts annual excavations of Old Kingdom settlements near the Sphinx and pyramids with a team of archaeologists, geochronologists, botanists and faunal specialists.

Lehner has appeared on National Geographic’s “Explorer” program, and on the “NOVA” programs’ “Riddles of the Sphinx” and “Secrets of Lost Empires” series. He is author of “The Complete Pyramids,” “The Red Sea Scrolls: How Ancient Papyri Reveal the Secrets of the Pyramids,” with Egyptologist Pierre Tallet, and “Giza and the Pyramids: The Definitive History,” with Egyptologist Zahi Hawass. His work has appeared in articles in National Geographic, Smithsonian and Archaeology.

Fragments of a Civilization

Lehner describes his work as piecing together the culture and people through the fragments that remain after thousands of years.

“We’re not doing the kind of archeology where we look for gold bowls and mummies. We’re actually doing the anthropology of pyramid building,” Lehner says. “We want to know: what were they eating? How did they live? It’s like the ’57 Chevy principle. You don’t need the whole Chevy to know that there was a ’57 Chevy. If you’re a car aficionado, all you need is a fender or a part.”

In the Lost City of the Pyramids, they carefully save these ancient remnants and reconstruct the lives of the people who lived 45 centuries ago, in the architectural footprint of a vast urban settlement. They have uncovered what scholars believe was the base of operations for crafting the pyramids and home to laborers, craftsmen and administrators.

These excavations provide unique insight into the beginnings of urbanism, bureaucracy and state formation in the Nile Valley.

Mark Lehner will discuss his discoveries of ancient Egypt during the Phanstiel Lecture, “The People Who Built the Pyramids—How We Know,” on Friday, Nov. 1, at 5 p.m.

“It’s really one of the world’s first institutional buildings along the line of our universities, schools, hospitals, hotels—places for circulating people,” Lehner says.

Along with the architectural remains, the proof is in what Lehner calls “probably the most important archaeological discovery during my 50 years here at Giza.” In 2013, in the desert caves at Wadi el-Jarf near the Red Sea, Pierre Tallet and his colleagues found the world’s oldest inscribed papyri, written accounts by the people who built the pyramids.

The find was at a port of Khufu (the Egyptian king who built the Great Pyramid), where archeologists discovered a massive harbor for ships, work camps and barracks.

With the papyrus discovery and Lehner’s excavations, Lehner and Tallet combined their efforts to match archeology with text. Their work further advanced understanding of the people and the monuments they constructed—and how the work of pyramid building developed a prosperous civilization.

AERA’s archaeology has provided information of crucial importance for the history of urbanism, institutions, labor organization, state formation, bureaucracy, agriculture, animal husbandry and geoarchaeolgy, nautical archaeology, landscape architecture and more.

Field School for Egyptian Archeologists

Another important aspect of AERA has been its development of a comprehensive field school to teach young Egyptian archeologists to research and publish on discoveries in their homeland, training 391 archaeologists throughout the country.

“We call it archaeology as diplomacy because it just generated enormous goodwill,” Lehner says.

Lehner’s own professional path began with his college education in North Dakota, taking him to Cairo in 1973 as a study abroad student at the American University in Cairo where he received a B.A. in anthropology. He went on to work with various archeological projects in Egypt. He was later the field director and then director of the Sphinx Project sponsored by the American Research Center in Egypt (ARCE). In 1984, he began the Giza Plateau Mapping Project, sponsored by ARCE and Yale University where Lehner received a Ph.D. in Egyptology in 1990. In 1985, he founded AERA with Matthew McCauley.

During his early years in Egypt, Lehner became fascinated with the work of social psychologist Leon Festinger, tied to his curiosity about the real story behind the pyramids, which led to his lifelong interest in belief systems and why people believe things.

“We’re interested in how Egyptians build the pyramids. But my main interest is, how did the pyramids build Egypt?” Lehner says. “To build these early gigantic pyramids, they created a vast infrastructure that didn’t exist before.”

New farms and ranches and supply trade routes all the way up to Lebanon were developed. Much like the U.S. freeway system or the internet, “the infrastructure became more important in its own right than building a giant pyramid,” Lehner says. “You don’t arrive at that kind of an understanding unless you do the kind of archaeology that we’re doing, anthropological archaeology, where you dig into the settlements where pyramid builders lived.”

Carrie Murawski

Carrie Murawski started a little over two months ago in her role as the inaugural DEIA director of learning and development for the . Already immersed in expanding learning experiences on campus to advance diversity, equity, inclusion and accessibility (DEIA), Murawski was drawn to the University because of the importance it places on DEIA and the community of people dedicated to the work.

“It was obvious that there is a true commitment to diversity, equity, inclusion and accessibility practices at the University, and I wanted to be part of an institution that values that sort of investment into their community,” Murawski says. “I see DEIA as a lifelong commitment of learning and relearning and I knew that Syracuse University shares that principle.”

Murawski, who began in her role July 16, came to Syracuse from Roanoke College, where she was assistant professor of communication studies, faculty affiliate for the Center for Studying Race and co-coordinator of the Gender and Women’s Studies Program.

In her role with ODI, Murawski provides leadership, collaborative decision-making and oversight of short and long-term professional development opportunities through the office. She is also coordinating the biennial DEIA Symposium and follow-up activities, a new micro-credential program and a new train-the-trainers program. She also provides direction on the Office of Diversity and Inclusion’s CORE Four curriculum, learning materials/resources, and discussions and workshops. All of this work is essential to achieving the critical priorities and goals outlined in the and .

“We are so pleased to have Carrie join us in our work to make the University a place welcoming for all. In this inaugural position, she will help guide and shape DEIA learning and development into a new era,” says Tanya Williamson, assistant vice president for diversity and inclusion. “With her strategic experience and background, Carrie will help pave the way for the development of DEIA professional programs and sustained learning experiences for students, staff and faculty.”

In the following Q&A, Murawski shares more about the work she will be doing and offers a peek at what to expect for next year’s DEIA Symposium.

Why were you interested in this role at Syracuse?

I applied for the director of DEIA learning and development role because I was, and still am, excited about the opportunity to lead inclusive initiatives and programs at Syracuse University! I see this institution as leading the way for inclusivity in higher education.

What do you see looking forward regarding DEIA professional development for University community members?

I’m looking forward to creating more long-term professional development infrastructure for the University with an office that prioritizes sustainable change to make the campus more inclusive and accessible for everyone. I’m enthusiastic about building on the , which lays a DEIA foundation for our University community. I’m also eager to think about how to create more professional development opportunities for staff and faculty members whose work is already rooted in DEIA.

What are your plans regarding microcredentialing and how University community members can really immerse themselves in DEIA personal development and greater understanding?

The office’s microcredentialing program is one of my big undertakings this academic year! We’re thinking about not just what it means to be inclusive, but how our DEIA microcredentialing program is uniquely Orange. Our office wants to offer microcredentialing that is free, accessible and self-paced. With a blend of theory and practical application, we want our program to focus on how we can enhance our own community, and University community members will have a way to demonstrate their long-term commitment to DEIA. I’m excited to work with the to make this happen.

Can you give any hints about what to expect for the 2025 symposium? What can prospective presenters start to think about?

The 2025 DEIA Symposium is, in fact, happening, and we are preparing for it to be even bigger than the inaugural event. We’re planning for fall of 2025 and we are excited to have faculty, staff and students from across campus present. The University community can expect diverse topics and a wide range of presentation formats, including keynote speakers, poster presentations, discussion panels and more. We are especially delighted about the focus on accessibility. We are going to offer more ways to participate, virtual and in person, to include as many people as possible.

What have you enjoyed so far about the University and the local community?

I’ve enjoyed meeting my colleagues across campus! It’s refreshing to meet so many folks who are just as passionate and committed to DEIA as I am. Campus is beautiful, and I like to walk around during my lunch break. I’ve started to explore the local eateries on Marshall Street and I’m mapping out my calendar for all the wonderful programming that will take place this fall semester. I’m still waiting on my selfie with Otto, but I’m sure that day is just around the corner.

Champions Park Catwalk (Credit: @Paris2024)

The 2024 Paris Olympics is almost underway. The glory for the world-class athletes and the excitement for the spectators make for a riveting Games—crucial for the success of these Olympics and, more importantly, for the longevity of the Games.

That sustained legacy is considered high priority for host countries and the International Olympic Committee (IOC).

, associate professor of sport management in the , studies Olympic sport legacy, specifically how young people are drawn into the games as sport participants and viewers.

With the median age of viewers of the Olympics in their 50s, Kim says now is a critical time for the IOC to take opportunities to create excitement around the games for younger people, including adding in new sports, such as this Olympics’ newest event: break dancing.

For the 2018 Games, Kim was awarded funding by the IOC’s Olympic Studies Centre to better understand the impact of the games and develop strategies for drawing in young people, for her project “Building a Sport Participation Legacy Through the 2018 Winter Olympic Games.” Kim found that “social influence” from friends and family played the biggest role for younger people in Asia to be drawn into the Games.

Kim, who worked for the Korean Olympic Committee, assisting in its bid for the 2018 PyeongChang Winter Olympics, more recently will present in August in Paris at the International Sport Business Symposium on her research on the Youth Olympic Games.

In this Q&A with SU News, Kim shares information about her research and getting youth involved and engaged with the Olympics.

What is the research around the Youth Olympics that you will be presenting at the 11th International Sport Business Symposium in Paris?

It is an abstract titled “Investigating the Legacy Governance Process of YOG (Youth Olympics Games) Organizing Committees for Building a Sustainable YOG Legacy.” It is an interview-based case study (e.g., 2016 Lillehammer, 2018 Buenos Aires, 2024 Gangwon) investigating how Youth Olympic Games Organizing Committees manage its Youth Olympics’ legacy throughout the bidding, planning, execution and post-games phases.

What impact does the Youth Olympic Games have on participation in Olympic sports?

The hope for Olympic sport participation legacy is grounded on the “trickle-down effect” (i.e., watching Olympians compete will inspire youth to participate in sport).��For the Youth Olympics, the event can also be a stepstone for younger athletes to compete at the international stage and grow to become Olympians.

Additionally, the Youth Olympics offer many grassroots-level sport opportunities, such as sport camps and collaboration with local schools, to encourage the general youth to learn about Olympic sport.

How important is it to get and keep youth interested in the Olympics/Olympic sports for the sake of the Games’ longevity?

Medals of the 2024 Paris Games (Credit: @Paris2024)

Not garnering enough attention among the youth has been a critical issue. The median media viewership’s age in the North American market is in the mid-50s. The IOC is very aware of the situation and has been putting in a lot of efforts to tackle the issue (e.g., addition of new sport such as breaking, changing event formats to be more entertaining, incorporating esports).

This is a critical period for the IOC and the games’ longevity, but also with great opportunities as the upcoming games will be hosted in traditionally strong sport markets where there are a lot of room for growth in Olympic interest (2024 Paris, 2026 Milan-Cortina, 2028 Los Angeles).

Could the inclusion of break dancing or other new and upcoming “sports” be seen as a way to be more inclusive, to get younger people’s attention on the Games?

Paris 2024 will be the first Olympics to include breaking in the official program. We will have to see how the event turns out. But, so far, looking at the Olympics qualifiers series and the ticket popularity of breaking (currently, very, very popular), it seems like there is a lot of interest garnered for the sport.

What is your favorite summer Olympic game to watch?

Personally, archery. Korea has been very strong in the sport historically, and it is always fun to watch a sport where my team does well (I will be attending the women’s individual archery finals event at the 2024 Paris Olympics).

Check out a as she answers questions about the Olympics.

Matthew Huber

But could a global event with millions of people from all over the world converging in one place ever be considered sustainable?

In this Q&A with SU News, , professor of geography and the environment in the , discusses his perspective on the 2024 Paris Olympics’ sustainability goals and broader implications around global energy equality.

The Paris 2024 Organising Committee pledged this is the most sustainable Olympics ever, but it’s still a massive operation buildup of infrastructure and a global event that brings in millions of people to one location. Can the Olympics even still be considered green?

This reminds me of the 2007 Academy Awards when “An Inconvenient Truth”—Al Gore’s breakthrough climate documentary—won an Oscar and the academy declared the award ceremony was the first one to be “carbon neutral.” People are rightly skeptical when massive, spectacular (and ostentatious) events, which entail displays of wealth and large-scale resource and energy use, declare themselves “green.”

The fact is we still live in a world where roughly 80% of all energy use comes from fossil fuels so it’s quite difficult for much to be “green” (without engaging in dubious and sometimes fraudulent practices of “carbon offsetting”) let alone such a massive undertaking such as this.

One aspect of the Paris committee’s efforts was to not have air conditioning for the athletes’ accommodations but many countries, such as the U.S. and other wealthy nations, are supplying their athletes with air conditioning. What does it say about sustainability efforts to combat climate change when wealthy countries can still do what they want while less wealthy countries do not have that same privilege?

Apartment buildings in the Olympic and Paralympic Village in Paris (Credit: @Paris2024/Rapheal Vriet)

The weird irony to me is that France has an electricity grid that is nearly 100% carbon free (notably due to the roughly 70% derived from nuclear power and the remainder from mostly renewables). So it’s not clear to me exactly why limiting AC use even makes sense from a climate perspective.

If their reasoning goes beyond climate (e.g., the larger environmental impacts from electricity use) then obviously it’s having exactly the opposite effect: prohibiting AC is leading to inefficient and haphazard efforts on the part of some countries to bring their own AC in. It would be much more rational and efficient to simply provide centralized AC to all participants.

Your point about the inequality between nations is an important one and underscores how the solution would be for France to provide decarbonized AC for all. Analogously, the world actually needs to come together to decarbonize the energy systems of rich nations, and in some cases invest in providing basic (decarbonized) energy services to poor nations. We still live in world where roughly 800 million people have zero access to electricity and roughly four times that number have very little and intermittent access. We take electricity for granted, but I believe it should be a human right.

There are discussions around future summer Olympics being moved to a different month to avoid searing hot temperatures. Is this another example of a larger global issue of how humankind will have to make these life adjustments around warming conditions?

Yes, this is what climate scholars call “adaptation.” I could imagine a world in which it would make more sense for the “Summer” Olympics to be held in spring or fall, and (sadly) it might even be really hard to hold a Winter Olympics at all (unless one plans on counting on the highly energy-intensive practice of producing snow!).

The challenge is we’ve built an entire human civilization in a period of planetary history called the “Holocene,” which has been defined by an unusually stable and warm climate. There is so much that will need to change now that it appears these conditions no longer exist.

For media who wish to schedule an interview with Huber, please reach out to Daryl Lovell, associate director of media relations, dalovell@syr.edu.

A LCVP (Landing Craft, Vehicle, Personnel) from the U.S. Coast Guard-manned USS Samuel Chase disembarks troops of the U.S. Army’s First Division on the morning of June 6, 1944, (D-Day) at Omaha Beach, France. (Photo by Chief Photographer’s Mate (CPHOM) Robert F. Sargent, U.S. Coast Guard)

Eighty years ago this week the epic invasion of Allied air and ground forces swept across the Normandy peninsula to help defeat Adolf Hitler and his German war machine during World War II.

A battle of more than 150,000 Allied troops, who fought on the beaches and in the hedgerows, D-Day launched June 6, 1944, and remains immortalized in books, movies and television shows—and in the sacred cemeteries on the French coast.

Alan Allport

For all its magnitude, the battle didn’t decide the outcome of the war, as German forces were already weakening in the face of the Soviet army on the Eastern Front, says Professor Alan Allport, the Dr. Walter Montgomery and Marian Gruber Professor of History in the Maxwell School of Citizenship and Public Affairs.

However, D-Day and its strategic importance finally gained Allied forces their footing in Europe and had long-lasting implications for a Western Europe free from communism and enduring American international diplomacy, says Allport, who is the author of “Britain at Bay: The Epic Story of the Second World War 1938-1941” (Knopf, North America).

In this Q&A with SU News, Allport further explains the significance of D-Day and its impact generations later. For any media who wish to schedule an interview with Allport, please reach out to Vanessa Marquette, media relations specialist, at vrmarque@syr.edu.

“Four years ago, COVID abruptly reshaped how we interacted with and experienced the world around us,” said Kuo, who was selected as the student speaker on behalf of the Class of 2024. Yet, even during the pandemic, “we found ways to learn, grow and connect on campus at Syracuse.”

As the pandemic eased, Kuo, a psychology and forensic science major in the College of Arts and Sciences and a member of the Renée Crown University Honors Program, continued to discover her passion and community in the psychology department and in the lab of Natalie Russo, associate professor of psychology.

“My time at Syracuse has been a journey of discovery and advocacy that serves as a foundation for my future as a clinical psychologist and my commitment to inclusivity and internationality in my work,” she said.

While everyone’s academic journey has been unique, Kuo said each degree comes with a responsibility for graduates to use their knowledge, skills and privileges to impact society.

“I encourage every one of you to not only embrace the inevitable changes that will befall you, but also to proactively enact change where you see fit,” Kuo said. “Rather than letting time propel us forward passively, let us be the generation that pushes time forward.”

A one-day symposium April 19, supported by the Central New York Humanities Corridor, will explore how philosopher Immanuel Kant’s 1795 essay “Toward Perpetual Peace” can help lay the foundation for lasting peace.

Philosopher Immanuel Kant’s 1795 essay “Toward Perpetual Peace” still holds significant relevance even now more than two centuries after it was first published. With ongoing wars across the globe, securing peace remains elusive.

An upcoming will explore how Kant’s principles can help lay the foundation for lasting peace. The symposium is supported by the , whose administrative home is based at the . The event, “” will be held Friday, April 19, at Cornell University, with a symposium and workshop on one of Kant’s most widely read essays, Zum ewigen Frieden (“Toward Perpetual Peace”).

The symposium, as part of the , is organized by , Dean’s Professor of the Humanities in the College of Arts and Sciences and a founder and co-director of the Perpetual Peace Project, and , director of the Institute for German Cultural Studies and associate professor in the Department of German Studies and Graduate Field of Comparative Literature at Cornell University.

The Perpetual Peace Project, an ongoing international forum on the concept of peace, began as an initiative of the Humanities Center in 2008.

Gregg Lambert

“The purpose of the project is to raise awareness and attention to the fact that war is not one regional issue,” Lambert says. “It is a global issue, and the number of wars only seems to increase each year.”

Open to the public, Friday’s symposium, which also is a celebration of Kant’s 300th birthday, will begin with three individual papers that examine different aspects of Kant’s treatise and its contemporary relevance.

“Kant’s popular essay was reviewed and cited as an inspiration by numerous thinkers from the start,” Gilgen says. “Anyone thinking about peace and what it means and implies had/has to take Kant’s profound remarks into account.”

The treatise served as an inspiration for the League of Nations, the first worldwide intergovernmental organization, founded in 1920, as well as its successor organization, the United Nations, in 1945.

“At the symposium, we hope to draw on a wide audience interested in Kant’s political philosophy as well as the theory and practice of peace—a topic that could not be more timely in light of the many ongoing conflicts in different parts of the world,” Gilgen says.

Peter Gilgen

The second half of the event is dedicated to a workshop on the Perpetual Peace Project.

Lambert, who is also founding director of the Syracuse University Humanities Center in the College of Arts and Sciences, and , associate professor in the School of Arts, Media and Engineering, Arizona State University, and co-director of the Perpetual Peace Project, will present the workshop, which will launch the Perpetual Peace Academy. The academy will feature a curriculum created by faculty from all over the world, contributing designs of courses that they would teach in a virtual setting.

“We are really trying to engage students on all campuses and other participants in talking about the Perpetual Peace Project, and then we’re going to inaugurate the Perpetual Peace Academy,” Lambert says. “The academy will be driven by international faculty who want to contribute their ideas from across the disciplines.”

Along with his presence at the symposium, Nocek also joined Lambert in Lambert’s undergraduate seminar, , Tuesday for a discussion with students, and other participants, about the Perpetual Peace Academy. Nocek’s time at the symposium and in the seminar is supported as part of Syracuse University’s Distinguished Visiting Collaborator (DVC) initiative of the CNY Humanities Corridor.

Adam Nocek

Vivian May, director of the SU Humanities Center and lead director of the CNY Humanities Corridor, says the scholar mini-residency bridges the Syracuse University campus with another corridor campus, a model that deepens collaborative networks.

“In conversation with Lambert, Gilgen, and a range of other interlocutors over the course of his visit,��, founding director of the Center for Philosophical Technologies at Arizona State University, will discuss the importance of philosopher Immanuel Kant’s yet-to-be-realized concept of ‘perpetual peace,’” May says. “I encourage everyone who can to engage with this year’s DVC events and activities, as they offer an important opportunity for us to step back, refuse broad acceptance of violence and devastation, and actively pursue planetary peace—a peace that centers climate justice and holistic thriving.”

Since its start in 2008, the Perpetual Peace Project, structured around Kant’s six preliminary articles, has gone through three phases, with the first at Syracuse University and the United Nations in New York. This first phase included a co-edited and re-issue of a new book publication of Kant’s “Perpetual Peace” and several different events.

In partnership with the Humanities Center and the Centre for Humanities at Utrecht University in the Netherlands, the second phase from 2013-15 included a series of events commemorating the Treaty of Utrecht and a documentary film.

Vivian May

This latest phase has reinaugurated the project following the invasion of Ukraine by Russia in 2022. Lambert partnered with Nocek to kick off this latest phase, including a launch event conference at the University of Warsaw, Poland, followed by conferences at the Institute of Philosophy of the Czech Academy and the Jan Evangelista Purkyně University in Ústí nad Labem, both in the Czech Republic.

Friday’s symposium features a presentation by Gilgen, moderated by Elke Siegel, German studies, Cornell; a presentation by Patchen Markell, associate professor, government, Cornell, and moderated by , Renée Crown Professor in the Humanities and assistant professor, College of Arts and Sciences, Syracuse University; and a presentation by Neil Saccamano, associate professor, literatures in English, Cornell, and moderated by , associate professor, philosophy, College of Arts and Sciences, Syracuse University.

For this latest phase, Lambert edited a new version of Kant’s original treatise, which has been published and is available for event participants.

The new home of the Syracuse University Dick Clark Los Angeles Program in North Hollywood (Photos by Rich Prugh)

Celebrating the enduring legacy of a well-loved alumnus, members of the University community marked the official opening of the new location of the Syracuse University Dick Clark Los Angeles Program in North Hollywood, California on Saturday, March 2.

Along with family members of the late Dick Clark ’51, students, faculty, staff, leadership, alumni and friends gathered to dedicate the University’s new home in LA, the result of a gift from the Kari and Dick Clark Foundation to significantly expand the University’s presence and impact in the entertainment field.

The expansion of the , a vibrant example of the University’s commitment to Study Away, includes new space for offices, classrooms, studios, additional academic programs, faculty and internships. It is home to LA programs for the and the .

During the March 2 dedication of the new building of the Syracuse University Dick Clark Los Angeles Program, Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter, left, speaks about the Clark legacy at the University and the importance of such vital programs as the LA program to provide students with an immersive Study Away experience. She is joined by Anna Proulx, College of Visual and Performing Arts program director, Syracuse University Los Angeles Semester, second from left, and Cindy Clark ’86 and RAC Clark, daughter and son of Dick Clark ’51, respectively.

Members of the University community gather for the dedication of the new building for the Syracuse University Dick Clark Los Angeles Program.

Cindy Clark ’86, at the podium, with her brother RAC Clark, shares remarks during the dedication of the new building for the Syracuse University Dick Clark Los Angeles Program.

Provost Gretchen Ritter, second from left, Cindy Clark ’86 and RAC Clark cut the ribbon dedicating the new building. Students Soley Liboy ’24, far left, in the College of Visual and Performing Arts, and Benjamin Galvanoni ’25, far right, in the Newhouse School of Public Communications and the Whitman School of Management, assist in the moment.

Students help celebrate the opening of the new location of the Syracuse University Dick Clark Los Angeles Program.

Among those celebrating the new home of the Syracuse University Dick Clark Los Angeles Program are, from left, Anna Proulx, director of the College of Visual and Performing Arts Program, LA Semester; Robin Howard, director of the Newhouse School Program, LA Semester; Newhouse School Dean Mark Lodato; Cindy Clark ’86; RAC Clark; Provost Gretchen Ritter; College of Visual and Performing Arts Dean Michael Tick; John Sykes ’77, president of entertainment enterprises for iHeartMedia; and Joan Adler, assistant vice president of regional programs in Los Angeles.

Members of the University community gather for the dedication of the new building for the Syracuse University Dick Clark Los Angeles Program.

The new location of the Syracuse University Dick Clark Los Angeles Program in North Hollywood

Peer mentors, who were honored at a reception in this photo, are part of an academic advising initiative to help international undergraduate students thrive. The initiative, developed by the Office of Academic and Career Advising/Office of Student Success in the College of Arts and Sciences (A&S) and Maxwell School of Citizenship and Public Affairs, was recognized with a 2024 Senator Paul Simon Spotlight Award for Campus Internationalization by NAFSA: Association of International Educators.

Syracuse University has been awarded a prestigious . Named after the late U.S. Sen. Paul Simon of Illinois, the annual NAFSA Simon awards celebrate outstanding commitment and accomplishment in campus internationalization.

The University was recognized for its academic advising initiative, the International Student Success Model, launched by the Office of Academic and Career Advising/Office of Student Success in the College of Arts and Sciences (A&S) and Maxwell School of Citizenship and Public Affairs.

Syracuse was one of only three institutions this year to receive the spotlight award from NAFSA, the largest nonprofit association dedicated to international education and exchange.

“Syracuse University has long recognized the benefits of embracing the talents and contributions of people from all backgrounds around the world,” Chancellor Kent Syverud says. “The University’s International Student Success Model reflects our commitment to internationalization and ensures equitable access to the supports our international students need. It is a tremendous honor for the University to be recognized with the NAFSA Simon Spotlight Award, and I am proud of the program’s success and those who have made it possible through their dedication to our students.”

