Four Syracuse University faculty members recently participated in the (ALT) workshop, a prestigious, two-day program designed to prepare mid-career faculty for senior academic leadership roles.

Co-founded by , president of the , the workshop brings together faculty and research leaders in the fields of chemistry, physics and astrophysics with current department chairs, deans, provosts and vice presidents for research from across the country. The program is co-sponsored by the , Research Corporation for Science Advancement and the .

Syracuse University has invested in faculty participation in the program for several years, reflecting a commitment to developing the next generation of national research leaders, says , vice president for research.

“Universities benefit enormously when their faculty are not only experts in their fields but are also well-prepared for the realities of leadership,” Brown says. “The ALT Workshop equips faculty with the strategic mindset and practical tools to be effective in roles that shape the direction of the entire institution.”

Leadership Positioning

This year’s workshop drew participants who are positioned for administrative or team leadership roles within their departments and colleges. Four faculty members from the College of Arts and Sciences (A&S) attended:

• , associate professor of biology and chemistry
• , professor and director of the biochemistry program
• , professor of physics
• , Kathy and Stan Walters Endowed Professor of Quantum Science and director of the Institute for Quantum and Information Sciences

Faculty who participated in recent years include:

• , associate professor of biology and associate director of the BioInspired Institute, A&S
• , associate professor, Samuel and Carol Nappi Research Scholar and biomedical and chemical engineering graduate program director, College of Engineering and Computer Science (ECS)
• , Milton and Ann Stevenson Endowed Professor of Biomedical and Chemical Engineering and chair of the Department of Biomedical and Chemical Engineering, ECS

, professor of physics and interim dean of ECS, has served the program as a workshop facilitator, a role reserved for experienced academic leaders such as department chairs, deans and provosts.

Curriculum for Leaders

The ALT Workshop builds practical leadership skills not typically covered in traditional academic training. Topics include developing and communicating vision, motivating colleagues and staff, managing up and down within an institution, legal accountability and outreach. Participants complete a 360-degree feedback exercise, engage with panels of experienced academic leaders and participate in mock interviews for such positions as dean, center director and department chair. They leave with individualized leadership plans tailored to their career goals.

Eligible faculty members interested in applying for this program in fall 2026 can contact their department chair or the (resdev@syr.edu). Applications typically open in the fall. More information is available on the .Ěý

When almost 6,000 first-year and transfer students filled out their Ěý(FYS 101) course feedback over the previous two years—a response rate of nearly 72%—the University listened.

The result was a revamping of FYS 101 for fall 2025Ěýthat puts student voices at the center of one of the most important transitions in a young person’s life.

The 15-week, one-credit course brings together all first-year and transfer students for a weekly 55-minute seminar built around discussion, experiential activities and written reflection on what it means to become part of a new community. Each section of the course is co-taught by a (faculty/staff/graduate students) and a (undergraduate students).

The course, established in 2021, was meaningfully redesigned based on direct student feedback.Ěý“The changes we made weren’t driven by assumption,” saysĚý, who directs the program through the University’sĚý. “Students told us what was working and what wasn’t, and we built from there.”

The redesigned course follows a deliberate content arc—“Self, Campus, Community”—that guides students through an inward-to-outward journey over the semester. New case studies and structured group work have been woven into the curriculum, giving students framework to process their experiences together rather than in isolation.

Last fall’s cohort showed marked gains on most of the course outcomes, Schantz says. And last week, the curriculum revision received the Collaborative Inquiry and Action award at the . That event recognizes faculty and staff for examining and enhancing learning and operational success, highlighting exemplary assessment efforts and showcasing impactful initiatives that enhance teaching, learning, operations and the student experience.

Lead Instructors Sought

, assistant director of new student programs in , has served as a lead instructor. “My highest satisfaction in teaching FYS 101 is seeing students grow into themselves socially, academically and personally over such a short period of time,” he says. “I love watching students who walked in feeling unsure, quiet or overwhelmed begin to participate more, build confidence and recognize that they belong at Syracuse.”

