The Syracuse University contingent at the Gerontological Society of America Annual Scientific Meeting in November included Marjorie Cantor Professor of Aging Studies Merril Silverstein (second from left) and Human Development and Family Science doctoral students, from left to right, Xiaoyu Fu, Bo Jian and Ying Xu.

In mid-November, as part of the for the human dynamics programs in the Falk College of Sport and Human Dynamics, Syracuse University announced that Falk’s departments of (MFT) and (HDFS) would merge and become one department within Syracuse’s starting July 1, 2025.

Within one week, the synergies between the two departments became apparent at the prestigious (NCFR) from Nov. 20-23 in Bellevue, Washington.

Eman Tadros

At the NCFR, MFT Assistant Professor was honored with both the Olson Grant and Advancing Family Science Emerging Mentor/Teacher Award. In addition, several HDFS faculty and doctoral students presented their research, including Marjorie Cantor Professor of Aging Studies , who was a keynote speaker.

“Dr. Tadros’ involvement with NCFR highlights the interconnection between the HDFS and MFT departments,” says MFT chair and Professor of Practice . “NCFR and many other professional organizations support both departments’ focus on expanding scholarship on human systems and development, and relational wellbeing.

“Our mutual emphasis on families and systems sets the stage for increased scholarship and service for individuals and systems in our community and around the world,” Watson adds.

The , which is available to NCFR members who contribute to the discipline of family science by bridging research, theory and practice, was previously awarded to Silverstein and former HDFS doctoral student , who is now an assistant professor at Texas Tech University.

“Dr. Hwang and Dr. Silverstein gave a keynote talk on their work with the award focusing on the impact of digital communication in maintaining intergenerational relationships during the pandemic,” says HDFS chair and Associate Professor . “Dr. Tadros will similarly present her work as a keynote next year. Through their important work, these faculty represent the shared values of research in the two departments, which will soon join and continue to do high-level research on family processes that has significant implications for the wellbeing of families.”

Watson says Tadros will use the Olson Grant to fund her scholarship on racially and ethnically minoritized individuals’ online dating behaviors. The highlights “Dr. Tadros’ exemplary mentorship, particularly in providing research opportunities for underrepresented students,” Watson says.

In addition to the NCFR, HDFS faculty and doctoral students recently presented at another prominent national conference: the Gerontological Society of America (GSA) Nov. 13-16 in Seattle, Washington. At both the NCFR and GSA events, HDFS faculty and doctoral students presented on a wide array of topics related to important questions of well-being for families and older adults (the complete list of HDFS presenters is below).

Human Development and Family Science doctoral student Bo Jian with her poster presentation at the National Council on Family Relations 2024 Annual Conference.

“The presentations at the GSA included original research on dementia care, mortality patterns, mental health and intergenerational relationships in older adults,” Mulvaney says. “Much of the research was focused on examining key processes of aging and relationships across diverse contexts, including Mexican, Puerto Rican and Chinese communities. As a whole, the presentations represented cutting-edge research that adds to the scientific literature that highlight the experiences of diverse older adults.”

At the NCFR, Mulvaney says, the presentations focused on key features of family relationships and developmental processes, including biased-based harassment of adolescents, child maltreatment, intergenerational relationships and the impact of poverty on children’s self-regulation.

“All of the research utilized high-level and cutting-edge methodologies to inform our understanding of these critical family processes,” Mulvaney says.

Visit the for a complete list of the HDFS presenters at the GSA and NCFR conferences and the research they shared.

Department of Exercise Science Assistant Professor Kylie Harmon (right) and exercise science student Rylie DiMaio review a sonogram of DiMaio’s leg muscles to provide a baseline for Harmon’s research on preserving muscle strength during immobilization.

Mind over matter.

, an assistant professor in the in the Falk College of Sport and Human Dynamics, has always been fascinated by this deep-rooted idea that a person could control a physical condition with their mind.

More specifically, she wondered if a person could use their mind to preserve muscle mass and strength during a prolonged period of immobilization. For Harmon, turning this idea into actual research was sparked by where researchers used neuromuscular electrical stimulation on muscles immobilized in a cast to preserve leg strength and mass. Surprisingly, mass was preserved, but strength was not.

Harmon’s research found that given the role of the nervous system in immobilization-induced weakness, targeted interventions may be able to preserve muscle strength but not mass, and vice versa. Though preliminary, her findings highlight the specific nature of clinical interventions and suggest that muscle strength can be independently targeted during rehabilitation.

Harmon’s innovative research, which was conducted over several months and with nearly 40 participants, was by the peer-reviewed scientific journal Experimental Physiology.

We sat down with Harmon to learn more about her research, most surprising findings, and next steps. Here’s that discussion:

Kylie Harmon

Q: What did you learn from the previous research on this topic, and how did that frame what you wanted to accomplish with your research?

A: Those researchers saw that daily muscle stimulation helped to maintain muscle size, but didn’t impact muscle strength. In much of my work, I was using interventions that improved muscle strength but had no impact on muscle size. I had some experience with action observation and mental imagery, which are neural intervention techniques in which a person observes muscular contractions or thinks about performing muscular contractions without actually doing so. These have been shown to be effective for strength gain or preservation, as they activate the neuromuscular pathways responsible for strength production. However, they don’t impact muscle size.

So, I thought it would be interesting to directly compare these two interventions–neuromuscular electrical stimulation versus action observation + mental imagery–to see if previous findings held up. We decided to design a lower-limb immobilization study with one group performing daily action observation + mental imagery to preserve strength, and another group performing daily electrical stimulation to preserve muscle size. The goals were twofold: 1) To further demonstrate that strength and size are distinct qualities and need to be addressed with specific interventions and 2) To hopefully improve rehabilitation outcomes by preserving size and strength during immobilization.

Q: Once you established your goals, how did you determine your research methods?

A: It took several months and a lot of teamwork to determine our methods. I relied heavily on existing literature to determine how to best implement lower-limb immobilization, what leg braces to use, what joint angle to immobilize at, and how long immobilization was needed before we would observe decreases in strength and size. I reached out to authors of my favorite papers to ask them about their methodologies, such as how to design an appropriate action observation + mental imagery intervention and what stimulation devices to buy.

Once I had a good idea of the game plan, I presented the idea to my mentors and collaborators to get their feedback. Finally, we developed a sizable research team to help with the project: three Ph.D. students, three M.S. students, four physical therapy students, and five undergraduate students. It was very much a team effort!

As demonstrated by exercise science student Lydia Van Boxtel, the subjects in Kylie Harmon’s study need to learn how to use crutches after being fitted with the leg brace.

Q: Can you describe the process of gathering your data?

A: We screened 117 interested people, and when all was said and done, we had 39 individuals fully participate in the study. Prior to the immobilization week, we tested muscle strength, muscle size and the ability of their brain to activate their muscles. We then had physical therapy students fit participants with a leg brace and crutches and show them how to navigate a variety of obstacles–opening doors, using stairs, sitting and standing.

During their week on crutches, participants had to wear accelerometers around both ankles so we could ensure that they were actually using the brace and crutches when away from the lab. We gave them a shower chair to assist in bathing, as they had to keep the brace on at all times except during sleep. We asked them to track the food that they ate. We also had a member of the research team call and check in on each participant every day during the immobilization week to make sure they were complying with study protocols and weren’t running into any issues.

In addition to immobilization, one group performed daily action observation + mental imagery using a guided video and audio recording, and another group performed daily neuromuscular electrical stimulation on their thigh muscles with a stimulation device we gave them.

We had participants return to the lab for a post-testing visit and again re-tested their muscle strength, size and neuromuscular function. If they lost strength (which almost everyone did), we had them come back to the lab twice a week for lower body resistance training until they regained their strength. We didn’t want them to leave the lab with weak, small muscles because of our experiment. Not very ethical. We ensured they were recovered and as well. Amazingly, no one dropped out during the leg immobilization, and we had 100% compliance.

To read the full Q&A with Harmon, visit the .

The Syracuse University contingent at the American College of Sports Medicine annual conference included, from left to right, Andrew Heckel, Assistant Professor Joon Young Kim, Alaina Glasgow, Wonhee Cho and Tara Cuddihee from the Department of Exercise Science.

Four students in the in the were recognized for their exceptional research at the recent Mid-Atlantic Regional Chapter of the American College of Sports Medicine (MARC-ACSM) annual conference in Lancaster, Pennsylvania.

Doctoral students Alaina Glasgow and Andrew Heckel and undergraduate student Tara Cuddihee presented their research at the conference, while doctoral student Wonhee Cho presented for undergraduate student Eleanor Kwacz, who was unable to attend. (Read more about Cho and his research later in this story).

Heckel’s study was selected as a top five doctoral abstract, and Kwacz’s research was chosen as a top five undergraduate abstract. Exercise Science Assistant Professor works with all four students on their research and says they “demonstrate an impressive level of scientific understanding, critical thinking, hard work and dedication.”

“The students’ curiosity, intellectual rigor and resilience in tackling complex challenges reflect not only their individual talents but also the supportive academic environment that fosters their growth,” Kim says. “These students represent the next generation of researchers, innovators and problem-solvers.”

is comprised of a diverse group of professionals and students dedicated to the advancement of sports medicine and exercise science. The Mid-Atlantic Chapter represents Delaware, Maryland, New Jersey, New York, Pennsylvania, West Virginia and Washington, D.C., and “the chapter seeks to communicate scientific information, provide a forum for research, foster professional peer interaction and support career growth,” according to its website.

Doctoral student Wonhee Cho presents at the conference for Eleanor Kwacz, whose research was chosen as a top five undergraduate abstract.

Two Falk College faculty members also presented at the conference: Exercise Science Associate Professor (Measuring Sleep with Wearable Devices) and Department of Nutrition and Food Studies Assistant Professor (Moving Beyond Female Athlete Triad: Relative Energy Deficiency in Sport).

“This recognition strengthens Syracuse University’s reputation, opening doors to further collaborations, future funding opportunities and increased visibility within the academic community,” Kim says. “It highlights the faculty’s mentorship, the quality of resources available to students through their mentor, department, college and university, and the university’s role in advancing knowledge in their fields.”

To learn more about their research journey in Falk College, we asked doctoral student Heckel G’25 and Kwacz ’27, a health and exercise science major on the pre-med track, to tell us about the MARC-ACSM conference, their presentations and their mentors. Visit the to read their answers.

Stronger as a Team

Cho, who presented for Kwacz at the MARC-ACSM conference, is another student who has made a significant impact the Department of Exercise Science.

Cho’s most recently, co-authored by Kim and his team members, appeared in Science Direct, one of the world’s leading sources for scientific, technical and medical research. He recently presented his abstract at annual meeting in San Antonio, Texas, where he received $1,500 for being selected as a finalist for the 2024 Ethan Sims Young Investigator Award.

Cho’s abstract presentation, “Relative Fat Mass as an Estimator of Abdominal Adiposity in Youth Across the BMI Spectrum,” was the result of a collaboration between Kim’s lab and UPMC Children’s Hospital of Pittsburgh, where Kim did his postdoctoral training before joining Syracuse University.

Heckel says he would have not been recognized by MARC-ACSM without the support and teamwork of his fellow lab mates, Cho and doctoral student Alaina Glasgow.

“Dr. Kim encourages us all to work together as a team, and I’m a better student and researcher today because of the people I get to surround myself with,” Heckel says. “I’m very thankful to have been able to work alongside Wonhee and Lainie during this project, and I’m excited for the future research we’ll all be able to do together.”

Visit the Department of Exercise Science website to learn more about Kim’s and exercise science , and . If you’d like to participate in research being conducted by the lab, contact Kim at jkim291@syr.edu.

Chef Madhu Gadia (left) was the featured speaker for the annual Joan Christy Lecture on Food and Culture.

Renowned says her passions are cooking and nutrition, and the way she shares her fondness for cooking and nutrition is through teaching.

In late October, students from the in the were able to witness Gadia’s enthusiasm firsthand and benefit from her teaching lessons as she was the featured speaker for the Joan Christy Lecture Series on Food and Culture.

The lecture series is made possible by the Christy Food and Culture Fund, which was established in 2005 through the generosity of Syracuse University nutrition alumna Joan Christy ’78, G’81 to provide support for a lecture series in the nutrition program. The annual event involves a discussion of the cultural foodways and a demonstration and tasting of select dishes from the cultural cuisine.

“These lecture series give students the opportunity to learn more outside the classroom and get exposed to new cultures and cuisines,” says nutrition science master’s student Kirsten Gunderson ’23. “I try to attend at least one lecture a semester through the nutrition department’s different lecture series because it allows me to gain a deeper insight on the many paths nutrition can take us. With Chef Gadia’s knowledge, students had the opportunity to learn how cooking can be joyous, healthy and nurturing.”

Working with students from Teaching Professor and Chef Mary Kiernan’s Food Service Operations class, Chef Madhu Gadia helped students create an Indian menu of basmati rice, chickpea curry, spicy new potatoes and Cream of Wheat halwa for dessert.

Gadia, a registered dietitian nutritionist and certified diabetes educator, is known for her homestyle, healthy and authentic Indian cooking. The author of two popular books, “” and “,” Gadia has more than 25 years of experience as a nutrition counselor, diabetes educator, writer and speaker. Her areas of expertise include healthy eating, weight loss, diabetes, cardiovascular disease and other health/nutrition-related topics.

Before becoming a best-selling author, Gadia worked as a clinical dietician and diabetes educator. That led to invitations to conduct cooking classes in her hometown of Ames, Iowa, and as she started to accumulate recipes, she decided to write her first book, which eventually was purchased and distributed by the Penguin Publishing Group.

“During the first few years (after the success of ‘Indian Home Cooking’), I did a lot of cooking demos around the country,” Gadia says. “I’ve done them for chefs, communities and cooking schools, and then I wrote ‘The Indian Vegan Kitchen’ and that led to more cooking demos and sharing my passion through teaching.”

Gadia spent several hours in the morning of her day in Syracuse with students from Teaching Professor and Chef ’s Food Service Operations class. During the class, the students created an Indian menu of basmati rice, chickpea curry, spicy new potatoes and Cream of Wheat halwa for dessert.

“During prep, I admired her meticulous approach to layering flavors; she emphasized that spices should not blend too early and provided specific instructions on when to add each one to enhance the aroma,” says nutrition major Daphnee Chu ’27, who oversaw the preparation of the chickpea curry. “I enjoyed discussing Indian cuisine with her, particularly the distinctions between North and South Indian dishes, which I find intriguing.”

Chu says learning from Gadia was a “fascinating experience,” and Gadia says she is always excited to impart her knowledge on a younger generation.

“The most important thing is that the teacher (Kiernan) is giving them exposure to other cuisines and expanding their repertoire and interests,” Gadia says. “Maybe 10 years down the road they’ll say, ‘The first time I had Indian cuisine was when this teacher came in and told us how it all works.’”

In the evening, Falk College students, faculty and staff packed Room 204 for Gadia’s demonstration, where she explained in detail how she cooked each of the dishes that the students helped make in the morning.

Nutrition Science major Daphnee Chu ’27 (left) and Nutrition Science master’s student Kirsten Gunderson ’23.

“Having tasted authentic Indian food before, I noticed that some of the spices Chef Gadia used were different from what I was accustomed to, despite both being labeled as ‘chickpea curry,’” Chu says. “During her lecture, she explained how ‘spiced’ Indian cuisine is, mentioning that 95 percent of Indian households don’t use curry powder.

“This insight surprised me, as I had never considered it before, and it made me realize that I had never encountered two Indian dishes that tasted exactly the same,” Chu adds. “This experience deepened my understanding of Indian food culture, and I’m grateful to Falk for the chance to work closely with Chef Gadia.”

As Gadia described her preparation and cooking methods during the demonstration, she emphasized that Indian foods are relatively easy to make, and they don’t have to be spicy. At the end of the demonstration, all attendees enjoyed samples of the food that Gadia and the students had prepared in the morning.

“My cooking mantra would be Indian cuisine is simple and easy, and people think it’s so complicated,” Gadia says. “I disagree with that, and my job is to show them how it’s simple and easy.”

Gadia says her nutrition mantra is that all foods, even some of the ones we consider unhealthy, can fit into a healthy diet. Gunderson says she appreciated the opportunity to spend time with a well-known chef and dietician who is equally focused on cooking and nutrition.

“Between her expertise in Indian cuisine and my novice understanding of it, I was able to take away so much,” Gunderson says. “Her comforting nature in the kitchen and the joy she got from cooking was evident throughout her presentation.

“I had not had a prior experience learning about Indian cuisine, but I was most interested in learning about the different spices and how they truly add to a dish,” Gunderson says. “Getting the opportunity to smell and try some spices that I never had before was exciting.”

Please visit the webpage to learn more about academic programs, facilities and career opportunities.

Morgan Foss

Growing up on a cattle farm in Alden, New York, a rural community 30 minutes east of Buffalo, gave Morgan Foss G’20 an understanding of agriculture, food production and life on a farm.

The master’s degree in��public relations Foss graduated with from the gave her a strong foundation of communication, writing, relationship-building and strategic thinking.

Today, she puts it all together as program manager for the Buffalo Bills Foundation, the nonprofit arm of her hometown football franchise. The foundation supports a wide breadth of initiatives dedicated to improving the quality of life in the Western New York region, but its primary focus is addressing child hunger, food access and supporting healthy eating.

“Buffalo is the sixth most segregated metropolitan region in the country and 1 in 5 children—1 in 8 people overall—are food insecure,” Foss says, illuminating the importance of her work with the foundation. “There are many food deserts within the city and in surrounding communities, despite there being many agricultural areas, like where I grew up.”

The supports several nonprofit organizations and programs that uplift the food system and provide healthy foods to underserved families. Foss is one of three employees who liaise with the foundation’s board of directors to respond to funding requests and direct resources to the many hunger-fighting organizations doing the work.

“The Bills organization has such a large platform and influence in the Western New York region. So in this position, I can connect the community’s needs with resources and bring awareness to specific causes.”

A Pandemic-Inspired Pivot

While Foss was always drawn to nonprofit and community-based work, she went to Newhouse intent on entering entertainment public relations after completing an undergraduate degree from the University of Alabama.

In the spring of 2020, she was planning to visit Los Angeles for the entertainment immersion experience and was pursuing an internship in Nashville with Sony Music Entertainment, and then … we all know what happened next.

Foss (left) and Buffalo Bills Foundation president Thomasina Stenhouse, Ph.D., visit the Providence Farm Collective, an Orchard Park-based organization that cultivates farmer-led and community-rooted agriculture and food systems.

“All of a sudden I was finishing up my master’s degree, teaching undergraduate courses online and doing a virtual internship all from my childhood bedroom while simultaneously working on my family farm,” Foss says.

Not only were her personal plans put on hold, but the entire PR and entertainment industry was a question mark as the COVID-19 pandemic took hold. With so much uncertainty, Foss began looking for opportunities closer to home, ultimately leading to her dream career with the Bills.

“It was a crazy time and while many businesses closed, my family farm and the agriculture industry trudged forward to ensure food was produced and stocked on shelves,” says Foss. “The pandemic certainly changed the trajectory of my career, but I’m grateful for it.” She emphasizes that her experience in 2020 built life skills that have wildly benefited her career—including adaptability, organization, being innovative with her time and space and the ability to build relationships through a screen.

Giving Back and Living the Dream

Foss was named community relations coordinator with the Bills in 2022. Now in her third season with the organization, she has been promoted to Bills Foundation program manager, overseeing the distribution of foundation grants to nonprofits across the community.

Foss has also worked on initiatives promoting cancer awareness, military appreciation and social justice (in partnership with the National Football League’s Crucial Catch, Salute to Service and Inspire Change initiatives), as well as CPR education and AED awareness, youth sports and physical fitness and numerous other causes championed by players.

The Bills recently wrapped up their annual Huddle of Hunger Initiative, which collected over 31,000 pounds of food and raised more than $150,000 to support 20 local charities, including FeedMore WNY and its 400 hunger-relief agencies serving the four counties surrounding Highmark Stadium. “For this year’s food drive, we had 16 rookie players and six veteran players participate and a massive turnout,” Foss says. “The Buffalo Bills players are amazing and very dedicated to the community where they play.”

Foss with her partner, Tre, and son, Tino, at Bills training camp this summer

Besides the technical and interpersonal skills she developed at Newhouse, Foss says one of the best takeaways has been the group of friends and fellow alumni she connected with during the master’s program.

“I have a group chat with my best friends from the program,” Foss says. “Going through this experience together of graduating during the pandemic was unique, and we know we can count on each other to discuss our careers—areas we might want to grow in and navigating challenges or transitions. I love having peers who are on the same wavelength and seeing my friends growing and doing amazing work in their industries and their fields.”

Earlier this year, Foss had her first baby, a son named Valentino—Tino for short—and returned to her role part-time for the 2024 season. She is thrilled to be back in the business of connecting the foundation’s resources and the Bills players with the people and organizations in her community doing incredible work.

“Just so far this season [in addition to Huddle for Hunger], we’ve brought players to Dave and Buster’s to hang out with families affected by cancer, we’ve made sandwiches and handed out food with players at St. Luke’s Missionary Church, we’re getting ready for Veterans and Native Heritage Month celebrations in November. We do a lot with different youth organizations and that’s probably my favorite part of the job—just seeing kids light up after meeting their idol,” Foss says.