Ling Gao LeBeau

The International Student Success Model was developed by Steve Schaffling, assistant dean of student success, and Ling Gao LeBeau, director of international student success, in the Office of Academic and Career Advising in A&S | Maxwell. These two colleges represent about 40% of the University’s undergraduate population, including typically about 1,000 international undergraduate students from over 50 countries, more than 50% of the University’s international undergraduate student population.

In 2019, Schaffling saw the need to help international students in their first-year transition to their academic career at Syracuse and boost retention rates. His proposal was to provide intentional, targeted programming to international students in academic and career advising. In January 2020, the office hired the first associate director of international student success, LeBeau, to lead these efforts.

After meeting with stakeholders and assessing challenges and opportunities, Schaffling and LeBeau developed a mission statement, student learning outcomes and five pillars. The five pillars are pre-arrival academic onboarding coaching through a noncredit asynchronous course that familiarizes students with the University’s academic expectations and the people that will help guide them; peer mentoring; advisor training; academic intervention to help students stay on track; and communication, including through a weekly newsletter and social media connections that also keeps parents connected. There is also a weekly International Student Wednesday Forum, a welcoming space for students to meet, learn and share their experiences.

Steve Schaffling

“The International Student Success Model ensures we’re doing all we can to give students the specific tools they need for a rewarding first-year experience—that leads to a successful academic career at Syracuse,” Schaffling says. “We are grateful to NAFSA for recognizing this important work that we hope will inform other institutions and their efforts to help international students thrive and flourish.”

The success model has paid off: in fall 2022, the international student retention rate for A&S | MAX was 91.5%, the highest since 2010 and the second highest on record.

“The initiative represents a vision for student success by changing the narrative of international student support and, most importantly, bridging the gap between academic advising and international education,” LeBeau says. “My work is to help international students navigate their first year and beyond through multiple connection points, and to build trust and provide impactful programs that boost their confidence in academics and career development.”

The programming has also benefited students in other schools and colleges. International students across the University can subscribe to the international student newsletter, attend the weekly forum and join the weekly onboarding academic training.

The targeted advising approach gained national notice from an article last year in the Chronicle of Higher Education, “.” LeBeau and Schaffling, who discussed the initiative in the article, received inquiries from other institutions interested in following Syracuse University’s model. The two later authored , a newsletter of NACADA: The Global Community for Academic Advising, that further explained their work.

Syracuse University will be featured along with the other awardees in NAFSA’s annual report , to be published this fall, and honored during NAFSA’s 2024 Annual Conference and Expo this spring.

Ling Gao LeBeau (center, left) and Steve Schaffling (center, right) accepting the 2024 Senator Paul Simon Spotlight Award for Campus Internationalization from NAFSA CEO Fanta Aw (left) and NAFSA President LaNitra M. Berger during the annual conference.

[Editor’s note, June 7, 2024: Updated with photo from NAFSA’s 2024 Annual Conference and Expo.]

Barnes Center at The Arch (Photo by Jeremy Brinn)

A month into 2024, have you hit the wall with your New Year’s fitness goals? , associate director of fitness programs with the , shares ways to get back on track—and ways to create and launch your plan (if you’re just starting out).

In this Q&A, Anthony, a certified strength and conditioning specialist, advises individuals to keep it practical and find a workout that works for them, and reveals what keeps her motivated.

The idea for the Office of Diversity and Inclusion Lunch and Learn Series developed from The D.E.I.A. Symposium on Oct. 3.

The series will highlight workshops, scholarship, integrated/shared work and roundtable discussions that are underway across the University to strengthen collaboration among faculty, staff and students, and begin the process of shifting from awareness to meaningful action.

The idea for the series developed from The D.E.I.A. Symposium on Oct. 3, which showcased diversity, equity, inclusion and accessibility work conducted by students, staff and faculty. Many of the series presenters submitted proposals to the symposium.

“We understand that learning and development must be continuous for our knowledge to grow and progress,” says Tanya Williamson, assistant vice president for diversity and inclusion. “One of our many goals is to provide education on key diversity, equity, inclusion and accessibility issues throughout the academic year. The D.E.I.A. Symposium and this related Lunch and Learn Series provide a wonderful opportunity for us to do just that.”

“The symposium sought to successfully ‘spark’ the University’s commitment to diversity, equity, inclusion and accessibility,” says Christina Papaleo, DEIA learning and development specialist in the Office of Diversity and Inclusion. “Our hope is that the Lunch and Learn Series will turn that ‘spark’ into a flame, illuminating learning and development opportunities that extend from the symposium.”

Each session will be held from noon to 1 p.m. in the Noble Room, Hendricks Chapel, except for the April 16 session—Creating Access to Knowledge Through Inclusive Experiences—which will be held virtually. Lunch will be served. Registration is required for each presentation.��

The presentations are the following:

• Tuesday, Jan. 30:
• Tuesday, Feb. 6:
• Friday, Feb. 23:
• Tuesday, Feb. 27:
• Tuesday, March 5:
• Tuesday, March 26:
• Tuesday, April 2:
• Tuesday, April 16 (virtual):
• Tuesday, April 30:

Tanya Williamson

Vice President for Diversity and Inclusion Mary Grace Almandrez has announced the selection of Tanya Williamson as the inaugural assistant vice president in the Office of Diversity and Inclusion. Williamson, who currently serves as associate director of diversity, equity and inclusion at the Barnes Center at The Arch, will begin in her new role Tuesday, Jan. 2, 2024.

As assistant vice president, Williamson will manage departmental operations, budget and planning, and project management of the Diversity, Equity, Inclusion and Accessibility (DEIA) Strategic Plan. She will also supervise staff in the following areas: inclusion and belonging, learning and development, and research and assessment.

“Dr. Williamson brings a range of experience and skill to this new role—from her depth of work in DEIA to project management at the University. Her role will be crucial in the implementation of the DEIA Strategic Plan,” Almandrez says. “Through this new role and with her knowledge and background, the Office of Diversity and Inclusion continues to strengthen its mission to make the University a more welcoming place for all.”

Williamson joined the Barnes Center in 2021 and led projects related to DEIA within the integrated center for health and wellness.

“I’m honored to serve in this inaugural role as DEIA has consistently been a significant component of my work. I am most excited about the opportunity to continue my collaborations with staff, faculty and students, which will be essential to advancing the DEIA strategic plan,” Williamson says.

Prior to coming to the University, Williamson, who is also an executive coach and consultant, held several positions at the Veterans Affairs Medical Center and worked as a lead and staff psychologist. She earned a master’s degree and a Ph.D. in clinical psychology from SUNY Binghamton, as well as a B.A. in psychology from Michigan State University.

“We were seeking a leader with a strong understanding of leading practices and strategies in DEIA work. Tanya has a keen understanding of DEIA work and a breadth of professional experience in advancing diversity, equity inclusion and accessibility, as core values and critical components of an organization’s culture,” says Dawn Singleton, chair of the search committee and vice president of student transition, access and inclusion in Student Experience.

Other members of the search committee were Elisa Dekaney, associate dean of research, graduate studies and internationalization in the College of Visual Performing Arts and professor of music education; Luis Gomez; Carlee Kerr, graduate assistant in the Office of Diversity and Inclusion; and Craig Tucker, director of the Arthur O. Eve Higher Education Opportunity Program/Student Support Services.

Also recently, the Office of Diversity and Inclusion has welcomed new team members, including Carlee Kerr, graduate assistant, and Kala Rounds, access coordinator. Rounds assists staff and faculty with disabilities and resources, and Kerr supports inclusion and belonging efforts, such as affinity groups, Posse student scholar program support, community-building activities and mentorship programs.

Life Trustee Daniel D’Aniello ’68, H’20 receives the keys to the city of Florence, Italy, from Mayor Dario Nardella.

Alumnus, philanthropist and Life Trustee Daniel D’Aniello ’68, H’20 was recently celebrated by the city of Florence, Italy, for his dedication to the city and his support of the Syracuse Abroad program in Florence. In a ceremony hosted by the mayor of Florence, D’Aniello was presented with the keys to the city. University leadership, students, faculty and staff and local dignitaries attended the ceremony on Oct. 19 in the city’s town hall, Palazzo Vecchio.

“We are honored to open this ceremony in Palazzo Vecchio to give you the keys of the city, which is a sign of our friendship—our way to say to you thank you for your love and for your passion for our city, for our community,” Dario Nardella, the mayor of Florence, said.

D’Aniello, an alumnus of the Florence abroad program, has recalled his time in Florence as some of the most memorable of his college career and his recent support of the program and future generations of students reflects his deep connection.

In 2022, D’Aniello and his wife, Gayle, donated $10 million toward significantly enhancing the . The gift will expand opportunities for students, attract exceptional faculty and improve facilities. It will also dramatically expand scholarship funding for whom study abroad programs have been out of reach, including student veterans, lower-income students and post-traditional students.

Life Trustee Daniel D’Aniello ’68, H’20 (third from left) was celebrated by the city of Florence, Italy, for his dedication to the city and his support of the Syracuse Abroad program in Florence. From left are Chancellor Kent Syverud; Sasha Perugini, director of Syracuse Florence; D’Aniello; Dario Nardella, the mayor of Florence; Consigliere Regionale Cristina Giachi; and Assessore Elisabetta Meucci.

In honor of the couple’s gift, the program was renamed the Daniel and Gayle D’Aniello Syracuse University Program in Florence. The Daniel and Gayle D’Aniello Florence Program is located on Piazza Savanarola, at the historic Villa Rossa, with additional spaces for studio art and architecture on nearby Donatello Square.

The couple also has funded a scholarship for four military-connected students to spend a semester studying in Florence. The Daniel and Gayle D’Aniello Endowed Florence Scholarship will provide substantial financial support to the students. As part of the celebration activities, D’Aniello visited with student veterans who are studying in Florence with support from the endowed scholarship.

“Many tens of thousands of Syracuse alumni have come to truly understand and to love this place, no one more so than Dan D’Aniello,” Chancellor Kent Syverud said at the ceremony. “I also need to say thank you for giving back both to Florence and Syracuse University and particularly to the next generation so the next generation of students can love this city as you do.”

Chancellor Syverud explained the importance of D’Aniello’s support of the Florence program. “His gift is going to enable us to update the Villa Rossa and other University facilities in Florence. It’s going to help expand our programs, our faculty, our curriculum in Florence,” Chancellor Syverud said. “And most important it’s going to enable students who cannot afford to study in Florence to study abroad to receive scholarships to be here in Florence, and specifically scholarships for those who served in the U.S. armed forces and their families.”

After accepting the keys to the city during the ceremony, D’Aniello spoke in Italian about how much the honor meant to him and how it was with “great joy” that he was returning to the city he loved. His time there as a student coincided with the great flood in 1966. The disastrous flood deluged churches, libraries and museums, containing art and historical works, with mud. Residents and young people traveling the European continent and studying in Florence, including D’Aniello, helped rescue the priceless artifacts.

“Although I have visited this wonderful city many times over the years, my mind keeps taking me back to November 1966 and the great flood. To this day, I am still in awe of the heroic will of the Florentine people to overcome a disaster of such magnitude and to save and restore the Cradle of the Renaissance and the priceless iconic works of Western civilization,” said D’Aniello, co-founder and chair emeritus of The Carlyle Group. “Of all the titles I have received throughout my life I will forever cherish the title of ‘Mud Angel.’”

“Florence, through Syracuse University’s study abroad program, has given me more than I can ever repay, so helping to provide more young students with an unforgettable experience is a small gesture of my appreciation,” D’Aniello said. “My roots are 100% Italian, and my relatives in heaven and on Earth are smiling right now. I have no words to express my gratitude for the honor of receiving the keys to this beloved city.”

When he had heard of D’Aniello’s commitment to the Syracuse Abroad Florence program, which has been in existence for more than 60 years, Nardella said he understood more about the importance of the legacy of Syracuse University and its generations of alumni.

“This alumni community is an incredibly big family,” Nardella said. “Syracuse University I think is the oldest American university in our city. You are pioneers and after your decision to establish an important campus in our city, many other universities decided to follow you, to follow your example.”

Following the ceremony, the mayor invited those in attendance to his office, a unique part of Palazzo Vecchio, which is decorated with frescoes and tiled floor designs.

Following the ceremony in which Daniel D’Aniello (at right) received the keys to the city of Florence, the mayor invited those in attendance to his office, a unique part of Palazzo Vecchio, which is decorated with frescoes and tiled floor designs.

A scene from Anthony Davis’ “X: The Life and Times of Malcolm X.” Alex Jainchill, faculty member in the College of Visual and Performing Arts, was part of the creative team on the production as lighting designer. (Photos by Marty Sohl / Met Opera)

How do you illuminate the powerful story of civil rights leader Malcolm X on the opera stage? It was a challenge that lighting designer couldn’t pass up, working on a groundbreaking opera at the renowned Metropolitan Opera in New York City.

Jainchill, assistant teaching professor in the College of Visual and Performing Arts’ Department of Drama, is part of the creative team for “X: The Life and Times of Malcolm X,” which had its Met debut on Nov. 3. The production is highlighted as part of the Met: Live in HD Broadcast Series. It will be airing at Regal Cinemas Destiny USA Theater on Saturday, Nov. 18; are on sale now.

This production of Anthony Davis’ opera, which premiered in 1986, is directed by Tony-Award nominated director of “Slave Play” Robert O’Hara. The opera is described as imagining “Malcolm as an everyman whose story transcends time and space.”

Alex Jainchill

Jainchill, who teaches lighting design, says the artistic team behind this restaging saw the production as one that should be influenced by Afro-futurism—with elements that included a spaceship crash-landing onstage. This ambitious concept created some challenges in developing the environment, but for Jainchill, the biggest challenge in creating this production was in living up to the legacy of Malcolm X.

“As our director, Robert, so nicely put it during the Met production, we must earn telling this story every night. I was very motivated to help tell this story as well as I could,” Jainchill says. “Through my research it became evident how brilliant and charismatic a person Malcolm was. And how sadly relevant many of his ideas still are today.”

Jainchill, who teaches lighting design, frequently collaborates with O’Hara. He was the lighting designer for last season’s “Richard III” (Shakespeare in the Park) featured on PBS’ “Great Performances.” His other work includes designing a Lortel Award-Winning Production of “A Raisin in the Sun” for the Public Theatre; world-premiere musical “Gun and Powder” at Signature Theatre; and “Macbeth” at the Denver Center for the Performing Arts. He is a longtime collaborator with the Berkshire Opera Festival in Great Barrington, Massachusetts, where he has lit productions of “Fallstaff,” “La Bohème,” “Don Pasquale” and “Three Decembers.” He has two associate lighting designer credits on Broadway: “Old Times” (American Airlines) and “Significant Other” (Booth). He was also the associate lighting designer on the world premiere of “Dear Evan Hansen.”

His latest work with “X: The Life and Times of Malcolm X” marks his first time on a production at the Met. In this Q&A, he shares a behind-the-scenes look at the creativity in putting together a masterful opera production.

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

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

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

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

At the daylong inaugural event, hosted by the Office of Diversity and Inclusion, faculty, students and staff will showcase their work through workshops, presentations and posters, representing the substantial commitment by people across campus to DEIA and the themes of the .

The campus community is invited to for any number of the sessions during the symposium, being held from 8:30 a.m.-5:30 p.m. in the Schine Student Center.

Special Panel Discussion

The symposium also includes a panel discussion, “Undeterred: Syracuse University’s Unique Connection to Affirmative Action and Our Next Steps.” Panelists will be Chancellor Kent D. Syverud; Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter and Senior Vice President and Chief Student Experience Officer Allen Groves. The discussion will be moderated by Associate Provost for Strategic Initiatives Marcelle Haddix.

As efforts to advance diversity, equity, inclusion and accessibility are increasingly under scrutiny in higher education, the symposium is a way to illuminate the continuing efforts of the campus to cultivate a campus that is welcoming and inclusive to all.

“The D.E.I.A. Symposium leverages the University’s history of inclusion as a guiding principle for our current day commitment to inclusive excellence,” says Vice President for Diversity and Inclusion Mary Grace A. Almandrez. “Now more than ever, it is critical that we advance DEIA work and illuminate the scholarly aspects that faculty, staff and students bring to its efforts and outcomes.”

Conversations Around the Racial Wealth Gap

, associate professor of communications in the S.I. Newhouse School of Public Communications, is presenting at the symposium, as part of a larger presentation: “Mitigating the Racial Wealth Gap in the United States: Multi-Disciplinary Perspectives and the Potential Impact of Collaborative Approaches by Faculty, Staff and Students.”

The Lender Center for Social Justice is engaging with multi-disciplinary faculty and approaches to address factors contributing to and/or mitigating the racial wealth gap in the United States. The symposium presentation brings together scholars from the academic disciplines of management, African American studies, architecture, communications, and writing and rhetoric to illustrate multi-level and multi stakeholder approaches that inform policies and interventions to lessen the racial wealth gap.

L’Pree Corsbie-Massay, along with Luvell Anderson, associate professor of philosophy, College of Arts and Sciences, will present on “Laughing at the Racial Wealth Gap: Analyzing Effective Satire.”

“The racial wealth gap represents centuries of discriminatory policies which baffle Americans,” L’Pree Corsbie-Massay says. “Satire and comedy deconstruct and demystify difficult social phenomena but the collective confusion around the racial wealth gap makes this uniquely difficult. This—coupled with satire’s propensity for misinterpretation—means that laughing is not the same as learning.”

The two explore how the racial wealth gap has been represented in three different forms, spanning four decades: “Trading Places” (1983), “Reparations” (“Chappelle’s Show,” 2003), and “The Big Payback” (“Atlanta,” 2022), and describe when and how satire can be an effective tool of social change.

“The racial wealth gap is one of those problems that is so big that we as individuals (as scholars and citizens) have a tough time getting our head around it,” says L’Pree Corsbie-Massay, the author of “Diversity and Satire: Laughing at Processes of Marginalization.” “It is exciting to present with so many different perspectives about this issue that anyone can find different ways for them to get involved because there are so many entry points, including satire.”

Understanding the Sacred

As one of the presenters during the “lightning round,” Diane Schenandoah ’11, Honwadiyenawa’sek (“One who helps them”), will offer insight into the Haudenosaunee culture through the short video, “Where are your feet.” The video was produced by Access Audio, a storytelling initiative from the Special Collections Research Center at Syracuse University Libraries, in collaboration with Jim O’Connor, Andy Robinson, Neal Powless, Michelle Schenandoah and Diane Schenandoah.

“This video is an important piece to help students, faculty and staff understand the lands where Syracuse University was built—we are in the capitol of the Haudenosaunee Confederacy and Onondaga Nation homelands,” says Diane Schenandoah. “It is sacred, alive and precious; viewed this way, the land is our relative and not a resource.”

Schenandoah hopes there is a “flash” during the lightning round presentation that will spark inquiry and insight into shared history.

“As a faithkeeper of the Wolf Clan, from the Oneida Nation, it is part of my duty to share our teachings of how-to live-in peace,” Schenandoah says. “This is the birthplace of democracy, and I feel it is so important to share some of these teachings.”

Depth of DEIA Work

The variety and depth of DEIA work on campus was important for the symposium organizers to be able to represent.

“Because we are always striving to create a better campus environment for our students, staff and faculty, there is a tendency to focus only on the areas that need improvement, which can feel like the glass is half empty,” says Kamala Ramadoss, associate professor in the Falk College of Sport and Human Dynamics and a member of the symposium’s organizing committee. “While that is important, it is equally critical to periodically take stock of the progress being made and celebrate successful initiatives that strive to create a better campus culture for everyone. This symposium is an invitation to the attendees to learn about these initiatives that are working and to engage in conversations on how we can further improve the same.”

The D.E.I.A. Symposium, co-chaired by Suzette M. Meléndez and Christina Papaleo, is co-sponsored by the Center on Disability and Inclusion, the College of Professional Studies, Hendricks Chapel, the Office of Faculty Affairs and the Martin J. Whitman School of Management.

Those interested in assisting with the symposium can with a variety of activities.

After their hard-earned National Championship season, the Syracuse men’s soccer team wanted to respond in gratitude back to the community and held a meet and greet with youngsters at the Boys & Girls Club.

Team members ’22 and ’24 started a program, Sincere Impact, to show their appreciation to the community. During their first event, in April, members of the team held a meet and greet with youngsters through the Boys & Girls Club and organized a clothing giveaway.

“As members of the men’s soccer team, Julius and I were overwhelmed by the support we received from the community during our National Championship season in 2022,” says Singelmann, who earned a bachelor’s degree in economics from the and the and is pursuing a graduate degree in economics from the Maxwell School. “Witnessing the impact our success had on the City of Syracuse was truly humbling and inspiring. We knew we wanted to give back, and that’s when we came up with the idea to start a clothing drive.”

The response from fellow student-athletes and other University members was overwhelming.

“We extend our gratitude to all our team members for their generous contributions of over 400 articles of clothing, which surpassed our expectations of making a significant impact,” says Rauch, a double major in entrepreneurship and emerging enterprises and finance in the . “In collaboration with the Syracuse Athletic Department and our fellow student-athletes, we gathered more than 1,500 gently used pieces of clothing that met our donation standards.”

The Athletics equipment staff assisted in sorting and cleaning the donated items to ensure they were in top condition.

Members of the men’s soccer team enjoyed spending time at the Boys & Girls Club and interacting with the youngsters.

Members of the University’s , Kate Flannery, executive director of community engagement, and Cydney Johnson, vice president of community engagement and government relations, connected Singelmann and Rauch with the Boys & Girls Clubs of Syracuse to set up an event.

“The student-athletes coming to the Boys & Girls Club on Shonnard Street provided a very positive and genuine experience for our neighbors on the near West Side,” says Johnson. “The club was thrilled to host the student-athletes and share a meal with them, along with activities and general fun time.”

The members of the soccer team enjoyed spending time at the club and interacting with the youngsters.

“It was truly heartwarming to witness the impact we were able to make on the kids from the Boys & Girls Club,” Singelmann says. “Our organization was founded with the goal of having a sincere and direct impact on the community by providing necessities while also fostering relationships with the youth.”

Rauch says the whole experience was impactful to him—to just hang out and play basketball, offer them a variety of gear and share some pizza and cookies together—and the best part was the chance to reinforce to the children how much they are valued and loved.

Members of the men’s soccer team organize clothing as part of a meet and greet and clothing giveaway at the Boys & Girls Club.

“In addition to the satisfaction of spending time with members of our community, we were overwhelmed by the gratitude we received and how fulfilling it was to see the children enjoy themselves,” Rauch says.

Singelmann also enjoyed spending time playing foosball, pool and basketball with the youngsters and building connections.

“I am excited about the potential to strengthen our partnership with the Boys & Girls Clubs of Syracuse and have even more events like this in the future,” Singelmann says. “Our mission is to help create an environment in which the young people of Syracuse can thrive and reach their full potential, and I am proud to be a part of that mission.”

Rauch agrees, noting they want to continue to build a strong relationship with the organization by partnering on future events.

“I would like to express my appreciation to the staff, children and families of the Boys & Girls Clubs of Syracuse for welcoming us into their community,” Rauch says. “We intend to continue providing the children with support in any way possible. More importantly, we aspire to foster an unwavering sense of belonging and confidence in every one of them.”

Men’s soccer players Julius Rauch ’24 and Noah Singelmann ’22 organized a clothing giveaway for an event at the Boys & Girls Club.

Nichole Henry

Henry, director of admissions and recruitment in the College of Professional Studies, was told the good news by her colleague Marissa Willingham, a member of the MLK Jr. Celebration Committee and manager of the Intercultural Collective.

“I asked her, ‘The Unsung Hero? The MLK Unsung Hero?’” Henry says. ��When Willingham confirmed, Henry says she was in shock and in tears. “I didn’t do anything special. I just do what I love to do.”

Henry has devoted her professional career to welcoming and recruiting hundreds of students to Syracuse, through the College of Law and now in her current role.

She is also committed to students through her volunteer work as a dialogue facilitator for InterFaith Works, a FullCircle mentor and a lead instructor with First-Year Seminar.

For those who know Henry, her work, her care for students and her enthusiasm for higher education are an exemplary example of someone behind the scenes moving others forward.

Henry credits others around her for propelling her in the work that she does.

“I am so humbled and blessed to be named an Unsung Hero because I didn’t get here by myself. I’m recognized because I have been surrounded by, fostered by, comforted by and encouraged by so many individuals on this campus who go unnoticed,” Henry says.

At the MLK Jr. Celebration, Henry says they all walked the stage with her in spirit.

“I stand on their shoulders, humbly and lightly, because of what they’ve done for me,” Henry says.

Commitment to Community

Jimmy Luckman, associate director for First-Year Seminar, nominated Henry in a recommendation because of her commitment to the University and Syracuse communities, including her work as president of the Delta Alpha Gamma Zeta Chapter of Zeta Phi Beta Sorority Inc., which supports student scholarship. In the nomination, he weaved in comments from other individuals in support of Henry’s recognition.

Nichole Henry receives the Unsung Hero Award from Chancellor Kent Syverud during the 38th Annual Rev. Dr. Martin Luther King Jr. Celebration in January. (Photo by Amelia Beamish)

“Nichole has been a visionary leader within��Zeta Phi Beta Sorority Inc. and has reimagined how to support students through the admissions��process,” Luckman says. “Her warmth and love radiates to all those around her, so it was an easy decision to work with other members of the community to nominate her for this recognition.”

In her admissions role, Henry enjoys building relationships with all of those around her—mentors who’ve been at the University for many years and those coming up from the next generation—and make connections between everyone she meets, to empower others to find their passions and pursue their goals.

Henry calls her work in admissions “an energetic lifeline,” connecting her to the work that she loves to do. “You just have to really love what you do, and you have to love students and you have to love education,” she says. “Education is an outlet for people to do better, learn better, live better.”

Advocate for Students

Henry, who is pursuing a Ed.D. in educational executive leadership from St. John Fisher University, has also devoted time and her doctoral research to the advancement of students through the Arthur O. Eve Higher Education Opportunity Program (HEOP). Henry, who was an EOP student (the name of the program at public colleges) at SUNY Oswego, has been a strong advocate for the role of such programs that provide various forms of support for those from marginalized backgrounds to succeed in higher education.