That sense of belonging—sometimes elusive in a student’s first weeks on campus—is the driving purpose behind FYS 101, Schantz says. Now shaped by the students it serves, the course is stronger than ever.

Applications Due April 24

for Fall 2026 FYS 101 lead instructors. The role is open to faculty, staff and graduate students without assistantships. Curriculum, course guides, rubrics and Blackboard infrastructure are already in place, so instructors facilitate rather than build from scratch. Instructors receive a stipend of $2,500 per section.

The application deadline is Friday, April 24. For more information, email firstyear@syr.edu or call 315.443.9035.

We want to know how you experience Syracuse University. Take a photo and share it with us:Ěýnewsphoto@syr.edu. You might see it featured here!

More than 140 members of the campus community have spent this academic year engaged in the rigorous process of seeking reaccreditation by the  (MSCHE). Guided by a steering committee co-chaired by , associate provost for academic programs, and , associate vice president for research, the vital undertaking ensures Syracuse University meets and exceeds high standards of educational excellence.

Working Groups Produce Reports

The process began a year ago with the completion of a self-study design and a campus visit from an MSCHE representative. Starting last fall, members of seven working groups evaluated large amounts of evidence compiled by the  and other units. From that data, they developed reports that demonstrate the University’s adherence to MSCHE’s .

“The working group members have been the cornerstone of this process, spending an entire semester immersed in data, evidence and analysis,” Hasenwinkel says. “The draft reports they’ve produced reflect not just rigor, but also a genuine investment in understanding who we are as an institution and where we are headed. This self-study is only possible because of their dedication.”

The seven reports were completed in December and submitted to a writing team that includes Hasenwinkel and McDonald as well as Gabe Coleman, director of project management and operations in the Office of the Chancellor; Jerry Edmonds, chief of staff for academic affairs; Laura Harrington, director of the Office of Institutional Effectiveness; and Wendy Loughlin, executive director of academic communications in the Division of Communications. That team is now working to review and compile the reports into a single self-study document.

Input on Draft Self-Study

A draft self-study report will be made available to the University community for review beginning Monday, Aug. 3, with the public comment period running through Monday, Sept. 14. Feedback from faculty, staff and students is crucial, McDonald says. “A self-study is only as strong as the perspectives that shape it,” she says. “The insights that come from across our University will strengthen the work of our self-study and ensure it reflects the full breadth of the Syracuse experience and key opportunities to further deliver on our mission.”

Input gathered during the open comment period will be taken into consideration as the self-study is finalized. The report will be submitted to MSCHE in December. In March 2027, a group of peer evaluators from other MSCHE-accredited institutions will visit campus, review evidence and meet with key campus leaders and constituencies. A final determination will be made by MSCHE in June 2027.

For more information about MSCHE reaccreditation, visit .

G’01, L’01, the Laura J. and L. Douglas Meredith Professor of Teaching Excellence 2024-2027 at the College of Law, has spent her career teaching at the intersection of constitutional law, disability law, human rights and international security. The Meredith Professorship has given her sustained support to pursue her focus on universal design in higher education, not as an abstract principle, she says, but as a lived challenge institutions are navigating in real time.

As part of her teaching award, she has organized a daylong symposium on April 10 at the College of Law, sponsored by multiple University partners, including the Burton Blatt Institute, Center for Disability Resources, Center for Teaching and Learning Excellence, D’Aniello Institute for Veterans and Military Families (IVMF) and the College of Law’s Disability Law and Policy Program. The event will examine the transformative global impact of the Americans with Disabilities Act (ADA) and the evolution of universal design principles in higher education.

That global lens is grounded in True-Frost’s own research. Studying accessibility law at the European Court of Human Rights, she has found that the ADA’s most significant international influence has been conceptual rather than doctrinal: the foundational idea that disability is a rights issue, not a welfare issue and that the burden of accommodation belongs to institutions rather than individuals.