To learn more about the work of Foss and the Buffalo Bills Foundation, visit .

Sudha Raj (right) accepts her Lifetime Achievement Award from Manju Karkare, a registered dietitian nutritionist and nutrition coach who nominated Raj for the award.

In early October, Raj was recognized for her impactful career in dietetics when she received the Lifetime Achievement Award from (DIFM), a subgroup of the .

“Sudha brings a whole-person approach to her teaching and mentoring of students and colleagues,” says , associate professor and chair of the Department of Nutrition and Food Studies. “She willingly shares her time and knowledge with anyone who is curious to learn more about the benefits of nutrition.”

Raj, a fellow of the Academy of Nutrition and Dietetics, received the award during the in Minneapolis, Minnesota.

“I am honored and humbled to receive the DIFM Lifetime Achievement award,” Raj says. “My deepest gratitude to those who nominated me, my colleagues, students who continue to inspire me every day and my family who have always supported me in all my endeavors.

“This incredible honor as a recognition of my work is inspiring and motivating to me,” she says. “It encourages me to continue making a positive impact in the field of nutrition and dietetics.”

According to the DIFM website, the purpose of the Lifetime Achievement Award is to “recognize a DIFM member whose contributions over their lifetime have advanced the principles and practices of integrative and functional medicine and nutrition. This award will honor one who has ‘made a difference’ in education and professional development, furthered professional opportunities and advancement for nutrition and dietetics practitioners, and has demonstrated excellence as evidenced by work that is innovative, creative and recognized as exemplary by professional peers.”

Raj has been a difference-maker on the Syracuse University campus and worldwide. She was instrumental in developing and implementing one of the first pilot studies to investigate dietary acculturation patterns in Asian Indian immigrants in the United States, and more recently she was one of two Academy of Nutrition and Dietetics members responsible for the inception of the member interest group for Asian Indians in Dietetics.

“Sudha has been a leader in the department and the nutrition and dietetics profession around integrative and functional nutrition for many years,” Brann says. “Due to her leadership and encouragement, several faculty attended a multi-day training to integrate these concepts into our courses and curriculum.

“Sudha has continuously supported the advancement of dietetic professionals practicing integrative and functional medical nutrition therapy by acting as an educator, scholar and through her public service,” Brann says.

The eligibility criteria for the Lifetime Achievement Award included two letters of recommendation. Brann wrote one letter, and the other came from Monique Richard, MS, RDN, LDN, FAND, IFNCP, RYT, owner of in Johnson City, Tennessee.

Sudha Raj

Richard says Raj’s vast and varied portfolio showcases her generous contributions to the profession, her students, and all those who benefit from her service.

“Sudha’s skills and attributes are not only admirable, but the lives she has touched with her contributions, advocacy, wisdom and dedication to the profession are immeasurable,” Richard says. “She teaches with thoughtfulness, depth and precision while using the Nutrition Care Process in addition to applying integrative and functional nutrition principles.

“In addition, her work ethic and commitment are further illustrated by her roles in her family and community, all while advocating for nutrition as an RDN, researcher, author, educator, leader and contributor in a variety of settings,” Richard says. “It is an honor and pleasure to call her colleague, mentor and friend and to serve our profession alongside her.”

While the Lifetime Achievement Award signals a milestone in Raj’s career, it does not mark the end of it as she continues her mentorship of students and unique contributions to the practice of integrative and functional nutrition.

“My deepest thank you to my nutrition colleagues for their unwavering support and encouragement as I navigated the field of integrative and functional medicine as a specialty within the broad nutrition space over two decades,” Raj says. “They have helped me develop professional resources and curriculum for education and training.

“My DIFM colleagues have been wonderful mentors; they have educated and provided me several opportunities to share my knowledge in the form of professional development offerings for dietetic professionals,” she says. “I also want to acknowledge Syracuse University and Falk College for supporting my teaching and research interests and fostering my academic interests. I hope I can continue to provide support and inspiration for the next generation of dietetic professionals.”

Tina Nabatchi

The annual conference connects scholars and practitioners from all over the world to discuss pressing topics and share insights and strategies for building partnerships. This year’s theme focused on collaboration as well as accountability, transparency and trust in cross-sector partnerships.

In her keynote speech, Nabatchi distinguished between “clock problems”—those that are regular, well-defined and solvable with disciplinary knowledge—and “cloud problems,” which are complex, ever-changing and involving different expertise and ideologies. Tackling cloud problems, she argued, requires participatory, collaborative, dynamic and creative approaches beyond traditional, managerial and expert-driven ones.

“Collaboration is no longer optional, it is obligatory,” she said. “We must work across our boundaries, whether those are organizational, jurisdictional, sectoral or otherwise, to produce outcomes that make the world a better place.”

In her speech, she outlined 10 principles for pursuing collaboration, including embracing diverse knowledge and participation and input from multiple actors. “I have seen these principles not only build accountability, trust and transparency,” she said. “I’ve seen them help us improve our social outcomes and, frankly, make the world a better place.”

Nabatchi is the Joseph A. Strasser Endowed Professor in Public Administration and director of the Program for the Advancement of Research on Conflict and Collaboration. Her research focuses on citizen participation, collaborative governance, conflict resolution and challenges in public administration. She is an elected fellow of the National Academy of Public Administration and recipient of the Laura J. and L. Douglas Meredith Professorship of Teaching Excellence (2021-24).

This story was written by Michael Kelly

The iconic statue of the first president in Maxwell’s first-floor foyer is flanked by a new collection of portraits from Robert Shetterly’s “Americans Who Tell the Truth” series. It is part of the the school’s wide-ranging effort to make its physical space more representative of its diverse community.

For nearly a century, in the north entrance to the , a lone statue of President George Washington greeted all who entered the school. A former farmer, land surveyor, American Revolutionary War hero and first president who presided over the Constitutional Convention, his presence stood as an important reminder of the duties and responsibilities of Maxwell students as citizens.

Two years ago, other voices and individuals joined the first president in the building foyer with the installment of a collection of portraits from Robert Shetterly’s “Americans Who Tell the Truth” series, part of the Maxwell School’s wide-ranging effort to make its physical space more representative of its diverse community. Now in its second installment, the exhibition of portraits flanking the famous founder—titled “A Conversation with George Washington”— is designed to further contemplation and discussion around the topic of citizenship.

A portrait of Emma Tenayuca is among those included in the latest installation of Robert Shetterly’s series. At age 16, Tenayuca became a vocal advocate for Mexican American and other workers in her home state of Texas.

Some might be surprised to see contrasting figures like gold-medal Olympian and world heavyweight boxing champion Muhammad Ali, who was stripped of his titles and sentenced to five years in prison for refusing to serve in the Vietnam War, amid his fight for civil rights for Black Americans. “We wanted to get viewers to want to learn more about how and why someone like Muhammad Ali has something to say about citizenship,” says historian , who spearheads the effort as the school’s associate dean for diversity, equity and inclusion.

The surprise is intentional, but not intended to be confrontational. According to the artist’s website, “The portraits are the opposite of hot takes or quick opinions. They invite you to ponder a person, their words, the issues that inspire their life’s journey, work, activism and imagination. And then they welcome you into that vital conversation—across time and space—about what it means to be an American citizen.”

The update also includes portraits of famous and lesser-known activists working in the areas of disability rights, environmental sustainability, rural issues and voting rights, among others.

“The latest batch of portraits emerged out of ones the school considered from the first iteration of the collection,” says , who works alongside McCormick as the school’s strategic initiatives specialist for diversity, equity and inclusion. “We wanted to include folks who represented issues we felt were important to members of our community.”

“We also always have two portraits that put accountability on the table, in this case from the military for veterans and from an investigative journalist,” adds McCormick, referring to Paul Chappell and Ida Tarbell, respectively.

McCormick and Williams are in discussions with Maxwell colleagues to organize a series of events that relate to the new installation. On Oct. 8, Professor , director of the Program for the Advancement of Research on Conflict and Collaboration, led a workshop on Civic Skills for Civic Life that modeled the objectives of the conversation with Washington. In the spring they will host additional workshops guiding conversations around challenging topics like equity and responsibility.

In addition to , the second collection includes:

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  Diagnosed with ALS in 2016, Barkan shifted his activism from economic and labor reform to America’s health care system; he spent the last seven years of his life advocating for Medicare for all.
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  A prolific writer, Berry raises awareness of the destructive effects of large factory farming on rural communities, among other issues. A fifth generation Kentucky farmer, he cultivates his land with horses and organic methods of fertilization.
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  After leaving active duty, the former Army captain became focused on the idea that society should train individuals to wage peace like they train soldiers for war. He has authored six books and is founder of the Peace Literacy Institute.
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  As the first Black woman in Congress, “Fighting Shirley” introduced more than 50 pieces of legislation and fought for racial, gender and economic equality. She was the first Black woman to seek the Democratic nomination for president, winning 28 delegates despite being barred from televised debates.
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  A biologist and member of the Citizen Potawatomi Nation, Kimmerer blends science and Indigenous wisdom to advocate for a deeper relationship to the land and legal recognition of��Rights of Nature. A Distinguished Teaching Professor at the State University of New York’s College of Environmental Science and Forestry, she works with the Haudenosaunee people of Central New York on land rights actions and restoration.
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  A chief strategist of the campaign for the 19th Amendment granting women the right to vote, Paul employed “deeds not words,” like pickets and hunger strikes, to promote Federal reform. Subjected to arrests, beatings and forced feedings, she and other members of the National Women’s Party continued to fight until its passage.
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  Stanton helped organize the first U.S. women’s rights convention in Seneca Falls, New York, drafted the women’s bill of rights and championed women’s suffrage. She also worked to reform laws governing marriage and property, as well as education and religious issues.
• 
  Among many influential works, Tarbell’s 19-part series for McClure’s “The History of the Standard Oil Company,” an expose on how the business monopoly exploited the public, is known as one of the 20th century’s most important works of journalism.
• 
  Tenayuca became a vocal advocate for Mexican American and other workers in her home state of Texas at age 16. Blacklisted following the largest riot in San Antonio’s history, Tenayuca left the state, returning 20 years later as a teacher for migrants.

A memorandum of understanding (MOU) detailing the agreement signed this past May was celebrated at a ceremony during the ICMA’s annual conference held in Pittsburgh from Sept. 21-25. ICMA President Lon Pluckhahn, past President Jeff Towery and past Executive Director Bob O’Neill were in attendance, along with Maxwell School Dean David M. Van Slyke.

Dean Van Slyke receives a proclamation from ICMA’s Lynn Phillips honoring the school’s commitment to training local government public servants.

At the conference, Van Slyke was also presented with a resolution from ICMA recognizing the school’s longstanding commitment to investing in the next generation of local government public servants and strengthening democratic governance, with a special focus on supporting veterans transitioning into public service and on global engagement activities.

“It was an honor to receive this recognition and to formally announce and celebrate our expanded partnership,” said Van Slyke. “We have long found a strong partner in ICMA, and we are proud of the many Maxwell alumni who served as members and leaders of this important organization. This memorandum of understanding further strengthens that relationship and sets the school on a course for continued collaboration, in the name of good governance.”

Under the MOU, the school and ICMA will explore expanded opportunities for workshops and other training activities to support local governments throughout the world. The partnership will also support veteran and military personnel interested in local government by offering an opportunity to connect ICMA’s Veterans Local Government Management Fellowship with courses at Maxwell.

“ICMA’s core mission is to support the growth and development of public servants who are committed to local government administration,” said Ray Baray, acting CEO/executive director. “We are proud to partner with Syracuse University’s Maxwell School of Citizenship and Public Affairs in our shared interest to increase access and participation in the profession of local government management and administration—especially for our U.S. veteran service population, and local government professionals globally.”

Daniel Nelson, director of accelerated learning and global engagement, will serve as a point of contact between the University and ICMA. Nelson received a master of public administration (M.P.A.) from the Maxwell School in 2004 and leads the state and local initiative, frequently collaborating with ICMA for programming and mentorship opportunities for students and alumni.

Originally founded in 1914, ICMA is the world’s leading association of professional city and county managers and other employees who serve local governments. With over 13,000 members, ICMA offers professional development programs, education, data and information, technical assistance, networking opportunities and training to thousands of city, town and county chief administrative officers, their staffs and other organizations around the world. ICMA is based in Washington, D.C., and hosts an annual conference in a different city each year.

The Maxwell School has enjoyed a longtime partnership with ICMA; including the sponsorship of students to attend annual ICMA conferences, where students network with many working in the state and local government sector. Since 2012, M.P.A. students have run the Maxwell ICMA student chapter, which provides programming, information, fundraising and activities on campus and in the local community, and attends the ICMA conference every year.

Story by Michael Kelly

Attention-deficit/hyperactivity disorder (ADHD) is the most commonly diagnosed behavioral disorder in children, and the numbers are only expected to rise. The CDC reported that in 2022, over 7 million (11.4%) U.S. children aged 3–17 years were diagnosed with ADHD, an increase of 1 million compared to 2016. The elevated numbers aren’t limited to children. According to a����in the Journal of Managed Care & Specialty Pharmacy, 8.7 million adults in the U.S. have ADHD.

Kevin Antshel

ADHD is a chronic condition characterized by difficulty focusing, restlessness and impulsive behavior. If untreated, ADHD can have severe negative consequences on physical and mental health throughout a person’s life, including low self-esteem, chronic stress, fatigue and higher risk of substance abuse. That’s why diagnosis during childhood and early intervention are crucial for helping children reach their potential and avoid the potential life-long challenges associated with the disorder. To educate the public with reliable information, reduce stigma and highlight the importance of ADHD diagnosis and treatment, several advocacy groups joined forces to designate October as ADHD Awareness Month.

The College of Arts and Sciences sat down with��, professor of psychology and principal investigator for Syracuse University’s��, to discuss the rise in ADHD diagnosis among children and adults, the signs to look out for, and the importance of treatment.

During this prestigious fellowship, Kim will work on her new book “Dignity Archives: Accompanying the Dead and Posthumous Care.”

Eunjun Kim

Kim is among 31 fellows from 492 applicants. In addition to working on her research project, she will have the opportunity to share ideas in seminars, lectures and conferences at the HNC, headquartered at Research Triangle Park in North Carolina.

Kim’s book project asks what kind of political work the dying and the dead are doing and what kind of connections and disconnections are happening around them.

“The collection of cases includes disabled people who were killed in an institution in Japan; factory workers who became disabled and terminally ill from toxic exposure; and people who died from neglect in an AIDS care facility in South Korea,” explains Kim. “By exploring the ways in which mourning and the demand for justice are intertwined in cultural and political discourses, my book aims to encourage others to rethink the primacy of autonomy, ability and health in the understanding of dignity.”

“The National Humanities Center is the world’s only independent institute dedicated exclusively to advanced study in all areas of the humanities,” says , professor and associate dean for research in the School of Education. “NHC is a highly prestigious fellowship and former fellows have gone on win a number of distinguished awards, including the National Book Award and the Pulitzer Prize.”

Additionally, SOE is represented at NHC by , professor of disability studies and a NHC Resident Fellow, who is researching for , “Fermenting Stories: Exploring Ancestry, Embodiment and Place.”

The NHC is the world’s only independent institute dedicated exclusively to advanced study in all areas of the humanities. Through its fellowships, the center promotes understanding of the humanities and advocates for their foundational role in a democratic society.

Van Skoik and Jiang created “Cyberguard,” an anti-cyberbullying model, for their final project in the School of Education’s IDE 632: Instructional Design and Development II course. This course requires students to develop an instructional design model and appropriate accompanying implementation documentation.

Particularly Vulnerable

Van Skoik’s and Jiang’s model proposes a process for educational institutions to follow that should help to reduce the number of cyberbullying incidents. Currently, it is under review with , with hopes to be published soon in the higher education technology journal and presented at its annual conference in November.

Having taught middle school for six years, and later working as an instructional technology specialist for a school district in South Carolina, Van Skoik saw both the effects of student cyberbullying play out daily in his classroom and how his district tracked students’ use of school-issued computers. His firsthand experience sparked the idea for the model.

“I think middle schoolers are particularly vulnerable as far as emotional intelligence, behavior modification and behavior management are concerned,” says Van Skoik, who believes the model’s interventions implemented at this age would help students learn as they grow. “Then by the time they’re in high school, which this data is from, there would be a reduction in cyberbullying cases.”

The pair used the (NYSED SSEC) incident data to identify the state high school with the highest number of self-reported cyberbullying cases in the state. That school—which the pair are not disclosing—was then used as the focus of their model. The school reported 39 cyberbullying incidents over the 2021-22 school year, which the pair says is a high figure compared to other schools’ average of 0.67 incidents per school.

Based on this data, the pair devised their model as steps school districts can follow to reduce incidents. The model, they say, acts as a positive feedback loop by raising awareness, identifying cyberbullying and preventing further cases. “The point of the model is the awareness of what cyberbullying is,” stresses Van Skoik, who says by bringing the issue to students’ attention, attitudes can be changed and good behavior reinforced as the process is evaluated each school quarter.

When Both Worlds Meet

found that teens use six cyberbullying behaviors: offensive name-calling (most reported), spreading false rumors, receiving explicit images, physical threats, harassment and having explicit images of them shared without their consent.

Online anonymity, 24/7 connectivity, lack of supervision and digital footprints—traces of online activity that can be used to provoke cyberbulling—are among the causes of electronic aggression that the pair identified. “If we can address those potential causes, J.J. and I believe the cases will come down,” Van Skoik says.

Regarding online anonymity, too often people can hide behind a screen, creating a persona that often says or does things a person would never do if face to face. “This model eliminates that possibility,” Van Skoik says. “It has to bridge the gap because the educational training program is the only thing that can happen when both worlds meet.” The model brings these two worlds—digital and real—together by emphasizing the importance of a holistic approach that combines data-driven interventions, educational training programs, and repetitive assessment.

The pair suggest interventions take place in both the digital and real worlds. First, they recommend schools develop an automatic monitoring system by installing software on devices the school loans out.

They note that monitoring is helpful to the entire school community and not only to students because teacher and administrator computers can be monitored to identify any incidents among staff as well. According to the Pew survey, three in 10 teens say school districts monitoring students’ social media activity for bullying or harassment would help.

Software can record and report suspected incidents of cyberbullying, and Jiang suggests AI also could be used in the monitoring program. “A lot of students hide bullying action in the cyberworld,” she says. “AI can recognize and also learn how to make a decision about if there is a risk of cyberbullying or not.”

For in-person intervention, the pair recommends schools collect feedback from students, staff and parents at the beginning of the school year to have a baseline assessment. This can include mental health evaluations when recommended.

Next, an educational training should be implemented during teachers’ professional development sessions, as well as for students and parents. Finally, an avenue to allow staff, students and parents to report incidents of cyberbullying should be created, and all interventions should be reviewed quarterly to track incidents, to see if there is progress or if the process needs to be refined.

Why We’re Not Learning

Both Van Skoik and Jiang strongly believe that in addition to use of monitoring software, schools must provide training and education about online social behavior. “School’s goal is to learn, that’s why we’re in this environment,” says Van Skoik, who often saw cyberbullying interrupt lessons in his classroom. “So, if we can’t learn, we have to find out why we’re not learning.”

Today, he says, society—and schools—are impacted by so many devices causing distractions, and in some cases, harm.

The educational training that the pair recommends can be offered in multiple ways, such as an online training, in-person session or a mixture of both. “The ultimate goal is for the educational training program to address the issue that there is a cyberbullying concern at the school, and—I think—it’s another way to create awareness,” Van Skoik says.

A final goal of Cyberguard is to create a culture of reporting online harassment. While software can help to identify suspected incidents—based on keywords, for example—avenues for self-reporting can also be implemented, either by having students, staff and parents complete a Google form or by encouraging students to raise concerns to guidance counselors and school staff.

“I hope this model can improve everyone’s awareness and help them develop skills on how to report cyberbullying,” Jiang says.

Ultimately, the Cyberguard model serves as a template for schools and, Jiang says, it will evolve after initial implementation. “In the first year, formative evaluations will be conducted every quarter to test our objective,” she says. If incidents of cyberbullying decline, the objective is met.

In year two, objectives can change, with a goal of seeing greater declines. Across years three to five, the pair will evaluate the model’s effectiveness by comparing the number of cases each year, hoping to see a stark decline.

“Our theory is that the prevalence of cyberbullying results from a lack of awareness, education and training,” Van Skoik say. “This is what instructional design tells us—it comes from a lack of knowledge, skills and attitudes.”

Story by Ashley Kang ’04, G’11 (a proud alumna of the M.S. in higher education program)

Researchers increasingly analyze gigantic volumes of digital information to understand how and why individuals and groups of people conduct their lives the way they do, both during ordinary days and under extreme stress such as disease outbreaks or social unrest. A program at the National Science Foundation (NSF) develops and employs methods that could help unearth fundamental principles of human behavior. Now one of Syracuse’s own is providing critical guidance for this federally supported research.

Psychology Professor Amy Criss will serve a year-long appointment as a program director for the NSF’s Human Networks and Data Science Program.

, professor of psychology, recently began a year-long appointment to the NSF as a program director for the (HNDS). She will oversee the merit review process for $8 million in annual federal funding and help to guide the direction of basic research in the social, behavioral and economic sciences across the United States and partner nations.