Henry has focused her research on such programs and advocating for the needs of students because she knows the benefits herself as an EOP recipient and the empowering effect such resources can have.

“My son has a learning disability; he has always struggled with reading. And it was a struggle for me with the school system to find the right way to deal with the issues,” Henry says. “Black males are at risk out of every population that goes into higher education—they have the highest dropout rate and they are at the highest rate among those who say they don’t feel a sense of belonging.”

Henry wants to know why they—along with other students from marginalized groups—drop out and how that can be fixed.

Nichole Henry and Jimmy Luckman at the 38th Annual Rev. Dr. Martin Luther King Jr. Celebration in January

“How can we create a healthy, positive bridge for them to come to school and be successful here?” she says. “Syracuse University is a place with the tools,” she says, but we need to make sure they know the tools are here to help them.

Henry describes herself as someone who looks at the glass as half full but is centered in reality through her own experiences, growing up in a disadvantaged community in Brooklyn but finding a path to her goals through education.

“I understand that if we try as individuals, as educators, to recognize every student in the room, we can make such a great impact,” she says.

Winning the Unsung Hero Award also has given Henry more impetus to continue in the work she does.

“I have to continue to actively engage with like-minded individuals who want to do social action; civil engagement; diversity, equity and inclusion work; education work—those who are looking to encourage students in that capacity,” Henry says. “I have to take them as far as I can and let them blaze new paths.”

Receptions honoring Invest in Success Scholars from fall 2021 were held in March in Goldstein Auditorium.

First-year students (and transfer students in their first year) who achieve a 3.75 GPA, have completed at least 15 credits their first semester and are in good standing are awarded an Invest in Success Scholarship through the program.

Award winners, called “Success Scholars,” receive a merit scholarship of $1,000 per year, renewable annually for four years, as long as they maintain a minimum GPA of 3.25 and successfully complete at least 15 credits each semester.

The program acknowledges the work of students and was created to help encourage and retain students who have excelled in their academic work.

“The Invest in Success Scholarship recognizes the hard work of all these students for a remarkable first semester at the University and wants to support their continued success,” says Chris Johnson, associate provost for academic affairs. “Their exemplary performance is a great way to start off their academic careers at Syracuse.”

To celebrate the new Success Scholars, first-time recipients are invited to a reception in the spring semester of their first year, in which they are honored and can connect with staff representing a variety of resources on campus, such as the Renée Crown University Honors Program, Syracuse Abroad, Syracuse University Office of Undergraduate Research and Creative Engagement (The SOURCE), ’Cuse Works and the Shaw Center for Public and Community Service. This year’s event is being held this week.

“We celebrate these students who have achieved such great success in their first year,” says Kal Srinivas, director for retention and student success. “We honor their commitment and dedication to their studies with a scholarship that we hope will continue to encourage and inspire them to reach for their goals.”

Now, Pollard is once again taking on a role to inspire—with a company that is making a big impact in Central New York and beyond.

Savion Pollard ’25 and his wife, Enesa, along with Pollard’s little brother, Kenorie, bottom left, through Big Brothers Big Sisters of America, and the youngster’s twin brother, Kenare (Photos provided by Savion Pollard)

Pollard, a student in the College of Engineering and Computer Science, has been selected by Micron Technology, which plans to build a $100 billion semiconductor fabrication facility in the Town of Clay, New York, as the company’s first intern hire from the Syracuse veteran community.

“Being selected for this new role means progress. I joined the U.S. Navy as a 21-year-old from New York City that just wanted to get out of the city and be somebody. I wanted to inspire people and be admired but I did not know how. The military was that how for me,” says Pollard, who is pursuing a degree in electrical engineering. “Upon my separation in 2021, I still felt compelled to give back and inspire. I think being selected as the first hire of Micron in Central New York is extremely inspiring.”

The announcement about Pollard was made as part of an event last week in Syracuse to mark a $500 million investment in education, community assets and organizations by Micron, New York State and other local, state and national partners to ensure that the Central New York workforce has the advanced skills needed to sustain leading-edge semiconductor manufacturing.

Syracuse University was noted as preparing to play a key role to build and train the workforce of the future that will power Micron’s leading-edge memory megafab in Clay, the largest facility of its kind in the United States. Chancellor and President Kent Syverud was among the Central New York leaders who welcomed President Joseph R. Biden Jr. L’68; federal, state and local officials; and Micron leadership at the community event at Onondaga Community College.

As part of Micron’s plans that were announced, the Micron internship program is designed to prepare students for full-time positions as engineers, scientists and other critical roles in the semiconductor industry. Recruitment will focus heavily on veterans and students from traditionally underrepresented communities.

“Getting selected for this position gives hope to little boys and girls who look like me. It gives hope to veterans, it shows that success in higher education for a non-traditional student is possible,” Pollard says. “I am honored to have been selected for this position and hope I can use this opportunity to uplift my campus community as well as the Syracuse and Onondaga County community.”

During last week’s event, April Arnzen, Micron’s chief people officer, introduced the plans for the internship program and Pollard as its first recruit, noting Pollard’s eight years of experience in electronic systems maintenance and nuclear power, including nuclear subs.

“He’s a proven leader—treasurer of the Student Veterans Organization. He also volunteered as a youth mentor with Big Brothers Big Sisters of America,” Arnzen said. “To him, I say, ‘thank you for your service and welcome to Micron.’”

Pollard, who was hired as an equipment engineer intern, will work with the team in Manassas, Virginia, during the summer of 2023. He will maintain the state-of-the-art fabrication equipment and troubleshoot issues and correct deficiencies to improve production and quality, Pollard says.

Pollard’s little brother Kenorie (back), with Big Brothers Big Sisters of America, and his twin Kenare (forefront) met President Joe Biden at the Micron event.

“I am mostly looking forward to being a sponge and soaking up all the knowledge that I can, to bring back home to CNY to make the fab up here as successful as I can,” Pollard says.

Pollard’s wife, Enesa who is originally from Watertown, New York, and is an associate banker at Chase Bank, attended the event, along with Pollard’s mentee, Kenorie, through Big Brothers Big Sisters of America, and the youngster’s twin brother, Kenare.

“It was truly a blessing to have them there, where they got to interact with the president. I think it is extremely important for them to see what can be done when you put your mind to it,” Pollard says.

In October, Syracuse University was the site of the historic announcement by Micron Technology to build a leading-edge memory fab in Central New York—the largest investment and facility of its kind in the United States.

Micron Technology Inc. is one of the world’s largest semiconductor companies and the only U.S.-based manufacturer of memory. The new megafab will increase domestic supply of leading-edge memory and create tens of thousands of new jobs. It is the largest private investment in New York state history.

Micron is looking to tap Central New York’s significant military population, a highly skilled and talented pool of labor critical to scale U.S. high-tech manufacturing. In coordination and partnership with Micron, the University’s D’Aniello Institute of Veteran and Military Families (IVMF) will support veteran skill development for advanced manufacturing jobs and transitions into Micron and other industry roles.

Micron plans to hire more than 1,500 veterans in the region over two decades in Central New York, aligned with Micron’s goals for veteran hiring.

The first: Come as you are.

“If you have not figured it out yet, you will pretty soon: there is no one way of thinking, no one way of dressing, no one person who is the ‘normal’ here. People are unique and amazing and dazzlingly different,” Chancellor Syverud said to the 4,000-plus new undergraduates and their families in the JMA Wireless Dome Thursday, Aug. 25.

“Given that there is no ‘normal’ here, why not try just being yourself? Not the image of perfection that appears on social media; not the identical replica of someone else, but just be you,” he said. “I believe you will find that if you come as you are here, you will become Orange.”

The second: Become more at Syracuse.

Chancellor Kent Syverud addresses new students during Convocation Aug. 25. (Photo by Jeremy Brinn)

“That’s the common thread in every speech you are hearing this week. You have a chance that has been denied to so many people in this world: a chance to be part of a great university,” Chancellor Syverud said. “What a waste, if you end up here without learning and doing and becoming more than you are now. So please, become more here, in your own unique and defining way.”

New students were officially welcomed to the University during New Student Convocation—an academic program with leadership and faculty progressing into the JMA Dome with full regalia—kicking off the academic year. A highlight of Syracuse Welcome, it’s both the first time new students gather together as a class and a bookend to the next time they will all be together in the JMA Dome: Commencement.

Chancellor Syverud also shared his congratulations to the parents and families of those students who are now Syracuse Orange.

“We know how much you have poured into these entering students, who are now adults. We know you want to continue to be there for them in different ways—ways that match the need for these adults to start off on their own in a great university,” Chancellor Syverud said. “We know the treasure you have entrusted to us, and so many of us take that responsibility very seriously.”

, encouraged the new class to boldly follow their creativity and remember a quote from philosopher and educator John Dewey: “Every great advance in science has issued from a new audacity of imagination.”��

“Dewey believed—and I believe—that imagination is a vehicle for learning in all fields: from science and math, to politics and literature, to art and music,” Ritter said. “And audacity is the courage to stretch your thinking beyond the boundaries of current understanding.”

During New Student Convocation Aug. 25, Gretchen Ritter, vice chancellor, provost and chief academic officer, encouraged new students to boldly follow their creativity.

The determined charge of “Go Orange” empowers students with the freedom to be bold.

“It’s the rallying cry to explore the far reaches of your imagination—with audacity,” Ritter said. “We need your brave creativity to envision a world that provides economic opportunity to talented strivers of all backgrounds and abilities.”

Among other speakers, Allen Groves, senior vice president and chief student experience officer, and Marcelle Haddix, associate provost for strategic initiatives and Dean’s Professor of Literacy, Race and Justice, also shared remarks with students.

Before Convocation ended, students sang the alma mater, swaying arm in arm with their fellow students, ready for their academic career at Syracuse University to begin.

Daniel D’Aniello

“Syracuse University’s study abroad program is second to none. Dan and Gayle’s gift will invigorate the Florence program by funding necessary updates to its facilities and strengthening the curriculum. It will also provide support to retain and attract an exceptional cadre of faculty members, and, most importantly, increase access to international experiences to more students,” says Chancellor Kent Syverud. “Dan and Gayle’s leadership, generosity and vision are paving the way for Syracuse University’s future. I am grateful for their continued support for the University’s most important academic priorities.”

The Daniel and Gayle D’Aniello Florence Program is located on Piazza Savanarola, at the historic Villa Rossa, with additional spaces for studio art and architecture on nearby Donatello Square. The crown jewel of the Syracuse Abroad portfolio, the Syracuse program in Florence is the oldest and one of the most coveted international learning experiences in the city and the country. This new gift will support upgrades and enhancements in the programs facilities to ensure they meet the increasing needs of students.

The gift will dramatically expand scholarship funding to students for whom study abroad programs have been out of reach, including lower-income students, post-traditional students and student veterans. For student veterans, Syracuse Abroad will work closely with the Office of Veteran and Military Affairs and the D’Aniello Institute for Veterans and Military Families to expand support for military-connected students in navigating the complexities of using GI Bill benefits for study abroad, covering gaps in funding and providing specialized support services unique to the needs of veterans.

“The Syracuse Abroad program is an essential element of the academic experience for so many students. My time abroad in Florence was some of the most memorable of my college career, and I am delighted to be able to support that experience for today’s students—especially students with need, veterans and others for whom a semester abroad seems out of reach,” says Daniel D’Aniello, a Syracuse University Life Trustee and co-founder and chair emeritus of The Carlyle Group, who was recognized during the Class of 2020 Commencement with an honorary doctor of humane letters degree. “Gayle and I are so pleased to provide this support to the University and its faculty and students, who will gain illuminating global perspectives during their time in Italy and bring those insights to their professional lives.”

The D’Aniellos are deeply committed to Syracuse University and its community through their time and resources. They have been especially supportive of Forever Orange: The Campaign for Syracuse University, a $1.5 billion fundraising initiative focused on enhancing academic excellence, transforming the student experience and expanding unique opportunities for learning and growth. In November, the couple announced a $30 million gift to secure the future and long-term success of the D’Aniello Institute for Veterans and Military Families (IVMF). In addition, the D’Aniellos’ 2018 gift of $20 million provided for the construction of the Daniel and Gayle D’Aniello building that houses the National Veterans Resource Center (NVRC).�� These gifts ensure it remains the nation’s leading academic institute focused on the concerns of America’s more than 20 million veterans and their families. Their latest gift to the Syracuse Abroad program further strengthens their commitment to student excellence and the importance of a Syracuse University education.

“With this tremendous support from Dan and Gayle D’Aniello, the University can take the Syracuse Abroad Florence program to a new level. Along with upgrades to our facilities, this funding will allow our faculty to further innovate the curriculum, coursework and immersion experiences, focusing on project-based learning, allowing students to learn by investigating real-world issues,” says Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter. “Through the D’Aniellos’ generosity, an abroad experience in Florence, Italy, will be attainable for more students, putting talented and deserving students in the heart of a dynamic European city, immersed in its language, arts, culture and people.”

“This is an exciting announcement for the Syracuse Florence program and the University. Syracuse Abroad students grow each day through their experiences in Florence. Enhancing their experience, the coursework they take and the immersion opportunities throughout their time here will enable them to further learn, grow and gain a greater self-confidence that they will take with them for the rest of their lives. We see it every semester,” says Erika Wilkens, executive director of Syracuse Abroad. “The D’Aniellos’ gift will increase the possibilities for students to engage with the culture in Florence and throughout Europe. It will be extraordinarily impactful in all that Syracuse University does to create a distinctly global learning experience.”

Syracuse Florence Director Sasha Perugini echoed the Provost and Wilken’s comments. “I am grateful and excited to see such a powerful recognition made to acknowledge the outstanding work done through the decades by the Florence team in building an extraordinarily high-quality program.”

About Syracuse University

Syracuse University is a private research university that advances knowledge across disciplines to drive breakthrough discoveries and breakout leadership. Our collection of 13 schools and colleges with over 200 customizable majors closes the gap between education and action, so students can take on the world. In and beyond the classroom, we connect people, perspectives and practices to solve interconnected challenges with interdisciplinary approaches. Together, we’re a powerful community that moves ideas, individuals and impact beyond what’s possible.

About Forever Orange: The Campaign for Syracuse University

Orange isn’t just our color. It’s our promise to leave the world better than we found it. Forever Orange: The Campaign for Syracuse University is poised to do just that. Fueled by 150 years of fearless firsts, together we can enhance academic excellence, transform the student experience and expand unique opportunities for learning and growth. Forever Orange endeavors to raise $1.5 billion in philanthropic support, inspire 125,000 individual donors to participate in the campaign, and actively engage one in five alumni in the life of the University. Now is the time to show the world what Orange can do. Visit to learn more.

Syracuse University’s Commencement exercises will take place Sunday, May 15, at the stadium.

Graduates, it’s time to celebrate your accomplishments! Invite your family and friends, don your cap and gown, and meet you at the stadium for .

Syracuse University’s Commencement exercises will be held Sunday, May 15, beginning with the degree candidates’ procession at 9:30 a.m.

David Muir, anchor and managing editor of “ABC World News Tonight with David Muir,” will deliver the Commencement address.

School and college convocations and Commencement will also be livestreamed. Visit the May 12-15 to view the ceremonies online. The College of Law held its during a ceremony Friday, May 6.

At Sunday’s Commencement, Syracuse University will confer bachelor’s, master’s, doctoral, juris doctor and master of laws degrees. The number of students expected to graduate is 6,468.

Syracuse University Chancellor and President Kent Syverud will address the graduates and confer degrees. Vice Chancellor, Provost and Chief Academic Officer Gretchen Ritter will give the welcome.

The University will award honorary degrees to four distinguished recipients: Nina V. Fedoroff ’66, a molecular biologist who has contributed to the development of modern techniques used to study and modify plants and an Emeritus Evan Pugh Professor of the Pennsylvania State University; Thomas Magnanti ’67, former dean of the Massachusetts Institute of Technology (MIT) School of Engineering and Institute Professor and professor of operations research at the MIT Sloan School of Management; Howard “Howie” Phanstiel ’70, G’71, past chairman and CEO of PacifiCare Health Systems and a Syracuse University Life Trustee; and Gloria Somolekae G’94, senior research fellow and head of the governance unit for the Botswana Institute for Development Policy Analysis.

Bea González G’04, former vice president for community engagement, special assistant to the chancellor and dean of University College, will serve as mace bearer.

Tadodaho Sidney Hill, of the Haudenosaunee Confederacy, will give the ceremonial opening. The Rev. Dr. Brian E. Konkol, dean of Hendricks Chapel, will give the invocation. Ryan McNaughton ’96, president of the Syracuse University Alumni Association, will offer a welcome to the newest alumni.

Student Marshals and Scholars

Representing the Class of 2022, Ava Breitbeck and Morgan Storino are the senior class marshals and will lead graduates during the ceremony. Originally from Cicero, New York, Breitbeck, a member of the Renée Crown University Honors Program, is majoring in physics and political science in the College of Arts and Sciences and Maxwell School of Citizenship and Public Affairs. Storino, who is from Easton, Pennsylvania, is a chemistry and citizenship and civic engagement major in the College of Arts and Sciences and Maxwell School, and is a member of the Renée Crown University Honors Programs.

Along with the all-University marshals, 23 student marshals represent the 13 schools and colleges at Syracuse University. The marshals will lead the degree candidates of their respective schools or colleges.

Twelve seniors have been designated as Syracuse University Scholars. This is the highest undergraduate honor the University bestows. University Scholar Ghael Fobes Mora was selected as the student speaker on behalf of the Class of 2022.

Retiring faculty members who have been recommended to receive the title of emeritus by the University Senate to the Syracuse University Board of Trustees will be recognized by Jamie L. Winders, associate provost for faculty affairs.

The University Marshal is Shiu-Kai Chin ’75, G’78, G’86, Laura J. and L. Douglas Meredith Professor for Teaching Excellence and professor of electrical engineering and computer science in the College of Engineering and Computer Science. Associate University Marshal is James K. Duah-Agyeman G’99, director of Multicultural Affairs.

2022 Syracuse University graduates celebrate with Otto on campus.

Also during the ceremonies, Army and Air Force ROTC cadets will present the colors.

The Syracuse University Wind Ensemble will perform under the direction of conductor Bradley P. Ethington.

The national anthem will be sung by John Bentley ’22, College of Visual and Performing Arts, and Jada Crawford ’22, College of Visual and Performing Arts, will sing the alma mater.

2022 Graduate GIF Stickers

Continue the celebration on social media: Add to your Instagram or Snapchat stories with digital swag. Search for the latest Syracuse University GIF on either platform using the keyword “#SUGrad22.”

Check out the rest of @SyracuseU’s GIF sticker offerings, made for any occasion, by searching “Syracuse University.”

Welcome to the Orange Alumni Family

Graduates can check out programming for new alumni as part of —an exclusive welcome to the Orange alumni family. Visit the for in-person and virtual events.

More information about Commencement 2022 can be found at .

Bernie Jacobson

“We want all University members to understand that we take all allegations of discrimination or bias seriously, and we use evidence-based procedures to ensure that the appropriate result is reached for any allegation,” Jacobson says.

He emphasizes that each party in a matter is treated equally. “We treat everybody with dignity and respect,” he says.

Jacobson, whose role has also expanded to the position of deputy Title IX officer and the interim director of equal opportunity, investigates the factual circumstances surrounding allegations of discrimination or bias that have been made related to a protected category.

As the deputy Title IX officer and interim director of equal opportunity, he also facilitates the office’s informal resolution process, oversees investigative work by other investigators in the office and assists in evaluating complaints as they come in.

In this Q&A, Jacobson shares information about EOIRS processes, how people can reach out for support and what are the biggest misconceptions about the office.

Q: What are the issues and concerns that faculty and staff may come to your office to report?

A: Any staff or faculty member who is experiencing discrimination or harassment related to any protected category may report those concerns to our office. The protected categories are creed, ethnicity, national origin, sex, gender, pregnancy, disability, marital status, political or social affiliation, age, race, color, veteran status, military status, religion, sexual orientation, domestic violence status, gender identity, gender expression or perceived gender.

If anyone feels like they’re not being treated fairly—because of who they are—they can report that to us, and we can offer them options and support resources.

If the treatment is based on a protected category, then the best solution is available through our office. If it’s not based on a protected category, then we’ll make referrals to the appropriate person to handle or address the situation.

Q: What is the process of reporting if a faculty or staff members has a complaint against another faculty or staff member?

A: If somebody feels that they’re not being treated fairly and it’s based on a protected category, then they can contact our office by email at EqualOpp@syr.edu or phone at 315.443.4018, or they can stop by our office at 005 Steele Hall. Our website, , includes the reporting options and more information about our policies and procedures.

Q: What is the difference between the formal and informal resolution processes?

A: Although the procedures may differ depending on the nature of the allegations, in general the formal resolution process typically involves an investigation into the factual circumstances of an allegation, and a finding or determination of whether the person accused is responsible for violating University policy or not.

Informal resolution on the other hand attempts to remedy a situation to the satisfaction of all parties without an investigation. Typically, it’s facilitated by someone from my office. Depending on the nature of the behavior, it could include a sit-down conversation, in which someone is seeking to have the behavior end.

Sometimes it’s just a matter of letting somebody know “Hey, this has occurred, and it has made this person uncomfortable.” So, for some informal resolutions, depending on what’s reported, it doesn’t even have to have a name attached to it. We can tell a staff or faculty member, “This was reported to us. The person does not want to file a complaint, but they want you to be aware that they were offended by this remark or this action.”

During the conversations, those involved may also be supported by an advisor of their choice, who is not a witness to the circumstance.

Q: What is the ultimate goal of those processes?

A: Our overarching goal is that our team works with students, faculty and staff to foster a climate of inclusion and ensure a safe and respectful environment for all University members. These processes seek to address circumstances where a person feels that this standard was not preserved.

Q: What is a misconception about your office that people might have?

A: We sometimes hear from people that they believe our office is only here to protect the University, and sometimes they’re concerned about the perceived status of the person who they are reporting about.

Everyone reporting to our office can have confidence that their concerns will be listened to, and that they’ll be treated respectfully. Anyone accused of violating University policy should feel that we will listen to them and treat them respectfully, and our goal is to reach just results.

We will investigate, and if there is enough support that there is misconduct or behavior that doesn’t meet our standards, then the University will act.

There are all sorts of reasons why people may choose not to report or may be reluctant to report. We’re all different, and there are understandable reasons, but if our office is not aware of the incidents, we can’t act. Sometimes we receive anonymous complaints. We’ll look into them as much as we can, but anonymous complaints limit our ability to respond.

Q: What do you enjoy about the work?

A: I find satisfaction in providing fair process to both parties. So if a person reports a complaint to our office, they are heard, their allegation is investigated and there’s a process there to reach a resolution. For the accused, we are here to ensure that we are providing a thorough, careful process with an appropriate, just conclusion and that can mean that the evidence does not support a finding of responsibility.

Participants at the WiSE Women of Color in STEM Social Hour: Peer Networking and Fun in October

Hundreds of people—students and faculty—in STEM fields have been mentored, energized and supported in their advancement through the work of , since its inception more than 20 years ago.

Serving 19 STEM departments at the University, WiSE offers undergraduate and graduate students, postdoctoral scholars, and faculty networking and learning opportunities that help enhance the inclusion and success of STEM women.

“Over the last 22 years at SU, WiSE has created mentoring relationships in STEM across all disciplines, levels and ranks,” says Shobha Bhatia, professor of civil and environmental engineering in the College of Engineering and Computer Science, Laura J. and L. Douglas Meredith Professor for Teaching Excellence and faculty co-director of WiSE. “WiSE has allowed its participants to both climb the ladder and hold the ladder—this is remarkable and worth celebrating.”

Shobha Bhatia

Although the mission of WiSE is to empower women in STEM, its hosted events and workshops are open to all, regardless of sex, gender or gender identity. This includes an exciting upcoming event celebrating WiSE’s history.

This spring, WiSE will recognize the past, present and future of its work during “Celebrating 22 Years of SU WiSE,” from noon to 5 p.m. Friday, April 1.

The event will include:

• presentations by WiSE faculty leadership;
• panel sessions on the graduate and undergraduate perspective;
• presentations by Virginia Valian, Distinguished Professor of Psychology, Hunter College, and Cristina Marchetti, professor of physics at the University of California Santa Barbara, former William R. Kenan, Jr. and Distinguished Professor of Physics at Syracuse University, Fellow of the American Physical Society and a member of the American Academy of Arts and Sciences and of the National Academy of Sciences; and
• the awarding of the Norma Slepecky Undergraduate Research Prize.

“WiSE has made a huge difference in the lives of women in STEM at all levels of the pipeline for 22 years, helping them to succeed and flourish,” says Katharine Lewis, professor and chair of the biology department, co-director of WiSE and Laura J. and L. Douglas Meredith Professor for Teaching Excellence. “On April 1, we will celebrate these achievements and look forward to what still needs to be done to achieve gender equity in STEM.”

Katharine Lewis

In 1996, the underrepresentation of faculty women in STEM was noted by women in the University Senate and a proposal was submitted for a WiSE program by Cathryn Newton, then chair of Earth sciences and currently professor of interdisciplinary sciences and dean emerita of Arts and Sciences, and Diane Lyden Murphy (currently dean of the Falk College) and Priti Ramamurthy, then directors of women’s studies.

The proposal was not funded, but a year later, the Senate Committee on Women’s Concerns recognized the scarcity of women faculty in the science, mathematics and engineering disciplines. Newton and��Bhatia were appointed as co-facilitators of the early WiSE project.

Newton and Bhatia met with other faculty members, researched similar programs and developed three goals: increase representation and retention; highlight women scholars through a lecture series; and develop mentor programming.

Since then, WiSE, which was integrated into the Office of the Provost in 2017, has developed programming and mentoring opportunities that have continued to deepen its members connections.

Among its many offerings, WiSE initiatives include the following:

• the Norma Slepecky Prize (for undergraduate research) and Lecture;
• WiSE Women of Color in STEM and Career Preparation Program, promoting persistence in STEM and also providing tools for women to succeed while addressing bias;
• scientific writing workshops;
• Summer Research Program for undergraduate students;
• WiSE Future Professionals Program (WiSE-FPP);
• leadership development grants for faculty; and
• various professional development opportunities for post-doctoral student and faculty members.