True-Frost hopes the event will prompt a harder look at how higher education institutions approach accessibility.

“Inclusion is not a disability resources office problem,” she says. “It is a campuswide design challenge—and getting it right is how we honor the promise that higher education makes to everyone who comes here seeking to grow.”

Below, True-Frost shares what she hopes students, faculty and administrators take away from the symposium.

Syracuse University is home to more than a dozen registered dietitians spread across the , , , and the . Recently, they started meeting as a cross-campus coalition.

The group came together through Molly Morgan, associate director of in Human Resources, who joined the University last year and quickly realized that dietitian colleagues were embedded across a range of schools, colleges and units.

She floated the idea of regular meetups, and the response was unanimous. The coalition’s goal: foster collaboration, align on best practices and amplify the collective impact of their work across the campus community.

As we celebrate in March, six dietitians with wide-ranging expertise share the myths they spend the most time correcting—and the tips they wish more people would actually try.

Myths Worth Busting

‘N˛šłŮłÜ°ů˛šąô’=ąáąđ˛šąôłŮłó˛â

The word “natural” on a label feels reassuring, but it’s an overgeneralization. Plenty of natural substances—lead and arsenic among them—are anything but good for you (remember the apple juice scare of 2024?). Meanwhile, some artificial additives serve real purposes: extending shelf life, improving texture or boosting a food’s nutritional profile. The takeaway? Read the full label, not just the buzzword. — Nikki Beckwith, M.A., RD, CDN, director of the master of arts in nutrition science program, Falk College

Carbs Are the Enemy

A lot of people think that carbohydrates make you gain weight, but in reality they are the body’s main energy source. Whole carbs like fruits, vegetables, beans and whole grains deliver fiber, vitamins and sustained energy. The real issue isn’t carbs themselves; it’s the type and quantity people reach for. — Ashley Russo-Leone, M.A., RD, CDN, CNSC, assistant director of nutrition management, Campus Dining

Your Body Needs an Annual Detox or Cleanse

A common myth is that you need to detox or do a “cleanse” at least once per year. The human body has its own detoxification crew working around the clock: the liver, kidneys, lungs, lymphatic system, colon and skin. Most healthy bodies do not need help eliminating toxins and harmful substances. They need consistent, balanced nutrition. — Ashley Russo-Leone, M.A., RD, CDN, CNSC, assistant director of nutrition management, Campus Dining

A ‘Nutritionist’ and a ‘Registered Dietitian’ Are the Same Thing

In most states, anyone can call themselves a nutritionist—no degree, no exam, no oversight required. Becoming a registered dietitian (RD) or registered dietitian nutritionist (RDN), on the other hand, requires rigorous education, supervised practice hours, a credentialing exam and ongoing continuing education. If you’re managing a health condition, navigating food allergies or fine-tuning athletic performance, that distinction matters. — Molly Morgan, RDN, CDN, CSSD, associate director of health and wellness for faculty and staff

Tips Worth Trying

Think 80/20, Not All-or-Nothing

Dietitians are not the food police. A more sustainable framework: about 80% of the foods you choose should align with your health goals and nutritional needs, leaving 20% for flexibility. Perfection isn’t the point, consistency is. — Jessica Garay, Ph.D., RDN, CSSD, CSCS, FAND, assistant professor of nutrition and food studies, Falk College

Push Back on the Protein Hype

From protein coffee foams to meat add-ons at every counter, today’s marketing makes it seem like more protein is always better. It’s important, sure, but excess calories from protein can lead to weight gain just like excess calories from anything else. Most people can meet their daily needs without the extras, and over-focusing on protein can crowd out variety and other essential nutrients. Unsure how much you actually need? A registered dietitian can help. — Nikki Beckwith,ĚýM.A., RD, CDN, director of the master of arts in nutrition science program, Falk College