“The NSF funds research on big theoretical questions, thinking about what’s next for the future of science,” Criss says.

The goal of HNDS is to help future investigators identify human phenomena that have been previously hidden from view, using new hardware, software and investigative approaches to analyze “big data” or vast volumes of digital information from the internet and other resources.

There are two types of HNDS projects. HNDS-I research proposals seek to develop and improve scientific infrastructure and other tools for future big-data studies.

“These proposals aim to maximize all the data available for a research question,” says Criss. “The researcher community may need new hardware, new software or new ways of approaching large, dynamic, complex datasets. These proposals develop and improve supporting data networks and infrastructure that researchers can use in the future to understand human behavior. These innovations could allow scientists to ask questions they could not have asked because they didn’t have the tools to address them.”

HNDS-R proposals are the second type. They aim to answer important theoretical questions with large or highly complex datasets, diverse scales of measurement across time and space and multi-scale, multi-level network data and techniques of network analysis. These projects would make innovative use of NSF-supported data networks, databases, centers and other forms of scientific infrastructure.

“Researchers on these projects seek to understand data that are highly dynamic in time or reflect interconnected systems,” Criss says.

Both types of basic research support conditions for future scientists to generate novel ideas about people and their societies.

According to Criss, the goal is to understand different types of human behavior. “We look under the hood to learn how a person or groups of people operate,” she says. “With that understanding, we could develop better tools to solve practical problems.”

This story was written by John H. Tibbets

, only 2% of school-age students with intellectual disability are likely to attend college after high school. Moreover, of the 472 colleges and universities in New York state, only 24 have inclusive postsecondary education (IPSE) programs.

With more than 435 students with intellectual disability enrolled in these programs and an average of 18 students in each program, the Golisano Foundation recognizes the opportunity for CDI—along with the Lawrence B. Taishoff Center for Inclusive Higher Education, which supports InclusiveU, Syracuse University’s inclusive higher education program—to expand on its current technical assistance model to increase and enhance the availability and inclusivity of programs across Western and Central New York.

Led by a new technical assistance director, in the first year CDI will pilot technical assistance in a few select colleges and universities, with a focus on creating or enhancing accessibility, promoting inclusivity and providing support services to empower students with intellectual disability in academic and social success.

“With InclusiveU, Syracuse University has a nationally recognized model. Serving more than 100 students, this program aims to fully integrate students into all aspects of campus life including academics, internships, social experiences and residential living,” says , professor and director of CDI. “We are grateful to the Golisano Foundation for this generous grant, which will help us build on our expertise in disability related research and inclusive education, practice and advocacy to remove barriers that exclude people with disabilities from campus life in New York.”

“The Taishoff Center’s approach to inclusive higher education—including utilization of existing campus resources—has fundamentally shifted the way in which schools and universities serve and support students with intellectual disability,” says , Lawrence B. Taishoff Associate Professor of Inclusive Education and executive director of the Taishoff Center. “With this experience, CDI and the Taishoff Center are uniquely positioned to provide technical assistance to support the development and expansion of inclusive college programs.”

“Along with the trustees of the B. Thomas Golisano Foundation, I am thrilled to be able to support the development and expansion of IPSE programs and supportive services,” says , director of the Golisano Foundation. “The trustees and I commend Syracuse University’s recognition of the potential throughout New York State, and we look forward to watching CDI and the Taishoff Center build a community of practice and work toward setting a national example and standard for inclusion in the higher education community.”

Among services planned for the project’s first year, CDI and the Taishoff Center will:

• Conduct a comprehensive needs assessment at pilot colleges and universities;
• Increase access to inclusive postsecondary education and participation in the general college curriculum for students with intellectual and developmental disabilities;
• Support improved academic, social, independent living, employment and self-advocacy outcomes;
• Disseminate research and best practices on inclusive postsecondary education;
• Distribute materials to support program development, evaluation and strategic planning; and
• Coordinate data collection with shared outcomes for IPSE programs.

Left to right: Jennifer Karas Montez and Shannon Monnat

The National Institute on Aging (NIA) has renewed two grants, each worth $1.9 million, for research networks led by Maxwell School sociology faculty Jennifer Karas Montez and Shannon Monnat and several external collaborators.

For the first grant, Montez, University Professor and Gerald B. Cramer Faculty Scholar in Aging Studies, is a co-principal investigator and Monnat, professor of sociology and Lerner Chair in Public Health Promotion and Population Health, is a co-investigator.

Monnat is a co-principal investigator on the second grant. The NIA, a division of the National Institutes of Health (NIH), will fund both grants for five years, and the $3.8 million total will be shared across multiple institutions involved in the projects.

The first grant renews funding for the Network on Life Course Health Dynamics and Disparities in 21st Century America, which has been funded for the past 10 years. Montez and Monnat are joined on the network leadership team by Jennifer Ailshire and Julie Zissimopoulos from the University of Southern California, Sarah Burgard and Grace Noppert from the University of Michigan, and Taylor Hargrove and Barbara Entwisle from the University of North Carolina at Chapel Hill. The interdisciplinary network of over 100 scholars seeks to accelerate research that will help explain the worrisome trends in U.S. adult health and longevity in recent decades and explain why those trends are most troubling in certain states and local areas.

The second grant will fund the Interdisciplinary Network on Rural Population Health and Aging, which was launched five years ago. Its purpose is to advance research on the factors affecting the health and well-being of rural working-age and older adults within the context of prevailing demographic trends, slow-moving macro-level stressors, and contemporary public health and environmental shocks. Monnat’s collaborators include Carrie Henning-Smith from the University of Minnesota, Leif Jensen from the Pennsylvania State University, John Green from Mississippi State University, and Lori Hunter from the University of Colorado Boulder.

“We are grateful for the National Institute on Aging’s continued support, which not only advances crucial research into U.S. adult health and longevity but also affirms the leadership and scholarship of professors Monnat and Montez,” says Shana Kushner Gadarian, associate dean for research and professor of political science at the Maxwell School. “Their findings will no doubt help inform national and regional population health policy.”

Past research on mortality and health by Montez and Monnat has been supported by the NIA and other organizations. They are principal investigators on the NIA’s , a five-year, $1.8 million award to examine how state policies and counties’ economic conditions since the 1980s have influenced adult psychological well-being, health behaviors and mortality.

Monnat is also principal investigator on a $2 million COVID-related grant funded by the National Institute on Drug Abuse with Montez, Douglas A. Wolf and Emily Wiemers as co-investigators. Wolf and Wiemers are professor emeritus and associate professor, respectively, in Maxwell’s Public Administration and International Affairs Department.

Montez is the director of the NIA-funded Center for Aging and Policy Studies (CAPS), co-director of the Policy, Place, and Population Health (P3H) Lab, a faculty associate in the Aging Studies Institute (ASI), and a research affiliate in the Center for Policy Research and the Lerner Center for Public Health Promotion and Population Health.

Monnat is the director of and senior research associate in the Center for Policy Research, co-director of the P3H Lab, Lerner Chair in Public Health Promotion and Population Health, and a research affiliate in ASI and CAPS.

Story by Michael Kelly

“I very much look forward to collaborating with our new faculty members, who help to fulfill the promise of the school’s and University’s academic strategic plans and initiatives,” says Dean Kelly Chandler-Olcott. “As Central New York’s tech sector expands and the University focuses on STEM scholarship, we are adding a K-12 STEM teacher preparation expert, whose research addresses antiracist, inclusive and equitable education. We are also adding capacity to our instructional design and music education teams.”

In addition, “two counseling faculty will help our school meet the growing need to prepare culturally sensitive school counselors, mental health counselors, and counselor educators,” Chandler-Olcott says. “Plus, in Professor Jessamyn Neuhaus, the University welcomes a highly experienced faculty development scholar who will direct the .”

Sabrina M. Butler ’15, G’18

Sabrina Butler

Sabrina Butler joins the school as assistant teaching professor of counseling and counselor education. Before her appointment, she taught mental health counseling ethics, family counseling and group counseling at the University of Central Florida, where she was a doctoral student.

Butler’s research explores counselors-in-training and their clients’ religion and spirituality, feminist ethical decision-making in supervisor-supervisee relationships, trauma-informed approaches to romantic break-ups, and process addictions in children and adolescents.

A member of the American Counseling Association, Association for Specialists in Group Work, Counselors for Social Justice and EMDR International Association, Butler holds a Ph.D. in counselor education and supervision (2024) from the University of Central Florida. A scholar, Butler also has an M.S. in clinical mental health counseling (2018) and a B.S. in psychology (2015), both from Syracuse University.

David DeAngelis

David DeAngelis

David DeAngelis joins the College of Visual and Performing Arts’ Setnor School of Music and the School of Education as assistant professor of music education. Before joining the University, DeAngelis served as an instructor and teaching assistant at Northwestern University’s Bienen School of Music and was the founding music teacher of KIPP San Francisco College Preparatory.

With articles published in the Journal of Music Teacher Education and Update: Applications for Research in Music Education, DeAngelis’s research interests include beginning instrumental instruction and issues of diversity, equity and inclusion in music education, specifically focusing on music teacher preparation.

DeAngelis has served as an advisor for Arts and Music Programs for Education in Detention Centers (AMPED), a music mentorship program offered by the Northwestern Center for Civic Engagement that connects undergraduates with incarcerated youth.

DeAngelis holds a Ph.D. in music education at Northwestern University (2024), as well as an M.A. in music education from the University of Rochester Eastman School of Music and a B.A. in music from Yale University. He earned a certificate in leading equity and inclusion in organizations from Northwestern University.

Heather F. Lavender

Heather Lavender

Heather F. Lavender joins the School of Education as assistant professor of inclusive STEM education. She was most recently a postdoctoral fellow in the mathematics, science and social studies department of the University of Georgia Mary Frances Early College of Education.

Trained as a microbiologist, Lavender moved from the laboratory to the classroom after she began volunteering to educate K-12 schools about activities in her research lab and questioned how children receive science in the classroom.

Lavender’s primary research interests in science education include the awareness and participation of underserved youth—such as Black girls and visually impaired students—in STEM; sociocultural practices in science classrooms; antiracist and equitable science learning; professional development of in-service teachers; the content knowledge of pre-service teachers and women of color in technology.

Holding a Ph.D. in curriculum and instruction, science education, from Louisiana State University (2021), Lavender also earned an M.S. in microbiology from UAMS (2012) and a B.S. in microbiology from Louisiana State University (1999).

Ahram Lee G’14, G’19, G’22

Ahram Lee

Now an assistant teaching professor of counseling and counselor education, Ahram Lee was a visiting assistant teaching professor at Syracuse from 2022 to 2024, teaching research, assessment, group counseling and substance abuse courses. Before this appointment, she was a visiting assistant professor at SUNY Oswego.

An expert in multiculturalism and inclusion in counselor education, Lee’s research interests include a Q method analysis of the clinical training experience of bilingual Spanish-speaking counseling students, the clinical training experience of international counseling students and school counselor engagement with students with disabilities.

From Syracuse University, Lee earned a Ph.D. in counseling and counselor education (2022), a master’s degree in clinical mental health counseling (2014) and a certificate of advanced study in women and gender studies (2019). She earned a bachelor’s degree in counseling psychology from Handong Global University (2011).

Jessamyn Neuhaus

Jessamyn Neuhaus

Jessamyn Neuhaus joins Syracuse University as the director of the Center for Teaching and Learning Excellence (CTLE) and as a professor in the School of Education. Before arriving in Syracuse, she was director of the SUNY Plattsburgh Center for Teaching Excellence (2022-2024).

A scholar of cultural studies and teaching and learning excellence, Neuhaus has more than 20 years of classroom experience, teaching courses on U.S. history, gender studies, history of sexuality and popular culture history. As an educational developer, Neuhaus supports and promotes faculty teaching and reflection, effective teaching practices and equitable teaching and learning environments.

Neuhaus is the author of “Snafu EDU: Teaching and Learning When Things Go Wrong in the College Classroom” (University of Oklahoma/Teaching and Learning in Higher Education, 2025); “Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to be Effective Teachers” (West Virginia, 2019); “Housework and Housewives in American Advertising: Married to the Mop” (Palgrave Macmillan, 2011) and “Manly Meals and Mom’s Home Cooking: Cookbooks and Gender in Modern America” (Johns Hopkins, 2003).

Neuhaus holds a Ph.D. (2001) and an M.A. (1997) in history from Claremont Graduate University and a B.A. in religious studies from the College of Wooster (1992).

Rob Pusch G’03

Rob Pusch

Rob Pusch was named an assistant teaching professor of instructional design, development and evaluation (IDDE). An adjunct professor of IDDE since 2003, Pusch was most recently senior associate director at (SUPA), where he oversaw the design of instructional materials, as well as research and evaluation.

Originally trained as a chemist, Pusch began his career as a chemistry teaching assistant before moving into the field of instructional design. He graduated with a doctorate from the School of Education in 2003, the same year he was named SUPA’s chief instructional designer and joined the school as an adjunct professor.

Pusch is a co-founder of the Transgender Alliance of Central New York and board member for Sage Upstate, a not-for-profit promoting the health and well-being of lesbian, gay, bisexual, transgender and questioning people in Central New York as they age.

David Van Slyke (left) and Shri Dharmendra Pradhan

David M. Van Slyke, dean of the , met with alumni, partners and dignitaries, including India’s minister of education, Shri Dharmendra Pradhan, during a recent visit that celebrated the school’s and its 70-plus-year partnership with the country.

Dean Van Slyke was in India along with Maxwell’s Director of Accelerated Learning and Global Engagement Dan Nelson to celebrate the centennial and highlight the global impact of the school’s students, faculty and alumni. The ��began more than��. That history started soon after India’s independence, grew stronger in the second half of the last century, and has recently focused on Maxwell’s educational expertise in public administration and international affairs. Over the decades, Maxwell has hosted thousands of Indian students, citizens and civil servants.

The meeting with Minister of Education Pradhan was made possible by the long relationship between Maxwell and India, and it represented the hope for even more collaboration and partnership with the world’s largest democracy and most populous country.

“Meeting with Minister of Education Pradhan was truly an honor, and it put an exclamation point on what was a wonderfully productive visit where we spent time with our global partners and accomplished alumni,” says Van Slyke. “I look forward to our continued partnership with India and its people.”

Van Slyke also met with Surendra Nath Tripathi, the director general of the Indian Institute for Public Administration (IIPA), founded upon the recommendation of and in consultation with former Maxwell dean Paul Appleby.�� Van Slyke spoke with faculty, civil servants and military personnel at IIPA, among other institutions, on how governments manage complex partnerships with industry.

Maxwell’s longstanding position to invest in the development and raise awareness of good governance initiatives around the globe is a hallmark of the school and was facilitated through meetings with Dr. R Balasubramaniam at the Government of India’s Capacity Building Commission.

Dean Van Slyke also served as the keynote speaker at the International Conference on Public Policy and Management hosted by the Centre for Public Policy at the Indian Institute of Management Bangalore. The interdisciplinary conference drew scholars representing diverse perspectives on public policy issues and provided a forum for showcasing the latest developments in policy research and practice.

The visit to India culminated with a centennial gathering at the Delhi Gymkhana Club. There, Van Slyke and Nelson joined over 80 Maxwell alumni, partners and dignitaries to celebrate the global impact of Maxwell and the school’s special relationship with India.

A large group of Maxwell alumni, partners and dignitaries celebrate the school’s centennial with Dean Van Slyke.

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

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

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

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

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

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

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

How do you anticipate these findings will help further enhance the Syracuse University student experience?

A student enjoys a massage chair at the MindSpa.

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

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

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

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

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

Saba Siddiki

The funding is provided by the NSF’s Smart and Connected Community program and aims to foster a Community-Responsive Electrified and Adaptive Transit Ecosystem to tackle challenges that arise in the planning, operations and management of public bus fleet electrification.

According to Siddiki and fellow project researchers, public bus fleets—including transit and school buses—represent a prime opportunity for transportation electrification and associated improvements in environmental quality and health benefits in impacted communities.

The widespread adoption of electric buses has been hindered by an array of complex and interrelated planning, operational and managerial challenges, they say. Among them are range limits, long charging time, expenses, low bus utilization ratios, equipment downtime, an underdeveloped workforce, and diverse stakeholder interests and priorities.

The research team seeks to overcome these hurdles with a holistic approach that includes the integration of intelligent technology development with community needs. Sustainability and transportation access will be focal points in their research and solution design.

The project will involve the development of intelligent tools for effective and data-driven decision-making regarding bus electrification. The project will also assess collaborative governance in public bus fleet electrification planning and policymaking. In addition, in collaboration with industry and community partners, the project will contribute to the development of a workforce to facilitate a sustainable future for electrified public bus transportation.

“Through these various activities, the project aims to support a scalable, transferable and sustainable path for bus electrification,” says Siddiki.

Siddiki co-authored a paper published in Renewable and Sustainable Energy Transition in August 2023 that presented findings on research related to the topic of transportation electrification. She and fellow writers examined pathways in American cities with varying degrees of plug-in electric vehicle (PEV) adoption and policy activity took to encourage PEV adoption in the late 2010s. They found that transportation electrification in cities was streamlined through the work of PEV advocates that collaborated across sectors.

This recent work builds on previous projects Siddiki has conducted examining public sector policies to encourage electric vehicle adoption as well as factors informing individual vehicle uptake.

Siddiki is the Chapple Family Professor of Citizenship and Democracy and director of the master of public administration program and the Center for Policy Design and Governance. Her research focuses on policy design, collaborative policymaking, institutional theory and analysis, and regulatory implementation and compliance.

“Professor Siddiki’s leadership of the Center for Policy Design and Governance and her broader interdisciplinary work, collaborations and scholarship elevates the visibility and relevance of the research being done as well as the diverse audiences that are impacted by the outcomes and the external funding being prioritized to support evidence-based policy and implementation,” says Dean David M. Van Slyke.

The project research team is led by principal investigator Jie Xu of George Mason University. In addition to Siddiki, it also includes Wenying Ji, Ran Ji, Vivian Motti, David Wong and Fengxiu Zhang, all of George Mason University, and Jundong Li of the University of Virginia.

Students from the Falk College’s Australia: Sport, History and Culture class this summer

“Falk College is creating exceptional experiential learning opportunities for future sports professionals,” says Falk College Dean Jeremy S. Jordan. “Women’s prominence in sports is growing exponentially as they lead traditional male and female teams, engage larger audiences, earn new sponsorships and gain greater media attention than ever before. This partnership integrates our students and faculty with the outstanding work of Women Leaders in Sports and guides us as we develop programming and curricula to meet the needs of this dynamic field.”

Jordan also noted that the recently concluded Summer Olympics generated tremendous excitement and support for women in a variety of sports. It was the fourth Summer Olympic Games where female U.S. athletes won more medals than their male counterparts. The was evident in Paris, from former student-athletes who competed in various sports, to faculty and students participating in academic opportunities, to those working behind the scenes—many facilitating media coverage of women-dominated and other events.

The novel partnership was inspired after Syracuse University’s Women in Leadership (WiL) Initiative hosted Women Leaders in Sports’s Chief Executive Officer Patti Phillips on campus last March for a series of meetings and presentations. The collaborative effort will create mentoring, learning, fellowship, internship and membership opportunities for Falk students, provide access to professional memberships to Falk faculty and support faculty attendance at significant events, such as the Women Leaders in Sports National Convention. The joint agreement names Phillips as special advisor to Jordan and enlists her services as an “executive in residence” at Falk. The partnership also calls for an exchange of relevant University research and co-creates a Women Leaders in Sports Fellowship.

Women Leaders in Sports is a 45-year-old organization dedicated to enhancing women’s influence and transforming leadership in sports. Phillips notes that this new partnership makes great strategic sense given the synergies between her organization and the Falk College.

“We accelerate the potential of women to positively impact sports with year-round, world-class leadership development, career training and networking,” says Phillips. “Our nearly 6,000 members share Falk College’s core commitment to mastering all facets of sports, whether business management and human performance or use of technology and marketing. Our members will gain insights that can make them even more effective administrators and executives.”

According to Women Leaders in Sports, nearly half of the women who attend one of the organization’s leadership experiences advance in their careers within a year. The organization hosted 16 national events in 2023. Beyond training and networking, the group also hosts an exclusive online career platform, celebrates member accomplishments with awards and media recognition, and engages, educates and challenges industry leaders to make more diverse and equitable hiring decisions.

Today’s announcement comes just four months after Syracuse University announced it would transform the Falk College into a first-of-its-kind College of Sport. The reimagined David B. Falk College of Sport will be the first standalone college on an R1 campus to focus exclusively on sports-related disciplines, making the University among the leading academic institutions for preparing students to lead and drive innovation in sport-related fields and industries. The transformation follows two decades of recognized excellence in sport management, sport analytics, exercise science and nutrition, and such innovative interdisciplinary majors as esports. The Falk College’s excellence, combined with the high growth of sport in the U.S. and around the world, has created unprecedented demand for talented practitioners and professionals.