Visit to find out more and how to participate.

Gina Kelepurovski

In her role with the University’s (EOIRS), Gina Kelepurovski is often the first person to reach out to students who have been impacted by sexual misconduct or relationship violence once a report is received by her office.

Kelepurovski, Equal Employment Opportunity and Title IX case coordinator, listens to students and provides them with information on resources, supportive measures and reporting options to let them decide whatever path is right for them.

“Our process is very student driven, so if a student doesn’t want to take any action, that’s fine too,” Kelepurovski L’01 says. “I’m here to listen; I tell them, ‘Let me connect you to resources. Let me tell you about the people on campus who are here to help.’”

EOIRS and other such campus as the Barnes Center at The Arch, Department of Public Safety (DPS) and case managers in Student Outreach and Retention, and off-campus resource Vera House, are all available to students seeking help.

In her conversations with students, one of the most important messages Kelepurovski hopes to convey to a student is that the University cares for them.

“We work in this office because we care about students,” says Kelepurovski, who graduated from the College of Law and is a labor and employment attorney.

In this Q&A, Kelepurovski discusses what students who have been impacted by sexual misconduct or relationship violence can expect if they’d like to share their situation with the University.

Q: How do students contact your office if they have been impacted by sexual misconduct or relationship violence?

A: There’s a through our website that they can fill out and it goes automatically to our office. They can also contact us by phone at 315.443.4018 or through the Title IX email.

There are also a couple of different forms, on the DPS and Stop Bias websites, where information can be filled out, and the information is forwarded to us. Other offices also refer students to us. There is also contact information available on the .

Sometimes a student may tell a professor or a staff member and, with the University’s “responsible employee” policy, any employee that becomes aware of an incident having to do with Title IX has to tell our office, unless the employee is a confidential resource, such as with the counselors or medical staff at the Barnes Center or a Hendricks Chapel chaplain.

Q: What are the first steps once a student reaches out to your office?

A: Once I learn of the student’s name, I reach out to the student by email letting them know that I’d like to speak with them, and I include information about their rights and the resources available to them. We can talk by phone or meet by Zoom or in person at the EOIRS offices in Steele Hall.

I ask them if they can share what has happened to them, and I tell them all of the that are available to them on campus, such as referring them to the case managers in Student Outreach and Retention, who can help with academic accommodations if the student is struggling academically or has missed classes due to their situation. I also tell them about the resources available to them through our office, such as a no-contact order, their protection under the University’s no-retaliation policy and the complaint process available to them if they want to pursue a formal complaint.

Q: Can a reporting student come in with a friend?

A: Students can absolutely have someone with them in all our meetings. It could be a friend, a case manager from Student Outreach and Retention, a parent or whomever they choose.

Q: Can a student contact your office anonymously?

A: Yes, students can contact our office anonymously and we can help connect them to resources. However, anonymous reporting can make it more difficult for the University to address the reported behavior if that’s a path a student wants.

Sometimes students don’t give their name and that’s OK, but they might want to know about resources. I can talk to a student by phone to make sure they at least know the support resources available to them on campus. I try my best to be as empathetic and supportive as I can.

I do take the information from a student’s situation, and it goes into our case management system, so that we have the information documented and can track it.

Although the University will always attempt to honor the wishes of a reporting student in terms of what process occurs, there are certain reports that might require the University to move forward with a formal complaint even if a student does not file a formal complaint. The Title IX coordinator weighs multiple factors listed in the policy to determine whether the institution must proceed even without the participation of the reporting or impacted student. This is rare, but does occur, for example, where the facts suggest there is an ongoing threat to the campus community.

Q: If a student doesn’t share anything in your initial meeting, can they come back to discuss what happened and move forward?

A: Absolutely, I always tell students “If you have questions, if you have more to talk about or if you think that I didn’t hear everything, contact me and I will be happy to meet with you as many times as you need to talk about process.”

We want to give students agency to move forward at their own pace when they are ready.

Q: Can supportive measures, such as a no-contact order, only happen if students go through the complaint process?

A: The supportive measures are available to students whether or not they engage in any complaint process at all. Sometimes they may just want personal or academic support working with case managers in Student Outreach and Retention, or safety planning through DPS.

There are things that we can do, but we can’t help them if we don’t know that something has happened.

Q: What sort of legal aid do students have access to?

A: If a student is going through the formal process with our office and they don’t have legal support for a scheduled hearing, a legal advisor is provided to them by the University at no cost to the student.��Vera House can also provide students with information about options for legal support.

Q: What are some misconceptions that students might have about your office and the process?

A: The first is that I think a lot of students don’t know what our office is and that it’s here for them. A lot of them tell me, “I’m so glad you reached out. I didn’t know about the office.”

Also, they may not know there are options for taking action, including whether or not to file a complaint.

And many students think, “Well, if I report it, nothing is going to happen.” If a student does want to file a formal complaint through our office, there is an investigation. The investigator talks to everyone involved and gathers all the evidence, and then we bring it to Community Standards. Community Standards determines whether disciplinary action is appropriate.

Q: What is the most important thing that you want students to take away from your first outreach?

A: I want them to know that we want their experience at Syracuse University to be the very best experience that they have in their life. We want them to feel like it’s home, and when these things happen and they don’t feel safe on campus, we want them to know there are resources and people on campus who are there for them and can help them feel safe.

Q: Is there anything else you might want to share about your meetings that students might find helpful?

A: I want students to know there’s nothing to be nervous about coming here to meet with me. There is nothing that a student can tell me that’s going to upset me or shock me. Just come in. We’ll have a conversation, and I’ll help you in any way I can.

For , students can contact the Sexual and Relationship Violence Response Team at the Barnes Center, available 24/7 by calling 315.443.8000, or Vera House at 315.468.3260.

The 119 Euclid Artwalk features 10 artists, with the theme of “Voices of the Heroes,” “highlighting how Black students at Syracuse and within the Syracuse community are reclaiming narratives and becoming the hero of their own stories,” says Bryanna Hull ’22, who helped organize the event.

Illustration major Bryanna Hull ’22 wants to give Black student artists a platform to showcase their important work—and to give the campus community a chance to discover those artists and start conversations around their artwork.

Her efforts led to the , an exhibition of artwork at 119 Euclid Ave., which runs through Saturday, Feb. 19.��Dedicated to celebrating the Black student experience, is a welcoming space for the campus community, especially Black students and those interested in Black history and culture, to relax, share and learn.

Bryanna Hull

The 119 Euclid Artwalk features 10 artists, with the theme of “Voices of the Heroes,” “highlighting how Black students at Syracuse and within the Syracuse community are reclaiming narratives and becoming the hero of their own stories,” Hull says.

Hull first proposed the idea of an art show in October to Cornelia Stokes, office coordinator at 119 Euclid, which is overseen by the Office of Diversity and Inclusion. The first art show was held in October.

“After that first show, I explained to Cornelia how I want the art shows to represent and give platforms to people of color on campus to be held every semester,” says Hull, who assists with the visual curation at 119 Euclid. “I had the idea of having the next one in February in celebration of Black History Month.”

The artwalk event, which features artists both from the University and from the Syracuse area, is intended to represent Black artists who often don’t get the recognition they deserve, Hull says.

Visitors to the exhibition can explore and examine the varied stories of each particular artist through the artists’ work.

“What you can expect is people’s stories being told, their voices being heard, them being seen. Each artwork represents them and their stories or what they have experienced,” Hull says. “I want people to be able to digest the stories being told and start a conversation, feel the emotions put into the art and see how each artist expressed their story.”

The 119 Euclid Artwalk runs through Saturday, Feb. 19.

One of Hull’s art pieces, “The Black Print,” is on display during the exhibition. The artwork “is about Black people being the blueprint for everything,” Hull explains.

Hull’s own story as an illustrator began when she was around 6 or 7 years old.

“I would create art and illustrate my own books and calendars for fun,” she says. “When I reached high school and had to decide what programs I was looking to go to college for, I knew it was art I wanted to do but didn’t know specifically what it was called that I was doing.”

Her art teachers directed her into illustration, which reflected Hull’s skills and talents.

Hull has worked with multiple mediums, such as cast/mold making; oil and acrylic paint; pen and ink; pencil and digital, but most of her work is done digitally through Procreate and Adobe applications.

“My inspiration mainly stems from wanting to represent myself and what my brand is, which is identity and speaking on social injustices and activism,” Hull says. “A lot of my work is based on who I am and where my family comes from, along with things I’ve experienced or seen.”

“The Black Print,” by Bryanna Hull, is part of the 119 Euclid Artwalk.

Her work has become stronger through the close-knit experiences she shares with the students and faculty within the illustration program in the College of Visual and Performing Arts.

“There is a lot of one-on-one time with the professors, and that’s what I value the most because they know me personally and what I like, how I draw, etc., which helps them help me improve my skills,” says Hull, who is also involved with campus groups Renegade Magazine, Mixtape Magazine and fullCIRCLE, a mentoring group for people of color. “Not only that but the group critiques from classmates that we have—the professors really push for feedback from other classmates as well as staying connected with one another.”

Her journey at Syracuse continues after she graduates, as she will pursue a master’s degree in the multimedia, photography and design program in the Newhouse School.

“I eventually want to work in the editorial illustration field with magazine companies such as The New York Times, The New Yorker, Cosmopolitan, etc.,” Hull says.

She will also continue to elevate her work on a personal level to let others connect with her work. “I plan to fully invest in my business, Arts by Bry, and sell my work,” she says.

The 119 Euclid Artwalk runs through Saturday, Feb. 19.

The Chancellor’s Medal was recently presented to a group of University and community leaders for their extraordinary leadership during the pandemic.

During recent ceremonies, Chancellor Kent Syverud presented the individuals with the medal, which is awarded to individuals in honor of their trailblazing and extraordinary contributions to society or to the University.

The medals for the leaders were initially announced at the 2021 Commencement ceremony in May. During his Commencement address, Chancellor Syverud recognized the individuals for their exceptional efforts that led to changes in how the University had to operate to adapt to public health guidelines and ensure the safety of the campus community in dealing with COVID-19.

At one of the medal ceremonies to honor several of the University leaders on Oct. 27, Chancellor Syverud said, “Leadership is difficult under the best of circumstances. The global pandemic created circumstances that none of these leaders—or their teams—had seen in their lifetimes. Nonetheless, these individuals showed up for leadership in each of their areas of responsibility.

“They supported teams who often faced obstacles. They encouraged each other. They withstood being critiqued and second-guessed. They made decisions that at times, weren’t popular but that in retrospect, were correct. They changed course when they needed to. And they helped Syracuse accomplish what many institutions couldn’t.”

University leaders who were presented with the medal were the following:

• Lisa Dolak, senior vice president and secretary to the Board of Trustees
• Michael Haynie, vice chancellor for strategic initiatives and innovation, executive director of the Institute for Veterans and Military Families, and Barnes Professor of Entrepreneurship
• Robert Hradsky, vice president for the student experience
• Candace E. Campbell Jackson, senior vice president and chief of staff
• Gwenn Judge, interim senior vice president and chief financial officer
• John Liu, vice president for international programs
• Ramesh Raina, interim vice president for research
• Pete Sala, vice president and chief facilities officer
• John Wildhack, director of athletics
• Brittany Grimes Zaehringer, senior associate vice president of operations and strategy, enrollment and the student experience

In another ceremony in early October, the Public Health Team was recognized for its work to ensure a safe, healthy and rewarding residential and work environment for students, faculty and staff. This included developing and implementing testing and contact tracing protocols; implementing a robust wastewater surveillance program in residence halls; developing and executing detailed quarantine procedures; and ensuring University compliance with rapidly changing public health guidelines and directives. The team oversaw a comprehensive on-campus testing program that administered more than 365,000 COVID-19 tests during the 2020-21 academic year.

Members of the Public Health Team are the following:

• Urvashi Bhattacharya, director of strategic initiatives and project management for the Division of Business, Finance and Administrative Services
• Kathleen Coughlin, director of health center operations and administration at the Barnes Center
• Adam (A.J.) Florkowski, operations program manager with the Institute for Veterans and Military Families (IVMF)
• Adam Hepburn, executive director of operations in the Office of Strategic Initiatives and Innovation
• Joseph Hernon, former director of emergency management and business continuity planning
• Pruthvi Kilaru, program manager in the Department of Public Health in the David B. Falk College of Sport and Human Dynamics
• Brittany Kmush, assistant professor of public health in the Falk College
• David Larsen, associate professor of public health in the Falk College
• Madeline Mackowski, lab supervisor in the Office of Strategic Initiatives and Innovation
• Karen Nardella, University medical director
• Mandy Patti, project manager, Enterprise Process Support, Information Technology Services
• Deepjyoti Singh, postdoctoral researcher, Department of Biology, College of Arts and Sciences

Members of the COVID Project Management Office were also recognized separately for their work. The members are Bhattacharya, Florkowski, Haynie, Hepburn, Hernon and Patti.

Community leaders recognized were the following:

• Indu Gupta, Onondaga County health commissioner
• Mantosh Dewan, president of SUNY Upstate Medical University and a SUNY Distinguished Service Professor in the Department of Psychiatry
• Ryan McMahon, Onondaga County executive
• Ann Rooney, Onondaga County deputy county executive

The Chancellor’s Medal for Outstanding Achievement was first presented in 1967 as the Centennial Medal on the occasion of Chancellor William P. Tolley’s 25th anniversary as chancellor. The Centennial Medal, given to recognize service to higher education and society, was presented in the years 1967-71. The name of the award was changed to the Chancellor’s Medal in 1972.

The University’s National Veterans Resource Center at the Daniel and Gayle D’Aniello Building will be officially dedicated on Wednesday, Nov. 3.

While a grand opening celebration in April 2020 was sidelined due to the pandemic, the University’s National Veterans Resource Center (NVRC) at the Daniel and Gayle D’Aniello Building will be officially dedicated on Wednesday, Nov. 3. The campus community is invited to attend the event, which will take place from 3 to 4:30 p.m. in the K.G. Tan Auditorium at the NVRC.

A center of research, innovation and programming in support of our nation’s veterans; a community hub for student veterans and the entire campus; and a beacon to all who have served this country, the NVRC is a first-of-its-kind facility that advances the economic and wellness concerns of the nations’ veterans and their families.

The dedication of the NVRC, which builds on Syracuse University’s long-standing commitment to the veteran and military-connected community, celebrates another important milestone in the University’s history in connection with our country’s service members.

Along with guest speakers, the event will feature a fireside chat with Mike Hayes, chief digital transformation officer at VMware, retired U.S. Navy SEAL commander and author, and Britt Slabinski, Medal of Honor recipient and retired U.S. Navy SEAL master chief special warfare operator.

Those interested in attending are asked to .

Several years in the making, the D’Aniello Building began to fill with staff and opened to the campus community in early February 2020, but the pandemic and public health guidelines necessitated a postponement of a planned dedication.

The National Veterans Resource Center at the Daniel and Gayle D’Aniello Building brings together the University’s veteran and military-related programs.

Bringing together the University’s veteran and military-related programs, the facility houses the University’s (IVMF) that conducts national training around the country, the that is the front door for any student veteran or military-connected member need on campus, both Army and Air Force Reserve Officers’ Training Corps (ROTC), the ,” , and office space for local, county and state government veteran representatives and community-based veterans organizations.

Officials expect tens of thousands of veterans per year will receive training and support through programs at the new facility, either in person or online.

“This new building is the result of the hard work and effort of many people, and builds on the University’s storied history of support to our nation’s veterans and their families. It has been wonderful to witness staff and faculty, ROTC students, student-veterans and researchers make their new home here,” says J. Michael Haynie, vice chancellor for strategic initiatives and innovation and IVMF founder. “We’re excited to welcome all members of the campus and local community—as well partners from around the nation—to this first-of-its-kind center, created specifically to elevate research, educational programs, and community collaborations that advance opportunity for our nation’s veterans and military-connected families.”

Along with classrooms and offices, the 115,000 square-foot center also features a 750-seat auditorium, the K.G. Tan Auditorium.

The building is named in honor of U.S. Navy veteran and Life Trustee Daniel D’Aniello ’68 and his wife, Gayle, who provided a $20 million gift in support of the construction of the facility. D’Aniello, co-founder and chair emeritus of The Carlyle Group, earned a bachelor’s degree from what is now the Martin J. Whitman School of Management.

Funding was also provided through the Central New York Regional Economic Development Council’s winning proposal, as part of New York State’s Upstate Revitalization Initiative.

The NVRC represents one of the six themes of the University’s Academic Strategic Plan and a key strategic priority of Chancellor Kent Syverud’s—to distinguish Syracuse as the premier university for veterans, military-connected students and families, with enhanced and expanded programs to help them achieve their academic goals.

In addition, the LEED-certified facility was the first new building constructed as part of the University’s Campus Framework, which works with the Academic Strategic Plan to guide the future of the campus environment and enhance the student experience, integrate accessibility and improve academic and research spaces.

Construction of the building, which was designed by the New York City firm SHoP Architects, began in 2018 and incorporates universal design standards, with ADA compliance, to ensure a welcoming, inclusive space for all veterans and visitors.

Along with classrooms and offices, the 115,000 square-foot center also features a 750-seat auditorium, available as a resource to the entire campus; a rooftop parade field for drill and ceremony training for ROTC cadets; a large event space and a gallery exhibition space.

A flag raising ceremony was held in August 2020 at the National Veterans Resource Center.

As Syracuse University’s new vice chancellor, provost and chief academic officer, Gretchen Ritter says her first priority during the coming weeks and months will be to get to know the faculty and students of her new campus community.

“I look forward to going on tours, visiting labs and studios, getting acquainted with colleagues from across the campus,” Ritter said, during a welcome event Tuesday, Oct. 12. “I want to thank you in advance for sharing with me your insights about what makes Syracuse special and your good ideas about how we might achieve even greater levels of impact and excellence.”

Provost Gretchen Ritter

In those necessary conversations, Ritter also wants to express her own values—including one core value that “we are all here for the faculty and the students.”

“That is because it is through the research and creative excellence of the faculty that we expand knowledge and human understanding,” Ritter said. “And it is by enabling the talents and ambitions of our great students that we enrich the world with emerging leaders who will help us to imagine and achieve a better future for all of us.”

Ritter was named vice chancellor, provost and chief academic officer in June 2021 after a global search. About 150 campus community members gathered Oct. 12 in the Ilene and David Flaum Grand Hall, Whitman School of Management, to officially welcome Ritter, who started her new role on Oct. 1. The event was also .

Before getting to know more about the University as a candidate for the position, Ritter said she knew about Syracuse University mostly through its reputation—hearing from colleagues at her previous institutions about the programs and people that define Syracuse and the breadth and depth of its academic excellence.

In meeting and hearing from the Search Committee members, who she described as thoughtful about the University’s challenges and opportunities and deeply committed to the impact the University has on the world, Ritter gained an even fuller understanding of Syracuse University.

“I saw a campus community that is committed to public service, that cares deeply about the success and well-being of the students, that has embraced inclusive excellence and that was hungry for an opportunity to prioritize academic excellence,” Ritter said. “One of the phrases I heard first once and then repeatedly in my interviews and conversations was the self-description: ‘I bleed orange.’ From faculty, alumni, parents and students—what comes across is a deep commitment to what can be done as a member of this community.”

Speaking at the event, Chancellor Kent Syverud said the University and its people have made much progress over the past two years, despite the challenges in the world, and have been through many transitions.

“And now we have a long-term provost in office. And that’s a transition we need to embrace and support—all of us,” Chancellor Syverud said. “We have a provost in office who is a fine scholar, an experienced academic leader who’s seen and led at other top universities. And we have a person who is deeply thoughtful and caring about both our faculty and our students.”

Chancellor Kent Syverud at welcome event for Provost Gretchen Ritter

Chancellor Syverud noted Ritter’s accomplishments as a respected political scientist; her leadership as an administrator; her support for expanded faculty research and cross-collaboration; her work with faculty and leadership to secure philanthropy; her unwavering commitment to diversity, equity, inclusion and access; and her focus on enhancing learning inside and outside of the classroom.

“She is a keen listener, as you’ve heard, and a strong communicator. These qualities will serve her well as the leader of us as an academic community,” said Chancellor Syverud. “I think she will carry this student-focused international research university into a really wonderful new era.”

Two members of the Provost Search Committee, Kira Reed, associate professor of management in the Whitman School of Management and Provost Faculty Fellow, and Jamie Winders, professor of geography in the Maxwell School of Citizenship and Public Affairs and committee chair, also welcomed Ritter at the event.

Jamie Winders

Winders explained how the search committee met with many people on campus—faculty, students and staff—to find out the most important issues the next provost should address and the qualities and qualifications for that person.

In conversations with Ritter, the committee members “became more and more convinced that she was what our campus charged us to find in our next provost, that her ability to ask the right—if tough—questions, her vision for where Syracuse University could go, and how to get there, and her deep commitment to working with faculty and all other parts of campus to place our academic mission at the center of everything we do, made her our ideal provost,” Winders said.

Yousr Dhaouadi, a doctoral student in Chemical Engineering in the College of Engineering and Computer Science and president of the Graduate Student Association, said she was honored to speak at the event on behalf of the student body, which will work with the new provost to continue to strengthen academic excellence.

Dhaouadi spoke of how Ritter had reached out to meet with the Graduate Student Organization, the Student Association and other student entities before the start of the semester.

“I want to thank Dr. Ritter for making students an important part of her first few weeks at Syracuse,” Dhaouadi said. “I am humbled to be a part of such a remarkable and talented community here at Syracuse, and on behalf of Syracuse students, we look forward to working with you Dr. Ritter.”

Here’s some words of wisdom from orientation leaders who have forged their own paths and learned some lessons along the way.

David Anthony Barbier Jr. ’23, of Miami

David Anthony Barbier Jr.

“There’s no limit to what you can achieve here at SU and beyond. The worst thing someone can tell you is ‘no.’

“With a combination of hard work, an incredible support system and faith in yourself literally anything is possible.”

Ronald B. Ditchek ’23, of Brooklyn, New York

Ronald B. Ditchek

“When I was a first-year student, I was very nervous to meet and make new friends. I was so used to my social life during high school and leaving that was definitely a challenge. I got to SU for the Hillel Freshfest program one night, and the people there taught me an important lesson: never be afraid to meet new people because they are on the same boat as you!

“That’s my advice I can give to first-year students, in which people are so willing to connect with you because they are feeling the same way of wanting to make new friends that will help them adapt to a new environment. This piece of advice I took to my residence hall that same night, then to the many organizations I signed up for, then to the classroom and so on. Ultimately, spread your wings out because you’ll never know who you’re going to meet that will end up impacting your life forever!”

Tawny��Hawthorne ’24, of Chicago

Tawny��Hawthorne

“Don’t be afraid to try things and meet new people. Text people on Facebook, Instagram, Snapchat, whatever you use.

“Go to the involvement fair. Just try things so that you can find your people and make college the best experience for you.”

Olivia Henderson ’23, of Atlanta

Olivia Henderson

“Try not to see things as wasted time or wasted opportunities.

“Instead, be grateful that you were able to experience something and form your own opinion about it rather than always wondering ‘What if?’ or basing your opinion off of another person’s experience.

“Allow everything in college to help you discover who you are and also who you aren’t.”

Riley Wall ’24, of Rochester, New York

Riley Wall

“Do not be afraid to step out of your comfort zone and try something new. College is a time for personal growth where you can learn a lot about yourself and meeting new people and undergoing new experiences is an excellent way to achieve that.

“Best of luck this semester and throughout your entire time here at SU and most importantly enjoy it!

“Go Orange and Good Luck!”

David Barbier Jr.

David Barbier Jr. ’23 was looking to explore more of his professional interest in television, radio and film and stretch himself in a challenging role. He found what he was searching for after applying and being named a .

“After a tumultuous year of lockdown, I just wanted to continue to push myself to new heights,” Barbier says. Barbier, a Posse Scholar, is studying television, radio and film in the S.I. Newhouse School of Public Communications and international relations in the College of Arts and Sciences and the Maxwell School of Citizenship and Public Affairs.

Syracuse University partners with the to admit high school students from Miami with extraordinary academic and leadership potential, providing a full-tuition Posse Leadership Scholarship. The Jeff Ubben Posse Fellows are leaders in their communities who have demonstrated academic excellence as Posse Scholars.

The award includes a $10,000 stipend and a summer internship, working closely with an industry leader.

“Posse scholars get the opportunity to apply for the Jeff Ubben Fellowship their sophomore year of college in the hopes of shadowing an industry leader within their field,” says Barbier, who is also a member of the Renée Crown University Honors Program. “I was blessed with the opportunity to shadow CEO of AMC Networks Josh Sapan.”

The fellowship took place in New York City from June 21 through Aug. 2.

“While shadowing Josh Sapan, I’ve done it all,” Barbier says. “From determining how our company will move forward during the advent of streaming to working on new original programming that will hopefully strike a chord with consumers.”

The work allowed Barbier to better understand the professional field he’s pursuing.

“I’m taking away a better view of the ecosystem I’ll be navigating,” Barbier says. “As I’ve navigated the fellowship one recurring piece of advice has been ‘continue to believe in yourself and anything is possible.’ I believe that wholeheartedly. I can do anything I put my mind to. The right attitude can make a world of a difference.”

Barbier was one of only five Posse Scholars, among scholars at the Posse Foundation’s 63 partner colleges and universities, awarded the fellowship.

David Barbier Jr. with CEO of AMC Networks Josh Sapan

Chief Diversity and Inclusion Officer Keith A. Alford, who recommended Barbier for the fellowship, says Barbier, who is determined to expand his knowledge of his chosen career field, was a natural fit for the fellowship.

“David is hardworking, thinks critically and shows a keen intellect toward his coursework,” Alford says. “David embodies a humanitarian spirit that rises above the crowd. His altruistic and authentic concern for others, diligence, professionalism and non-judgmental stance are assets he executes with ease and diplomacy. I see great promise in David on many levels.”