Breakfast Breaks the Fast—Literally

After a full night of sleep, your body’s energy tank is running on empty. Skipping breakfast extends that deficit and can leave you dragging well into the afternoon. It doesn’t have to be elaborate. Even a small meal with protein and complex carbs can make a noticeable difference. — Jessica Garay, Ph.D., RDN, CSSD, CSCS, FAND, assistant professor of nutrition and food studies, Falk College

Feeding Kids? Stock Smart and Let Them Play

When it comes to young eaters, two strategies go a long way. First, focus less on curating a perfect diet and more on what’s visible and convenient in the house. Kids tend to grab what they see, so keeping fruit, yogurt, nuts and whole-grain snacks at eye level—while limiting ultra-processed options—quietly shapes better habits without mealtime battles.

Second, let little ones explore. Touching, smelling, squishing, and yes, making a mess with food are legitimate steps toward acceptance. Food play is food learning, and pressuring a child to “just take a bite” often backfires.Ěý— Maryam Yuhas, Ph.D., RD, assistant professor of nutrition and food studies, and Lynn S. Brann, Ph.D., RDN, FAND, associate professor of food and nutrition studies, Falk College

Hungry at Night? Eat. (Just Eat Smart.)

Hunger is hunger, regardless of what time the clock reads. If you’re genuinely hungry at night, eat something, ideally a reasonable portion with both carbohydrates and protein. Protein promotes fullness and helps slow the rate at which carbs hit your bloodstream, which beats the alternative of raiding the chips bag on autopilot. — Jessica Garay, Ph.D., RDN, CSSD, CSCS, FAND, assistant professor of nutrition and food studies, Falk College

Each semester, ended his introductory policy studies course in the the same way. He led his students to the first-floor foyer of Maxwell Hall, gathered them before the iconic statue of George Washington, and had them read aloud the Oath of the Athenian City-State engraved on the wall behind it.

The oath’s closing promise, to “transmit this city not only not less, but greater, better and more beautiful than it was transmitted to us,” was in many ways the mission statement Coplin had been living since he arrived at Syracuse University in 1969 as an associate professor. Over the 56 years that followed, he founded the , mentored tens of thousands of students, authored more than 115 books and articles, and became one of the most honored and beloved teachers in the University’s history.

Coplin, professor of policy studies and Laura J. and L. Douglas Meredith Professor for Teaching Excellence, retired Jan. 1, 2026.

While he sought a quiet exit from a storied career, his legacy lives on in the impact on countless careers, and in the Bill Coplin Policy Studies Support and Experiential Learning Endowed Fund. Through Coplin’s estate, the fund will become permanently endowed, but it can immediately support policy studies students thanks to his initial contribution.

A devoted alumna is helping to build the foundation. Rebecca Edelman ’03 has pledged to match up to $10,000 in donations made to the fund now through the end of March 2026.

“Coplin’s insistence on action over theory and real skills over fluff has shaped every job I’ve held, every pitch I’ve made and every boardroom I’ve entered,” says Edelman, who now leads Caper Associates LLC, an education venture that seeks to address the gap between traditional learning and workforce readiness. “I owe a great deal to this program, and I am proud to carry its purpose and values forward.”

A Different Drummer

Coplin said he has always been an outlier in academia.

“I never followed a strict academic path,” he says, pointing out that he finished his undergraduate degree at Johns Hopkins with a 3.2 GPA before earning a master’s degree and Ph.D. in international relations from American University. He emerged, by his own account, “completely unconstrained by the reality of academia.”

As a professor, he focused on practicality. What skills do students need? What experiences best prepare them for the real world?

He founded the policy studies undergraduate program in 1977 on the premise of those questions and around the belief that students should leave college ready to make a tangible difference. The program required 30 hours of community service, embedded directly into the curriculum.