About the Reimagined David B. Falk College of Sport

The reimagined Falk College of Sport will house academic programs in sport management, sport analytics, exercise science, nutrition and, jointly with the Newhouse School of Public Communications, esports. It will focus on four areas of academic excellence: Sport Business, Human Performance, Sport Technology and Innovation, and Community Sport and Wellness. The college will also launch a new research institute focused on sport and innovation that will leverage an interdisciplinary, cross-campus approach to drive innovation in sport and health outcomes and integrate expertise in business, digital media and technology, among other areas of academic focus.

About Women Leaders in Sports

Founded in 1979, Women Leaders in Sports is the only nationally recognized professional membership organization whose mission is to develop, connect, advance and champion women leaders working in sports. Women Leaders provides career and leadership training, access to a powerful network and the resources to advance women at every stage of their careers. Learn more about the organization on its and follow Women Leaders on��,��,�� ���Ի���.

Syracuse University’s WiL

Establishing Syracuse University as a pacesetter in cultivating women leaders, the Women in Leadership Initiative supports professional development for women on campus through education, awareness and mentorship. Created in 2018, the WiL seeks to catalyze the personal and collective advancement of women on campus. WiL hosts a robust professional development program, with opportunities customized to the needs of faculty and staff. Participants benefit from the real experiences and candid advice offered by panels and solo guest speakers.

“My foundation was built at Syracuse,” McCrudden says from the Team USA High Performance Center (HPC), set up exclusively for Team USA to provide American athletes with a place to eat, train, relax and get a reprieve from the stress and chaos of the games.

“They can do some recovery—whatever that looks like for them—and then we also have a lot of outdoor space, so people are in hammocks or on chairs and there are games. It’s like camp,” McCrudden says.

Falk College alumna Maggie McCrudden worked at her first Olympic Games as a dietitian for the U.S. Olympic and Paralympic Committee, helping athletes eat right to be able to perform at the highest level.

The HPC is about 20 minutes from the Olympic Village, featuring training facilities, meal options, sports medicine, private meeting spaces, recovery space, video review areas and dorm accommodations. The complex includes pools, indoor and outdoor track and field equipment, strength and conditioning facilities, volleyball and basketball courts, fencing strips and archery targets. McCrudden says the goal of the HPC was to provide a “home away from home” for the athletes.

McCrudden has worked for the U.S. Olympic and Paralympic Committee for three years, but this was her first time working at an Olympic Games. She and a food service team from Colorado Springs, Colorado, prepared and packed pallets of USA-branded food tailored to athletes’ preferences that were shipped to Paris before the Olympics.

She says her education at Falk College and her experience as a collegiate athlete on the put her on the path to success.

“Being a part of a major sports school and an athlete has helped me so much in my current role because I feel like I understand what the athletes are going through,” McCrudden says. “I understand the ‘go, go, go’ mentality and sometimes just needing a little help.”

McCrudden ran into other members of the Orange family at the Olympics, including fellow Falk College alumnus and ’17 and her former rowing teammate, Hattie Taylor ’17, who she watched for Great Britain.

“I always say wear red, white, and blue but bleed Orange!” McCrudden says.

McCrudden will return to the U.S. after transitioning responsibilities to a colleague for the Paralympic Games, which run Aug. 28 through Sept. 28.

Story by Cathleen O’Hare

Scott Landes

Earlier this month, Associate Professor of Sociology published a new study entitled “” in the��August edition of Health Affairs journal.

The report is the first of its kind to address the substantial knowledge gap on health disparities in the United States between disabled people and non-disabled people. Landes answered questions from SU News about his latest research.

Tell me about the new research that you just published.

Between 2008 and 2019, all-cause mortality risk was nearly two times higher for disabled than nondisabled adults. This mortality disparity was not just present for some disabled people, but persisted for disabled people across age, gender, race-ethnicity, socioeconomic status and health status groups.

Additionally, a mortality disparity was present for all of the 28 disability status combinations examined in the study (e.g., vision only; vision, hearing and mobility; etc.). While all disability status combinations were associated with a higher mortality risk compared to nondisabled adults, the degree of this disparity was more severe for people with a self-care (activities of daily living) disability.

In finding that disabled adults have a mortality rate that is twice as high as nondisabled adults, what does that tell you about the state of healthcare for people with disabilities?

Research provides substantial evidence that disabled people experience ongoing barriers to accessing quality care, ranging from problems with reliable transportation to challenges accessing often inaccessible physicians’ offices or medical settings. In addition, research from Dr. Lisa Iezzoni reveals that even when disabled people are able to access health care, physicians are biased in thinking that they will necessarily be less healthy than non-disabled people. This bias likely impacts course of treatment and care. So whether via challenges accessing care or challenges receiving the best care once accessed, medical care persists as an area of disparity for disabled people.

This research is the first time that mortality rates of disabled adults as compared to non-disabled was investigated. What led you to explore this issue?

At the 64th Meeting of the National Advisory Council on Minority Health and Health Disparities (NIMHD) on Sept. 1, 2023, a working group examining health disparities recommended that the “entire disabilities population NOT [emphasis added] . Fortunately, and largely in response to continued advocacy from the U.S. disability community, the NIMHD Director did not heed this advice, instead designating disabled people as a health disparities population on Sept. 26, 2023.

When making their recommendation to not designate disabled people as a health disparities population, the working group expressed concern, with no supporting evidence, that disabled people may have higher prevalence of all-cause mortality, but that they were not sure that all disabled people experience this and other health disparities. The dangerous precedent set here is assuming health disparities do not exist among a minority population known to experience a multiplicity of inequities. Fortunately, the Director of the NIMHD did not heed the advice of this working group, .

After hearing the working group’s suggestion to not designate due to insufficient evidence of disparities among disabled people, I decided to examine whether a mortality disparity was present among disabled adults in the U.S., and if present, whether it persisted across the disabled population.

What are the big takeaways from this research, and who needs to know about it (public policy officials, medical professionals, etc.)?

In sum, disabled people experience a substantial mortality disparity that extends across this population. This really needs to be an all-hands-on-deck moment, especially as we know that disabled people were also more likely to experience more severe COVID-19 outcomes during the height of the pandemic. All medical providers need to be aware of the increased risk of mortality among disabled people, but in being aware, should not assume that this is simply an inherent outcome of disability. Instead, it needs to be viewed as a disparity that can likely be reduced with higher quality care, both preventive and emergent care. In addition, policymakers need to continue working to ensure accessibility among medical providers, a goal that will be more enforceable in light of the recent Final Rule Implementing .

What is next? Does this research lead to more questions that need to be investigated?

The most pressing questions that remain are what are the exact mechanisms informing the disability mortality disparity, specifically how much of this disparity is due to health care access, socio-economic status, bias among health care providers as well as structural ableism. We need to know more about these exact mechanisms in order to better target interventions aimed at reducing this disparity.

Tony Callisto

As more than 10,000 athletes have prepared to take part in the 2024 Olympic Games in Paris, France, so too have the security personnel tasked with keeping the Olympic Village and athletic venues safe.

Tony Callisto, emergency management instructor and retired Syracuse University senior vice president for safety and chief law enforcement officer, has had plenty of experience managing large-scale events, including concerts and athletic events at the JMA Wireless Dome.

SU News sat down with Callisto to ask him for his thoughts on security needs for the Olympics and what it takes to be a good candidate for a career in emergency management.

As someone who has been involved in large-scale event planning, what is the number one thing that keeps you up at night?

Having been involved in many major and large-scale events, the number one thing that would tend to keep me up at night would be the possibility of the need for a mass evacuation or an incident of mass casualties. In planning for these types of events, having a multi-phased evacuation plan with detailed evacuation routes, locations for post-evacuation mustering/areas of refuge and ensuring event staff are fully trained on the evacuation protocols are critical for preparation.

Further, in these types of incidences, it is possible that there would be mass casualties, therefore having a preplan with appropriate medical responder staffing in place is also critical to the success of a large event.

Those in charge of security in Paris have openly discussed their top concern of terrorism. Businesses in the region are worried that tight security will hurt their bottom line. How do you balance the two?

(Credit: Paris 2024/pawel.gaul/Florian Hulleu)

As we think about the Paris Olympics, as with any major international event, the possibility of intentional disruption or even an act of terrorism has to be considered in planning.��There are several key elements in security planning, including full threat assessment and analysis, full vulnerability assessment of the venues and protocols for the event, and development of strategies to limit access to only those authorized to be present, and ensuring each of those who are present undergo security screening at specifically designated access points.

In my experience, the less access points there are the better; however, understanding that there will be a significant number of spectators, there needs to be enough controlled access points to accommodate the volume and account for the possibility of the need for evacuating.

All of this does have to be balanced with the enjoyment of the spectators and participants, the ability of businesses to provide services and support the spectators and participants, and limiting the disruption to unrelated businesses impacted by the significant increase in activity and volume in the area.

Without a doubt, as with any major event, there will be business interruptions associated with traffic, street closures, extraordinary building uses, heavy pedestrian activity and increased security measures. The best plans will include sufficient event staffing and training to make the flow of pedestrian and vehicular traffic, spectator access and security processes occur as seamlessly and efficiently as possible.

When an anomaly occurs, there must be a sufficient and swift response from authorities with an immediate focus on protecting life and property, and an urgent secondary focus on recovery and resumption of activities. All of this requires mitigation strategies, preparedness, response capabilities and recovery capacity.

A secondary concern this year is a shortage of security contractors. Is workforce always a concern in public safety?

Of course, in this post-pandemic era, recruitment, training and retention of qualified personnel to provide event-related services and security is a public safety concern. Planners must ensure that there are sufficient financial and benefit incentives to attract qualified and competent event staff. Planners will also have to ensure that training provided to event staff is robust and relevant to the risks, as well as to the services necessary for the success of any major event.

With today’s incredible technology, high resolution video surveillance, paired with behavioral pattern recognition and other analytics, will be a significant force multiplier. Likewise, interoperable radio communications will enable those operating the camera and imaging systems to relay live time critical information to security and law enforcement staff on the ground for rapid response.

All of this requires outstanding leadership and the use of a well-coordinated and integrated “unified command,” including leadership representation from law enforcement, security, event management, fire and emergency medical services organizations.

With regard to the day-to-day staffing needed for general public safety, the same staffing concerns are common around the U.S. and abroad. There are no simple answers, so making these jobs as attractive as possible tend to be the necessary actions to minimize the problem, and ensuring a well-coordinated command structure, using the newest proven security technologies, will help to keep the athletes, fans and community members safe.

You teach classes in emergency management in the College of Professional Studies. What are the qualities of your most successful students?

I find the most successful students in classes about crisis and emergency management tend to be those students who are excellent critical thinkers, have a sense of vision and purpose, and understand the importance of mission.

In the emergency management and crisis management disciplines, mitigation through risk identification and analysis, preparedness through development of protocols and conducting drills and training, response capabilities, and a forward focus on recovery tend to be key components.��Students who can think critically, have excellent writing skills and have efficacy to consider appropriate contingencies, tend to excel in crisis and emergency management studies.

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.

Ying Shi

Shi will use the funding over the next five years to pursue a research project titled “School Victimization and Hate Crime Exposure Among Asian Students: An Evidence Base to Reduce Well-Being Inequality.” The project includes two studies that will use administrative data from multiple U.S. cities and states to gather evidence on the prevalence and consequences of exposure to school victimization and hate crimes for Asian students compared with their peers.

This topic is overlooked, Shi says, as research on Asian Americans and Pacific Islanders tends to focus on their relative academic success, which can contribute to the “model minority” stereotype and perpetuate harm by homogenizing the group’s experiences. Findings from the project can help inform district- and school-based policies that may alleviate racial inequality in well-being, tailored for Asian students and other marginalized groups, she says.

Funding is provided through the William T. Grant Scholars Program, which funds early-career researchers on topics that relate to racial, ethnic or economic inequality among young people ages 5-25 in the United States. Each year, between four and six scholars are selected. Shi is the first scholar to be awarded from Syracuse University.

The award supports mentorship from experts in areas pertinent to scholars’ development. Shi will receive mentorship on the study of Asian Americans by Jennifer Lee at Columbia University and on the social determinants of health and machine learning by her Maxwell School colleague, Michiko Ueda-Ballmer, associate professor of public administration and international affairs.

Shi says Lee and Ueda-Ballmer have been “so supportive and such cheerleaders for this type of work.” She adds, “Having them say ‘this is important’ gives me a lot of energy and validation.”

Past research by Shi on education and racial disparities has been supported by the William T. Grant Foundation as well as other organizations. For instance, she was principal investigator on a William T. Grant Foundation-funded project from 2021-23 titled “Long-Term Consequences of the Voting Rights Act for Black-White Disparities in Children’s Later-Life Outcomes.”

Shi is a senior research associate in the Center for Policy Research. Her areas of expertise are racial inequality and education policy. She received a Ph.D. from Duke University in 2017.

This story was written by Michael Kelley.

A display of helmets designed by Bert Straus ’59

Witnessing a helmet-to-helmet collision sparked an idea for alumnus Bert Straus ’59, setting off a series of evolutions in headwear and protective sports equipment.

Straus remembers watching the collision during a televised sports game. An image of a giant pillow inserted at the helmet’s point of contact sprung into his mind.

The designer began sketching the concept, covering the helmet’s outer surface with a urethane foam shell. After prototyping and testing the concept, the ProCap was born.

A brief look into the designer’s extensive career can now be found at the Nancy Cantor Warehouse.

“The idea that we show just a glimpse of his work in the window vitrine looking out onto West Fayette Street was the impetus for this display,” says Don Carr, professor of industrial and interaction design in the College of Visual and Performing Arts’ School of Design. “As a graduate of the ID [industrial design] program from the class of 1959, he was able to share with us examples of amazing work from each decade, which we’ve displayed as a baseline for the installation.”

A sampling of helmets reveals the evolution of his design. “The first changes were driven by aesthetics,” Straus recalls. “It’s difficult for a designer to admit, but ProCap I was ugly. Working with the [Buffalo] Bills, I came up with ProCap II.”

The product evolved to meet the needs of the industry. When the market asked for a vented version, ProCap III was born. Keeping up with trends required further styling, coupled with the integration of the soft-shell technology into a full helmet design.

“The latest change was … prompted by the need to effectively protect against glancing blows that promote rotational accelerations, recognized as the cause of half the concussions suffered on the field,” says Straus.

More information about his work can be found at the Warehouse window display, 350 W. Fayette St., which will be up through mid-October.

Straus plans to visit Syracuse University this fall. He looks forward to meeting the students and hearing about their design aspirations.

“I also look forward to answering whatever questions they might have,” he notes. “Both the students and I have this rare opportunity to collectively look at our profession over a seven-decade span.”

Story by Mikayla Heiss

The three-year grant supports the creation of a unique oral history archive and course development focused on the history and ethics of public health pandemic response and faculty and doctoral student training that centers humanities knowledge and methods.

From left: Marian Moser Jones, Amy Fairchild and Cheryl Healton

The educational and research resource will create “new, urgently needed, accessible opportunities for the humanities to speak to public health and broaden access to humanities higher learning opportunities,” says , professor at the Maxwell School, who is principal investigator (PI). Co-PIs are , associate professor of health services management and policy at The Ohio State University, and , founding dean and professor of public health policy and management at the School of Global Public Health at New York University (NYU).

The research team has already conducted nearly 100 interviews with state and local health officials, delving into their experiences during the COVID-19 pandemic. A planned third phase of the oral history initiative will result in approximately 150 interviews from 40 states and two territories that will become part of a digital archive, “Stewards in the Storm,” housed at Syracuse University’s .

Widespread public and political backlash against protective health measures in response to the COVID-19 pandemic—and against those who were trying to implement those measures—has had a lasting impact on public health, including ongoing staff shortages and attempts to sharply curtail public health authorities needed to preserve life. In their initial rounds of interviews, the research team found that 36 percent of health officials reported receiving death threats, and 24 percent reported serious threats to their families—with women and people of color more likely to receive such threats.

The third round of interviews is important, Healton says, “because it ensures a resource with a broad, nationally inclusive sample that both researchers and instructors can use to conduct reliable, valid research and to develop strong humanities content in courses that reach both public health and humanities students.”

In addition to expanding the interviews, the researchers also plan to establish a hands-on “Backlash Lab” that will introduce students to the history and ethics of public health, oral history interviewing techniques, qualitative coding strategies and techniques, and quantitative analysis. The lab, anchored at Syracuse, Ohio State and NYU, will also create partnerships with colleges that have historically served Black, Hispanic or first-generation students. Students will code interviews and write case studies to be used in undergraduate and graduate courses as well as professional settings.

Additionally, a survey course, Pandemics: History, Ethics, Politics and Policy, will be developed collaboratively and offered at Syracuse, Ohio State, NYU and Cornell University, with the aim of extending it to other collaborating institutions and other schools and programs in public health. The course aims to cut across public health, public policy and the humanities with a focus on history, medical sociology and communications.

In years two and three of the project, the team will run two workshops for scholars teaching public health and humanities at community and four-year colleges and universities across the country, with a focus on institutions that have public health schools or programs. The workshops will introduce teachers to the techniques of oral history, suggest ways to work with the archive and extend the reach of the new course.

The project capitalizes on synergies between public health and the humanities and addresses common gaps in knowledge about public health history. “As important as easy access to primary documents related to pandemic responses are, we can further illuminate broader historical themes that enrich both the humanities and the field of public health by providing insight into peoples’ lived experiences of pandemics and pandemic response,” Moser Jones says.

“This rich body of narrative history does more than create qualitative data through oral history methods,” Fairchild adds. “Rather, it uses the experience of the pandemic as a lens that can clarify and contextualize the continuing climate of pandemic-associated backlash that has ongoing repercussions for pragmatic efforts to confront population health challenges, from reproductive rights to climate change. It is primarily the foundation for humanistic investigation into the ways in which governmental responses to crises are social products and reflect the societies in which people live and die.”

Saraswati Dhakal

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

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

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

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

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

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

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

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

In work that was recently published in the ““,��Syracuse University researchers quantify how much the pandemic measures and economic policies impacted those rates. The findings provide answers to lawmakers and health leaders about future health policies and the unintended consequences that come with certain health measures, even if those measures were intended to save lives.

faculty members and researchers , , , �����Ի� led the study, while former Syracuse postdoctoral student Xue Zhang and National Institute on Drug Abuse program scientist Elyse Grossman also contributed.

Professors Wolf and Monnat sat down to discuss the main findings of the work.

Douglas Wolf

Q: What were the key findings that you discovered in this study?

Douglas Wolf: There are three main conclusions supported by this study:

1. The increases in drug overdose mortality observed in many states during the early months of the COVID-19 pandemic appear to have been exacerbated by state policies intended to control the spread of the virus—policies that restricted in-person activities, travel and business;

2. State policies intended to mitigate the economic impacts of the pandemic—for example, expanded unemployment benefits—appear also to have reduced drug overdose mortality; and

3. While the two types of policies had opposite effects, no states imposed economic support policies sufficient to fully offset the harmful consequences of the restrictions on individual and business activity.

Q: Did lockdowns have an unintended consequence of increasing drug overdose deaths?

Wolf: Yes, lockdown policies appear to have contributed to an increase in drug overdose deaths. This could have occurred due to loss of employment and income, adverse mental health outcomes, reduced access to treatment and harm reduction services, an inadequate supply of EMS responders, reductions in interdiction of illicit drugs or an increase in solitary drug use.

Q: Do you find any examples of economic support policies that worked better than others in reducing overdose rates?

Wolf: No, we are unable to separate the effects of expanded unemployment benefits and moratoria on evictions and foreclosures, which were the two main types of economic support policies.

Q: How can public health officials best address the needs of people struggling with addiction during public health emergencies like the pandemic?

Shannon Monnat

Shannon Monnat: Crises in general, not just the COVID-19 pandemic, tend to amplify the risk factors for overdose. In the short term, reducing overdose risk among people who are already struggling with substance use disorders requires ensuring widespread and easy access to Narcan–the overdose reversal drug. However, we can’t Narcan our way out of the drug overdose crisis. The most forward-thinking and effective strategy to reduce overdoses in the long term is to reduce the upstream social and economic factors that lead people to use drugs and become addicted. At its core, this means making sure our society is set up in a way that provides opportunities for people to engage in activities–work, family and community–that bring purpose and meaning to their lives.

Q: Four years later–what are the biggest takeaways from your work that could be applied to the next pandemic response?

Monnat: As with all policies, there are tradeoffs. Our finding that restrictive policies were associated with larger increases in drug overdoses must be considered within a broader context of their reductions in COVID-19 mortality. These policies certainly saved lives. People who would have otherwise contracted and died from COVID lived because these policies reduced disease spread. We should all be grateful for that. But we must also acknowledge that some of these policies had the unintended consequence of cutting other lives short. The challenge for policymakers is to find the ideal balance that will save the most lives possible.

You can view and the .

To get in touch with researchers or to get more information, please contact:

Daryl Lovell
Associate Director of Media Relations
University Communications
315.380.0206
dalovell@syr.edu������

Chris Munoz
Media Relations Specialist
University Communications
315.278.5566
cjmunoz@syr.edu

Merril Silverstein

, the inaugural holder of the Marjorie Cantor Endowed Professorship in Aging (a joint appointment in Syracuse University’s and ), is an expert on aging in the context of family life who’s uniquely qualified to examine the impact of China’s aging population.