Barbier, who is also an orientation leader, spoke with Alford last summer about creating an online medium that promotes the strengths of students of color on campus. Barbier has since created and hosted “Shades of CUSE,” a Zoom monthly online program for Posse scholars and all University students.

“David embraces his undergraduate experience with a combination of compassion and determination. He seeks to understand his peers and actively tries to engage them in ways that are approachable,” Alford says. “It is clear that he has a passion for advancing the greater good.”

The Ubben Fellows Program was launched in recognition of ValueAct Capital CEO Jeff Ubben, who served as Posse’s board chair from 2007 to 2016.

Posse Scholars eligible for the are students who are college sophomores with a cumulative GPA of 3.7 or higher, show tremendous leadership potential and will likely apply for other later in their college��careers.

Each year, out of more than 600 Posse sophomores enrolled at elite colleges and universities nationwide, only five will be selected—less than 1%.

Brian Meyer at the 2016 Rio Olympics

The Tokyo Olympics brings together an untold number of stories of athletes and their struggles, determination and victories. Brian Meyer ’11 is helping bring those stories to light to their fans and to the world.

Meyer is account director at the creative agency 160over90, the lead marketing agency for Visa’s Olympic and Paralympic athlete sponsorship program, “Team Visa,” which sponsors athletes from all over the world. Meyer helps manage the Team Visa program, working with a team to coordinate the athletes’ media and marketing appearances.

“In the years leading up to the Games, we help to build the strategic marketing plan for the program, conduct research and make recommendations of athletes to partner with, negotiate contracts and then ultimately manage the relationships with the athletes and their agents,” Meyer says.

In the lead up to the Games and throughout the Olympics, all the work comes together as athletes are front and center to the world.

“We manage all of the activations and ways in which Visa presents their athletes; this could include managing creative approvals, appearances (in-person or virtual) and social media posts,” he says.

Brian Meyer ’11 with gold medal snowboarder Jamie Anderson as she signs her autograph on items at the PyeongChang Olympics

For the Tokyo Olympics, Team Visa includes 102 athletes from around the world, representing 54 countries and 28 sports. The team includes Simone Biles of the U.S., gymnastics; Megan Rapinoe of the U.S., soccer; Katie Ledecky of the U.S., swimming; Oksana Masters of the U.S., para cycling; Gabriel Medina of Brazil, surfing; Mariana Pajon of Colombia, BMX racing; Kanoa Igarashi of Japan, surfing; PV Sindhu of India, badminton; and Sky Brown of Great Britain, skateboarding.

Meyer, who graduated with a sport management degree from the Falk College of Sport and Human Dynamics, is in Tokyo for the Games. “Most of the Visa team is based in central Tokyo, in the area known as Marunouchi, near Tokyo Station, which is close to the Visa office,” says Meyer, who took part in the Falk College’s inaugural Olympic Odyssey class and trip, which explores the history of the games and includes a trip to visit Olympic cities.

What’s the best part of working with the Olympians? “Getting to know and develop relationships with athletes from all different countries, sports, backgrounds and cultures, and having the opportunity to hear and help tell their stories,” Meyer says.

Brian Meyer, right, at the PyeongChang Olympics

Meyer, who worked with athletes for the Rio 2016 games and the PyeongChang 2018 games, is excited to see all of the athletes’ hard work come to fruition. “Getting to see our athletes—with whom we’ve built relationships for years—compete and succeed is always what I look forward to. Because for most of them, they only get a chance to be in the spotlight every four years; it makes it extra special,” he says.

Revisiting a city he came to know after the PyeongChang Olympics will also be a highlight.

“I’m excited��to get back to Tokyo to experience the city and culture there,” Meyer says. “I went there for a few days after the PyeongChang Games in 2018 and have been looking forward to returning ever since.”

Jamie Jeeyoon Kim, an assistant professor of sport management, at the 2018 Olympics in PyeongChang

The Tokyo Olympics will have a different vibe from other games. No fans in the stands will make for quiet venues. And what impact might that have on drawing young viewers into watching the games and participating in sports in general?

For the 2018 Olympics in PyeongChang, Jamie Jeeyoon Kim, an assistant professor of sport management in the David B. Falk College of Sport and Human Dynamics, researched how young people were drawn into watching the games and more importantly whether they were then motivated to participate in sports—always a primary interest for host countries and those involved in the Olympic movement.

Kim has a deep background in the Olympics beyond her research. Before coming to academia, she used to work for the Korean Olympic Committee, assisting Korea’s successful bid for the 2018 PyeongChang Winter Olympics and serving as a manager of the Korean national team.

For the 2018 Olympics, the PyeongChang Organizing Committee’s “New Horizons” vision was to expand winter sports in Asia, bolstered by what some in the sports industry described as the youngest and fastest-growing winter sports market in the world with the largest aggregate youth population.

To better understand the impact of the games and develop strategies for drawing in young people, Kim was awarded $18,000 as part of the International Olympic Committee’s advanced Olympic research grant for her project, “Building a Sport Participation Legacy Through the 2018 Winter Olympic Games.”

Through her work, Kim says that “social influence was found as the most influential factor in the Asian younger generations’ decision-making for Olympic consumption.” In Japan, that element might be missing at the upcoming games—as it will be hard to show how people are missing out from an experience when no one is in the stands.

Kim also received a $7,500 Falk College Seed Grant for the project, “Building Korea’s Brand Personality and Equity with the Olympic Brand and the 2018 PyeongChang Winter Olympics,” looking at the nation branding effects of hosting the Olympic games.

In this Q&A, Kim answers a few questions about her research on the legacy of sport participation from the Olympics, her longstanding connection with the Olympics and the thrill of the games.

Q: What did your research involve regarding your project on “Building a Sport Participation Legacy Through the 2018 Winter Olympic Games”?

A: As reflected in the vision of “New Horizons,” the primary goal of the 2018 PyeongChang Winter Olympics was to boost sport participation and spectatorship among younger generations in the Asian market through the “trickle-down effect” (i.e., watching the Olympics will inspire people to watch and play sport).

Based on “negotiation of motives and constraints,” a project identifying and testing the interaction among and assessing pre-post changes of key internal and external motives and intrapersonal, interpersonal and structural constraints was conducted with late adolescents in Korea and China. The project was funded by the 2017-2018 Advanced Olympic Research Grant from the International Olympic Committee’s Olympics Studies Centre.

Motives and constraints already known to affect general sport participation and spectating (e.g., enjoyment, escape, cost, time constraint) were found to affect Asian younger generations’ decision-making for Olympic consumption. Notably, social influence and curiosity newly emerged as context-specific factors with strong influences.

The scarcity of the event—being held every four years and the rare opportunity to attend—altered how certain factors affected sport participation and spectatorship (e.g., lack of knowledge about a sport is usually a constraint but functioned as a motive in the study).

Additionally, the exposure to the 2018 games brought short-term boosts of Asian younger generations’ intentions for Olympic sport participation and spectating.

Q: What outcomes were there that might be applied to other Olympics, including these upcoming summer games? How do you see the lack of in-person fans at the upcoming Olympics as impacting sport participation?

A: Among the motives and constraints, social influence was found as the most influential factor in the Asian younger generations’ decision-making for Olympic consumption. Social influence—being influenced by friends or family or to follow the trend—is a factor similar to the “fear

Jamie Jeeyoon Kim, an assistant professor of sport management, at the 2018 Olympics in PyeongChang

of missing out” that can be an influential motive as well as a moderator facilitating one’s overcoming of constraints.

For the Tokyo Olympics, it will be difficult to promote “social influence” among the Japanese audience, as banning in-person spectating hinders the building of the perception that “you do not want to miss out when many others are enjoying Olympic sport.” The fact that the majority of Japanese are preferring the postponement or cancellation of the games is another hindrance for forming “social influence.”

Q: What was the most satisfying part of your work serving with the 2018 PyeongChang Winter Olympics Bid Committee and Korean Olympics Committee?

A: I cannot forget the moment when “PyeongChang” was announced as the host of the 2018 Winter Olympics. It was a moment of excitement and fulfillment, but I also felt relieved that the bidding process was finally over. It was one of the very few moments I’ve cried out of joy.

Attending the 2018 PyeongChang Winter Olympics was also a satisfying experience. I was able to attend the event as a researcher. Seeing the Olympic bid plan actually being realized and being able to catch up with former colleagues were great enjoyable experiences.

My experience with the Olympics helped me stay involved with the Olympic movement in a researcher capacity. I have worked in a research consortium developing a bid strategy for the 2032 Seoul Summer Olympics and a legacy education program for the 2024 Gangwon Winter Youth Olympics. I also am working with the Caribbean Association of National Olympic Committees (NOCs) and its 29 member NOCs on a project about NOC sponsorship. Being able to conduct research that assists practitioners and seeing it making an impact is very rewarding.

Q: What are you most looking forward to with the upcoming Olympics? What is your favorite sport to watch?

A: The IOC allows organizing committees to add certain sports to the Olympic program. For Tokyo, baseball/softball, karate, skateboarding, surfing and sport climbing will be added. These sports were strategically selected to appeal to the younger generation and the host country residents.

Personally, I am excited about skateboarding, surfing and sport climbing as they make their debut at the Olympic stage. These sports are dynamic, energetic and fast-paced, and I believe the sports will bring more excitement and attract more of a younger generation to watch the Olympics.

My favorite sport to watch is not in the summer program. It is short-track speed skating in the Winter Olympics. I like the sport as it is one of the most fast-paced sports, very competitive and always nail-biting. As the former team manager of the Korean national team, the fact that Korea has been pretty successful in the sport did affect my preference of the sport.

Every year, the who are nominated for their work in advocating for students and supporting the center in its mission to empower students, enhance equity and provide a platform for innovation and inclusion.

This year the center received 67 nominations—the highest ever—from students who wanted to acknowledge the faculty or staff member who made a difference in their academic lives.

Artwork done by Christina Papaleo, access counselor

These campus community members exemplify what it means to create a sense of community and inclusivity—especially in a time when everyone was stressed and had to be flexible in the time of COVID, says Paula Possenti-Perez, director of the Center for Disability Resources.

“This is a way of highlighting practices of inclusivity and diversity around disability. By elevating that recognition, it has meaning not only to the individual being recognized and the student but also to their department and the University about what’s important,” says Possenti-Perez.

The center, which began the recognition awards in 2015, typically hosts an annual in-person event but was unable to hold the event in 2020 and again this year. But the important work being done is always a reason to recognize those exemplary faculty and staff.

Kala Rounds and Christina Papaleo, both access coordinators with CDR, organize the annual recognition celebration and select the recipients from the nominees.

“When we review the nominations, we look for community members who support the mission and vision of our office and our focus on the social justice model—and emulate those values in their classroom or in their offices,” says Papaleo. “The center’s staff advocate for students on a day-to-day basis, but these campus members go above and beyond their regular duties, carrying the mission throughout campus.”

For example, some students mentioned in their nominations how a faculty or staff member checked in on them and followed up. Others who were nominated checked in with CDR staff to ask about the accommodation process to learn what the office does.

“Many students shared that faculty and staff really practiced empathy, and they took the time with students, recognizing this year in particular was really traumatic in many ways for students,” Papaleo says.

Many of the nominations had recurring themes: faculty and staff nominees were flexible during such a stressful time, were understanding and went above and beyond expectations to be accommodative, Rounds says.

“When I was reading through these nominations, I was really proud that the students were able to share their voices and proud of the faculty and staff as they are open to engaging and working with the student,” Rounds says. “That says a lot about the campus culture change on campus.”

The CDR staff hopes the awards are affirming and motivational to the rest of the community—and expand on the understanding that accessibility is the responsibility of the entire campus and goes beyond compliance.

“This event is helping to share that framework,” Rounds says. “This is our community, and we are all collaborators in this work.”

This year’s faculty and staff members being recognized are the following:

• Dessa Bergen-Cico, professor of public health in the Falk College of Sport and Human Dynamics, for delivering engaging content, ensuring students are aware of pressing issues involving social justice and substance abuse, and making all students feel accepted in her class.
• Joseph Godlewski, assistant professor in the School of Architecture, for being understanding about accommodations, ensuring students’ mental health was the priority and respecting students’ personal struggles.
• Jonathan French, assistant teaching professor of chemistry in the College of Arts and Sciences, for ensuring all students understood his materials and taking the time to explain concepts to students who were struggling.
• Joel Whitney, director of information technology in the College of Law, for always being willing to work with any students with an accommodation and being available at all hours.
• Beth Myers, Lawrence B. Taishoff Assistant Professor of Inclusive Education in the School of Education, for being an attentive listener and providing solutions to students, while also being an inspiration.
• Vanessa Rojas, assistant professor, SUNY College of Environmental Science and Forestry, for inspiring students through offering many extracurricular activities and assisting students with clear expectations and assignments.
• Richard Risman, teaching professor in the College of Law, for ensuring all students have the tools and skills needed to succeed and encouraging students through his actions and words.
• Nicholas Theisen, part-time instructor of languages, literatures and linguistics in the College of Arts and Sciences, for providing flexibility on deadlines and on alternative ways to submit projects.
• Jenn M. Jackson, assistant professor of political science, Maxwell School of Citizenship and Public Affairs and College of Arts and Sciences, for commitment to inclusion and accessibility through prioritizing students’ mental health and making lessons, assignments and class materials accessible through numerous mediums.
• Gregory Block, adjunct faculty member in the School of Information Studies, for taking the time to help students understand concepts while encouraging all students to develop an in-depth understanding of the subject outside the course requirements, and for his constant positivity.
• Kenneth Marfilius, assistant teaching professor of social work in the Falk College, for being understanding of students’ needs and cultivating an environment of acceptance.
• Stefanie Pilkay, assistant professor of social work in the Falk College, for going above and beyond to assist every student, creating new assignments that enhanced students’ overall learning and challenging students to think outside the box.
• Fatma Sonmez-Leopold, assistant teaching professor of finance in the Whitman School of Management, for encouraging and showing compassion toward students and making finance accessible for students who may be struggling.

For more information, visit page.

Growing up, he struggled with a learning disability—at a time when learning disabilities were not recognized—and then went on to earn three degrees at Syracuse University: in economics and industrial engineering and an MBA. A walk-on student-athlete, he finished his playing years as the last three-sport letter winner—in football, lacrosse and wrestling—at Syracuse.

Cliff Ensley ’69, ’70, G’71 at the Board of Trustees induction in 2015

With his education, a perseverance built on the playing fields and experience in retail luggage sales, Ensley launched his idea for a wholesale luggage company, still a vital business more than 40 years on. He is founder and chief executive officer of Leisure Merchandising Corporation, a luggage and accessories manufacturing business.

“I’ve learned that if there’s something you’re afraid to do, go ahead and do it because the worst thing that can happen is that you fail. Failure is not a bad thing; it teaches you resilience and it keeps your expectations low,” says Ensley, who was elected to the Syracuse University Board of Trustees in 2015 and was named to the Board’s Executive Committee in May. “And when you succeed, you can enjoy the flowers along the way. It’s not just the goal you’re going for, you better enjoy getting there.”

Coming out of the uncertain times for the travel industry during COVID-19, his business has emerged strong through careful oversight.

Ensley, who describes himself as “semi-retired” from the business, checks in regularly and stepped in more over the past year due to the pandemic. With many factories closed in Asia and supply lines disrupted during the crisis, he helped monitor finances and kept in touch with key customers.

Whether it’s connecting with customers, employees or networks in the industry, Ensley believes it’s those relationships that are always vital to keep the business thriving.

“It’s about getting along with people, and that’s one of the things I’ve always enjoyed doing,” Ensley says.

His business acumen and his ability to connect with others have made him well-respected among peers in the industry. As a member and past chair of the Travel Goods Association (TGA), Ensley was once again named association chair in June.

“Cliff is the only TGA board chairman to ever serve two terms, an honor which speaks for itself and represents how we—as an association and industry—view him as a leader,” says Michele Marini Pittenger, president of the Travel Goods Association.

“His proven track record in the travel goods��industry, strong relationships with buyers and manufacturers, and vision and foresight into ‘what’s next’ have all benefited our industry as a whole through his generous contributions of time on our board,” Pittenger says. “Beyond that, his energy is palpable in every meeting or call. Cliff’s presence is powerful; when he’s among our team and his fellow board members, it’s clear. Really, his charm, smarts and tact have helped lead us through some challenging times over the past several years.”

Ensley ’69, ’70, G’71 was captain and MVP of the Syracuse lacrosse team.

His insights and strengths have been built on years of gaining an understanding of his challenges and a lifelong drive to succeed.

As a youngster, he didn’t talk much, and reading was difficult. “I knew something was wrong, but I didn’t know what it was,” says Ensley. “I learned that if I take my time, I can get my words out and I can read.”

When he began playing sports, “I didn’t have to do a lot of talking in athletics. I could just go out and play the game, so that helped me build confidence and overcome a lot of those learning disabilities,” he says.

And in some ways, Ensley says those learning disabilities made him stronger—teaching him not to give up, gaining in his self-confidence and taking on challenges.

In high school, he had been looking at smaller colleges, including a lacrosse appointment offer from West Point, but he wanted to see if he could test his athletic abilities at a major university.

During his senior year, he took a trip upstate to Syracuse, with his high school sports scrapbook under his arm, on a cold, snowy February day. He caught up with lacrosse coach Roy Simmons Sr. at Manley Field House and showed him his scrapbook. “He was impressed,” Ensley says. “He showed me around campus and then took me to his home where his wife, Millie, fixed us lunch and he talked about Syracuse.”

Afterwards, Simmons drove him back to the airport and told him, “‘Now, Cliff, if I roll up my sleeves and get you into Syracuse, you’ve got to promise me you won’t go to the Point,’” Ensley says. “And I said, ‘Well, coach, if you can get me into Syracuse, I’ll be here.’”

Simmons rolled up sleeves, and Ensley kept his promise.

When he arrived on campus that August, he tried out for the football team as a walk-on with 10 other students. After the first several days, the others had dropped out, so he was the only one left and made the starting freshman team as safety. That winter he was on the freshman wrestling team, and in the spring, he played lacrosse and spring football.

During spring football, coach Ben Schwartzwalder offered him a three-year football scholarship. By his sophomore year, he was starting on the varsity football team.

Cliff Ensley ’69, ’70, G’71 is the last three-sport letter-winner for the Orange, earning honors in football, lacrosse and wrestling.

“In my junior year, the opposing quarterbacks decided to throw the ball to me a lot, so I made a lot of interceptions and I started returning punts,” says Ensley, who was an honorable mention All-American in football and captain and MVP of the lacrosse team. He was also the University Athlete of the Year in 1969—an outstanding accomplishment that puts him among other distinguished recipients, including Larry Csonka, Floyd Little, Dave Bing, Jim Nance, Ernie Davis and Jim Brown, to name a few.

Ensley valued the camaraderie with his teammates and the way they played with heart. “We became friends. We had our victories and our losses and we were all trying to achieve one thing: a win for Syracuse and that’s a win for all of us,” Ensley says.

When it came to deciding on his major, Ensley chose economics—a nod to his father’s work as executive director of the Joint Economic Committee for Congress in the late 1940s and 1950s and in banking. He also enrolled in a five-year program for engineering, building on his strengths in math and science.

Ensley, who was also in the U.S. Army Reserve Officer Training Corps (ROTC) and joined Phi Delta Theta fraternity, earned a bachelor’s degree in economics from the College of Arts and Sciences and the Maxwell School of Citizenship and Public Affairs and a bachelor’s degree in industrial engineering from the College of Engineering and Computer Science.

After pursuing an MBA at the Martin J. Whitman School of Management, he was commissioned with the ROTC and was hired as a luggage buyer at Abraham & Straus department store in New York City for about a year, when the Army called him to serve in 1972. After his military commitment, he went back into retail and later became a sales manager for a luggage wholesaler.

When he decided to start his own business, “people said, ‘You can’t do that.’ But I’ve always learned that with hard work, integrity, honesty, being trustworthy and getting along with people things have worked out for me,” Ensley says.

Ensley got the backing of an investor and worked with factory owners in Asia, who provided credit lines, and he began to build the business. He continued to evolve the company, which sells to major retailers such as Macy’s, Belk, Hudson’s Bay and Kohl’s, along with Amazon and T.J. Maxx.

Sue and Cliff Ensley at Orange Central in 2019

Ensley reflects on what he learned at Syracuse, which has helped him over the years in his business. “My industrial engineering degree helped with factory evaluation. When I go into factories, I can pretty much tell if it’s going to be efficient or not,” he says. “And an MBA taught me how to be a little creative with financing.”

Ensley also credits the company’s success to Sue, his wife of 20 years, who was a buyer for Bloomingdale’s and Kohls, before working for Leisure after their marriage. The couple has traveled around the world, looking for designs for their products. Sue’s design for London Fog “hit the nail on the head, and everything she has designed for London Fog has just blown off the shelves the past 15 years,” he says. “She is probably the best designer in our industry.”

In the 1990s, Ensley became a member of the Travel Goods Association, and, in 2009, he joined the board. Along with two other members, the three brought innovation to the association’s International Travel Goods Show, tripling its square footage with more than 300 exhibitors. “Michele, her staff and our board really performed well together,” Ensley says.

During the pandemic, the association had their last trade show in March 2020, just before others were cancelled. “The next two years are going to be rebounding years for the travel goods industry,” Ensley says. “So it’s about helping guide the association back to 2019 levels and beyond.”

“As travel returns, so does the travel goods industry, and having Cliff at our board’s helm will both inspire and provide comfort to his fellow board and association members,” Pittenger says. “Cliff’s astute insights regarding retail and his ability to strategically pivot will, undoubtedly, further lead us to evaluate how we��as a trade association��can best serve our members and continue to bridge the gap between retailers and manufacturers, as we have for decades.”

Over the years, even with a busy company to run, Cliff and Sue have kept strong ties with Syracuse University. “I bleed Orange. And to many of my family and friends, I’m known as either ’Cuse or Uncle ’Cuse,” Ensley says. “Sue loves Syracuse too. So much of what we’ve been able to do for Syracuse is really because of what she’s done to build Leisure.”

The couple has provided lead gifts for the establishment of the Ensley Athletic Center, the Chris Gedney Endowed Football Scholarship and the Orange Forever Endowed Memorial Fund, which provides “Block S” blankets as keepsakes to the families of every deceased student-athlete.

Cliff and Sue Ensley in the Ensley Athletic Center

The idea for the Orange Forever fund developed in 2007 after the couple attended the funeral of Ensley’s college roommate, teammate and closest friend Tommy George. The two had kept in touch all their lives, and he was asked to speak at George’s funeral. Ensley realized he wanted the University to be represented at the funeral of any former student-athlete.

The blanket comes with a remembrance card, from the former student-athlete’s team members, saying “You’ll always be remembered.”

“Once you’ve played for the Orange, then that’s forever—and you’ll always be in the hearts of your teammates,” Ensley says.

The couple has also worked to recognize and celebrate the legacies of Ensley’s former football coach, Schwartzwalder, and former lacrosse coaches, Roy Simmons Sr. ’26 and Roy Simmons Jr. ’54, with commemorative statues in front of the Ensley Center.

They have also provided support to initiatives in the College of Engineering and Computer Science, the Institute for Veterans and Military Families, the Whitman School and the Maxwell School.

Cliff Ensley with Syracuse men’s lacrosse student-athletes in 2015

“I am always proud and honored to have had a chance to participate in the athletic programs, get a Syracuse education and be part of Phi Delt,” Ensley says. “Sue and I are fortunate to be able to give back. And hopefully, we’re helping current and future SU student-athletes become better students, athletes and citizens. In addition, Leisure has been able to be support a variety of organizations over the years.”

Ensley, who has a son, Scott, and a daughter, Jennifer, and four grandchildren, also gives of his time on the University’s Board of Trustees for the Executive, Advancement and External Affairs, Athletics, and Facilities committees. He received the Dritz Rookie Trustee of the Year Award in 2018 for outstanding Board service and the Letter Winner of Distinction Award from Syracuse University Athletics and the Varsity Club in 1993.

Ensley enjoys his time as a Board member and notes the important work being done by Chancellor Kent Syverud, Athletics Director John Wildhack, Vice Chancellor for Strategic Initiatives and Innovation Mike Haynie and Vice President and Chief Campus Facilities Officer Pete Sala, and so many others, to further the University, in the ever-changing landscape of higher education and collegiate athletics. “My work with the Board gives me a chance to meet other Syracuse alums and people who love Syracuse,” he says.

In all of his endeavors, Ensley tries to live by the words of poet Nathalia Crane:

“You cannot choose your battlefield,

The gods do that for you;

But you can plant a standard

Where a standard never flew.”

“That sums up my life: I put those words in my high school yearbook and they still inspire me 55 years later,” Ensley says.

As a designated U.S.��Intelligence Community Center for Academic Excellence, Syracuse University is part of the congressionally mandated program funded by the U.S. Office of the Director of National Intelligence, which partners with universities to increase the diversity of the U.S. intelligence workforce. The ICCAE offers undergraduate and graduate students unique coursework as well as programmatic and training opportunities to prepare for careers in any of the .

The Downey Scholarship is named for John “Jack” Downey, who was one of the first CIA paramilitary officers who distinguished himself under duress. In 1952, while on a clandestine mission during the Korean War, Downey’s aircraft was shot down in Manchuria, and he was imprisoned in China for 21 years. Downey, who later became a Superior Court judge, earned the Distinguished Intelligence Cross, the CIA’s highest award for valor.

Recipients��of the Downey Scholarship must be enrolled in, or be in the process of enrolling in, the Syracuse ICCAE program. Students can use the award stipend toward any need they have; many use the funding for travel related to their academic interests, conferences and expanding their skills.

“Downey Scholars are high-achieving students, interested in learning more about the diversity and importance of the work being done among the various Intelligence Community agencies—and how they might contribute one day,” says Carol Faulkner, chair of the Downey Scholars selection committee and professor of history and associate dean for academic affairs in the Maxwell School. “These students have a wide range of backgrounds and skills and a deep commitment to better understanding our world and the forces that shape it. The committee is pleased to honor their dedication and recognize their scholarship with the Downey Scholars Award.”