Coplin never asked his students to be selfless idealists. “I ask students, ‘Do you want to do good or do well?’” he often said. “The answer should be both, but unless you’re Mother Teresa, you should do well first.”

His mantra, “do well, and do good,” became a guiding principle among alumni, who often referred to themselves as “do gooders” as well as “Coplinites.”

Renee Captor ’80 said his teachings served her well as an attorney and nonprofit director. “Skills really do win, and as it turns out, Excel is life,” she says, offering a nod to some of Coplin’s sayings. Another of his favorites: “Life is an aggregation problem.”

Sam Underwood ’11 remembers receiving a less-than-ideal grade and pointed written feedback on an assignment from Coplin.

“That was the first time anyone had told me in an academic setting that, if I was going to be successful, I needed to apply myself rather than just regurgitating the notes I had read from a book,” says Underwood, who now leads one of Ohio’s fastest-growing startups. His message to Coplin: “You did well, and did good yourself.”

The role of entrepreneurship driving economic development in Kenya. Education systems and the propaganda machines behind them in Eastern European socialist states. The preservation of Polish castles and their use for telling the country’s history.

Those are just three of the independent research projects seven Syracuse students pursued internationally last year as Tyler Center Fellows, supported by aĚý$20,000 grant to and the (SOURCE) by the .

For the students who participated, it was a life-changing experience.

“This fellowship changed who I am,” says Mason Burley ’27, a double major in adolescent education and history in the School of Education and the Maxwell School of Citizenship and Public Affairs.

The University has once again received an award from the Tyler Center for 2026 and is currently accepting applications for fall 2026 fellowships based in Santiago and Strasbourg. Below, three students who received the fellowship in 2025 share their experiences.

‘Research Something You Love’

Burley, whose research project was focused on the education systems during the era of socialist republics in Poland, Romania and Moldova, says the Tyler Center Fellowship was his first substantial experience with research.

“I am fascinated by Joseph Stalin and his cult of personality and, more specifically, how his sheer influence on the region consumed every single aspect of life,” Burley says. “From school, jobs, social life, government and interpersonal connections. Stalin was lurking in all of these, and it has been a goal of mine to see its effects firsthand.”

The Tyler Center grant and research opportunity opened the gates for him to study the topic in-depth and in-person.

“It is my academic goal to be a well-rounded educator who is exceptionally knowledgeable in my content area,” he says. “I felt that this type of deep immersive, experiential type of research would benefit not only me academically but my students in my future classroom.”

The experience made Burley fall in love with research and “experiencing” history, and has since inspired two additional research projects.

He says visiting Poland, Romania and Moldova, speaking with people and learning their stories was an experience he’d repeat in a “heartbeat.”

“Do whatever your heart says,” Burley says. “Go to a new place and touch the earth. Eat food from a street cart. Put everything that you’ve ever learned away for a second and just experience life as it passes by. Be you, unapologetically. Then come back to campus and show everyone just how cool it is that you got to research something you love.”

‘Be Creative’

For Ella Roerden ’27, the fellowship also allowed the pursuit of a passion project.

A student in the Maxwell School studying anthropology and international relations, Roerden visited five medieval castles around Poland with the goal of analyzing and comparing how they’ve been preserved and restored, as well as how they’re being used as museums in the present day.

“The narratives all differ, and they each tell a different part of the story of Poland,” says Roerden. “I was drawn to castles because of my childhood love of fairytales, all of the magic, dragons and princesses. When I learned that Poland had over 500 castles, I knew I had to find a way to visit some and incorporate them into my studies.”

Like Burley, she says the experience opened her eyes to research, which previously she thought had to be “formulaic and physical.” Gaining the experience of pursuing a topic in the humanities has her looking forward to an international relations capstone.

“If you’re already going to be in a different country, take advantage of the opportunities and resources there that we don’t have here in Syracuse (like medieval castles) and be creative!” Roerden says.