Silverstein, a professor in the at Falk and chair of the in Maxwell, is editor of the 2022 book “,” which was recently released in paperback. The book��focuses on the accelerated social and demographic changes in China and examines their implications for family care and support for older adults.

Combining quantitative data from social surveys in China, comparative surveys in Taiwan and Thailand, and qualitative data from in-depth interviews, “Aging Families in Chinese Society” explores the various challenges facing aging families in China as a result of reduced family size, changing gender expectations, rapid economic development and urbanization, rural-to-urban migration, and an emerging but still underdeveloped long-term care system.

To dive into this topic in more detail, we asked Silverstein to discuss this phenomenon and its impact across the globe. Here’s that conversation:

“Interrogating the Racial Wealth Gap: Thinking Locally,” featured presentations by five faculty teams whose research is supported by 2023 grants. Projects focused on how demographics, situations and policies may create conditions that contribute to—or can help resolve—the existence of a .

The term “” refers to disparities in levels of accumulated wealth for individuals, families and groups and the ability of different racial and ethnic populations to access and accumulate opportunities, means of support and resources.

The symposium’s local focus is especially pertinent because has one of the highest poverty rates () in the U.S. and a child poverty level of close to 50%, according to and . Poverty rates impact such as accessibility to health care, housing, employment and educational opportunities, as well as economic well-being and racial and social equity.

At the symposium, researchers presented their findings and local community leaders spoke about how their organizations are addressing wealth gap issues.

Five Research Teams

“Closing the Racial Wealth Gap Through Environmental Justice and Participatory Design” findings from research of and of the and Daniel Cronan of the were presented.

The researchers reported on how air quality, heat islands, recreational facilities, public infrastructure, shelter and outdoor activity spaces affect the well-being and livelihood of neighborhoods in marginalized communities. Working with community partners and city agencies, they planned a new community space on Syracuse’s south side that features structures, landscaping and programming, with construction to begin this spring. Lender Center postdoctoral researcher J Coley also spoke on “Gentrification and Displacement in the American Rust Belt.” That presentation examined the impact of federal housing policy and gentrification on Black Americans’ ability to build wealth.

“Do Underserved and Underrepresented Communities Pay a Higher Premium in Employer-Sponsored Healthcare Coverage?” was presented by and of the and Patricia Crawford of the University of Rhode Island. They discovered significant socioeconomic disparities in healthcare coverage costs for underserved and underrepresented communities, especially for employer-sponsored health insurance at the state level. They reported that underserved populations, particularly those identifying as Black, allocate a higher percentage of income to employer-sponsored healthcare premiums than white and Hispanic individuals.

University Trustee Gisele Marcus ’89, a Whitman alumna, chaired that discussion session. Marcus is vice dean for the Office of Equity, Diversity and Inclusion and a professor of practice for diversity, equity and inclusion at Washington University in St. Louis.

Food Policy, Mental Health Response

“Food Policy Councils as a Vehicle to Address the Racial Wealth Gap in Food System Labor” was presented by of the and of the .

Data from 2016-2022 surveys by The Food Policy Network at the Johns Hopkins University Center for a Livable Future, and labor questions from its 2023 survey, were analyzed to assess tensions between small-scale food business owners and worker advocates. The pair found that while food business owners may be reticent to discuss labor policy, worker advocates want to see improvements in wages and labor conditions. Though both groups have worked with American food policy councils, the researchers said progress toward racial justice for food system workers may be limited due to these divided viewpoints and differing priorities. The researchers are continuing to conduct interviews and focus groups with some of the food policy councils.

“Advancing Mental and Behavioral Health Equity through the Promotion of an Equitable Crisis Response System” was presented by of the Maxwell School. She created two surveys—one for Syracuse University students, the other for the general public—to measure attitudes and perceptions about the national 988 suicide and crisis lifeline, particularly among communities of color. The surveys gauge attitudes toward mental health help-seeking; barriers to help-seeking behavior; perceptions and concerns about the service; and experiences of unfair treatment based on race and other identities.

Lender Center Senior Research Associate Kira Reed (right) introduces Maxwell School researcher Michiko Ueda-Ballmer (to her left) and community panelists Ann Rooney (far left) of Onondaga County and Carrie Brown of the University’s Barnes Center at The Arch for a discussion on a 988 suicide and crisis lifeline and community resources.

“K-12 Diversity, Equity and Inclusion (DEI) Policies and Plans” was presented by and of the . They discovered a spotty approach to the development and adoption of DEI policies and program integration in the New York State school districts they studied. While many had a DEI plan or have integrated DEI into their strategic goals, they found that support for the DEI work leaders are doing, and the speed and quality of those program implementations are highly varied. They also noted that several districts experienced community resistance to adopting DEI initiatives, especially around practices concerning LGBTQIA students.

Land and Wealth Loss

Thomas Shapiro, research professor of law and social policy at Brandeis University, also spoke about how the dispossession of lands from Black farmers has contributed to the racial wealth gap in the U.S. Though they collectively owned 16 million acres of land by 1910, Black farmers were dispossessed of 90% of that land over 70 years, extracting $326 billion in wealth (in today’s dollars) from that group, he said. Shapiro cited Pigford v. Glickman, a lawsuit the farmers brought against the U.S. Department of Agriculture alleging systemic racism in the allocation of farm loans and assistance. He called it “an important story…of racialized structures, policies and institutions that might be important to the work…of reparation frameworks and reparative justice.”

Community Participation

The event concluded with a community roundtable featuring local government and organizational leaders and moderated by , associate provost for strategic initiatives. Reporting on how their groups are addressing the racial wealth gap locally were Sharon Owens, Syracuse deputy mayor; Melanie Littlejohn, president and CEO of the Central New York Community Foundation; and Robert Simmons, director of Micron Gives North America at the Micron Foundation.

This was the second annual symposium supported by MetLife Foundation’s $2.7 million award sponsoring three years of inquiry regarding racial wealth gap causes. The funds have also permitted the Lender Center to host community conversations and form new partnerships with leading national civic and academic institutions.

The next conversation, “Closing the Racial Wealth Gap: Public, Private and Philanthropic Collaborations,” takes place June 4 at the National Center for Civil and Human Rights in Atlanta.

Laura Moretti Reece

As a certified specialist in sports dietetics, Reece specializes in sports performance-based nutrition, as well as treating Relative Energy Deficiency in Sport (RED-S), disordered eating and eating disorders in athletes. She has extensive experience in consulting and collaborating with Olympic and professional athletes, local colleges and universities and professional sport and dance facilities.

“We are thrilled to have Laura Moretti Reece as the featured speaker this year,” says Lynn Brann, chair of the Department of Nutrition and Food Studies at Falk. “Laura’s work in sports dietetics and eating disorder treatment strongly aligns with the legacy of Ann Selkowitz Litt and with student interests in nutrition, Falk College and athletics. Her work extends across a variety of athletes and focuses on fueling for health and optimal performance.”

Reece currently serves as a clinical nutrition specialist for Sports Medicine, Orthopedics, and the Female Athlete Program at Boston Children’s Hospital. She is also the consulting dietitian for U.S. Rowing and the Boston Ballet Company and Schools. She was recently appointed to the RED-S Expert Advisory Panel for the U.S. Olympic and Paralympic committees. Previously, she served as co-chair of the International Academy of Eating Disorders Sport and Exercise Special Interest Group and co-chair of the 2019 Female Athlete Conference.

Reece is the owner of a Boston-based nutrition private practice group, . She earned a master’s degree in clinical nutrition from New York University.

For information about the Ann Litt Lecture and accommodations or parking requests, please contact Mackenzie Kelly at��mkelly47@syr.edu or call 315.443.2027.

For more than a decade, McIntosh has charted an unconventional course in higher education, focusing on administration, operations and organizational transformation rather than a traditional student affairs path. His mantra, as he puts it, is to immerse himself in roles that are “messy, complicated, creative and in need of strengthening.”

Transformative Challenge

McIntosh believes his greatest assets lie in helping institutions strengthen their operational and organizational platforms. For example, among his past roles, he has supported the merger of Syracuse University’s offices of Greek Life and Student Activities, overseen the master plan for Housing and Residence Life at Harvard College and established a counseling center at Bates College.

Joshua McIntosh G’12

Between 2014 and 2023, McIntosh served as vice president for campus life at Bates College, a private liberal arts college in Maine. He is most proud of two efforts during his time there; standing up the counseling center and leading the college’s COVID-19 public health management initiative. “When I arrived at Bates, there was no counseling center, and health services and sports medicine were in need of significant improvements,” he says.

McIntosh says he found health care and counseling an interesting, complex and transformative challenge. “It was an especially interesting task because I had no expertise in health care,” he admits. And despite recalling the orchestration of the college’s response to the pandemic as a “nightmare,” he embraced entering the highly regulatory world of health care because it allowed him to use creative thinking. “Leading transformation of health care on campus and creating access with an equity and inclusion lens was in many ways the work with the most impact on the student experience,” he adds.

McIntosh defines his work as always being in incredibly stimulating and creative spaces and as balancing a school’s administrative, operational and financial platforms. “It’s been different jobs, with different titles, but the common threads remain,” he says, noting there are always a variety of stakeholders to please. “From faculty, staff, students, and, for some undergraduates, their families as well, higher education is a very complex environment.”

Proven Dedication

Now back at Harvard, new challenges await, which McIntosh finds exciting.

As executive dean of the Kennedy School, he will be the school’s chief administrative officer and report to the dean. He’ll oversee a broad range of activities in financial operations, facilities, human resources, information technology, communications, the library, research administration, security and executive education.

The challenge, McIntosh says, is two of these areas are completely new to him: research administration and executive education. “It’s what caught my eye,” he says. “It’s the complexity of the environment, coupled with the subject matter I need to learn that I find most motivating and stimulating.”

McIntosh also looks forward to supporting the Kennedy School’s research. He will coordinate closely with the directors and executive directors of the institution’s research centers to ensure effective support of all activities. “Some of the best thinkers and scholars of our time are here and will be addressing current issues from gender to human rights to international affairs to climate change,” he notes. “These are our current and future problems, not just as a country but globally.”

In announcing McIntosh’s appointment, Dean of Harvard Kennedy School Douglas Elmendorf says, “With his experience as a strategic leader and proven dedication to the mission of higher education, Josh will be a tremendous asset to the Kennedy School. I’m delighted that he will join our community and help advance our mission of improving public policy and leadership.”

What sets McIntosh apart is his ability to build and lead strong teams. “I understand how the pieces all fit together and how different stakeholders want different things,” he observes. “Oftentimes, these can be in conflict with one another. So, where I think I can be most useful to the Kennedy School is to work across its many stakeholders to advance a shared set of priorities once those become crystallized.”

Broad Foundation

McIntosh launched his career in higher education at Syracuse University, after earning an undergraduate degree from Elon University and his master’s in college student development from Appalachian State University.

After Syracuse, McIntosh held management and leadership positions as associate dean of Harvard College, the undergraduate liberal arts college of Harvard University, before moving to Johns Hopkins University, where he collaborated closely with the president and provost on strategic priorities and oversaw seven departments.

Across that time, he earned his doctorate in higher education from Syracuse’s School of Education.

McIntosh credits Syracuse with providing a foundation for understanding the complexity and mission driven work of higher education. “It’s hard to work across an organization if you don’t understand the different elements of it because you typically just view what’s important or what seems material through your own lens, which can be very limiting,” he says. “So, the broad foundation from Syracuse was incredibly important for me to understand the complexity of higher education institutions.”

He found that Syracuse, too, connected him to great people and support. “I was lucky at Syracuse to not only have really good teachers but ones that are really good human beings,” he says. He also honed his communication skills both through coursework and in completing his dissertation. This, he says, greatly helped him cultivate the ability to build reasoned, persuading arguments.

“You cannot overstate the importance and value of effective communication, interpersonal skills and the ability to work with people who hold different points of view with competing interests,” McIntosh observes, adding this is especially true in the realm of higher education where multiple priorities and personalities collide.

Looking back over his career, McIntosh says he cherishes his ability to hire, recruit and further develop solid teams. “The teams piece, as well as my ability to work with a number of dimensions of the enterprise to get important work done, is probably where I’ve been the most successful.”

McIntosh’s journey has been marked by deliberate choices, calculated risks and a passion for transformative change. In his new role at Harvard Kennedy School, he stands poised to make a consequential impact, helping to shape the future of higher education as he goes.

Story by Ashley Kang ’04, G’11 (an alumna of the M.S. in higher education program)

To learn more about the School of Education’s ,�� contact Assistant Director of Graduate Admissions and Recruitment .

Together, they have created a new and innovative partnership starting this spring that will greatly benefit veterans as well as students from the in the .

Nick Armstrong (left) and Ken Marfilius

Marfilius, a U.S. Air Force veteran and assistant dean of online education and associate teaching professor in the School of Social Work, and Amstrong, a U.S. Army veteran and head of public sector at , teamed with Cabana co-founder and CEO to form a partnership that will integrate their immersive group support technology into the School of Social Work’s curriculum and tap into the combined strengths and capabilities of both organizations.

“Our collaboration with Ken and Falk leverages our immersive support technology platform, Cabana, and combines it with Syracuse University’s academic excellence and its nationally recognized commitment to veterans,” Armstrong says. “Our plan includes hands-on initiatives such as internships, collaborative education and joint research. These efforts will bring our partnership to fruition and strengthen our shared commitment to serving military communities.”

As Syracuse University’s first Post 9/11 GI Bill recipient, Armstrong earned an M.P.A. and Ph.D. from the . He spent nine years at Syracuse’s before joining Cabana, which builds innovative technology solutions that provide guided mental health support for employers, health care workers and military professionals.

Marfilius, who received a bachelor’s degree in psychology from Syracuse and M.S.W. and D.S.W. degrees from the University of Pennsylvania, developed the first military mental health course at the Falk College, serves as Falk’s student veteran liaison, and led the creation of the partnership between Falk and the University’s College of Law that helps�� veterans access the legal services they need.

So, when Armstrong reached out to Marfilius to discuss ways in which they could partner around the services Cabana provides to military populations, Marfilius jumped right in and started working with Armstrong and Black on the framework for their collaboration.

“I believe the partnership between Cabana and the Falk College is innovative in social work education and mental wellness,” Marfilius says. “It offers the ability to integrate real-world internships and cutting-edge tele-mental health training into our curriculum. We can prepare our graduate students for the future of social work, ensuring they are not only skilled but also technologically adept.”

Cabana’s immersive group support technology for clients includes a video component (center), a chat feature (right) and the functionality to be anonymous and mute your microphone within the group setting (left).

Here are the highlights of this unique partnership:

• Cabana Internship. Cabana will host one graduate student intern from the School of Social Work to support ongoing peer group support operations and psychoeducational content development. The intern will work under the supervision of Cabana’s head of mental wellness for a minimum of 500 hours.

• Tele-Mental Health Training and Education Support. Cabana will collaborate with the Falk College faculty to embed its immersive group support technology into ongoing coursework and curricula to foster training and preparation of future social work professionals.

“The tele-behavioral health landscape is evolving rapidly, demanding practitioner and client adaptability to virtual environments,” Armstrong says. “Our partnership infuses Falk’s curriculum with leading-edge tools via Cabana’s underlying technology platform, better preparing students for client engagements through digital platforms.

“Moreover, Falk students, equipped with an advanced tier of military cultural competence, will enhance our clients’ experiences—and their future clients—with more relatable, informed support that builds trust and overcomes stigma,” Armstrong says.

• Military and Veteran Virtual Peer Groups. Cabana will work with Falk faculty and its alumni network to assist ongoing virtual peer support groups for military and veterans starting this spring.

“This collaboration aligns with the Syracuse University mission to be the best place for vets, and it uniquely positions us to offer specialized support to our military and veteran communities,” Marfilius says. “Through virtual peer support groups and the development of tailored psychoeducational content, we are providing them with the essential mental health support they deserve.”

• Military and Veteran Psychoeducational Content Development. Cabana will work with Falk College faculty to review and evaluate Cabana content as a third-party reviewer.

“Engaging with industry partners allows us to bring practical, real-world experiences into our academic environment,” Marfilius says. “This partnership brings vast possibilities for research collaborations and advancement in peer interventions and group psychoeducation.”

• CEU/Education Credits. Falk College faculty will provide feedback, evaluate and, where appropriate, certify Cabana groups and content to satisfy New York State CEU (continuing education unit) requirements for well-being hours.

• Research Collaborations. As opportunities arise for Cabana and the Falk College, the two entities agree to evaluate research collaborations and grant opportunities surrounding peer interventions, group psychoeducation and other forms of mental health support.

“This collaboration aims to address the critical national shortage of mental health professionals, leveraging technology to extend reach and overcome barriers to access, especially for underserved populations,” Armstrong says. “It’s not just about serving more; it’s about serving smarter and cultivating a workforce ready for the challenges of today’s and tomorrow’s mental health landscape.”

Social work students interested in getting involved in this partnership should email Marfilius at kjmarfil@syr.edu, or School of Social Work Director of Field Education Tracy Walker at ttwalker@syr.edu. Graduate students interested in the internship will go through an interview process with the School of Social Work and Cabana, and the intern will receive a modest stipend.

The input will help researchers better understand student experiences at the University and improve the resources available. Participation is entirely voluntary and anonymous.��

Time commitment

The should take approximately 10 minutes to complete.

What’s in it for you?

By participating, students will also have the chance to win one of 50 $75 Amazon gift cards. The email address provided will be kept separate from survey responses, ensuring there is no way to link survey responses with the identity of respondents.

The survey is open��until Friday, March 15.

Any questions should be directed to the principal investigator of the survey, Michiko Ueda-Ballmer, associate professor, public administration and international affairs department, Maxwell School, at��miueda@syr.edu.

Brett Jakubiak

How does affectionate touch benefit relationships? Brett Jakubiak, associate professor of psychology in the College of Arts and Sciences, looks at whether affectionate touch can help people maintain intimacy and offer responsive social support.

Jakubiak focuses on interpersonal support processes that regulate stress, encourage autonomous goal pursuit and enhance relationship quality across the lifespan.

Jakubiak received a CAREER Award from the National Science Foundation in 2022 for “”��to study how affectionate physical contact—apart from verbal expressions of affection—impacts individuals psychologically.

For Valentine’s Day, Jakubiak spoke with SU News about his research and offered some tips to foster both individual and relationship well-being.

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.

What will you be asked to do?

• Come to the CRL for cardiometabolic testing, pre- and post-intervention.
• Participants will be randomly selected to one of two groups. A group that will only eat their food from 7 a.m. to 3 p.m. or 3 to 11 p.m.
• We do not restrict the type or amount of food individuals can consume.

Time commitment

Each lab visit will last about an hour. The study lasts for four weeks.

What’s in it for you?

You will learn about your metabolic health and be compensated up to $100.

If you have any questions or wish to participate, please contact doctoral candidate Jared Rosenberg (jarosenb@syr.edu).

Held in early November, the conference drew hundreds of college and university students from around the world. They discussed issues at the forefront of international relations and participated in debates designed to mimic how the UN navigates international issues such as security, the environment and development.

The Syracuse University delegation, comprised of mostly Maxwell School students, was led by Lily Collins, a senior majoring in citizenship and civic engagement and political science; Alana Auchmoody, a junior majoring in international relations; and Chenglu Jiang, a junior majoring in international relations.

Student participants in the Model UN conference included, back row, left to right, Gustavo Madero Carriles, Sofia Abdullina, Bretton Kohler, Alana Auchmoody and Kristen Wohrle, and, front, left to right, Chenglu Jiang, Yitian Li, Lily Collins, Huiwen Ding, Megan Harris and Ellie Rachev. Advisor Adrienne Kinne, a graduate student in the history department, is shown on the far right.

“The Syracuse delegation diligently prepared for the conference by studying China’s history and politics as well as the important role it plays in the United Nations system,” says Osamah Khalil, professor of history and chair of the International Relations Undergraduate Program. “Serving on the Model UN team provided the students with an excellent opportunity to understand Beijing’s perspective on a range of global issues.”

Most of the Syracuse delegation were first-time Model UN participants. They were joined by advisor Adrienne Kinne, a graduate student in the history department.

In addition to the delegation leaders, participants included:

• Sofia Abdullina, a junior majoring in international relations and magazine, news and digital journalism
• Huiwen Ding, a senior majoring in economics and international relations
• Meghan Harris, a sophomore majoring in political science
• Bretton Kohler, a sophomore majoring in chemistry and forensic science
• Yitian Li, a junior majoring in international relations and psychology
• Gustavo Madero Carriles, a sophomore majoring in political science and public relations
• Ellie Rachev, a sophomore majoring in international relations and psychology
• Kristen Wohrle, a sophomore majoring in international relations and forensic science

Kohler was among the honorees, winning an Outstanding Position Paper award for the Food and Agriculture Organization.

The Syracuse delegation will represent Japan at the Model UN conference in New York City this spring.

It Started Here

Model UN holds special importance for Syracuse University as it was the host of the very first such gathering on a college campus in the United States – .

��

]]> /blog/2024/01/23/professor-laura-anne-minkoff-zern-receives-american-association-of-geographers-fellowship/ Tue, 23 Jan 2024 20:57:27 +0000 /?p=195814 , graduate director and associate professor of food studies in the , was recently selected as a 2024 (AAG) Fellow.