The students who received the award are the following:

• Courtney Blankenship, graduate student, international relations, security studies, Middle Eastern studies, Maxwell School of Citizenship and Public Affairs
• Justin Gluska, sophomore, computer science, College of Engineering and Computer Science
• Jonathan Hogg, graduate student, forensic science, College of Arts and Science
• Fiona Leary, graduate student, international relations, Maxwell School
• Miriam Mokhemar, College of Law
• Abigail Neuviller ’19, graduate student, public administration, Maxwell School, and College of Law
• Penny Quinteros, College of Law
• Grace Sainsbury, sophomore, international relations, College of Arts and Sciences and Maxwell School
• Ashtha Singh, sophomore, citizenship and civic engagement and international relations, College of Arts and Sciences and Maxwell School, and a member of the Renée Crown University Honors Program
• Meghan Steenburgh G’97, College of Law
• Madeline Tadeux, sophomore, biochemistry and forensic science, College of Arts and Sciences
• Amber Vandepoele, junior, biochemistry and forensic science, College of Arts and Sciences
• Emily Vecchi, graduate student, forensic science, College of Arts and Sciences

Other benefits for students who receive the Downey Scholarship include taking part in mentoring incoming SU ICCAE students to guide them through the program; opportunities for leadership development, internships and co-op programs within the IC; and induction into the SU ICCAE program, with recognition certificates from the IC.

Along with Faulkner, members on the interdisciplinary SU ICCAE Downey Scholars Selection Committee are Kristen Aust, director of career advising, College of Arts and Sciences; Michael Marciano, research assistant professor, forensic science, College of Arts and Sciences; Gladys McCormick, associate professor, history, Jay and Debe Moskowitz Endowed Chair in Mexico-U.S. Relations and director of diversity, equity and inclusion, Maxwell School; and Robert Murrett, professor of practice, public administration and international affairs, Maxwell School.

“Help is always available, and it’s not a situation you have to navigate by yourself,” Johnson-Willis says.

Sheila Johnson-Willis

Many support options and resources are available on campus for students, to ensure that they are able to take care of their immediate well-being, as well as provide them with reporting options.

Johnson-Willis’ office, the (EOIRS), offers students a way to report an incident, and its staff members also help guide students to other resources and assist with measures to ensure students’ well-being as they continue their academics. EOIRS also works with faculty and staff impacted by incidents of discrimination and harassment.

“Students often think if they report, all these things have to happen or they have to report in order to get support—but this is not the case,” Johnson-Willis says. “Regardless of whether students want to proceed criminally or through an administrative process, there are support options available.”

In this Q&A, Johnson-Willis explains more about her role and the work of her office, how it assists students and how students can seek help.

Q: What is your role as Title IX officer?

A: As Title IX officer [also referred to as Title IX coordinator], my primary role is ensuring that we’re creating a safe and welcoming space for all of our community members—students, faculty and staff, as well as guests. In that role, I respond to complaints of discrimination, including sexual harassment, sexual assault and relationship violence, and I oversee the processes we have to address inappropriate conduct.

The Office of Equal Opportunity, Inclusion and Resolution Services ensures that those who are impacted receive desired and available supports on or off campus, and that the University provides a prompt response. We create a pathway to deter future behavior of a similar nature.

As an impartial unit, our team is tasked with fact gathering to try to understand what occurred so the University can take appropriate next steps to address conduct or issues.

We investigate complaints of discrimination (including sexual and relationship violence) with compassion, issue investigative reports and provide that information to appropriate decisionmakers. With students, those decisionmakers would be the hearing officers in the Office of Student Rights and Responsibilities. For faculty, it would be the associate provost’s office, and, for staff members, it’s the business partners within the Office of Human Resources.

We also make community members aware of the policies and procedures that we have in place to address these kinds of incidents.

Q: How does EOIRS assist students who have been impacted by sexual or relationship violence?

A: Our office is primarily responsible for helping students understand their rights and options through the University’s Title IX processes, and we investigate all formal complaints lodged by the parties or the University on a student’s behalf. We also assist students affected by sexual and relationship violence by connecting them with the appropriate resources on or off campus. In doing this, we work very closely with the and the at the Barnes Center at The Arch.

We also assist students by taking measures to further assist or protect them. As the Title IX Coordinator, I can request on their behalf that certain actions be taken by the institution, such as assisting with a housing relocation or a no contact order, which will prevent the other party from having any intentional direct or indirect contact with them. I also connect them with the Dean of Students Office if there is some sort of academic accommodation that needs to take place.

We allow the student to drive the process, that means making sure they are connected with other campus offices and ensuring that their academic experience isn’t more greatly impacted by the incident. We provide them the support and whatever is necessary to assist them in remaining on campus and feeling safe. Our office is also responsible for conducting training and awareness opportunities, in concert with other offices, to reduce, limit and prevent incidents from occurring on our campus.

Q: How is your office different from other resources on campus?

A: Our office differs from other offices on campus because of our responsibility to assist in ensuring that the environment is a safe and welcoming place, while also determining if there is additional action that the institution needs to take. That differs from such resources as the Sexual and Relationship Violence Response Team and health care providers at the Barnes Center at The Arch that are confidential and privileged support options.

Other offices deal with students (and all members of our community) on more of an individual level. In my role as the Title IX officer, it’s more of a balancing act because there is an overarching responsibility for our community holistically, along with the individual, with any decision or action we take.

Q: What would you say to a student who has experienced sexual violence but is uncertain what to do or confused by the options?

A: I would encourage a student in that situation to seek support through the Sexual and Relationship Violence Response Team. By connecting with those individuals, students can ask questions, become familiar with the role of the Title IX officer and their rights, and understand the various options they can elect to pursue.

By first connecting with those resources, there is a level of education and support that’s offered. Students need to know that they do not have to navigate this complicated and traumatic experience alone. There are a number of people who can help.

Even through my office, we are trying to answer those questions so students can make the most informed decision about what would be best for them right now or after some time has passed as they go through the healing process.

Q: What is the most important thing you want students to know when they reach out for support from your office?

A: The most important thing for students to know is that their health and well-being is a priority for us. We want to support them and their academic endeavors and to make sure their environment is safe and harassment free. By reaching out to us, our goal is to provide the necessary information so that they can make an informed decision and identify what will work best for them, in that moment, and be a liaison between any University resources and supports that they may need.

There are many things we can do even if a student decides they don’t want to do a formal process. We want people to seek out the help.

By educating our entire community, we hope to inform those who are impacted, as well as those who are supporting those who have been impacted, so they will share the information with their friend.

If you have been impacted by sexual or relationship violence, find the full range of resources and supports listed on the .

Students can find out more information about the Office of Equal Opportunity, Inclusion and Resolution Services on and .

Photo by Alex Ebert, a graduate student in the College of Arts and Sciences

We want to know how you experience Syracuse University. Take a photo and share it with us.

We select photos from a variety of sources. Submit photos of your University experience using #SyracuseU on social media, fill out a submission form or send directly to �����鶹��Ʒ at newsphoto@syr.edu. You might see it featured here.

Otto visits the Barnes Center vaccination clinic. Photo by Ross Knight, staff member with the Division of Marketing and Communications

Photo by Aaron Cass, student photographer with the Division of Marketing and Communications

“CFAC is a bridge between the Syracuse University community and the local community, through the vehicle of art,” says CFAC Executive Director Tanisha Jackson. “We bring in the talent of our students, faculty and staff and the community brings in their knowledge and art and we can have a dialogue.”

CFAC features New Jersey-based artist Lavett Ballard’s work, “Stories My Grandmother Told Me,” running through March 20.

A unit of the Department of African American Studies in the College of Arts and Sciences, CFAC is an arts and cultural organization dedicated to the promotion and development of artists of the African diaspora.

“CFAC in a very organic and genuine way demonstrates the diversity, equity and inclusion initiatives of Syracuse University,” says Jackson, a professor of practice in the Department of African American Studies, who teaches a course each semester. “We do it in practice and we do it in who we are and how we engage with those themes through exhibitions, workshops and classes.”

CFAC, which employs University students in various roles, launched an over the summer in response to the pandemic. Visitors can also schedule appointments to visit CFAC. It also offers live stream art classes, wellness and fitness classes, performance classes, and concerts and performances.

In celebration of Black History Month in its latest exhibition, CFAC features New Jersey-based artist Lavett Ballard’s work, “Stories My Grandmother Told Me,” running through March 20. Ballard will give an artist talk on March 5 at 6 p.m., via Zoom. Online visitors can also check out Jackson’s video series, “Black Arts Speak,” with , which Jackson produced and alumna Brittany Wait G’17 served as director of photography.

In this Q&A, Jackson discusses the latest exhibition and all the different ways the community can engage with CFAC.

Q: What are some ongoing ways people can enjoy all that CFAC has to offer?

Tanisha Jackson

A: Upon returning for spring 2021, we now offer live stream arts classes, along with our online exhibitions. Our , which is one of our signature programs, allows for anyone to enroll and take art classes with an instructor who is live streaming from CFAC. We have programs connected to wellness and livestream Zumba, African dance and African drumming classes. We also have live concerts and performances. On Feb. 26, we will have a . We stream all of these things, and more information on how to access these events can be found on the .

Q: Tell me about the latest exhibition. What themes does the artist Lavett Ballard explore?

A: Lavett submitted her work for exhibition a couple of years before I arrived. It was in queue, and I was combing through the submissions and came across this beautiful work of mixed media collages on wooden fences. Lavett’s exhibition, “Stories My Grandmother Told Me,” is very timely. It speaks to the journey of the African diaspora, because there are many historical references and iconography.

Good examples would be her work highlighting the bus riders in Montgomery, Alabama, with Rosa Parks and images about the Tulsa, Oklahoma, massacre, which happened 100 years ago. She doesn’t just center on historical images, but she talks about the beauty and connectivity of community. There are images of unsung heroes so that you may see an image of Rosa Parks, but then she has within her collage the copy of court cases and other documents that includes the names of other women who were instrumental in galvanizing the Montgomery Bus Boycott.

I find her work to be beautiful because there are flowers and beautiful colors as well as being informative, and it really is an exhibition that fosters a lot of dialogue around Black artists, Black art and the African American experience, in particular.

Q: What do you find particularly fascinating about her work?

A: I love her personal stories interlaced within her work. Some of the images reflect people like her father, her sons, her mother and her grandmother. The title of the exhibition itself talks about the legacy and inheritance of those stories and how they build on our understanding of ourselves as well as our community.

Artwork from a current exhibition at the Community Folk Art Center, “Stories My Grandmother Told Me” by Lavett Ballard

Her pieces are on large-scale wooden fences, that have been repurposed to be her canvas, and she uses them as a metaphor of how it keeps people in as well as keeps people out. It’s a powerful metaphor that is connected to playwright August Wilson’s work “Fences.” Her work brings up social injustice, community, women’s empowerment, respectability, politics and justice to name a few. Looking at Lavett’s work may compel you to ask yourself what are the fences in my own life?

When Lavett was not able to access her studio because of COVID, in early spring, she had to work on a smaller scale, using circular wood slices. We also see images of victims of violence due to police brutality and images from the Black Lives Matter movement.

Q: What do you see as the mission of the Community Folk Art Center?

A: CFAC’s mission is to exalt cultural and artistic pluralism by collecting, teaching and interpreting visual and performing arts. We provide public programs that include exhibitions, film screenings, workshops, studio courses, gallery talks and performances.

CFAC, which came out of the Black Power movement, was organized in 1972 at the grassroots level by Professor Herbert T. Williams, in the Department of African American Studies, and other faculty and students and community members. The conversation at the time was that they didn’t want to just read about Black art and artists but they also wanted to engage with them. They also wanted to create a space for these artists since mainstream art museums and galleries were not providing space and opportunities to artists of color, and in particular Black artists.

Instructor and artist Joshua Williams prepares for a livestream dance class at the Community Folk Art Center.

When we think about CFAC now, it continues to embrace underrepresented emerging artists, and mainstream artists as well. We hold true to our mission in providing a platform for artists and the community to engage with each other.

Q: What do you want visitors to take away from their experience when they engage with your exhibitions and events?

A: I want people to take away a sense of community. We partner with people in Syracuse, faculty, students and staff, and I want them to know that CFAC is a space that is welcoming, and where anyone can learn, particularly through the cultural narratives that come out of the arts that are there.

We infuse cultural and especially Black cultural capital within the communities we serve. This is what lends to people’s understanding of African diaspora experience. That is very important if you have a lack of exposure to people within our community, so that CFAC provides space to foster sometimes critical dialogue that you might not necessarily have.

Prior to COVID, we were in the city school district and working with seniors at the Nottingham. It is through these outreach initiatives that we demonstrate how CFAC has always been an organization that will come to you. We speak to the needs of everyone of diverse backgrounds, demographics and age. Even if you don’t identify as an artist, you can be entertained and most importantly you can learn and experience new things through art.

The Community Folk Art Center is located at 805 E. Genesee St.

The newly renovated Schine Student Center includes a generous amount of gathering spaces, new eateries and accessible features.

Transformed by an abundance of natural light, warm Syracuse Orange colors and a new vibrant spirit, the renovated Hildegarde and J. Myer Schine Student Center will soon welcome students and the entire campus community to discover its redesigned spaces, make fresh connections and appreciate its abundance of features. The Schine Student Center will officially open its doors on Monday, Feb. 8, the first day of classes for the Spring 2021 semester.

Planned in consultation with, and input from, the campus community, the Schine Student Center offers the feel of a home and hub for student life: a place to study; meet up; eat, in accordance with public health best practices; and recharge. Its environs include a generous amount of gathering spaces, new eateries and accessible features, and a vibrant open central atrium that extends from the top floor to the main floor, with a two-story video wall.

Student-facing services and student organization offices are prioritized and highly visible, along with a key grouping of cultural centers—the , the and the —framed as the Intercultural Collective, which allows deeper, connected conversations around the many intersections of identities. The Schine’s new footprint includes an additional 8,600 square feet of student activity space.

To celebrate the Schine Student Center’s reopening, many activities have been planned for the first week:

• The , 7 to 8:30 p.m. Thursday, Feb. 11.
• Orange After Dark (OAD) staff will table outside its offices on Wednesday, Feb. 10, to answer students’ questions and offer giveaways. They will also provide stressbuster kits in the Underground.
• The , 10 a.m. to 3 p.m. Thursday, Feb. 11, following social distancing and safety guidelines. Students can meet the staff of the three offices and learn about their programs and services, tour the space, pick up swag and watch student spoken word and dance performances.
• OAD and the Center for International Services will host a on Friday, Feb. 12.
• in various spaces throughout Schine, while adhering to safety protocols, with craft, and other activities, on Saturday, Feb. 13.
• The Campus Store and Food Services will offer tours and specials throughout the week.

Students can explore and experience the Schine Student Center’s new spaces in myriad ways.

Many campus members—students, staff and faculty—were involved in redeveloping the Schine Student Center and making it welcoming to all students.

“This truly state-of-the-art facility gives all of our students ideal spaces for meeting friends, hanging out, studying, eating, attending events, finding what they are passionate about and developing as leaders,” Chancellor Kent Syverud says. “It is the University’s living room, and it is completely student-centric. This is the experience that our students asked for and deserve.”

Chancellor Syverud notes how many people around campus—students, staff and faculty—were involved in redeveloping the Schine Student Center and making it welcoming to all students.

“This total reimagining also returns the Schine Student Center to its original mission and purpose—to serve our students,” Chancellor Syverud says. “This space brings together many of our cultural centers and offices that serve the spectrum of cultures, experiences and interests that our wonderful students bring with them to Syracuse University. Here, our students can collaborate and learn from each other outside of the classroom.”

Student Association President Justine Hastings ’21 says she is excited for students to experience the Schine Student Center’s new spaces.

“The spaces within Schine were designed to make us feel at home, on campus. Students will now have multiple rooms and spaces to hold meetings, plan and hold events, hang out, and spend time between classes,” Hastings says. “The University listened to students; we asked for different food options, student organization offices and storage, and plenty of places to sit, relax and plug in. This building will provide all of that, and more.”

The Schine Student Center was built in 1985, in an initiative led by Renée Schine Crown ’50, H’84, who provided the primary gift to create this new space for students on campus. The student center, named in honor of Crown’s parents, quickly became the center of student life on campus.

The Intercultural Collective in the Schine Student Center

Three decades later, the renovation of the Schine Student Center was featured prominently as part of the Campus Framework, a 20-year plan released in 2017 to guide future campus development. Once again, Renée and Lester Crown took an active role in the process—this time to help reimagine the Schine Student Center into the future.

The campus community also played a critical part in the center’s transformation, as students, faculty and staff shared their ideas and input that were integral to the planning and design process.

“The people, spaces and services within this building undoubtedly shape the student experience. That is why, throughout this renovation, connecting with students about what they envisioned for this space was so important,” says Robert Hradsky, vice president for the student experience.

More than 1,700 pieces of input from students—during graffiti wall sessions, pop-ups in dining halls, surveys, focus groups and more—provided focused feedback on connection, involvement, versatility and food.

The center atrium was opened to bring in more light and connection; the student activities and cultural centers are in new front-and-center spaces; and modern, comfortable furniture—selected after receiving student feedback—was brought in. Accessibility was enhanced throughout, with all exterior grade-level public doors accessible with automatic door openers; smooth floor transitions; upgrades to existing elevators; a fully accessible path through the building from Waverly Avenue to the Einhorn Walk; new fully accessible restrooms on each level; counter heights and work surfaces made universally accessible; and accessible wayfinding signage.

Behind this massive renovation was the work of Campus Planning, Design and Construction (CPDC) staff, and other units within the Division of Business, Finance and Administrative Services (BFAS). The Syracuse alumni-led team of Mackey Mitchell and Ashley McGraw Architects provided the designs, and the project’s general contractor was LeChase Construction.

In the newly renovated Schine Student Center, the center atrium was opened to bring in more light; the student activities and cultural centers are in new front-and-center spaces; and new furniture—selected after receiving student feedback—was brought in.

“Our goal was for our students to have an exceptional redesigned space for them to enjoy and one that truly reflects the needs of current and future students,” says Senior Vice President for Business, Finance and Administrative Services and Chief Financial Officer Amir Rahnamay-Azar, who oversees BFAS. “This renovated Schine Student Center represents an ideal that has come to life, and I’m looking forward to seeing how the Syracuse University community experiences this renovated center of life on campus.”

Another significant component of the upgrade has been the changes to the dining experience, including providing a mix of local and national food options such as Panda Express, CoreLife Eatery, Halal Shack, Biscotti Café and Chocolate Pizza Company, as well as returning favorites Dunkin’ and The Tomato Wheel. New dining “booth boxes” and countertop seating add a new look to the renovated dining area.

The bookstore—renamed the Campus Store—has been reinvigorated with new flooring and lighting. Along with its continued focus on academic resources, the Campus Store also has more room for new University-branded apparel, a late-night food and grocery market, a coffee stand, and an open-mic event space. The store can be accessed both on the 100 and 200 levels of Schine.

“Not only have these physical spaces been transformed, but the activities, experiences and programs will also be transformed, changing the way students engage on campus,” Hradsky says.

Photo by Jeremy Brinn

We want to know how you experience Syracuse University. Take a photo and share it with us.

We select photos from a variety of sources. Submit photos of your University experience using #SyracuseU on social media, fill out a submission form or send directly to �����鶹��Ʒ at newsphoto@syr.edu. You might see it featured here.

Photo by Patrick Alberga ’24, a student in the College of Engineering and Computer Science

Photo by Juliana Lay ’24

Photo by Steve Sartori, staff member in the Division of Marketing and Communications

Campus community members line up for a COVID-19 test in the Stadium Wednesday. The testing site is now open for all students, faculty and staff Monday-Friday from 10 a.m. to 4 p.m. For more information, review this message sent Wednesday from the Syracuse University Public Health Team. Photo by Evan Jenkins, a staff member in the Division of Marketing and Communications

Photo by Jeremy Brinn, staff member in the Division of Marketing and Communications

Photo by Blake Moyer ’22, student in the College of Arts and Sciences

Photo by Evan Jenkins, staff member in Division of Marketing and Communications

An orientation leader takes a photo of a family during move-in day in front of Flint Hall. Photo by Steve Sartori, staff member in Division of Marketing and Communications

Photo by Jeremy Brinn, staff member in Division of Marketing and Communications

Photo by Jeremy Brinn, staff member in Division of Marketing and Communications

JoAnn Cooke

Cooke ’81 leads meditation sessions for the campus community during the week, along with other practitioners, typically in Hendricks Chapel, but more recently virtually due to the pandemic. She guides people in finding stillness and noticing their thoughts to benefit mind and body.

Cooke’s interest in meditation began while she was a sophomore and started taking classes in Eastern thought and Buddhism. She graduated with degrees in English and psychology and became a teacher in middle school English language arts.

Now retired, Cooke has been a student of Buddhism under Shinge Roshi of the Zen Center of Syracuse for 20 years, and was appointed by Shinge Roshi to be the Buddhist chaplain at the University.

“It’s been wonderful to come full circle—coming back to the University,” Cooke says.

Cooke is also launching a new meditation training program for all members of the campus community to better understand meditation practices and to offer a way to enter into it. The program, beginning this spring, will offer several tiers and allow participants to receive a certificate upon completion of the different levels.

Something very important to her is for people to know: the sessions and meditation is not just for Buddhists; it’s for everyone looking to begin a practice of meditation.

Q: What are the elements of establishing a meditation practice?

A: A really important part of establishing a meditation practice is having a community of people to meditate with. Many people start with an app, and it’s a fine place to get your toe wet, but if you are really going to do meditation, you need to have community—for inspiration, for peer pressure. And you need somebody to talk to about it when it doesn’t go well because chances are you will quit.

Key elements of establishing a meditation practice are commitment, curiosity and community, says JoAnn Cooke, Buddhist chaplain.

The second thing is commitment. Part of commitment is having a routine and being part of a community is going to give you that routine.

A third element is curiosity. Don’t go into meditation thinking ‘if I do this thing, I’ll come out on the other side a better person.’ The way to go into it is thinking ‘I don’t know what is going to happen, but let’s see what might happen.’ It’s the beginning of opening your heart.

Q: Even without setting specific goals or expecting certain results, what might we achieve for our personal well-being through meditation?

A: It’s about developing relationships—relationships with your body, with your mind and with the world as it is. You start off having a relationship with your body, taking time to sit with your body and listen to it and notice it—notice where you hold tension, notice how you are breathing, notice whatever you feel.

Get to know your mind. This is a huge thing. Our anxiety and worry originate in our mind.

If you sit and take long deep breaths, you notice your mind slows down because your breath is signaling your mind that��everything is OK.

When we’re threatened, we breathe fast and shallowly. Your brain wants to take care of you and have you on your toes, but you don’t have to go there. You don’t have to believe all these things that your brain is putting out there, about what might happen in the future—the worst-case scenarios. Meditation helps you notice what your mind is doing and brings you back to the moment, where everything is fine.

Once you notice what your worries are, you can start to realize where they are coming from. If there is something you need to do, you don’t need to have any fear about it, you just do it.

Constant dissatisfaction is really the cause of all these fears—nothing is good enough, you are not good enough. We all have these feelings. If you vow to sit still and sit through those thoughts, you can realize all those things causing dissatisfaction and you can just let go of it. This allows us to have relationship with rest of world as it is and be open hearted to it. What you achieve is happiness.

When we talk about the body, you’ll be healthier because you are relaxed; you make better choices; addictions tend to fall away; and your blood pressure lowers. It develops your attention, because when you are focused on this moment you can pay attention to the present.

If you sit and take long deep breaths, you notice your mind slows down because your breath is signaling your mind that��everything is OK, says JoAnn Cooke, Buddhist chaplain.

Being in the moment and allowing other things to drop away, you can pay attention to people, you develop empathy, you feel connected to others.

Q: How do we get to a place in our minds where we can get better at meditating and putting aside worries and anxiety?

A: Becoming better at meditation is a faulty idea; you can’t go into meditation trying to be good at it. After 20 years, there are times when I can’t meditate. It’s a commitment to keep going and keep trying and noticing and going into it with a curiosity and not expecting to get good at it.

People think that meditation means having no thoughts. You need these thoughts to come to you so you can notice them and come back to your breath.

The other misconception is that you go to La La land, and that it’s an escape. It’s actually the opposite. It’s sitting in the moment as it is. You might be uncomfortable sitting still, but you don’t move. You stick with it—as it is—and experience the discomfort. It’s sitting with your emotions about what is going on in your life. It’s noticing, paying attention. So much of our daily lives is on autopilot and recognizing that is hard.

Q: What is your favorite practice of meditation?

A: Zen meditation is my main practice. It has changed my life and required me to have this commitment and work with a teacher, Shinge Roshe. Having that relationship with her and with sangha—a community of people who practice meditation—I feel supported in my life. Zen meditation is challenging, and it’s a little rigorous.

Anyone interested in learning about the meditation sessions can contact Cooke at jmcooke@syr.edu. A weekly meditation schedule and Zoom link are available by signing up for the meditation newsletter through Cooke.

“The work of the Office of Diversity and Inclusion is to foster greater understanding among people and nurture a diverse campus. It takes a dedicated approach of staff to advance our core values at the University,” says Alford. “Our staff members are engaging with people, providing programs and training, and creating opportunities for dialogue across campus all to the greater benefit of our university.”

Eboni Britt

Eboni Britt became a permanent member of the team after completing a special assignment earlier this year with the office in which she served as the project manager assisting in the organization of listening and dialogue sessions, the Campus Climate Pulse Survey, and the Diversity, Equity and Inclusion audit as commissioned by the Board of Trustees’ Special Committee on Climate, Diversity and Inclusion. Prior to her current role, Britt oversaw a strategy team in the Division of Marketing and Communications, and had previously worked in the University’s Office of Human Resources. Britt has worked in marketing at a variety of organizations in the region, including Eric Mower and Associates, Kodak and the POMCO. She earned a master’s degree in public relations from the Newhouse School of Public Communications. Britt is originally from Colorado Springs, Colorado, and has three children.