‘Put in All Your Effort’

Mary Begley ’26, a Whitman School finance and entrepreneurship major graduating in December, traveled to Kenya in May 2025 with a professor and fellow students, supported by her grant.

“I had the opportunity to immerse myself in a new culture and experience how businesses operate within an emerging economy,” she says. “Because of this opportunity, I decided to conduct independent research where I spoke one-on-one with small business owners to learn about their experiences running a business in Kenya.”

The best part, she says, was speaking with entrepreneurs and learning about their work, their passions and the challenges they face as business owners.

She encourages other students to consider the Tyler grants.

“Put in all your effort,” she says. “For me, I was very new to research and had no idea how to conduct it at first. But having the right people around you and consistently asking questions or seeking feedback really helped me throughout the process.”

How to Apply

Fall 2026 Tyler Fellows—supported by awards up to $3,000—will design projects in Santiago or Strasbourg with guidance from a home campus faculty mentor, as well as Syracuse Abroad and SOURCE staff. Students must first be accepted into one of those programs.

As part of the fellowship, they will take a “Research in Community” seminar and participate in cohort activities with Tyler Fellows from other institutions.

“The Tyler Center for Global Studies Fellowship not only provides essential funding to support students’ international undergraduate research activities but also facilitates a community of scholars engaging with cross-cultural research both here at Syracuse University and in the larger, multi-institution Tyler Center program,” says Kate Hanson, director of SOURCE. “Students navigate the complexities of research with another culture alongside fellow students and mentors in a program that facilitates discussion and reflection.”

Interested students should first email ugresearch@syr.edu to express their interest in the Tyler Fellows Program and then prepare a project proposal and apply through .ĚýApplications are due by April 2 or July 9.

An information session for interested students will be held Thursday, March 19, from 3:30 to 4:30 p.m. on the sixth floor of 100 Sims Drive.

SOURCE can also help students develop research ideas, find faculty mentors and prepare application materials. Contact the SOURCE team at ugresearch@syr.edu or 315.443.2091.

Academic Affairs and Institutional Effectiveness (IE) are pleased to announce a call for nominations forĚý.Ěý will be accepted through Friday, March 20.

Nominations are requested for individuals, programs and units whose exceptional efforts have contributed to a culture of improvement at the University.

The assessment awards recognize faculty, staff and students for their efforts to examine and enhance learning and campus operations. The event will showcase meaningful and sustainable practices undertaken to provide students with an unsurpassed learning experience.

“The One University Assessment Awards highlight the vital connection between assessment and student success,” says Julie Hasenwinkel, associate provost for academic programs. “I’m eager to recognize the thoughtful, evidence-based approaches our faculty and staff are taking to enhance learning outcomes and demonstrate our ongoing commitment to academic excellence. This work exemplifies how we continuously refine our programs and services to better serve our students.”

The seventh annual One University Assessment Celebration will be held Friday, April 10 at 1 p.m. in the School of Education Commons in Huntington Hall. Awards will be announced in the following categories:

• Institutional Effectiveness Champions, featuring two new awards: Student Champion for Shared Competencies and Course Feedback Champion
• Outstanding Assessment in an Academic, Co-Curricular and Functional Program/Unit
• Best Student, Faculty and Staff Engagement
• Best Use of Results
• Collaborative Inquiry and Action

Visit the for more information about the nomination process, award descriptions, past recipients, and prior event photos. If you have any questions, please contact the Assessment Working Team.

Syracuse University Libraries is now accepting applications for the Spring 2026 round of the Intelligence++ Ventures initiative, a funding program that supports student innovators working to develop and commercialize solutions that improve the lives of people with intellectual disabilities.

The initiative was launched through a generous gift from Gianfranco Zaccai ’70, H’09 and the Zaccai Foundation for Augmented Intelligence. It is designed to help promising student-led ideas move from early-stage concepts toward real-world impact.