AAG recognized 17 geographers in various practice areas for their contributions to geographic research and advancement of practice, and careers devoted to strengthening the field of geography, including teaching and mentoring. The honorary title of AAG Fellow is conferred for life.

Laura-Anne Minkoff-Zern

Minkoff-Zern is an affiliated faculty member in the in the Maxwell School of Citizenship and Public Affairs; in the College of Arts and Sciences; in Maxwell; and the in Maxwell.

“It’s a huge honor to be recognized for my work in my home discipline of geography,” Minkoff-Zern says. “As an interdisciplinary scholar, I work across academic fields, looking at food systems with a geographic perspective, focusing on the migration of people and their agrarian knowledge and practices. This honor acknowledges not only my work but the growing impact of food systems research on the broader discipline.”

address, contribute to and at times create initiatives to advance the discipline. Fellows also advise AAG on strategic directions and challenges, and mentor early- and mid-career faculty.

“Being named an AAG Fellow means I will join others in setting strategic initiatives and decisions for the organization, including taking part in committees, helping with broadening services and membership, and mentoring early-career geographers,” Minkoff-Zern says. “In recent years, the AAG has been strengthening its focus on accessibility and equity in the discipline through teaching and mentorship and advancing climate change research through interdisciplinary approaches. I hope to engage in reinforcing these efforts.”

The AAG Fellows Selection Committee chose the 2024 class of Fellows. The complete list of Fellows with their citations is available on the .

“The breadth and depth of experience among this year’s AAG Fellows is a tribute to their commitment and to the breadth of the discipline of geography,” says Gary Langham, executive director of AAG. “We are grateful for their insights and leadership in advancing AAG and the field.”

With her faculty affiliations in Falk College and the Maxwell School, Minkoff-Zern is at the forefront of bridging the disciplines of food studies and geography and has emerged as “a leader in a growing group of geographers who focus on issues of labor, race, and class within agriculture and food systems,” according to an AAG news release announcing the 2024 Fellows.

Minkoff-Zern is currently working on a funded research project sponsored through the Lender Center for Social Justice with , associate professor of geography,��called “Food Policy Councils as a Vehicle to Address the Racial Wealth Gap in Food System.”

“This project looks at the role of Food Policy Councils in advancing labor justice for front-line workers across the food chain, including living wage initiatives, support for unionization, and improved health and safety standards and enforcement,” Minkoff-Zern says.

Beyond her notable research, Minkoff-Zern is a leader in the subfield of food and agriculture, having served as chair and in many other roles in the . In this position, she helped steward the group toward new programs such as a scholarship for community food and agriculture partnership research.

Minkoff-Zern is the author of two books. “” tells the story of Mexican and Central American immigrants who are reshaping American farming by drawing on agricultural knowledge and practices from their home countries. Her second book, “Will Work for Food: Labor Across the Food Chain,” co-authored with Teresa Mares, looks at labor across the food chain from farms to food processing and into the home and explores the intersections between sustainability movements and labor organizing. This book will be published by the University of California Press in 2025.

“I want to work in local government,” says Cole, who earned a bachelor’s degree in political science from St. Bonaventure University in 2023. “I think that local government is where you see the impact of what you do.”

Nate Cole

While taking courses such as State and Local Financial Management at Maxwell, the Livonia, New York, native is gaining practical experience in local government through a fellowship that honors a Maxwell M.P.A. alumnus who devoted himself to public service.

As the recipient of Livingston County’s Dominic F. Mazza County Management Fellowship, Cole has a front-row seat to the inner workings of county government and, just a few months in, has had opportunities to work on critical issues like housing.

“We’re trying to find ways to attract developers,” he explains of the county of roughly 62,000. He says affordable and available housing is a big need in the largely rural county located about 100 miles southwest of Syracuse.

The fellowship’s namesake, Mazza, is retired and resides in Albany. Three years after earning his Maxwell School M.P.A. in 1985, he became Livingston County’s first administrator, serving until 2009. He is credited with professionalizing the budget process, overseeing the modernization of the county’s facilities and centralizing services, among numerous other accomplishments. In addition, he is the former president of the New York State City/County Management Association (NYSCMA) and has taught ethics and budget training programs for the New York State Association of Counties for many years.

“It is an honor to be in this program” says Cole. “The fellowship has provided unique opportunities that I wouldn’t be able to get in school. One of these that stands out to me is attending the strategic planning meeting with the board of supervisors. In that meeting, I was able to see how the county government makes decisions about its plans. That strategic planning is what really drives what the county’s goals are for the future.”

Also beneficial: mentorship from Livingston County Administrator Ian Coyle. “He has shown me what it takes to be a county administrator,” says Cole. “I’ve learned about his philosophy of what is important in local government.”

Cole is the fourth recipient of the fellowship.

“Fellowships and formal internship programs are a great way to introduce people like Nate to career path possibilities in the field of local government management,” says Coyle. “In this fellowship, he has the opportunity to work directly with me as county administrator and has participated in strategic planning work sessions, shared services panel discussions and economic development department meetings.”

Cole’s interest in local government began in high school and grew during his undergraduate studies. He interned with former New York Congressman Chris Jacobs and gained experience working with Empire State Development’s Rochester office.

At Maxwell, Cole has gained experiences outside the classroom that have furthered his career interest. For instance, he was among a group of students who were sponsored to attend the International City/County Management Association (ICMA) annual conference in Austin, Texas, this past fall. Comprised of those appointed to local government roles, the ICMA has long included a strong network of Maxwell alumni, many of whom studied public administration.

“I was able to meet and talk with a lot of local government professionals and Maxwell alumni,” says Cole of the experience.

He has also attended numerous panels and events that he says have provided valuable insights, starting with the M.P.A. colloquium that served as an introduction to the Maxwell School; events included an alumni panel, “What is a public service perspective?” More recently, he took part in Maxwell’s Local Government Day, organized to inspire students and forge connections with alumni and friends.

When considering graduate schools, Cole says he looked at several options offering M.P.A. programs. But, he says, “Maxwell was the obvious and first choice. It has been great.”

This story was written by Steve Buchiere.

But Larsen is also a father of four children, and that side of him had a slightly different reaction.

“I didn’t expect to get it because the European posts are quite competitive. When I received the email notification, it was kind of an ‘oh, crap’ moment. What have I done?” Larsen says, smiling.

What Larsen and his wife, Natalia, did was pack up their four children—Isabel, 13; Sophia, 11; Madeline, 8; and Teddy, 5—and travel roughly 6,500 miles to a house they’re renting in Birgitz, a village outside of Innsbruck, from January through July. Their daughters are attending English-speaking schools, while their son is attending a German-speaking preschool (German is the primary language in Austria).

“Their schooling is going to be a bit disrupted, but they’re good students who read a lot and we’ll keep on top of it and fill in the gaps they might miss,” Larsen says. “It is a ski town, so we’ll spend some time skiing, and the schools for the older girls had London excursions last year so perhaps they can do trips like that.”

are competitive fellowships that provide students, scholars, teachers, artists and professionals of all backgrounds and fields the opportunity to study, teach and conduct research abroad, exchange ideas, and play critical roles in U.S. public diplomacy as they seek to find solutions to shared international concerns.

Since its establishment in 1946 under legislation introduced by the late U.S. Senator J. William Fulbright of Arkansas, the Fulbright Program has provided more than 390,000 scholarships and its alumni include 62 Nobel Laureates, 89 Pulitzer Prize winners, 78 MacArthur Fellows, and thousands of leaders and world-renowned experts in academia and many other fields across the private, public and nonprofit sectors.

At the outset of COVID in 2020, Larsen, an epidemiologist, led an interdisciplinary team of experts in coordination with the New York Department of Health to create a wastewater surveillance system throughout New York state. Today, the is testing for COVID in at least one wastewater treatment plan in all 62 of the state’s counties, covering a population of 15.3 million. The provides the most recent statistics regarding the network.

Before Larsen and his family traveled to Austria, we asked him about the Fulbright Award, what he’ll be doing in and outside of Austria, and why a wastewater surveillance system to test COVID and other infectious diseases is crucial to worldwide health. Here’s that conversation:

Q: Why did you want this fellowship?

A: You submit for a specific award, and I submitted for a position at the Medical University of Innsbruck. I had reviewed their papers and there was good science coming out of there, so I reached out to their scientists who are working on wastewater surveillance in Austria and created their own network in the Tyrol region where Innsbruck is located.

I told them about my work in New York state and the wastewater surveillance network here, and they were supportive of my application.

Q: What will you be doing at the Medical University of Innsbruck?

A: I’m a visiting professor and they’ve asked me to teach two courses that meet once a week and are equivalent to a 3-credit course here. I’m teaching a condensed version of my “Spatial Statistics for Public Health” course, and I developed an overview course for public health surveillance. Those were selected in brainstorming with my colleagues at Innsbruck who thought those would be of most value to their students.

In addition, I’m working with the wastewater-based epidemiologists there, and the research project attached to the Fulbright is the comparison of the networks in New York state and Tyrol.

Q: Will you be working outside of Austria?

A: There’s a national wastewater network in Austria, and initiatives to establish a global network being led by Europeans. Europeans have been doing wastewater surveillance for drugs since 2010, and they’ve got a great model of collaboration across the different nation states. So, I hope to connect with that team and learn more about it, in addition to working with the Austrians.

I’m working here in New York state, primarily, and others are working across the globe on the same issue and building a global system. So, we’ll take the lessons we’ve learned and the challenges we’ve overcome here in New York and go to Austria, share those, and I hope to learn lessons they’ve learned and the challenges they’ve overcome in Austria, and then Europe, and more broadly. Hopefully, we’ll have a greater understanding and improved wastewater surveillance systems as a result.

At the outset of COVID in 2020, David Larsen led an interdisciplinary team of experts in coordination with the New York Department of Health to create a wastewater surveillance system throughout New York State.

Q: Why is this collaboration so important?

A: ��We built this (network) with COVID, but we also built it for the future. Right now in New York state, local health departments are using the data we produce–particularly the sequencing data to track variants–but also the hospitalization forecasting that we provide them. Our aim is to provide the local health departments and the public with robust understanding of COVID-19 risk.

At the same time, COVID is not the only infectious disease, and there’s always potential for what we call “Disease X,” which is the next emerging infection. It could be another coronavirus, it could be an avian influenza, it could be something we’re not thinking about right now. The goal is to make this system ready and prepared to empower the public health response to whatever comes in the future.

In New York state, we supported the polio response in 2022 and made a huge impact on understanding how many people were at risk of polio. We are piloting influenza, RSV, Hepatitis A, Norovirus, and Antimicrobial Resistance (which occurs when a virus doesn’t respond to medicine). Antimicrobial resistance is a looming public health threat and could be very impactful. We do support the COVID response, but that’s the tip of the iceberg of where we hope the wastewater surveillance network goes.

The idea here is that perhaps most, if not all, infectious diseases can be surveilled or found in wastewater. Beyond that, drugs and environmental toxicants and pollutions and other measures of non-communicable diseases can be measured. How do we build this system to make the world a better place?

Q: What motivates you to do this?

A: This came about because I wanted to safely open my kids’ schools. I wanted to get back to normal. When COVID hit, we shut down and I supported the response—I still support the response we had—but it was a response made without local understanding of risk.

Infectious diseases are local. You have travelers that take them from community to community, but you can have little enclaves of safe places. We had one at Syracuse University in the fall of 2020. It was safe from COVID because of the aggressive public health measures and the aggressive infectious disease surveillance we were doing with wastewater and testing.

Could we have a situation where infectious disease is threatening, but we have these little pockets of freedom? And that’s informed a lot of my work: How do we live a free life in a world affected by infectious disease? The way to do that, in my view, is to fight these diseases so they’re no longer a threat and then you have to be able to confirm that they’re not affecting people. That’s where infectious disease surveillance comes in.

Q: Vaccinations are down, and a new COVID variant is on the rise. What’s your message to people as we approach the four-year anniversary of COVID?

A: People associate COVID with public health restrictions: masks, closed restaurants, closed schools, quarantine, isolation. But at its best, public health is empowering. Freedom from polio, the ability to drink tap water, the trust we have in our food system, the long-term health care as we get older. That is public health. And if we are on the front foot—if we prevent the disease—then we can avoid the restrictions that happen. The shutdowns are a last resort when we have overflowing morgues and overflowing hospitals and it’s a panic button. It was the last resort and that’s the situation we found ourselves in.

Real public health is, how do we build a system so we don’t get into that position again? Vaccines are part of that toolkit; clean air, air filtration, environmental adjustments are also part of that toolkit and infectious disease surveillance is definitely part of that toolkit.

Heflin is principal investigator on the project Did Physical Presence Waivers Impact WIC Participation During the COVID-19 Pandemic? A doctoral student in public administration and international affairs, Clay Fannin, is also a researcher on the project.

Colleen Heflin

Using the $30,000 grant, they are examining whether remote service waivers—which allowed users to apply for the program from home during COVID—impacted children’s participation in the Special Supplemental Nutrition Program for Women, Infants and Children program (WIC). WIC is a federal assistance program for health care and nutrition of low-income pregnant, breastfeeding and postpartum birthing people, as well as children under five who are found to be at nutritional risk. During COVID, the number of children participating in WIC increased, but with wide variance among states. The project will try to determine if there is a causal relationship between WIC caseload size and the issuance of physical presence waivers using variation both within and across agencies in different local conditions.

Funding is provided through the USDA’s Economic Research Service (ERS) which supports research on issues and trends in agriculture, the environment and rural economies to inform public and private decision making.

Past research by Heflin on federal nutrition assistance programs has been supported by organizations including the ERS. For instance, Heflin was principal investigator for an ERS-funded project titled “SNAP Uptake and School Readiness in Virginia,” and a project funded by the University of Kentucky Center for Poverty Research that explored the relationship between SNAP eligibility and medical expenses.

Heflin is a research affiliate at the Center for Aging and Policy Studies and a senior research associate at the Center for Policy Research and Lerner Center for Public Health Promotion and Population Health. Her area of expertise is in food insecurity, nutrition and welfare policy and the well-being of vulnerable and low-income populations. She received a Ph.D. from the University of Michigan in 2002.

Story by Michael Kelly

Yulia Bychkovska was in Boston in February 2022 when Russian missile attacks struck a mostly residential area west of her home in Zhytomyr, Ukraine. Though she was in the U.S., she learned of the invasion before her mother.

“I had to call my mom and wake her up to tell her the war had started,” said Bychkovska, who had recently completed a bachelor’s degree at Columbia College in Missouri. “I was very worried because I didn’t know what was happening on the ground. All I knew was this terrible news.”

Yulia Bychkovska is shown at a Boston rally that followed Russia’s full-scale invasion of her home country, Ukraine, in February 2022.

In the days that followed, she would call family just before she went to bed to check on them, and then do the same as soon as she woke up. “I didn’t know if I would see them again,” she said.

Around the same time, Bychkovska learned she had been accepted to the Maxwell School of Citizenship and Public Affairs to pursue dual master’s degrees in public administration and international relations. It was a dream realized, but she knew she couldn’t begin her studies that July unless she returned to Ukraine to see her loved ones.

Without telling them, she boarded a plane for Poland and then embarked on a 16-hour bus ride home. The arduous route took her past the remains of shelled buildings and other signs of war. Though it was painful to see the destruction, she was relieved to be home. “I wanted them to know I didn’t abandon them,” she said of her family. “Also, in some ways it gave me peace of mind because I knew what my parents were doing, how society acted in war, and that they had some protections in place like the warning sirens.”

Bychkovska’s mother made her promise she would cut her visit short and return to the U.S. if their city was attacked. The day dozens of bombs exploded nearby, Bychkovska’s mother said, “It’s time to go.” She packed her bags and quickly returned to the U.S.

Soon after, Bychkovska began her Maxwell studies.

Nearly two years into the invasion in Ukraine, she and other students from the embattled country carry what few of their classmates can comprehend—worry for their loved ones back home, and sometimes, feelings of guilt for having been afforded such opportunity.

But they find refuge joining a community of scholars with a long history of supporting those impacted by war and the unique opportunities to collaborate, research and influence policy in support of Ukraine’s sovereignty.

Veterans Bridge

The Hon. James E. Baker is shown during an appearance on a Ukrainian news station during a visit last summer to the embattled country. During the interview, he advocated for the care of the growing population of Ukrainian veterans to bolster national security. Seated on the right is Nataliia Kalmykova, one of Ukraine’s deputy ministers of defense.

The US-Ukraine Veterans Bridge brings experts from the U.S. veterans’ community together with officials in Ukraine to support its bourgeoning veteran population and build national security. The leading academic partners in the relatively new coalition are two Maxwell professors, the Hon. James E. Baker and Vice Admiral Robert B. Murrett (U.S. Navy, retired).

Baker, a highly regarded national security lawyer, policy advisor and former chief judge of the U.S. Court of Appeals for the Armed Forces, and Murrett, a principal investigator of the Intelligence Community Center for Academic Excellence, are aligning resources from Syracuse University and offering their expertise. The coalition works with the Ukraine Veterans Foundation (UVF), and it includes veterans from the U.S. and Ukraine and leaders in areas such as health care, benefits administration, education, employment, reintegration and family.

The professors, who serve as the director and deputy director of the Syracuse University Institute for Security Policy and Law, invited Bychkovska and fellow Ukrainian student Eduard Gusak to participate in meetings where they get to witness and take part in international collaborations to build their country’s national security.

“The students bring important perspective to our work in support of Ukrainian security, both in terms of direct contact with counterparts in Kyiv and in assisting Maxwell students in relevant research and programs dealing with the effects of the Russian invasion,” said Murrett, professor of practice of public administration and international affairs. “For example, both Yulia and Eduard have a role in a current master of public administration workshop, a semester-long student research effort which evaluates comparative veterans’ support programs and is sponsored by the UVF.”

Veterans Bridge meeting participants sometimes include Nataliia Kalmykova, a Fulbright scholar who became executive director of the UVF weeks before the Russian invasion. Now one of Ukraine’s deputy ministers of defense, she visited Syracuse University last spring and met with Baker, Murrett, Maxwell Dean David M. Van Slyke, Ukrainian students and numerous other University representatives, including from the D’Aniello Institute for Veterans and Military Families.

The students have gained experience in international collaboration and crisis response as well as a deeper understanding of the relationship between the care and treatment of veterans and national security.

“A society of demobilized veterans can be a force for good, as the World War II G.I. Bill boom demonstrated in the United States,” Baker explained in a position paper he recently shared with the U.S. government and Ukraine’s Ministry of Veterans Affairs. “It can also result in instability if those veterans are alienated from society or government and subsequently mobilized as a political movement or military force,” he wrote.

‘A way of paying it forward’

Mark Temnycky G’17 joined an alumni panel, “What is a public service perspective?” during a colloquium for incoming master of public administration students this past July. From Ukraine, he shared how he advocates for his home country in his work as a nonresident fellow at the Atlantic Council’s Eurasia Center and as a freelance journalist.

Last July, Eduard Gusak and other incoming M.P.A. students began their year-long academic journey with a two-day colloquium that serves as an in-depth orientation and networking opportunity.

One of the colloquium events, “What is a public service perspective?” included a Ukrainian-American, Mark Temnycky G’17.

Temnycky, who is a defense contractor, a nonresident fellow at the Atlantic Council’s Eurasia Center and a freelance journalist, writes about the war for major outlets like The New York Times and recently received the Ukrainian World Congress’ inaugural “Ukrainian diaspora 30 under 30” award. He was also recognized by the International Sports Press Association for his coverage of the Russian invasion. He shared some of the pivotal opportunities he took advantage of while studying at Maxwell, including an internship with NATO and work for the Ukraine Parliament. “I always had this desire for public service,” he said.

Of his writing, he added, “It is a way of paying it forward and informing people what’s happening.”

Gusak was inspired by Temnycky and fellow panelists. He appreciates the opportunities he has been afforded, for instance joining the US-Ukraine Veterans Bridge meetings and working as a research assistant to Murrett.

Murrett and other faculty often ask him to consider how he might apply what he learned back home. “For now, I have experienced the hardest period in my life, but on the other hand, I am being provided opportunities to learn from people with an enormous amount of life experience and a willingness to help,” said Gusak. “The reason why I came here is because of the opportunity to gain this experience to influence Ukraine’s future.”

In the U.S. for two years through a program called “Uniting for Ukraine,” Eduard Gusak is pursuing a master of public administration at Maxwell and hopes to return to Ukraine to help it gain independence from Russia and rebuild from the war.

Gusak was home in Kyiv when Russia invaded. Shortly after, his parents asked him to bring his older sister to Slovakia, where she would be safer. While there, he received a call from Gennady Bratslavsky, a family friend who is chair of the urology department at Upstate University Hospital in Syracuse.

Gusak told Bratslavsky he considered returning to Ukraine, but as a young man he knew he would return to a higher level of responsibility while his country was at war. He didn’t expect he would be called to service in the military; a supporting role in government seemed more likely given his background—he’d received a bachelor’s degree in political science and government from Taras Shevchenko National University of Kyiv.

Bratslavsky told Gusak about a new program that enables Ukrainians to come to the U.S. with the support of a sponsor. He mentioned opportunities at Syracuse University and the Ukraine 1991 Foundation, a nonprofit he co-founded that provides humanitarian aid to the frontlines.