Melanie Domanico

A vocational rehabilitation counselor, Melanie Domanico has over 20 years of experience assisting individuals with disabilities with securing and maintaining gainful employment. Domanico joined the University in 2017 in the Office of Equal Opportunity, Inclusion and Resolution Services. In her role as the equal opportunity and accommodations specialist, she coordinates accommodations for faculty and staff, and partners with the ADA coordinator to improve campus accessibility. Prior to joining the University, Domanico worked in both public and private sector vocational rehabilitation since 2000. Her experience includes facilitating accommodations and development of return to work programs for many employers in the areas of short-term disability, long-term disability and workers compensation. She earned a B.S. degree in psychology from SUNY Binghamton and an M.S. degree in vocational rehabilitation counseling from Hofstra University.

Ebony King

Ebony King ’04, G’06 previously served as the senior director of diversity and inclusion at Buena Vista University. King has over 14 years of experience in student affairs in various roles in multicultural engagement, international student services, student activities, student organizations, Greek life, and diversity, inclusion and equity initiatives. King is originally from the Bronx, New York, and a Syracuse University alumna with an undergraduate degree in social work from the Falk College of Sport and Human Dynamics and a master’s degree in higher education administration from the School of Education. She looks forward to giving back to her alma mater by building collaborative partnerships with students, faculty, staff and alumni.

LaShan Lovelace

LaShan Lovelace previously served as the director of the center for diversity and inclusion at Radford University.��During his time at Radford University, Lovelace served in multiple capacities within the Academic and Student Affairs divisions. He has over 10 years of student affairs, higher education management and diversity, equity, inclusive and accessibility experience. As a diversity and inclusion professional, he has developed a significant track record of transformational contributions toward organizational equity, diversity and inclusion goals. From access and success, education and scholarship, and institutional infrastructures, Lovelace continues to work collaboratively to create initiatives that positively impact policies, practices, processes and people.

Mallory Mitchell

Mallory Mitchell ’06 joined the office in July, transitioning in the same role as Posse program coordinator from the Office of Community Engagement. Syracuse University partners with the Posse Foundation to admit high school students with extraordinary academic and leadership potential from Miami. Selected students receive a full-tuition Syracuse University Posse Leadership Scholarship. Mitchell engages with Posse Miami scholars, mentors and staff to facilitate the various programs for scholars throughout the year. Mitchell graduated with a bachelor of music from the College of Visual and Performing Arts and the School of Education, and performs in a string quartet. After several years teaching music in a public school, she attended Northeastern University to earn a master of education in TESOL (Teaching English to Speakers of Other Languages) in 2011. Mitchell is grateful to be back at the University and supporting such a vibrant group of scholars.

William Myhill

William Myhill is a disability rights advocate, administrator, teacher, trainer, researcher and writer who has worked in the fields of education and law for, with and among the disability community for 30 years. William joined the University in 2005 and served as director of legal research and writing for the Burton Blatt Institute until 2018, at which time he was appointed the University’s interim director and ADA/503/504 coordinator. In this role Myhill provides disability leadership, guidance and consultation to remove and prevent the barriers in our community that impede persons with disabilities from full participation in the fabric of University life. He earned a B.A. in sociology and M.Ed. in special education from the University of Texas, Austin, and a J.D. from the University of Iowa, where he served on the law review.

Graduate student Prachi Sankpal, who is a master’s student in the School of Information Studies, joined the office this fall as a part-time worker, and provides technical support with the office’s website and assists with research.

The diversity, equity and inclusion student advisors (also known as “E-Squad,” which stands for Equity Squad) foster an inclusive environment, providing experiences related to equity, diversity, accessibility and inclusion. They also provide individual and shared guidance that promote a sense of community and encourages campus engagement, and value the diverse social identities that constitute the entire University community.

The seven student advisors are Yadi Flores, an undeclared sophomore; Olivia Gladu, a first-year student majoring in political science and economics; Brittnee Johnson, a senior majoring in political science and pre-law; Malique Lewis, a first-year student majoring in communication and rhetorical studies; Tanvi Reddy, a junior studying architecture; Aicha Sacko, an undeclared sophomore; and Jenna Swetland, a sophomore majoring in political science and citizenship and civic engagement.

All faculty and staff are requested to get an influenza (flu) vaccine as another measure to keep the campus safe and healthy as outlined in the released over the summer.

Dr. Karen Nardella

Faculty and staff can get a flu shot through their primary care doctor, at a local pharmacy or by making an appointment for the University’s flu clinic. Visit the on the Wellness Initiative website for more information.

Dr. Karen Nardella, medical director at the Barnes Center at The Arch, explains why it’s important to get the flu shot, especially this year; the differences—and similarities—between the flu and COVID-19; and prevention measures.

Why is it important to get the flu shot, especially during this pandemic?

The influenza vaccine (flu shot) is proven to decrease the frequency and severity of influenza, which in turn will decrease the overall burden of respiratory illness on the population and the risk of hospitalization from flu. In turn, this will lighten the burden on the health care system, which must remain at full strength as the COVID-19 pandemic continues.

How can you tell the difference between if you have the flu or COVID-19?

Symptoms of the flu and COVID-19 are very similar. These include cough, fever, chills, sore throat, runny nose or congestion, muscle or body aches, headaches and fatigue. Diarrhea, nausea and vomiting can be seen with both. Loss of taste and smell and shortness of breath are more unique to COVID-19. The onset of symptoms with flu is typically very sudden, while with COVID-19 there is a more subtle onset.

Are the prevention measures for COVID helpful for not getting the flu as well (wearing a mask, washing your hands frequently, etc.)?

The prevention measures that work with COVID-19 also prevent the flu. These include washing your hands frequently, not touching your face and wearing a mask. Also, staying home when you are sick is one of the best ways to limit the spread of both influenza and COVID-19. With influenza there is a vaccination that can prevent and limit severity of disease, while the development of a COVID-19 vaccination is still in progress.

What usually stops people from getting the flu shot?

Some people believe that the influenza vaccine can give you the flu, which is false. Others fear reactions to the flu shot; however, serious reactions are very rare.

How can you treat the flu at home?

The best way to treat the flu is to stay home. Fluids, fever reducers, such as acetaminophen, and rest work best. Those at risk of getting serious complications from the flu should take antiviral medication.

Michael Mazzaroppi

As someone born with significant hearing loss, Michael Mazzaroppi G’14 says it was inevitable that he would become an advocate for others with disabilities.

After working abroad at a school for the Deaf and an agency for the Deaf, and later at a nonprofit connecting people with disabilities to resources, Mazzaroppi joined the University last October as an access counselor with the .

In his role, Mazzaroppi ensures students have the necessary accommodations for academic success. His work is also about reframing how people think about disability.

“I want to level the playing field for students and empower them in achieving their academic goals, and I also want to help them see their disability from a social justice model and be proud of what their disability may be,” says Mazzaroppi, who is also an American Sign Language instructor and teaches two courses through the School of Education. “It’s really important, especially in this day and age, that people do not think about disability in terms of what someone can’t do or as a deficit. I want them to think more about what they can do and see themselves as a whole person.”

It also means changing society’s perception of people with disabilities. “It’s about reframing the language that we use to talk about disability,” he says.

The Center for Disability Resources embraces the concept of disability as diversity and is committed to creating a new context for disability by redefining the term and the culture that surrounds it.

From his office in the Center for Disability Resources, formerly known as the Office of Disability Services, Mazzaroppi, who uses a speech-to-text app while meeting online, speaks about his professional background, his work with students and what he enjoys most about the people at the University.

How did you become interested in assisting and advocating for students?

Without a choice, I had to advocate, because I was born with significant hearing loss. Throughout K-12, I had accommodations and support in school. I was always embarrassed about my disability.

When I went to Gallaudet University, a liberal arts university for the Deaf and hard of hearing in Washington, D.C., that’s where I learned to take pride in being hard of hearing. That’s where I learned American Sign Language. Then I traveled and lived in other countries. I worked at a school for the Deaf in Japan, and I worked for an agency for the Deaf in Paraguay. Living in New York City for a few years, I worked as a teacher for the Deaf. Then I came back to Syracuse where I was born and raised, and where my family lives.

While I was working for ARISE, a nonprofit independent living center in Syracuse, that’s where I really grew as a person, trying to understand the needs of people with disabilities. I created PowerPoints and training, traveling throughout Onondaga, Cortland, Madison and Tompkins counties to teach about resources and college programs for students with disabilities. I talked about the different agencies and supports that students could use in preparing them to transition to employment or college.

Why were you interested in the role at the University?

I saw the job posting at Syracuse University, and I felt like I was ready to apply everything that I’ve learned in a college setting. I had provided information to teachers and parents but not to actual students. I thought this would be a great fit.

While at ARISE, I went to school full-time and graduated from Syracuse with a master’s degree in early intervention. Initially when I started, that’s what I thought I wanted to do, but then when I started taking classes I realized I wanted to work at the high school or college level working with students with disabilities. I really enjoyed it because I could apply what I learned in graduate school with my work at ARISE and now at Syracuse University.

Growing up, if you told me I would be working at SU, I would have said I would be working at another university in a different country. Moving back here and being close to family and attending as a graduate student, I’ve come to appreciate how progressive Syracuse University is in working with people with disabilities. We still have a lot of work to do, but we are one of the more progressive schools.

What is the role of the accessibility counselor with the Center for Disability Resources?

All access counselors are assigned as a liaison to certain schools. My schools are the Newhouse School and the College of Engineering and Computer Science. When a student is referred, I connect with them and have a welcome meeting. I learn about who they are and what accommodations may be necessary for access.

The number one need is testing accommodations, but also as the access counselor who signs in ASL, I also work with most of the deaf and hard-of-hearing students who come in, so I coordinate interpreters, Communication Access Realtime Translation (CART) services, or any other software that might help students access their classes better. Now that professors are wearing masks, I’ve been getting requests for them to wear clear masks so students can see their mouth when they lecture.

Can you share a story about a time or two you were able to connect students with services that made a difference in their learning environment and success?

With the pandemic, there are a few hard of hearing students who were having a hard time following the Zoom platform for their courses, so I recommended CART. Two students had never heard of CART, and they really like it, and it’s a made a difference in their work. Another example is a student who is also deaf but didn’t grow up signing. He has been impressed with all of the accommodations that we have for students who are deaf or hard of hearing.

Another aspect is connecting a student who may be struggling academically to CDR’s Academic Support (AS) for additional educational resources.�� AS provides them the assistance that can be critical for many students.

What is the best part of your job?

My colleagues and supervisor here are great and supportive. I remember saying after being here for one month that I feel like I’ve been here for six months, which was a good thing because I immediately fit in.

And it’s the students. There are some students who we might meet once and establish their access plans, and they are set. And there are others, with whom we meet regularly, who want and need a connection with us in order to feel supported and heard.

I was lucky I started in October with in-person meetings, but then we transitioned online and students needed that extra support with weekly check-ins—just to help them get through whatever they were feeling: loneliness, sadness, self-doubt. We’re here for them.

The , in addition to federally mandated accommodations, provides advocacy, general support, academic assistance, some content tutoring, screenings for learning disabilities, psychoeducational evaluations, assistive technology training, note-taking assistance and more.

Dorbor Tarley

“These implicit and explicit biases make it difficult for health care professionals to listen, believe and respect Black women when they engage with the health care system,” says Tarley, a human development and family science major in the Falk College. “As a result, there is a delay in treatment, refusal of services and an overall lack of consideration for Black women’s bodily autonomy.”

Research funding from the ��(SOURCE) helped further Tarley’s research—Differential Reactions to African American and Caucasian Women’s Post-natal Maternal Stress—over the summer.

Her focus has been on creating two identical scenarios with race as the independent variable to test perceptions of maternal health concerns and determine if participants think the target mother should seek medical attention and their overall described concern for the mother.

“The SOURCE funding has allowed me to work intensively on my research project over the summer as well as pay participants for taking the survey,” says Tarley, who works under the mentorship of Associate Professor Matthew Mulvaney. Using a crowdsourcing marketplace to collect data from a large population, Tarley is recruiting about 300 participants.

Tarley is one of the 119 students who received either a SOURCE Grant or a Renée Crown University Honors Program Award for the summer or the academic year. Students and their faculty mentors were given the opportunity to revise or postpone their awards in the context of the restrictions of the COVID-19 pandemic.�� More than 70 students creatively and constructively revised their project plans to allow for remote research work during the summer.

Their projects come from a variety of fields within the humanities, STEM and arts. Some of them included The Governance of Urban Food Forests: A Comparative Study of Select US Cases; 3D Anatomy Learning Tool; Temples of Consumerism: Shopping Malls in Bangkok; Stability vs Chaos: Analyzing the Behavior of Dynamical Systems.

“The flexibility and resilience that students demonstrated amidst the many challenges of this summer was truly impressive,” said Kate Hanson, Director of the SOURCE. “They applied their creativity and problem-solving skills to move forward in their research and creative projects while working remotely, all supported by superb and committed faculty mentors.”

With the pandemic, students shifted the approaches and questions of their research. Along with her research into maternal health, Tarley is researching health discrepancies in COVID-19 to find a conceptual overlap between those deaths and the deaths of Black mothers, looking for similar themes of discrimination and racial and ethical bias. Tarley also refocused her research from using college students’ reactions to Black and Caucasian mothers to reactions from a general population, using the crowdsourcing marketplace.

This summer, the students with SOURCE funding also participated in small groups led by SOURCE student research mentors; research skills workshops, including Crafting a Research Elevator Speech and Writing an Abstract; and a two-part Diversity, Equity, Inclusion in Research Workshop led by Associate Professor Jeff Mangram and Associate Teaching Professor Chandice Haste-Jackson. They also presented in a SOURCE Summer Works-in-Progress Virtual Symposium, Aug. 10-13.

The Syracuse University Louis Stokes Alliance for Minority Participation () program also supported students this summer, ��who conducted remote research projects, weekly skill development meetings, and presented in the Summer Research Symposium Aug. 5.

The supported remote research students who took a research methods seminar, participated in skills workshops, and presented at the Summer Research Symposium Aug. 5-7.

Students interested in applying for upcoming , up to $5,000, can find out more about what’s available on the SOURCE website. Students need to indicate their intent to apply by Oct. 8. Applications are due Oct. 22.

Again this year, students may also apply for the Spinoza Grant, established through the generosity of an anonymous physician-scientist. It supports undergraduate research that explores philosophical aspects of issues within the sciences or other professional disciplines. The donor studied philosophy as an undergraduate at Syracuse, and especially admired the intellectual rigor, originality, scope, and independent thinking in the work of the renowned 17th century Dutch philosopher Baruch Spinoza, after whom this award is named. Spinoza was a brilliant young ex-communicated Spanish/Jewish immigrant whose family and community fled the Spanish Inquisition to Holland near the end of the sixteenth century.

The 2019 Spinoza Grant recipients, architecture students Yundi Wendy Zhang and Natasha Liston-Beck, explored spacecraft design and human/machine interaction in their thesis “Continuous Interior Space Architecture: An Omni-orientational Archive of Interfaces.”

For students interested in pursuing research funding from the SOURCE, Tarley says they should go for it.

“Do not let the application process and the fear of getting a ‘no’ stop you from applying. The passion for your project and your research will speak for itself,” says Tarley, who also participated in the McNair Summer Research Program. ��“If you are interested in research or a creative project and do not know where to start, the people at the SOURCE office are great to talk to.”

Along with Hanson, students had also just begun working with SOURCE’s newly appointed Assistant Director Bridget Lawson, who passed away recently. Lawson brought her deep commitment to supporting students in their academic and personal development to the SOURCE’s work, Hanson says. A scholar and activist working for social justice, Lawson’s positive impact on the SOURCE will be felt for years to come.

Center for Disability Resources’ Director Paula Possenti-Perez and Administrative Assistant Jamal Nelson in the center’s offices. Photo by Marilyn Hesler

Miguel Pica ’22 knows the important work the does to help students with disabilities meet their academic goals. He has been working with an access counselor at the center since he came to campus in 2019—and has found his personal success with their efforts.

Pica, who was medically retired from the U.S. Army after being injured on active duty, was concerned about completing his coursework on time, having enough time on exams and possibly being penalized or forced to drop a class for too many medically related absences.

Working with access counselor Michael Mazzaroppi, “we were able to develop a plan where I would have extended time for exams, quizzes and tests; use of a recording device in class; advance access to PowerPoints and negotiate an attendance modification plan between the professor, counselor and myself,” says Pica, a dual major in biology and history in the College of Arts and Sciences and the Maxwell School.

“Whatever concern or need I had, my access counselor would investigate and figure out what options we could pursue to better acclimate me to the classroom environment,” says Pica. “The work of the Center for Disability Resources has been very important to me and finding my success at Syracuse by providing the assistance I need to perform well in the classroom.”

Miguel Pica

In its mission, the Center for Disability Resources, formerly known as the Office of Disability Services (ODS), empowers students, enhances equity and provides a platform for innovation and inclusion. The staff works to take away the environmental barriers that impact student learning, support faculty as they create inclusive classrooms and assist colleagues across campus to move toward universal design.

Along with the hands-on work, the Center for Disability Resources is committed to a larger purpose, changing the way people think about disability.

“We embrace the concept in our mission of disability as diversity,” says Paula Possenti-Perez, the center’s director. “Our work is both transactional and transformative, qualitative and quantitative in nature.”

For example, CDR offers Exam Services, which provides test proctoring for students who need certain testing accommodations. It’s a resource for faculty (as opposed to a service for students) to ensure every students’ needs are met and permits them to flourish in an inclusive, universally accessible environment—a standard that recognizes each person’s abilities and embraces diversity. “It’s not the student’s issue to resolve that the exam environment is problematic,” Possenti-Perez says.

The work of the staff—and the philosophy and mission behind their work—was the impetus behind its name change earlier this year. The change also reflects the center’s core values of social justice. “Our name has changed but our mission has not changed,” Possenti-Perez says.

The change follows a recommendation by the Disability External Review Committee, formed at the request of Chancellor Kent Syverud in 2018. The committee conducted an audit of disability services across the University and received approval to change the name as part of Phase One of the committee’s recommendations. Phase One recommendations were fully endorsed by Chancellor Syverud.

“Syracuse University has a history around disability and inclusion, and I was hired in 2014 because of my perspective and philosophy around social justice and to help continue that work,” Possenti-Perez says.

A banner that reads “Be Kind” in American Sign Language in the hallway of the Center for Disability Resources. Photo by Marilyn Hesler

Possenti-Perez has advanced the mission of the center through collaboration with colleagues across campus. These collaborations include her roles as co-chair of the Diversity and Inclusion Council through the Office of Diversity and Inclusion, and as co-chair of the Disability Community Group. These two groups address disability access for students, faculty and staff across campus. She and her team work closely with the Office of Equal Opportunity, Inclusion and Resolution Services’ staff members William Myhill, interim ADA coordinator, and Melanie Domanico, EEO and accommodation specialist, and collaborate on such workshops as “Rethinking the Disability Paradigm,” which are designed to recognize and address ableism in higher education. The center also partners with such colleagues as Jenny Gluck, associate chief information officer, and Pam Thomas, accessibility analyst, who are outstanding allies in the work and in mitigating barriers related to technology in the learning environment, Possenti-Perez says.

“Our work extends to this level of collaboration specifically when working and advancing disability as diversity, recognizing the intersectionality of disability with other oppressed groups and moving forward to address how different students experience disability,” says Possenti-Perez.

Possenti-Perez also works with the Division of Enrollment and the Student Experience and such units as Admissions, the Dean of Students Office, the Center for Learning and Student Success, the Housing Office and the Office of First-Year and Transfer Programs to ensure new students are aware of how to access disability-related accommodations. Working with the University Senate, she provided an updated syllabus statement that invites students to engage with their faculty to discuss strategies and/or accommodations essential to their success. The statement centers the focus on instruction and course design rather than on a student’s impairment and is designed to invite dialogue.

The outreach work of the center and its staff has increased the number of students seeking access and disability-related support resources from 1,200 registered students to over 2,700, since Possenti-Perez began.

Several staff members with the Center for Disability Resources gather in the center’s lobby. From left are Administrative Assistant Jamal Nelson, Access Counselor Michael Mazzroppi, Associate Director Beth Heaton-Crawford and Director Paula Possenti-Perez. Photo by Marilyn Hesler

“We provide individual academic adjustments when environmental barriers cannot be eliminated and assistive technology that fosters independent, self-determined learners,” Possenti-Perez says. “Because of the commitment of the University, our office can provide a range of resources—we go beyond compliance.”

The center, in addition to federally mandated accommodations, provides advocacy, general support, academic assistance, some content tutoring, screenings for learning disabilities, psychoeducational evaluations, assistive technology training, note taking assistance and more.

For his first visit, Pica was accompanied by fellow student-veteran and then-president of the Student Veteran Organization Adam LeGrand, who took him to what is now the Center for Disability Resources to speak about how the center could help. “From being able to relate with someone with a TBI [traumatic brain injury] in service, he knew the challenges I may face regarding education,” says Pica, an advisor with the Peer Advisors for Veteran Education and secretary of the Student Veteran Organization.

The staff is genuine and empathetic—helping students acquire accommodations from scheduling an exam to finding a tutor or note taker or just needing a chat, Pica says. Most importantly, they let you know that you are not alone.

“Because of Adam connecting me to the Center for Disability Resources, I can still obtain an outstanding education, regardless of the challenges I face,” Pica says. “The CDR cares about your success and would do whatever they can, in their power, to assist you in being included in the classroom and obtaining your dreams.”

As part of the center’s goal to make their work seamless with student needs, its systems have gone entirely online over the past six years. A disability resource portal is available for students to begin the process of seeking accommodations. Being online has been especially helpful during the pandemic as students register online and can meet with their access counselors for their welcome meetings virtually.

Even with being online, the office still needs to consider any potential barriers in this time of the pandemic. “It changes how we are intentional with outreach,” Possenti-Perez says.

Along with Exam Services, the Center for Disability Resources, in addition to federally mandated accommodations, provides advocacy, general support, academic assistance, some content tutoring, screenings for learning disabilities, psychoeducational evaluations, assistive technology training, note taking assistance and more. Photo by Marilyn Hesler

In recognition of potential barriers during the COVID-19 pandemic, the University has established , which Possenti-Perez co-chairs with the interim ADA coordinator, to provide a way for students, faculty and staff to report or access issues related to the pandemic.

Even in this year of the 30th anniversary of the passage of the Americans with Disabilities Act, the work continues to ensure access and push to break through barriers.

What is success for the CDR? “The day we don’t we have to be here—that’s aspirational,” says Possenti-Perez, but it’s the little successes that are powerful every day in the work for students.

“It’s when faculty reach out to us and ask, ‘How do I create an inclusive classroom?’ That’s success when a faculty member is thinking about an inclusive educational environment and creating a learning space that provides a sense of belonging and is accessible from the start,” she says.

She also appreciates hearing from students.

“When students share their positive experiences in the learning and living environment—those are signs of success,” Possenti-Perez says. “When a student feels like they belong, that is success.”

Photo by Steve Sartori

Syracuse Welcome 2020 kicked off this week to welcome first-year and transfer students. Student orientation leaders, Goon Squad health ambassadors and staff greeted the new students as they moved into their residence halls. Explore the. Take a look at some of the photos from this week.

Photo by Steve Sartori

Photo by Steve Sartori

Photo by Jeremy Brinn

Photo by Steve Sartori

Photo by Steve Sartori

Photo by Steve Sartori

Photo by Steve Sartori

Photo by Steve Sartori

Photo by Jeremy Brinn

Photo by Jeremy Brinn

Photo by Jeremy Brinn

Photo by Jeremy Brinn

Photo by Jeremy Brinn

Photo by Jeremy Brinn

Photo by Jeremy Brinn

Photo by Jeremy Brinn

Photo by Steve Sartori

“Syracuse Bound” is written on the back windshield of a car outside Flint Hall during move-in Sunday for new students who will need to quarantine as part of New York State’s travel advisory. (Photos by Marilyn Hesler)

Several hundred new students were welcomed to Syracuse University on Sunday as part of the effort to bring students to campus safely during the COVID-19 pandemic.

Students coming from states listed in New York State’s travel advisory, with high infection rates of COVID-19, are required to self-quarantine for 14 days upon arriving in New York. The University offered first-year and transfer students from those states, who might not have other alternatives, to move-in early to meet those requirements.

The new students were also tested for the COVID-19 virus. As per the University’s guidelines, all returning students will be screened for the presence of COVID-19 infection.

The University has been planning for months for the safe return of students for residential instruction, which will begin on Aug. 24. The University is managing the quarantine for students consistent with guidance and directives by the New York State Department of Health.

A family wearing masks poses for a picture on move-in day Sunday.

A new student in a car is given information and a welcome letter during move-in.

A student wearing a mask wheels their belongings up a ramp to move into their dorm Sunday.

New students arrive for move-in day for instruction and testing.

A line of cars wait for testing and instruction on move-in day Sunday.

A student wearing a mask stands with his belongings on move-in day Sunday.

A student is given instructions on COVID-19 testing during move-in Sunday.

Unloading a vehicle at Flint Hall during move-in Sunday.

A test for COVID-19 given to students upon arrival during move-in Sunday

A student receives information on move-in day Sunday.

The “Fall 2020: What to Expect for Student Engagement Symposium” will be held Wednesday, July 29, from 10 a.m. to 12:30 p.m. . Those interested in attending must register by the end of the day on Monday, July 27. Live closed captioning will be provided.

The event will be recorded and available later for viewing.

The symposium will provide staff and faculty with information on changes to student-facing services pertaining to COVID-19 and the expectations for creating a safe and healthy community.

The symposium was organized by the training group members of the Student Engagement and Experience subcommittee, one of nine subcommittees formed as part of the Fall 2020 Open Working Group to ensure a safe and smooth return to residential instruction for the entire campus community.

The subcommittee is led by Amanda Nicholson, interim deputy senior vice president in the Division of Enrollment and the Student Experience, and Rob Hradsky, vice president for the student experience, with Meredith Davis, associate vice president for student engagement, and Cory Wallack, Barnes Center at The Arch executive director.

Representatives from student-facing units and services will take part in the symposium, including the Barnes Center at The Arch, Food Services, the Office of Student Living, the Office of Student Rights and Responsibilities, the Office of Fraternity and Sorority Affairs, and the Office of Student Activities.