“This competitive program is a valuable tool for student innovators to help commercialize products, services and technologies that will help people with intellectual disabilities,” says Zaccai. “It is intended to accelerate the transfer of inclusive and entrepreneurial design research to the marketplace. It will help students create innovations that can be used by early customers, to gather real-world feedback and to accelerate solutions for people who will benefit from their ingenuity. Our goal is to attract students from a wide range of disciplines who are working in multidisciplinary teams.”

Intelligence++ Ventures builds on the success of the that began in fall 2020 at the . The program was created in partnership with the Taishoff Center for Inclusive Higher Education’s and the (VPA). Since its launch, Intelligence++ has encouraged students across disciplines to apply inclusive design principles to create products, technologies and services that support individuals with intellectual disabilities.

A cornerstone of the program is the inclusive design research course, which invites students from across campus to imagine and build solutions for people with intellectual disabilities.

The course introduces students to inclusive design and entrepreneurial thinking and provides a framework for developing innovations that are both functional and meaningful to the communities they are intended to serve. Registration for the course is currently open (contact Professor ) for the fall 2026 semester. While participation in the course is recommended for students interested in applying for the Intelligence++ Ventures grants, it is not required.

Submit an Intelligence++ Ventures Proposal

“The Intelligence++ Ventures grants assist student research and entrepreneurial initiatives emerging from the Intelligence++ program in collaboration with other campus innovation partners,” says , Dean of Syracuse University Libraries and University Librarian. “The program helps move student research in this important area to proof of concept and commercialization.”

Eligible projects may include technological, educational, organizational or other creative innovations designed to empower individuals with intellectual disabilities, as well as their families and communities.

Students applying for the grants must identify a specific need related to the discovery, testing, development or launch of a product, service, technology or creative work. Projects may originate from coursework, research labs, independent studiesĚý or other innovation-focused programs across the University.

Applicants are asked to submit a proposal as a single PDF that includes a cover letter outlining the funding request, use of funds, timeline and project milestones. In addition, proposals must include an executive summary describing the problem or opportunity being addressed, the proposed solution and how it works and the customer discovery research that supports the concept.

Proposals should also outline the project’s target market, particularly how the innovation will benefit people with intellectual disabilities or their families, along with any traction achieved to date, the team and advisors involved and the partners needed to move the idea forward.

Students are encouraged to clearly describe the scope of the project they are proposing, including details about any prototype they plan to build, how it will be tested, who will participate in the evaluation process and how results will be measured. Applicants should also outline potential next steps if the prototype and testing prove successful.

Submissions will be reviewed based on several key criteria. Successful proposals will demonstrate innovative research or entrepreneurial projects that have moved beyond the idea stage and show strong potential to become a commercial product, service or technology capable of making a meaningful impact. Reviewers will also evaluate the feasibility of the proposal, the strength of the research and development plan and the quality of the written submission.

In addition, proposals will be assessed on the strength of their commercialization strategy, including a clear product development roadmap and expected outcomes such as prototype development, early sales, additional investment or licensing opportunities. Budgets should be realistic and well researched, demonstrating that grant funding will meaningfully advance the project.

The grant program is administered through Syracuse University Libraries in collaboration with the VPA School of Design and InclusiveU. Additional collaborators include the Martin J. Whitman School of Management, the College of Engineering and Computer Science and partners throughout the University’s broader research and commercialization ecosystem.

To submit your proposal or request additional information, contact orangeInnovation@syr.edu.

The Washington Post won the 2026 Toner Prize for national political reporting for a series of stories that documented the impact of sweeping federal government policy changes.

The Chicago Tribune has won this year’s Toner Prize for local political reporting for “64 Days in Chicago: The story of Operation Midway Blitz,” a series that examined how the Trump administration’s immigration policy unfolded in Chicago, including mass raids and public protests.

The winners of the annual were announced Feb. 27 by theĚý . Awarded annually by the Newhouse School, the Toner Prizes recognize the best political reporting of the past year. They are named for Robin Toner ’76, the first woman to hold the position of national political correspondent for The New York Times.