In August 2022, Gusak relocated to Syracuse to stay with the Bratlavskys. He enrolled at the English Language Institute in the College of Professional Studies to improve his fluency, and applied to Maxwell.

When he learned he’d been accepted, he said he “almost jumped to the sky” from excitement.

The Maxwell School is a community of faculty who research the rule of law, international politics, and peace and security, and are helping build networks of scholarship and training to support democracy in Ukraine. To read the full story, visit the .��

While the is an accelerated immersive experience—two placements in the fall semester, lasting six to seven weeks each—former students say their time putting inclusive teaching theory into practice allows them to see themselves transforming into a teacher.

Elena Perez ’24 teaches a fifth grade class at PS 212, Midtown West in Manhattan.

“Bridge to the City is a great opportunity for our students to really find their teacher voice,” says G’01, G’07, G’08, professor of inclusive special education and disability studies and director of the , who is completing research on student experiences in the program.

Selling Point

Ashby, who was a graduate student in the School of Education when Bridge to the City launched in 2003, has taught students in the program over the last decade and has witnessed its growth. “This opportunity to student-teach in New York City is really unusual amongst our peer institutions,” she says. “It’s become a real selling point for the school.”

Thanks to its two-decades-long commitment to providing an inclusive education placement experience through guided mentorship, the program of the University’s study away offerings in New York City.

It also has transformed the lives and careers of generations of educators. “We have this genealogy of students that have graduated from our program, gone down to New York City, and stayed,” Ashby says.

Ashby’s research on student experiences from the program is aided by Emilee Baker, an SOE doctoral candidate. The pair spent a year and a half interviewing alumni of the program for a forthcoming paper. Respondents all noted significant personal and professional growth.

Drew Yakawiak ’03 was among the first cohort of Bridge to the City student-teachers in 2003.

“The next section of the research will go deeper into the alumni network of Bridge to the City,” Baker says. It will examine teacher retention rates, asking “Does Bridge to the City equate that you’re going to be more successful as a teacher long term?”

Something New

“A Bridge to The City” was the title of a program development proposal put forward by Professor Emeritus Gerald Mager, who taught courses on inclusive classrooms. Receiving a 2001 gave Mager three years of funding to support his idea. The proposal called for development of a two-way partnership between the University and New York City schools to provide SOE students a semester of guided student teaching in an urban setting.

In the late 1990s, Mager played a pivotal role in developing an , a groundbreaking approach for general education classrooms where students with and without learning differences learn together. This experience prompted him to extend this model to New York City, a place in need of qualified inclusive educators. “Although they have many teacher preparation programs in New York City, none were overly inclusive at that time,” Mager says. “This was going to be something a little bit new for city public schools.”

“My proposal was to build out connections and launch the program based on my background and my commitment to teacher preparation,” Mager says. He spent the first year establishing partnerships; the second year connecting SU faculty to schools and staff in New York City, as well as bringing administrators from city schools to SU. By the third year, the first group of SU students was exploring inclusive teaching practices in schools across the metropolis.

The Meredith Professorship and Mager’s efforts set the stage to develop a network of support to grow both the program and cultivate a pool of future educators. That network remains to this day. “If I hadn’t had that Meredith project,” he says, “it just wouldn’t have happened because there were no resources for it.”

The initial proposal gained momentum with support from Professor Corinne Roth Smith, who served as SOE interim dean from 2000 to 2002. Having leadership and other faculty behind the initiative, Mager says, led to backing from University administration, which propelled the program forward.

Mager says his vision for the project was never for it to be under his direction, but for it to become an established and supported offering for SOE students and partner schools: “If it was my project only, it wasn’t going to be any good. It could only work and be sustained if other people began to be involved in it and to own it.”

Support Network

Bridge to the City students from left, Elena Perez, Sadie Ikeda, Amanda Feliz and Ni “Katherine” Chen enjoy some down time at a game at Yankee Stadium in September 2023.

Bridge to the City students teach full time—with mentored guidance from professors and seasoned teachers—honing skills in both general and special education. Additionally, they participate in seminars reflecting the work they are doing in the field.

“Faculty both teach and supervise,” Ashby says. “Thus, students get the freedom and independence of experiencing teaching in a new city, but with the safety net of their school colleagues and their faculty supporting them.”

One participant from the 2003 pilot class, Sarah Stumpf ’00, G’03, says the program solidified her commitment to teaching and shaped her understanding of the broader role educators play in students’ lives.

“It was an amazing experience,” says Stumpf, who remembers she was one of six students participating that fall. The program starts the day after Labor Day, launching with a session on professional development, and then wraps up around Thanksgiving. Students live in the city with their peers, helping to establish a dedicated support network.

“As a cohort, we made sure we ate together at least once a week,” she says. “My roommate and I would proofread each other’s lesson plans. We really made sure that we kept an eye on one another. We made sure everyone was safe, eating and being supported—not just by Professor Mager but by one another.”

Stumpf’s journey is emblematic of the program’s broader goals, to instill a sense of responsibility as well as a commitment to inclusion and social justice in future educators.

Intentionally Diverse

New York City is a unique microcosm of education, doctoral candidate Emilee Baker explains, not only in its diversity of students but also because so many different school networks are operating.

“The schools we place our students in are not random,” Ashby says. “These are schools that are intentionally diverse.” This deliberate choice, she says, exposes students to various models of instruction and ensures that they learn to navigate the reality of inclusive education in action.

The program’s success is not only measured by the impact on students but also by its contribution to equity and justice in the broader educational landscape.

“I think what really surprised me during Bridge to the City were the number of children who really relied on us to be a secondary parent figure,” Stumpf says. “There were quite a few days where teaching was secondary. Making sure that my students were fed, bathed, had clean clothing or they had things to write with came first.”

“Critical reflection is part of what we do,” says Tom Bull, assistant teaching professor and director of field relations for the program. “We have students reflect on what they’ve learned and experienced, and it is pretty consistent in terms of theme.”

In his near decade leading the program, Bull says he has watched students arrive anxious about leading a class and navigating a new city, but in the end the growth they achieve consistently exceeds expectation. “The program provides a scaffolded, progressive structure,” something that Bull says is one of its greatest strengths, setting up students for success.

As Bridge to the City celebrates its 20th anniversary, the program’s ability to evolve, adapt and consistently produce educators equipped to navigate the complex landscape of urban education speaks volumes about its significance.

And as the program looks toward the future, there is a collective hope that it will continue to shape educators for years to come. “I’m thrilled it’s been going for 20 years,” Ashby says. “I hope it’s going for 20 more.”

Learn more about the or contact Professor .

Story by Ashley Kang ’04, G’11 (a proud alumna of the M.S. in higher education program)

Tracey Marchese

From sentimental Amazon ads on TV to your neighbor’s perfect holiday landscape to an endless stream of social media posts depicting a Hallmark-esque experience, we are often bombarded with messages depicting the “ideal” holiday season that don’t always match up with our actual lives. And that’s OK.

In service of those perhaps feeling a little more “Grinch” and a little less “Buddy the Elf” this holiday season, �����鶹��Ʒ interviewed , professor of practice in the Falk College’s School of Social Work, to solicit practical advice to make the holidays feel a little more joyful, a little more peaceful and a lot more authentic to your own experience.

Members of the media looking to schedule an interview with Professor Marchese on this topic may contact Daryl Lovell, associate director of media relations, at 315.380.0206 or dalovell@syr.edu.

If you’re feeling burnt out and overwhelmed…

Start by keeping your expectations for the season—and what you can realistically accomplish and give of yourself—in check, Marchese says. “If you’re overdoing it with trying to create the ‘perfect’ holiday, you’re going to be exhausted—and where’s the enjoyment in that?”

It’s tempting to use the season as an excuse to overindulge in food and alcohol. While Marchese is not trained as a nutritionist, she says using either alcohol (which is a depressant) or sweets/sugar to cope don’t make us feel our best emotionally or physically. “While these might seem helpful in the short-term, overindulging at the holidays can actually compound or further contribute to feelings of burnout and overwhelm for us,” Marchese says.

If you’re suffering from “comparison fatigue”…

Sometimes it feels like social media is designed to make us feel poorly about ourselves, or like we aren’t living up to the standards everyone else is showing on their feeds. Marchese says it’s important to recognize that you are likely comparing yourself to “someone else’s highlight reel.”

“The truth is, life isn’t a Hallmark movie—life is messy sometimes and that is okay,” Marchese says. “You can still have lovely, joyful moments that are defined by how you want to enjoy the season. Don’t worry so much about what other people are up to because their social media is probably not depicting their reality, either.”

If you’re feeling particularly down after spending time on social media, setting daily app limits or deleting social media apps altogether for the remainder of December is always an option.

If you have strained or stressful family relationships…

There are many reasons why someone might dread spending the holidays with their families, from simply feeling like you aren’t on the same page with them—ideologically (politically or otherwise)—to having a history of abuse or other trauma in your family. If that’s the case, it’s totally normal not to feel excited to spend time with them and it’s always an option not to spend time with them.

If you do choose to spend time with your family, there are ways to make it easier on yourself. Marchese’s top tips include:

• Plan ahead for breaks and solitude. “Always have a game plan in your head for breaking away for a 20-minute walk, excusing yourself for some fresh air or taking a solo trip to the store because you ‘forgot something,’ if needed,” Marchese says. During a longer trip to visit family, incorporate spending time with friends in the area you’ve missed or going to see a movie by yourself.
• Practice deep breathing. If you’re feeling anxious, stressed out or triggered, your breath can be your best friend. “Practicing deep, slow breathing—into our bellies— can help reset our nervous system and activate what’s called a relaxation response,” says Marchese. “It’s free, takes just seconds or minutes, and can be done anywhere, even at the dinner table.”
• Remember that you’re an adult now. Even as a college student, you’re an adult, not a child, but “it’s natural when you’re around family to revert to old roles, which may mean being treated as a child and not like the adult that you are,” says Marchese. “You may find yourself falling back into old ways of relating with your family, but it’s helpful to remember that you’re an adult now and you can make different decisions.”

If you’re still confused about what “self-care” actually is…

Marchese says she thinks of “self-care” (widely used and rarely defined) in two realms: self-care and communal care.

“Self-care entails the basics like adequate sleep, exercise (anything that gets your blood moving—you don’t necessarily have to start an elaborate new workout routine), exposure to daylight, and being mindful about what you put in your body and how it makes you feel,” Marchese says. “It is also about making time for yourself to manage stress through things like meditation, self-reflection and engaging in enjoyable activities, like hobbies.”

Communal care, according to Marchese, means, “Do you have people you can rely on, that help meet your needs, that you have a reciprocal relationship with, that you actually like? Connecting and spending time with the people who ‘get you’ is a great way to offset familial obligations during the holidays.”

If you’re coping with grief and loss this season…

If you are grappling with loss, feelings of grief can well up at this time of year, especially if it’s the first holiday season without someone you love. “Losses come in lots of ways—so it could be a loss of a person through death, but it could also be the loss of a relationship,” says Marchese. “Know that there is no such word as ‘should’ in the grieving process. You are at where you are at, and it takes as long as it takes [to grieve].”

She recommends allowing feelings of grief and sadness to come up when they arise and feeling them fully, but also giving yourself an “exit strategy” from the intense feelings. “If you’re concerned you are going to get ‘stuck’ in those feelings, you might say, ‘OK I’m going to let myself feel what I’m feeling for maybe 20 or 30 minutes, and then I’m going to call a friend or get up and take a walk because I don’t want to find myself falling into a deep pit of despair.’”

Additionally, Marchese suggests journaling about your feelings of grief, writing a letter to your loved one, volunteering, or doing something special to honor their memory as additional coping strategies.

If you feel like you need additional support…

“December is a very common time for people to seek the support of a therapist,” says Marchese. Asking your primary care provider for a referral or seeking in-network providers with your health insurer are great starting points if you’re seeking a mental health professional. You may also search online for licensed professionals in your area, such as by accessing the , or use the to be connected with mental health resources.

If at any point you’re feeling like you may be suffering from , like you want to hurt yourself or are experiencing suicidal ideation, it is time to seek professional help. For crisis support, call or text 988 or use the live chat at to access the Suicide and Crisis Lifeline, or go to your nearest emergency room for immediate assistance.

Nearly 30 million people in the United States struggle with alcohol use disorder (AUD), which is characterized by impaired ability to stop or control alcohol use despite adverse social, occupational, or health consequences. Of that 30 million, less than 10% receive treatment, according to the . Among the barriers to care are cost, stigma and presence of co-occurring psychological symptoms or conditions, including anxiety, depression and trauma.

Sarah Woolf-King (left), associate professor of psychology, and Fatima Dobani, a Ph.D. candidate in clinical psychology, were each recently awarded prestigious grants from the National Institutes of Health.

Through the development of novel intervention strategies, members of the College of Arts and Sciences’ are dedicated to advancing treatment for individuals suffering from AUD. This is another example of cutting-edge research at Syracuse that contributes to human thriving, a key pillar of the University’s new . In support of that work, a psychologist and graduate student in psychology were recently awarded grants from the National Institutes of Health (NIH).

, associate professor of psychology, received a (major NIH research grant awarded to individual investigator teams) to test the efficacy of a novel approach to decrease alcohol use and improve co-existing psychological symptoms among people with HIV.

A second NIH award—an —was obtained by , a Ph.D. candidate in clinical psychology. The prestigious F31 award will support her work to generate a way to measure how discrimination against Multiracial young adults contributes to alcohol misuse among that population. Her study will develop a discrimination scale to help inform culturally sensitive intervention strategies.

Learn more about these .

]]> /blog/2023/12/05/center-for-health-behavior-research-and-innovation-unites-investigators-across-disciplines-to-improve-health-and-well-being/ Tue, 05 Dec 2023 18:00:18 +0000 /?p=194716

Joseph Ditre

The (A&S) is pleased to announce the opening of the Center for Health Behavior Research and Innovation (CHBRI). The center will promote and support innovative health behavior research, training and community outreach endeavors across disciplines in A&S and will work with other University research centers that study behavioral health.

The center’s inaugural director is��, professor of psychology. A faculty member at Syracuse University since 2012, Ditre’s program of translational clinical research involves basic and applied work in the areas of health psychology and behavioral medicine, with an emphasis on the intersection of substance use and chronic pain.

A Collaborative Approach

As director of CHBRI, Ditre will help promote connections among faculty that extend beyond departments and colleges. These partnerships will allow researchers to better understand and address the complex impact of individual and group actions, behaviors and decisions on physical and mental health, disease development and management, and overall well-being.

Signature areas of focus include behavioral determinants of health such as substance use, diet, exercise and sleep; the interplay of psychosocial factors like stress, resilience, trauma, cognition and affective processes; the application of emerging technologies such as biometric monitoring, mobile intervention delivery and virtual reality; and the adaptation and integration of personalized treatments.

Biopsychosocial and behavioral factors influence all states of health, disease and human thriving, and Syracuse University is well-positioned to make additional important contributions to the field by leveraging shared expertise.

—Joseph Ditre

According to Ditre, the center will support collaboration among faculty whose work spans the translational spectrum of health behavior research, from human laboratory studies to the development and subsequent implementation of innovative assessment and intervention approaches.

CHBRI has three areas of emphasis:

• Research and Collaboration
  CHBRI will cultivate cross-university interdisciplinary research collaborations among faculty, students and community partners from diverse fields including psychology, medicine, sociology, epidemiology, public health and policy. By working closely with local and national organizations and health care systems, CHBRI aims to increase opportunities for faculty and students to secure funding and conduct high impact health behavior research.
• Health Equity
  Through a commitment to health equity—where everyone has a fair and just opportunity to attain their highest level of health—CHBRI will unify and build upon the interests and expertise of faculty and students who investigate and address psychosocial determinants that underlie and contribute to health disparities.
• Education and Training
  CHBRI will help train the next generation of health behavior researchers and clinicians by providing integrated opportunities for graduate and undergraduate students. Experiential and inquiry-based learning, along with health behavior-oriented educational programs will help prepare future researchers and healthcare professionals.

A Commitment to Veterans

Building on the University’s existing strengths and resources related to the field of military and veteran studies, one of the center’s first major projects will be a collaboration between A&S, the�������Ի� the�� (IVMF). This initiative will establish a health behavior research program with an emphasis on promoting mental and behavioral health, well-being and resilience among veteran and military populations. Through this partnership, the center will hire two postdoctoral scholars to help establish and grow the IVMF/CHBRI collaboration.

According to data from the Substance Abuse and Mental Health Services Administration, over 5 million veterans experience a behavioral health condition each year. Furthermore, over half of veterans with a mental illness and more than 90% of those experiencing a substance use disorder did not receive treatment in the past year. With behavioral health being a key driver of overall health, the work at CHBRI will yield essential insights that iteratively inform the development and dissemination of innovative and scalable programs and services.

A&S Dean notes that Ditre’s extensive history of collaborative research and work with the veteran population make him the perfect person to lead this effort. “Thanks to the collaborations that will be fostered by Professor Ditre and the center, our faculty and students will be contributing to much needed improvements in health care and health equity,” says Mortazavi.

, vice president for research and Charles Brightman Endowed Professor of Physics says, “The Office of Research is enthusiastic to support this new collaboration between Arts and Sciences and the D’Aniello Institute. The new center will open possibilities for new research collaborations not just between psychology and the IVMF’s research team, but across many different research areas at Syracuse that impact behavioral health. The center’s research is closely aligned with our excellence in the area of human thriving and the University’s goal of being the best place for veterans.”

, vice chancellor for strategic initiatives and innovation and executive director of IVMF says, “The vision for advancing Syracuse University’s commitment to veterans and military families has always been to engage partners across the University in the work of the IVMF. This new center is a high-potential example of that vision in practice and is well-positioned to positively impact the health and well-being of the nation’s veterans and military-connected populations.”

Sidney “Sid” ’53 and Helaine Lerner

Words that resonate, a memorable message and the power of the media to inspire action—these are fundamental to improving public health and foundational to the . Established at the Maxwell School of Citizenship and Public Affairs in 2011 with a gift from Sidney “Sid” Lerner ’53 and his wife, Helaine, the Lerner Center has brought together students, faculty and disciplines from across the University to bring marketing and promotion best practices to public health.

Now, with a new $2.52 million gift to the Lerner Center and the Forever Orange Campaign, Helaine Lerner strives to amplify the impact of the center’s work to educate, inspire and empower a new generation of advocates for public health: “We hope the center can build on Sid’s creative vision and legacy to train the next generation of skilled, smart and tech savvy individuals who can modernize and broaden the impact of public health promotion.”

, who died at the age of 90 in 2021, was a legend in the advertising business, helping to create the “Please Don’t Squeeze the Charmin” campaign featuring Mr. Whipple for his client, Procter & Gamble. He applied his gift for developing a simple and compelling message to improving public health after a conversation he had with physicians about the need to cut back on dietary saturated fats. “That was the genesis of the campaign, an idea that became a global phenomenon,” says Peggy Neu, former president of the , the nonprofit public health organization behind the Meatless Monday movement. “Sid figured it would be a lot easier for people to grasp the idea of just skipping a day of meat, rather than measuring their intake of saturated fats at each meal.”

The Meatless Monday campaign, which convinced two-thirds of Americans to reduce meat consumption, grew in spirit and morphed into a movement, transforming the first day of the work week as a day when Sid Lerner said “all health breaks loose.” According to Neu, the interdisciplinary approach at Syracuse University that combines the expertise in communications from the Newhouse School of Public Communications with the focus on public policy and engaged citizenship at the Maxwell School is highly effective in amplifying the impact of the movement.

Over the past several years, the Lerner Center has launched numerous health promotion programs and community partnerships, including the Monday Mile walking routes developed in partnership with the City of Syracuse, Onondaga County, city parks, local hospitals and the Madison County Rural Health Council.

The new gift will allow the Lerner Center to initiate new programs, expand reach and enhance impact. For example:

• Syracuse University will house the Healthy Monday website, develop new content, manage social media channels and develop new partnerships with targeted populations, like veterans, educators and media.
• A Social Impact Investigation Competition would be launched to engage students in creating novel solutions to pressing public health challenges.
• Classroom competitions will inspire new approaches to the dissemination of public health information.
• A new undergraduate seminar will focus on best practices in health communication and marketing, health policy, and population health research and translation.
• New short courses in health promotion and best practices will be marketed to other higher education institutions.
• Seed grants will encourage research related to population health and public health communications.

“This gift will enhance the Lerner Center’s ability to build evidence about the strategies that can best help Americans live longer and healthier lives and to train tomorrow’s leaders on how to use that evidence to influence policy,” says Shannon Monnat, Lerner Chair in Public Health Promotion and Population Health and director of the Center for Policy Research at Maxwell.

“It’s important to make research more accessible to broader audiences,” says Lerner Center Director Alexandra Punch. “We intend to develop programming that helps undergraduates, graduate students and faculty focus on translational research that can help create new public health policies. Our programming will be action-oriented to help people readily apply health information to their own lives.”