“The ultimate goal of the symposium is for people to get a glimpse into the shift of services, programs, resources and spaces available for students as we prepare for the Fall 2020 semester in this time of COVID-19,” Davis says. “The subcommittee has been working since the spring on the policies, spaces and training necessary to bring students back together safely and still have a valuable on-campus student experience.”

The symposium topics are:

• 10 a.m.: Health Guidelines and Testing for Students
• 10:30 a.m.: Student Events and Programs
  • Student Centers
  • Student Activities
  • Fraternity and Sorority Affairs
  • The Student Dining Experience
• 11 a.m.: Health Services and Recreation
• 11:30 a.m.: Residential Experience
• Noon: Social Compact/ Dean of Students Office

Each session will last thirty minutes, with time for questions and answers from participants.

Video still by video team within the Division of Marketing and Communications

We want to know how you experience Syracuse University. Take a photo and share it with us.

We select photos from a variety of sources. Submit photos of your University experience using #SyracuseU on social media, fill out a submission form or send directly to �����鶹��Ʒ at newsphoto@syr.edu. You might see it featured here.

Photo by Carla Allen

A group of community members, including faculty and staff, and many international students and their families took part in an effort that raised $40,000 and gathered personal protective equipment donations to supply Syracuse-area health care facilities, government agencies, businesses and nonprofit organizations with needed items for essential workers.

When a group of local Chinese American community members, including University faculty and staff, heard about the devastating impact of COVID-19 on China’s people and its health care system earlier this year, they recognized what could happen in the United States.

And, as the first cases of the illness were reported in the country, they took action to help.

Through social media and community connections, the community members and many international students at the University and their families took part in an effort that raised $40,000 and gathered personal protective equipment donations to supply Syracuse-area health care facilities, government agencies, businesses and nonprofit organizations with needed items for essential workers.

In January, international students at the University had seen the troubling news from China and initially launched a fundraiser to help supply medical supplies to the city of Wuhan in China’s Hubei province, which was the center of the coronavirus outbreak.

“The international students from China paid so much attention to what was going on and how damaging the pandemic was. They started to think of ways to help, so they had a ‘A Hand for Wuhan’ fundraiser,” says Wei Gao, associate director of operations and outreach for the Center for International Services. “It was so successful—$53,000 was raised.”

Local community members also watched what was happening closely.

“Social media was flooded with discussions about the whole situation back in China, and then a few months later, the wave turned and the U.S. started getting hit hard,” says Zunli Lu, associate professor of Earth sciences in the College of Arts and Sciences. “We observed very closely what happened in China and how the health care system was heavily affected and the horrific things that could happen, so some local community members thought we could really do something about it here.”

A core group of 11 community members, including Gao and Lu, set up a GoFundMe page and began making calls and circulating notices on social media about helping local health care professionals and organizations with needed supplies.

“We looked everywhere to find medical supplies. The core group found a lot of resources through personal connections and online,” Gao says.

The supplies were verified to make sure of their sourcing, and an Upstate University Hospital staff member assisted in ensuring the quality.

Once the word spread that this local effort was taking place, international students and their parents were also eager to be involved.

“We didn’t want the tragic story in China with the impact on doctors and nurses who took care of the sick to happen here,” Gao says. “We wanted to work ahead of time to find the resources and equipment to supply doctors and nurses who may need them, or even community people who are working as essential workers.”

Along with the core group of volunteers, another 34 volunteers assisted with receiving and distributing supplies that had to be carefully logged.

More than 100 packages containing personal protective equipment from families of international students were shipped by air freight from China to Syracuse as part of an effort to supply items to local health care facilities and other businesses.

Half of the funding was raised through a GoFundMe social media campaign, including donations from University faculty and staff; the other half was raised from parents of Syracuse University international students in Beijing, Shanghai and Wuhan.

Through the group’s fundraising efforts and the personal protective equipment sent from families of students in China, more than 45,000 pieces of personal protective equipment—including surgical masks and gowns, gloves and face masks—were donated to local organizations. Over 100 packages from families of international students were shipped by air freight from China to Syracuse. On one day in May, they received a shipment of 33 boxes containing thousands of isolation gowns donated by Beijing parents who raised funds together. In addition, parents from all over China held two big fundraising efforts. The first was to acquire and donate PPE; the second raised more than $23,000 for the Syracuse COVID-19 Response Fund.

The group was also able to obtain the specialized N95 respirators, specifically for medical professionals working with patients—a critical item that had been in short supply.

Supplies were donated to some 40 Central New York organizations, including Upstate University Hospital, Crouse Hospital, St. Joseph’s Hospital Health Center, Tops Supermarket, the Syracuse Community Health Center, Meals on Wheels, the Fayetteville-Manlius School District and the Syracuse Police Department. The organizations have responded with “thank you” notes and letters, appreciative of the resources and the work of the community members, students and families who made it happen.

Some of the funding was also used to provide kits—which included isolation gowns, goggles and gloves—for international students traveling home on long flights.

“We take care of our international students—they consider Syracuse and the University as their second homes,” Lu says. “They have a lot of emotional attachment to the University. When their second home needs something, they are more than happy to contribute.”

Gao was proud of the students and the work they did to raise funds for Wuhan and then asking their families in China to help when Syracuse was in need.

“It’s touching to see, even in this difficult time, how they donated money to their community in Syracuse,” Gao says. “We have several key families of international students who took the lead in this and who sacrificed their time and money and energy to help out Syracuse University and the local community. They are a great resource for the University and a great resource for the community during this pandemic.”

Lu agrees: “I am most proud of how the international students contributed wholeheartedly to the effort and the community.”

College students may appear to be isolated from the community, but they shop at local restaurants and grocery stores and participate in the community. “Any effort like this can bring people together, instead of dividing people,” Gao says. “What we can say, using this as an example, is that we are truly in this together. If one part of us hurts, the other part will hurt as well.”

Gao also points to this as a learning experience for students. “Many international students might not know how local grassroots efforts work to make change,” Gao says. “This is action. Students think if they need something, they can work something out. They can do something, and we can find a solution together, even if they feel afraid or isolated. This is an opportunity to work together, and we can all make something beautiful and better than before.”

As local and state governments begin to reopen businesses and communities, the spaces of our current built environments and public areas now have to be temporarily reworked to limit capacity to bring people safely back together.

Keep 6 feet away from others. Avoid crowds. Stay home.

In this time of a pandemic, social distancing guidelines promote separation to avoid catching and slow the spread of the virus that causes COVID-19.

As local and state governments begin to reopen businesses and communities, the spaces of our current built environments and public areas now have to be temporarily reworked to limit capacity to bring people back together safely.

But what impact could this pandemic have on the future of our designed spaces? What would the spaces where we live and work look like if we expect another one?

Lawrence Davis

“For architecture, it’s a real interesting moment—and I think it’s the beginning of something that is going to probably be with us for the foreseeable future,” says Lawrence Davis, associate professor and undergraduate chair in the School of Architecture and a practicing architect. “We have to ask, ‘How do we make our bubble? How do we keep the virus at bay? Who do we let in?’”

Whether it’s a student on a college campus or residents in a New York City apartment building, it has to do with space and managing that space.

“On one hand it’s a new situation, but on the other hand, architecture and urban arrangements have always been slowly evolving. Throughout the history of cities, such changes frequently often have to do with better health and/or better living conditions,” Davis says.

For example, medieval cities were at times too congested and poorly designed, proving susceptible to the spread of the plague. Reform came at the end of the Middle Ages with the implementation of building and urban codes, wider streets and re-engineered sewage systems—practical, systematic changes that were brought about for health reasons.

After the Great Fire of London in 1666, buildings could only be built of brick or stone.

“None of these things in and of themselves are particularly glamorous, but they did begin to change how overall built environments worked and were experienced,” Davis says. “Even the introduction of parks in industrialized cities, like Central Park in New York City, were done not just for recreation but, in part, were an attempt to make cities healthier.”

In the 19th century, the suburbs as initially proposed were tagged as architecture for better health. “Moving forward, again, we’re going to be looking at those things that promote better health in different ways,” Davis says. “How do we create a protective zone, and who do we let into it? That’s the theoretical question that has real practical application for the design of the built environment.”

For office spaces this could mean white-collar workers could continue to work from home and come together in temporary locations only when necessary.

“That would mean corporate offices would need smaller areas where they conduct their business,” Davis says.

As businesses and organizations begin to reopen after being shut down for several months, many people are craving a return to public spaces.

In manufacturing, there might be a need for more space in facilities to allow greater distancing between people and include such features as plexiglass screens. “A negative side effect of such accommodations for social distancing would be an increased pressure to automate the labor force,” he says.

Designing for public spaces could be even more of a challenge.

“To some extent, we can recreate the social experience through a Zoom meeting, but it’s definitely not the same as being in the same room with someone,” Davis says. “The random encounters that you have with people in the public realm, however subtle, are something we definitely miss.”

As social distancing stretched into weeks and now with businesses and public spaces reopening, people are eager to go back into those spaces.

“From an architect’s point of view, it’s encouraging to see physical space still matters, because there has been lot of theoretical discussion in the past 15 to 20 years about how the virtual realm is going to replace the physical realm. I don’t think that’s true,” Davis says. “People, even the most tech savvy of my students, are not happy with the current situation. Moving forward, we’ll probably have more hybrid experiences, but we will still get a lot of intellectual and sensorial stimulation through the informal interactions we have with people in the public realm. We’re wired for it.”

Social distancing also has people thinking about creating more space between others where they live—the antithesis of what many in architecture strive for.

“One of the big narratives in architecture, at least for most architects in the United States, is that we should actually be closer together, create density,” Davis says. “It creates a better social structure—we meet more people, different kinds of people, so we become more empathetic to others and learn from them. You get that in more of an urban situation.”

Cities, as compared to suburbs, are also more ecologically efficient with more people living in one building, which uses less resources. Also, people travel less to get to their offices, and there’s better access to mass transit and more ways to socialize.

“Now we’re in a world where there is actually a big problem with traditional urban closeness. Some people are re-looking at suburbs again as a place that is safer to live in in terms of their health,” says Davis, who researches suburbs and is currently working on a book about socially diverse suburbs around Los Angeles. “All of a sudden, one of the things many architects and urban thinkers have been pushing since the 1960s [urban living] is now not good for your health.”

Working on solving these kinds of complex problems created by the pandemic could be “an interdisciplinary goldmine,” Davis says: “Architecture in itself won’t solve the problem, but architects working with those in fields like politics and medicine, as well as the designers of mass transit and urban planners, together could start to address this complex health challenge.”

Davis expects some studio professors will talk about and pose studio design projects to students about the architecture of social distancing. “That’s the nice thing about studio research—by designing something in the studio, we can stimulate conversations and new ways of thinking,” Davis says. “You can use student projects to bring together other academics and professionals and have productive discussions that could impact real projects and thinking beyond the school.”

Times of great trials can bring great innovation. “The Renaissance, which everybody credits as an important moment in art and architecture, started a generation after the Black Death of the 1300s,” Davis says. “Those kinds of events force us to think in new ways and usually creates a fair amount of transformative creativity.”

Mansi Brat

Mansi Brat teaches students how to embrace the present moment and find serenity with one’s thoughts—an often elusive ideal to grasp in the anxieties of today’s perfectionism-driven world.

A staff therapist with the and facilitator of the Mindfulness and Self-Compassion Workshop, Brat provides students with the tools to gain peace through mindfulness meditation when stress begins to overwhelm.

“With the way our minds operate, one can spend much time either in the unchangeable past or the imagined future. This results in extremities of anxiety and depression, and we lose sight of precious present moments,” says Brat. “A large part of mindfulness is to acknowledge that life is happening in the moment—the here and now, and bring yourself back to the moment with a kind, compassionate and curious sense of awareness.”

These extraordinary times of a global pandemic and, more recently, the murder of George Floyd in Minnesota have sparked “grief, anger and protests against racial injustice, inequity and marginalization against people of color, particularly black people in America,” Brat says. These can be especially difficult when worries for the future, compounded with being isolated from others, are even more prevalent.

Brat and her therapist colleagues at the Barnes Center provide both mental health counseling for students with a range of concerns during the academic year, “including depression and anxiety, eating disorders, alcohol and substance use, sexual and relationship violence concerns, and, more importantly, empathic listening into how marginalization and racial disparity affect the psychological distress of college students.”

With remote learning and social distancing parameters in place because of the COVID-19 pandemic, the counseling team observed an increase in worries about the future from students. “The anxiety and depression levels increased, and so did the overarching grief around a myriad of losses, as a result of the pandemic,” Brat says. “The overall stress markers—particularly those of financial needs, job security and equality of education—have also been on a rise, critical to a students’ racial and gender identity.”

Students are encouraged to if they are feeling distressed in these unprecedented times, with the physical lack of connection between people and communities.

“Most human beings need a sense of community and social connections for a robust psychological wellness,” Brat says. She recommends reaching out to friends and family members virtually or seeking a mental health counselor for support. “Build a network of care for yourself and also be compassionate to family members and others around you.”

With the pandemic, as the University transitioned away from residential instruction, staff therapists were trained in teletherapy to continue to provide services to students through Zoom appointments and sessions over the phone. “It seemed challenging for some students to voice their concerns over the phone, as not all of them have secure, confidential locations to talk,” says Brat.

Brat’s aim is always to provide a safe space of comfort and trust for students, so they can talk about their struggles freely and gain greater clarity and self-awareness into their distress.

“Working with any student, either through Zoom sessions or in person, requires validating what they are feeling, so they really know that I am their ally and here to support,” Brat says. “It’s about listening into their emotions and feelings to understand what exactly they are trying to express underneath the words.”

Brat works with students through a psychodynamic, family systems lens—using multicultural factors and intergenerational trauma as pertinent to one’s healing. Brat also integrates feminist theories and mindfulness-based interventions in her therapy sessions.

By learning mindfulness techniques, students can develop skills to define what they are feeling in their bodies and express what exactly they need to feel better. “It’s a way to bring yourself back to the present moment by waking up in the body,” says Brat, who also teaches a Mindful Communications course through the Department of Communication and Rhetorical Studies in the College of Visual and Performing Arts.

Individual counseling with a Barnes Center therapist is one of the steps of the Stepped Care Model approach, which runs throughout the work of the center’s services and resource delivery. It allows for a holistic view of the student—mind, body, spirit and community. In this care model, students can seek out any of the various health and wellness resources available to them through its diverse steps.

Mansi Brat, a certified yoga instructor, assisted with the spring 2019 SoulScape retreat at the University’s Minnowbrook Conference Center in the Adirondacks. The retreats are offered to students through Health Promotion at the Barnes Center and are free to attend.

“There are a variety of ways for students to access our integrated services,” Brat says. “The Barnes Center website is the starting place for students to find the resources they may need for their holistic wellness. Some examples include individual fitness sessions; Sanvello, the meditation app; the MindSpa; and the Soul Talk series.”

Service delivery within the steps increases as additional support is needed—for example, an appointment with a staff therapist within the counseling team or meeting with a nutritionist through health services.

Students present with unique individual needs. If a student comes to the center with low to mild levels of anxiety, therapists may encourage them to visit the Mind Spa, take a meditation or fitness class, or engage in a workshop, in addition to the initial counseling session.

Students also largely benefit from the , which Brat coordinates, including Building Resilience Skills; Gender and Sexuality Affirmative Therapy; Students of Color group; Healthy Minds, Healthy Bodies; International Community Voices and a COVID-19 Grief/Loss series.

In the Mindfulness and Self-Compassion Workshop, which Brat facilitates, students are introduced to mindfulness skills to help manage and cope with stress and anxiety. Students also learn to identify painful and difficult emotions and encouraged to work through their feelings from a self-compassion mindset. The seven-week workshop began the week before spring break and transitioned online after remote resources were implemented.

All students meet for an orientation prior to joining the workshop, during which they identify goals that they’d like to implement in their personal lives. “They are not only practicing skills in the workshop, but are also building a practice of mindfulness, meditation and self-compassion in their home environments,” Brat says.

Brat, who grew up in New Delhi, India, and moved to the United States when she was 17, realized her calling to work in counseling early on—her mother was a special educator and is now a psychotherapist and parenting coach, herself. “My mom was the biggest influence for me in wanting to work in the field of mental health,” she says.

Brat earned a bachelor’s in psychology and master’s in clinical mental health counseling at Lindenwood University and a doctorate in counselor education at the University of Toledo, with a research emphasis in mindfulness and self-compassion as wellness interventions for healing psychological distress.

Brat worked at the University of Toledo’s Counseling Center and later at a private practice, becoming a licensed professional counselor. She has trained under Tara Brach and Jack Kornfield, renowned teachers in the Insight (Vipassana) Meditation tradition, and she is also a certified yoga instructor.

Her work at the Barnes Center brings her joy and satisfaction for many reasons. “I feel there is no greater service than that of making a difference in another person’s life,” Brat says. “It’s so humbling to see and feel the energy of the person as they grow and develop in their self-discovery process—finding their own empowered individuality and voice.”

The students are the best part. “They are so lively and charming—they are the future leaders,” Brat says. “I gain so much from them. They are ever-evolving and so creative and vibrant.”

“The board welcomes these new members and is grateful for their commitment to Syracuse University,” says Board of Trustees Chair Kathleen A. Walters ’73. “As the University navigates these difficult times, we appreciate their dedication and the experience they bring to our continued work to secure and strengthen the University’s future.”

Chancellor Kent Syverud looks forward to their input and working with them to build upon the progress that has been made to achieve the University’s academic vision.

“We are honored to have Christine, Vincent and Raj-Ann as part of our university’s leadership,” says Chancellor Syverud. “All three have a strong commitment and connection to the University. With their expertise and experience, they will bring added perspective to the board and complement the work being done by our current members.”

Christine A. Carona ’85

Christine A. Carona

Carona has more than three decades of experience in wealth management. She is an executive director at , where she serves as a financial advisor and a senior investment management consultant. She leads a team that she developed around holistic wealth management for people and families faced with sudden wealth. Her team also assists families with a member who has special needs.

Committed to mentoring young people, Carona participates in a sponsorship program with Nativity Preparatory School and Newton Country Day School, both located in the Boston area. She is also a supporter of several organizations, including Rosie’s Place; Boston Children’s Hospital; the Urban Health Media Project; Best Buddies International; St. Mary’s Center for Women and Children; the Dana–Farber Cancer Institute; HomeStart; Upstate Foundation; the Food Bank of Central New York; and the Greater Boston Food Bank. She is a longtime sponsor of Boston’s Emerald Necklace and the Make-A-Wish Foundation.

Carona credits her parents for making many sacrifices so that she and her brother could attend Syracuse University. In 1985, Carona received a bachelor’s degree in human development and family science from the Falk College and in retail management from the Whitman School through the joint program in Whitman. While at Syracuse, she was a member of Alpha Phi. In 2000, she completed the College of Financial Planning program at Northeastern University.

Carona serves on Syracuse University’s National Campaign Council and Boston Regional Council, and has hosted events for The Hill Society. She has supported various initiatives in the College of Arts and Sciences, Falk College, the National Veterans Resource Center, the Barnes Center at The Arch and alumni relations.

Carona and her husband, Joseph Malarney, reside in Newton, Massachusetts. She has two children, Marissa Beney, a 2019 graduate of the College of the Holy Cross, and Sophia Beney, a sophomore at Syracuse University, and four stepchildren: Joe, John, Casey and Caroline Malarney.

Vincent H. Cohen Jr. ’92, L’95

Vincent H. Cohen Jr.

Cohen is a partner at Dechert LLP. He focuses on high-stakes litigation on behalf of individuals and corporations. As an experienced trial lawyer and investigator, he represents clients in sensitive government and internal investigations, government enforcement matters and complex civil and criminal litigation. Cohen is the former acting U.S. attorney for the District of Columbia. Prior to leading the largest U.S. attorney’s office in the nation, he served as the office’s principal assistant U.S. attorney for five years.

Throughout his career, Cohen has been consistently recognized for his professional accomplishments. He is recognized by Chambers USA as a leading lawyer in the area of white-collar crime and government investigations for the District of Columbia and is listed by Legal 500 US for corporate investigations and white-collar criminal defense. He was named a Rainmaker by MCCA in 2019 for being an exceptional diverse attorney whose business acumen and dedication to proactive client development set him apart as a leader in the legal profession. In 2018, he was named one of Savoy Magazine’s��Most Influential Black Lawyers in America and was also listed as one of the 500 Leading Lawyers in America by��Lawdragon. In 2014, he received the Presidential Star Award from the National Bar Association for his contributions in the field of law and, in 2010, he was identified as one of the “Nation’s Best Advocates: 40 Lawyers Under the Age of 40.”��Cohen has also received the Director’s Award from the U.S. Secret Service for his contributions and commitment to the principles of responsible law enforcement, and Walker Memorial Baptist Church recognized him with the Public Service and Humanitarian Award for his work in ensuring equal justice for the people of Washington, D.C., through his selfless community involvement.

Cohen serves as an instructor teaching trial advocacy at Harvard Law School’s Trial Advocacy Workshop and is a frequent lecturer at Syracuse University, Georgetown University and Harvard law schools. He has served as general counsel and remains an active member of 100 Black Men of America Inc. (Greater Washington), an organization focused on improving the quality of life of minority youth in the Washington, D.C., metropolitan area.

After graduating from Syracuse University in 1992 with a bachelor’s degree in sociology from the College of Arts and Sciences, he earned a juris doctorate in 1995 at the Syracuse University College of Law. While an undergraduate, he was a member of the Orange men’s basketball team.

Cohen serves on the Office of Multicultural Advancement’s Advisory Council and is a former member of the Syracuse University Law Alumni Association Board of Directors. He received the inaugural Syracuse Law Honors Award from the College of Law in 2015 for his distinguished achievement and, in 2008, Cohen received the Chancellor’s Citation for Distinguished Alumni Achievement in Law.

Cohen endowed an Our Time Has Come Scholarship in honor of his late father, Vincent Cohen Sr. ’57, L’60, who was an All-American basketball player at Syracuse University before attending the law school and becoming a successful corporate attorney in Washington, D.C. The elder Cohen was named a Syracuse����in 1982; a recipient of the George Arents Pioneer Medal, the University’s highest alumni honor, in 1986; was chair of the 1992 Coming Back Together (CBT) alumni reunion and was named to the�� in 2000. Vincent Cohen Jr.’s sister, Dr. Traci Cohen Dennis ’90, is also an active alumna who supports the memorial endowment.

Cohen and his wife, Lisa, live in Washington, D.C., and are the parents of Vincent III and Laila.

Raj-Ann Rekhi Gill ’98

Raj-Ann Rekhi Gill

Gill has dedicated her entire career to nonprofit fundraising and program development and is currently a nonprofit fundraising consultant. In her several nonprofit development leadership roles, she has coordinated events ranging from panel discussions, policy briefings, private art collection visits and artist studio visits to donor trips and conferences for such organizations as The Asia Society and Museum, the American India Foundation in New York, and the San Jose Museum of Art and India Community Center in Silicon Valley.

From 2015-19, she was a curator of NEXUS India and was part of a small team that coordinated events for philanthropists in New Delhi, Silicon Valley, London and New York. NEXUS catalyzes new leadership and accelerates solutions to global problems through its mission to connect, inspire and activate exceptional social innovators and the next generation of influential families.

Gill graduated from Syracuse University in 1998 with a dual B.A. degree in international relations from the College of Arts and Sciences and the Maxwell School, and magazine journalism from the Newhouse School. She graduated from the London School of Economics in 2000 with a M.Sc. degree in international relations.

During her four years at Syracuse University, Gill was a member of the Pride of the Orange Marching Band, supporting the Orange football team through three bowl games. She is a former member of both the Syracuse University Maxwell School Advisory Board and the Syracuse University San Francisco Bay Area Advisory Council.

A San Francisco Bay Area native who is currently based in Northern Virginia with her husband, Pavan, she is expecting her first child later this year.

About Syracuse University

is a private research university that advances knowledge across disciplines to drive breakthrough discoveries and breakout leadership. Our collection of 13 schools and colleges with more than 200 customizable majors closes the gap between education and action so students can take on the world. In and beyond the classroom, we connect people, perspectives and practices to solve interconnected challenges with interdisciplinary approaches. Together, we’re a powerful community that moves ideas, individuals and impact beyond what’s possible.

Graduate Kenneth Coleman and family. Photo by Marilyn Hesler

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In honor of the front-line medical professionals and first responders, Hendricks Chapel and Hall of Languages are illuminated blue.

Photo by Instagram user @lisaaaa0418

Photo by Xinyi Zhou, graduate student in the College of Engineering and Computer Science

Photo by Charles Western, staff member with the Institute for Veterans and Military Families, Instagram user @carlowestern

Photo by Hemin Vyas, graduate student in the College of Engineering and Computer Science, Instagram user @heminvyas

Photo by Kevin Morrow, staff member in the Division of Marketing and Communications

Photo on South Campus by Andrew Frazo, staff member with Dome Operations

Photo by graduate student Zoe Ye

Photo by Megan Cusack, staff member in the College of Visual and Performing Arts

Photo by Instagram user @savrina0910

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Poet Lanika Mabrey (“Phoenix”) took the stage during the “Sheroes of Poetry”: Spoken Word Poetry by Women Authors event on Jan. 24 at the Community Folk Art Center.

The Black Celestial Choral Ensemble and Syracuse University’s 2020 MLK Community Choir perform during the 35th annual Rev. Dr. Martin Luther King Jr. Celebration Sunday, Jan. 26, in the Dome. Photo by Marilyn Hesler

Dexter McKinney ’09, G’13 performs “Transcending Race and Adversity” in Joyce Hergenhan Auditorium, Newhouse 3, on Jan. 21. An actor, global entrepreneur and teacher, McKinney shared his inspiring story of how he managed to transcend race and adversity in the City of Syracuse while making his dreams come true. The performance was part of a series of University events surrounding the 35th annual Rev. Dr. Martin Luther King Jr. Celebration, being held Jan. 26. Photo by Jeremy Brinn

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