Maxwell School Dean David M. Van Slyke says the center will collaborate with the new in Washington, D.C., a partnership of Maxwell and Newhouse. The institute offers a platform for evidence-based, nonpartisan research, teaching and experiential learning and could help to build trust in media and governance. “Sid Lerner was a strong believer in the importance of a multidisciplinary approach to addressing important policy challenges and using ‘sticky’ messaging to change behavior and achieve positive outcomes while providing public impact,” says Van Slyke. “We are grateful for Helaine’s continued confidence in the Maxwell School and the Lerner Center to realize her and Sid’s vision of accessible options to address public health challenges.”

The Lerner Center based at Syracuse University will work closely with Lerner Centers at , and to expand awareness of research and student engagement opportunities.

“One of the best ways to change policy and impact public health is to ensure that communities are empowered and educated,” says Punch. “People need to know how to find and implement information in a way that actually helps people. Students are craving these types of opportunities, to learn how to evaluate programs, how to write policy briefs, how to create impactful campaigns.”

Neu says the new gift from Helaine Lerner will pass the torch to a new generation, along with the resources to help them be successful in improving health and well-being: “They will be building on Sid Lerner’s vision and legacy.”

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 more than 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.

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

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

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

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

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

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

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

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

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

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

Universal Need for Social Work

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

Kristin Esposito (left) and Jennifer Carter represented Syracuse University at the 2023 RECOS seminar.

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

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

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

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

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

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

‘Once-in-a-Lifetime’ Experience

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

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

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

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

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

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

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

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

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

The offers study abroad awards of up to $5,000 to undergraduate students in good standing who are U.S. citizens and Pell Grant (federal financial aid) recipients, and up to $8,000 for undergraduates studying abroad and learning critical need languages (such as Mandarin Chinese or Arabic).

Yasmin Nayrouz in London

The opportunities that the Gilman Scholarship provides align well with the University’s newly released academic strategic plan, “.”

“Syracuse University has long prioritized study abroad as fundamental to our mission of preparing students to be globally engaged citizens. We are also committed to increasing the diversity of our study abroad cohorts and to making international education an option for all of our students, regardless of their financial circumstances. The Gilman Scholarship sits at the intersection of these goals,” says Vice Chancellor, Provost and Chief Academic Officer .

The University has prioritized the Gilman Scholarship as it supports meaningful international experiences for students and allows the University to increase equity in global programs. “Syracuse University is honored to be recognized for our work with the Gilman Scholarship. This award has allowed even more of our students to have deep—and often life-changing—global experiences,” Ritter says.

Gilman applications are a collaborative effort between the University’s (CFSA) and offices. Syracuse Abroad is dedicated to helping students choose study abroad programs that align with their academic and cultural interests, and CFSA has taken the lead on planning outreach to eligible students and working with Gilman applicants through writing workshops and one-on-one advising meetings to review drafts of their application materials.

Nayrouz on a hike in Scotland

“Studying abroad provides students with unparalleled opportunities to advance their studies, personal growth and professional skills in ways that help them to thrive in diverse local and global communities and workplaces,” says , assistant provost and executive director of Syracuse Abroad. “Helping students apply for prestigious scholarships like the Gilman is one way to advance our commitment to making international study available to all students.”

“The Gilman application process provides students an opportunity outside of the classroom to strengthen their writing skills and refine their academic and professional interests,” says Adam Crowley, scholarship advisor with CFSA.�� “Supporting our Gilman applicants is a campuswide effort. We are proud of the success of our students and honored by this recognition.”

Yasmin Nayrouz ’24, an English major in the and public relations major in the , received a Gilman Scholarship and studied abroad in London in the Fall 2022 semester.

“It was the best semester I’ve ever had. I got to take such interesting courses and immersed myself in the city,” she says. Nayrouz took a Shakespeare class; a class about multicultural London, where she learned about the city’s diverse history and neighborhoods; a class about America from a foreign perspective; and a class about race and gender in British media.

On weekends, Nayrouz took the opportunity to visit other countries. “My semester abroad also opened my eyes to how the U.K. and other European countries have helped refugees, as I spoke and volunteered with some. This reinforced my interest in helping migrant populations,” she says.

Eligible students interested in the Gilman Scholarship should reach out to CFSA at cfsa@syr.edu. The deadline for spring applications is March 7, 2024.

Sean J. Drake

Drake is principal investigator for “Out of Sight: An Ethnographic Study of Student Poverty and Homelessness in New York State.” Using the $30,000 grant, he is employing a combination of observational and interview methods to study how housing insecurity makes school unstable and challenging for children and parents. Drake is also studying the ways in which community-based organizations can enhance the agency, academic engagement and academic achievement of refugee students and other underprivileged youth.

The funding was provided by the foundation’s pipeline grant program that seeks to promote racial, gender and disciplinary diversity in the social sciences. It is offered in collaboration with the Economic Mobility and Opportunity Program at the Bill and Melinda Gates Foundation.

Drake has previously researched educational inequality and school segregation that affects students of color and lower-income students. In his first book, “Academic Apartheid: Race and the Criminalization of Failure in an American Suburb” (University of California Press, 2022), he unveils hidden mechanisms of racial segregation and resource inequality in an affluent, suburban school district.

Drake is a senior research associate at the Center for Policy Research, a faculty affiliate in the School of Social Work at the University of Michigan and a faculty fellow at the Yale Urban Ethnography Project. His research focuses on racial and ethnic inequality, neighborhood and school segregation, childhood poverty and homelessness, and international migration.

Story by Michael Kelly

“The Lender Conversation: Interrogating the Racial Wealth Gap,” is planned for Monday, Oct. 30, from 5 to 6:30 p.m. at the , with a reception to follow. Guests are asked to the public event, which is sponsored by the and .

Panelists include researchers from and other academic institutions who will discuss how housing availability and costs, transportation and labor issues exacerbate the . They will also offer solutions to help offset its negative economic effects.

The event is among several community-based academic gatherings and interdisciplinary research initiatives supported by a three-year, $2.7 million grant from MetLife Foundation, allowing Lender Center researchers to examine the racial wealth gap’s various dimensions.

The Lender Center for Social Justice held its first symposium on the topic of “Addressing the Racial Wealth Gap” in spring 2022.

Syracuse University panelists include , associate dean for faculty research and professor in the ; associate professor of food studies in the ; , associate provost for strategic initiatives and Lender Center for Social Justice co-founder; and Lender Center postdoctoral fellow.

Kendall Phillips (left) and Kira Reed

Joining them are�� assistant professor of public administration and policy at American University, and , assistant professor of landscape architecture at the State University of New York College of Environmental Science and Forestry.

Lender Center interim director and co-founder and , the center’s senior faculty research associate, are coordinating roundtable arrangements.

We spoke with Haddix to learn more about the event and how Lender Center research efforts and community-building activities are generating new ideas about the economic and opportunity gap.

Distinguished Professor Christopher DeCorse, left, at the Kormantine excavation site with his former student, Sean Reid G’22, a research associate and lecturer at the University of Virginia.

Discovering a site of such historical import would be a major development, but the pandemic delayed further investigation until the summer of 2023, when DeCorse returned to Ghana to lead an extensive excavation. DeCorse, Distinguished Professor and chair of the Maxwell School’s Department of Anthropology, was supported by a $21,000 CUSE grant and an award from the National Endowment for the Humanities (NEH) topping $125,000.

Joining DeCorse’s project were several Maxwell School anthropology students and alumni, including Samuel Amartey G’15 (M.A.) G’21 (Ph.D.), a Ghanaian national and currently a lecturer at the University of Ghana, Legon, who served as the project field director; Sean Reid G’22 (Ph.D.), a research associate and lecturer at the University of Virginia; and doctoral candidate Matthew O’Leary.

The initial results were disappointing when the crew began to excavate for further evidence of the English fort this past June: they found more 17th-century artifacts, like ceramics and tobacco pipes, but mingled with plastics and other materials from 20th-century restoration projects.

Then Omokolade Omigbule, a Nigerian graduate student at the University of Virginia, dug a little deeper. “Suddenly he got down to a level with a very clear sizeable wall, almost three feet across, running diagonally across the room, and there was a clearly intact red clay floor,” DeCorse recalls. “We knew immediately: we have the wall of a fort that’s on a dramatically different orientation from the existing ruin. Although I believed traces of the fort would be present, the discovery of the massive, earlier wall was a huge surprise.”

Samuel Amartey G’15, G’21, a Ghanaian national and currently a lecturer at the University of Ghana, Legon, served as the project field director.

Word of the breakthrough spread quickly, prompting a visit from BBC News and inquiries from other international media outlets. As the excavation continued, they found more and more clues to Kormantine’s long-buried past. “What we essentially uncovered,” says DeCorse, “were things that encapsulate the entire early history of this fort.”

Outpost of an Empire

Kormantine’s history involved numerous transformations as it grew from a small trading lodge into more substantial outpost, and a new community of Africans, attracted by trade opportunities, established the adjacent town of Abandze.

The original outpost burned down in 1640 and the English replaced it with a strengthened stone fort. These remarkable findings illuminate a critical period in Atlantic history. “This is really the first scramble for Africa,” explains DeCorse. “At this point in the 17th century, European nations are scrambling for colonies and for outposts in Africa, trying to take advantage of the trade that the Portuguese had been dominating. And it’s at this time on the Gold Coast when slaves replace gold as the major trade item.”

The Kormantine site provides important keys to better understanding this era, and the cultural and economic interactions between Africans and Europeans through an early outpost of empire. While there are documentary references to the fort, descriptions of its location and construction are very limited, DeCorse says.

Pipe cowries and stoneware are among the artifacts dating to the early 17th century found on the site.

Over the summer, DeCorse and the team uncovered several artifacts that offer insights into early 17th-century life at the fort. One example are small glass medicine bottles. “These medicine bottles and ointment jars would have been from trying to treat people with diseases that they were unfamiliar with,” says DeCorse.

While media coverage of the Kormantine discovery focused on the English fortification and its role in the slave trade, Amartey, the Ph.D. alumnus who was DeCorse’s student, notes that the African artifacts from the site are equally enlightening.

“We found several quern grinders, stone axes and ceramics,” he says. “They shed light on local practices and interactions between the British and local people. These items were likely used for food procurement and processing to support the fort’s garrison and crew members. To me, these materials show the complexities of European-African interactions.”

Refining Chronology

One of DeCorse’s favorite finds from across his career as an archaeologist is a locally made tobacco pipe from Kormantine that incorporates a stem from a European pipe. “It indicates this sort of cultural syncretism—a combining of European and African elements,” he says.

DeCorse has worked in West Africa for more than 40 years, focusing on transformations in Africa during the period of the Atlantic trade. Thirty years ago, he established the Central Region Project as a hub for archaeological work in Ghana. To date, the project has encompassed work on hundreds of archaeological sites and yielded eight dissertations at the University alone.

The work at Kormantine is far from complete. At the end of July, the team backfilled the site to protect it from the elements and other disturbances to the fragile structures until work can resume next summer.

Many of those who worked with DeCorse over the summer plan to continue with the project. “We will continue analysis and excavations next summer, and probably in 2025,” says Amartey.

Reid, DeCorse’s former student now at the University of Virginia, notes that some deposits uncovered this past summer may indicate yet a deeper level of history: they found what appear to be ground stone celts, called nyame akuma, that predate the fort and may represent a pre-Atlantic component of the site.

In the future, people across the globe will be able to virtually visit Fort Amsterdam and the excavations. DeCorse is a collaborator on a separate NEH-funded project, “Black Past Lives Matter: Digital Kormantin,” directed by the University of Rochester’s Michael Jarvis, that is creating a virtual tour of the site to be offered online.

Along with the ongoing work on the Kormantine site, DeCorse plans to publish short reports on the findings, to be followed by more detailed publications once excavations are complete. He is also fundraising for the project—the NEH grant requires $20,000 in matching funds from outside sources to unlock the full amount.

And in late September, DeCorse returned to Ghana—not to dig, but to share the story of the remarkable Kormantine discoveries with a film crew and reporters from CBS.

This story was written to by Jeffrey Pepper Rodgers. To read more, visit the .

On top of that, a recent report from the annual shows that rates of social anxiety, depression and suicidal thoughts among U.S.-based college students are at an all-time high, with 44% of students reporting symptoms of depression, 37% reporting anxiety disorders and 15% reporting seriously considering suicide in the past year, the highest recorded rates in the 15-year history of the survey.

There was some positive data to come out of the survey of more than 96,000 students: the number of college students receiving therapy or counseling rose from 30% to 37% in the last year, the highest recorded rates.

The mental health and well-being of Syracuse’s students is a top priority for Carrie Brown, the counseling director at the Barnes Center at The Arch who also serves on the Sexual and Relationship Violence Response Team.

Carrie Brown, the counseling director at the Barnes Center at The Arch, on the importance of students working on their mental health and well-being.

“We’ve definitely seen an uptick in social anxiety. Students are saying the number one thing they’re worried about is how other people perceive them. When we think of social anxiety, sometimes we think of people being introverted, and certainly that can be a part of it,” Brown says. “But what was really interesting is our students are more worried about how their peers perceive them. Social media plays a role in that. There’s this expectation that everybody is living an extraordinary life and everybody is doing everything the right way and looks great all the time. I think that distorts the reality. Most of us just want to connect with people and be happy.”

On this “‘Cuse Conversation,” Brown explores the topics of social anxiety, mental wellness, making new friends and finding community on campus.

Brown discusses the University’s integrated health and wellness model for addressing mental health concerns, shares how the University focuses on a student’s holistic development while remaining empathetic to their concerns, offers up tips for finding community and shares common mistakes students make when trying to make friends and develop their social circle.

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

wants to know how and why the fastest-growing segment of older adults in the United States—those of Hispanic/Latine origin—are at higher risk for chronic diseases, such as Type 2 diabetes, kidney disease and Alzheimer’s disease and related dementias. She’s particularly interested in discerning how social factors “get under the skin” in those populations to influence biological functions and overall health.

García is an assistant professor of human development and family science in the . She’s also a faculty affiliate at the University’s Aging Studies Institute, Center for Aging and Policy Studies and Lerner Center for Public Health Promotion and Population Health. García came to Syracuse in 2021 from the University of Nebraska-Lincoln, where she was an assistant professor of sociology and a core faculty member of the Minority Health Disparities Initiative. Her award-winning research has been supported by the National Institute on Aging and the National Institutes of Health.

For Raven Campbell ’24, who grew up in Jamaica and moved to the United States when she was 14, the journey to her chosen career path has at times felt just as long and daunting.

Raven Campbell

But in conversations with her family and Falk College of Sport and Human Dynamics advisor, , and through out-of-classroom experiences such as her observership this past spring at a hospital in Kingston, Campbell has transformed her passion for working with children into her career goals of becoming a child life specialist and then a developmental pediatrician.

While pediatricians offer general primary care services to children, developmental pediatricians assist in specific difficulties, struggles or deficiencies in the growth and development of a child. “I’ve always had a love for children and felt a spark when I was around them,” says Campbell. “But career-wise, I didn’t know what I was going to do.

“I had my first class with Professor Cameron, and she was talking about child life, and I thought that was something I wanted to do,” Campbell continues. “As time passed, I wanted to do more with that and this spring in Jamaica I met a developmental pediatrician and learned that’s something I’m interested in doing while also getting my child life specialist certification.”

Cameron, a professor of practice in the (HDFS) at Falk College, says Campbell’s child life coursework has provided a foundation that will benefit her as a developmental pediatrician because the curriculum focuses on the impact of illness, injury, trauma and hospitalization on human development. “Raven’s ambition to pursue dual credentials makes sense to me because she’s someone who wants to leave no stone unturned and is deeply committed to providing exceptional care to children and families,” says Cameron. “It takes a lot of work to become certified, but she sees the value in the knowledge, skills, and abilities of child life specialists and how having that skillset can take you far in meeting the needs of children, youth, families, and communities.”

‘Children Gravitate Toward Her’

Born in Brooklyn, Campbell moved to Kingston with her family when she was a baby. She grew up in a house that centered on children and education as her mother, Pauladene Steele, is in her 23rd year as a teacher, Coordinator of the International Baccalaureate Diploma Program, and now Vice Principal at the , a private international school in Kingston. “I saw very early that how she interacted with children really stood out,” says Steele. “I found it unique that children–ones she knew and ones she didn’t know–would easily gravitate toward her and it became more pronounced as she started to interact in Sunday School at church.

Raven Campbell with her cousin, Mialani, in Hampton, Virginia. While helping to raise her cousin, Campbell started to become interested in child development.

“She had this calming effect where children were involved,” says Steele. “And she could take on the identity of an older one, a little one, a baby; she had that fluidity in terms of engaging and interacting with all children.”

When she was 14, Campbell moved to the United States to live with her uncle (Steele’s brother) in Virginia. Steele wanted her daughter to have a U.S. education, and Campbell spent four years at Bethel High School in Hampton, Virginia. During that time, Campbell’s aunt had a baby, Mialani, and Campbell is proud to say that she helped raise her. While enjoying the time with her cousin, Campbell started to become curious about child development and the cultural differences between the United States and Jamaica. “In Jamaican culture, it’s normal for conversations you have with a child to be more like the conversations you have with adults; it’s not baby talk,’” says Campbell. “With food as well; people here tend to wean their kids into solid foods, but Jamaican people give babies various kinds of foods from an early age. I had a different perspective than other people because I grew up in a Jamaican family and things were so different.”

When she was a senior in high school, which was also the start of the COVID-19 pandemic, Campbell became ill with sepsis and had to be hospitalized. Sepsis is a serious condition that occurs when the body’s immune system has an extreme response to an infection. “After the care she received, she said, ‘Mom, I really want to work in a hospital. I don’t want to be a medical doctor, but I want to work in a hospital and work with children,’” says Steele. “She thought a big part of her recovery was because of the attention and care she received from the different practitioners who helped her, and she wanted to do just that.”

Please visit the to read more about Campbell’s journey to Syracuse University.

Kristy Buzard

, associate professor of economics in the Maxwell School of Citizenship and Public Affairs, is part of a research team that recently received funding from the Women in Economics and Mathematics Research Consortium to investigate the mechanisms that contribute to gender disparities in economics professions.

The research team for the project, “What Attracts and Deters Women from Economics,” includes Laura Gee of Tufts University as principal investigator and Olga Stoddard of Brigham Young University and Buzard as co-principal investigators. Using the $157,065 grant, they will investigate the causes of women’s underrepresentation in economics and design interventions to increase the low rates of participation by women in the field. The project involves a field experiment across multiple sites and stages of professional development, including high school and entering college.

Previous work by the team has shown that gender-biased stereotypes and beliefs, institutional and covert forms of sexism, and expectations about career paths or caregiver responsibilities differentially affect women and men in educational and professional settings.

The Women in Economics and Mathematics Research Consortium was created by the Social Science Research Council (SSRC) in partnership with the American Economic Association’s Committee on the Status of Women in the Economic Profession (CSWEP) and with the support of the Alfred P. Sloan Foundation and the Henry Luce Foundation. The CSWEP-SSRC funds research and interventions to promote the presence and success of women in the economics and mathematics disciplines.

In March 2023, the same research team received a $64,300 grant from the Russell Sage Foundation for another field experiment on gender-based inequality. The experiment found that mothers are 1.4 times more likely to be contacted by school than fathers. The study has received media attention, such as on National Public Radio’s “,” which discusses recent papers in economics.

Buzard is a Melvin A. Eggers Economics Faculty Scholar and senior research associate for the Program for the Advancement of Research on Conflict and Collaboration. In addition to issues of gender inequality, her work explores international trade agreements and how international institutions, domestic politics and economic and legal arrangements impact cooperation on trade and related issues.

Story by Michael Kelly

Part of the World Association of Lesson Studies (WALS) Routledge Lesson Study Series, “” is written for teacher educators who may want to try this immersive teacher training method in university contexts without translating the practice from the K-12 context on their own.

Lesson study is defined as a collaborative process that facilitates planning, analysis and continuous improvement of instructional practices through live observation, evaluation of student learning and goal-setting. Under Dotger’s leadership, it is among experiential methods for pre-service teachers offered through SOE’s .

The new book describes lesson study’s constituent steps and offers examples provided from math and science teacher educators using the method in their local contexts.

“Learning well requires teachers and students to take risks together, to trust one another while subjecting public ideas to test and scrutiny. Lesson study gives its practitioners a supportive framework to do this,” says Dotger, School of Education faculty director for teacher education and undergraduate studies. “Lesson study’s roots are almost as old as teacher education itself. I’m excited that the many authors of this volume have shown how it remains relevant and applicable to current contexts.”

The book’s descriptions and cases—although focusing on mathematics and science—are designed to support teacher educators and scholars across subject specialties and geographic lines, as they seek instructional frameworks to advance their pedagogical goals.

“Lesson Study with Mathematics and Science Preservice Teachers” also reports on projects funded by several National Science Foundation awards, including an National Science Foundation Robert Joyce Urban STEM Teachers Capacity Building grant and an award for “A Community-Based Approach to STEM Teaching and Learning.”

Peter Dudley, associate professor of learning and leadership, University of Cambridge, and immediate past president of WALS, says, “This book is a ‘must’ for anyone running or teaching pre-service mathematics or science teacher education courses who either wants to introduce lesson study into their program or who wants to enrich the way they are currently using lesson study. This book will dramatically increase the potential for emerging science and mathematics teachers to gain significantly and lastingly from early lesson study experiences in pre-service teacher education programs everywhere.”