Toner Prizes Ceremony Set for March 23

The honors will be formally presented March 23 at the in Washington, D.C., where CBS justice correspondent Scott MacFarlane ’98 will serve as master of ceremonies. The ceremony will be preceded by a conversation with award-winning journalist, podcaster and author Kara Swisher and moderator Shelly Palmer about political reporting in the age of technology, artificial intelligence and social media. Palmer is the at the Newhouse School.

In addition to the winners, ProPublica took an honorable mention in the national political reporting category for a story that was co-published with The New Yorker.

The judges were:

• Christina Bellantoni, journalism professor at the University of Southern California’s Annenberg School for Communication and Journalism, columnist and former editor-in-chief at Roll Call.
• Ann Compton, retired Emmy Award-winning reporter for ABC News and the first woman to cover the White House for network television.
• Lucy Dalglish, professor and dean emeritus at the Phillip Merrill College of Journalism at the University of Maryland; former executive director of the Reporters Committee for Freedom of the Press; attorney and former reporter and editor at the St. Paul Pioneer Press.
• Beverly Kirk, director of Washington programs and professor of practice of broadcast and digital journalism at the Newhouse School, with more than two decades of experience in journalism working at national and local outlets.
• Rick Rodriguez, former executive editor and senior vice president of The Sacramento Bee. He later joined the Walter Cronkite School of Journalism and Mass Communication at Arizona State University as professor of the Southwest Borderlands Initiative.
• Maralee Schwartz, former national political editor and reporter at The Washington Post. She held fellowships at the Harvard Institute of Politics at the Kennedy School of Government, and the Shorenstein Center on Media, Politics and Public Policy at Harvard.
• Joseph B. Treaster, professor at the University of Miami School of Communication. A prize-winning reporter, he spent more than three decades as a reporter and foreign correspondent at The New York Times.

Toner Prize for Excellence in National Political Reporting

Winner: The Washington Post

Reporters: Hannah Natanson, William Wan and Meryl Kornfield

Entry: “The year Trump broke the federal government”
(Subscription may be required.)

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Judges’ Comments

“This series was powerful, vast, richly detailed and just gutting.” (Bellantoni)

“Beautifully written…the visuals are powerful.” (Compton)

“The insight into the affected families was touching and horrifying.” (Dalglish)

“An emotion-provoking account of the human impacts of the Trump/DOGE federal job cuts.” (Rodriguez)

Honorable Mention: ProPublica and The New Yorker

Reporters: Andy Kroll, Lisa Riordan Seville, Katie Campbell and Mauricio RodrĂ­guez Pons

Entry: “The Shadow President”

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Finalists

• Bloomberg News, “Trump Crypto Grift,” Zeke Faux, Anthony Cormier, David Kocieniewski, Muyao Shen, Max Abelson and Leonardo Nicoletti
• The New York Times, “Holding Trump Accountable,” Peter Baker, Charlie Savage, Eric Lipton, David Yaffe-Bellany, Bradley Hope, Tripp Mickle, Paul Mozur, Helene Cooper, Maggie Haberman and Eric Schmit
• NPR, “Trump’s revamped SAVE system,” Jude Joffe-Block, Miles Parks, Ben Swasey and Brett Neely
• ProPublica, “The Breakdown of Democracy in North Carolina,” Doug Bock Clark
• Reuters, “The Revenge of Donald Trump,” Ned Parker, Peter Eisler, Linda So, Mike Spector, Joseph Tanfani, M.B. Pell, Benjamin Lesser, Isaac Vargas, Nate Raymond and the Reuters team

Toner Prize for Excellence in Local Political Reporting

Winner: Chicago Tribune

Reporters: Andrew Carter, Gregory Royal Pratt, Laura RodrĂ­guez Presa, Caroline Kubzansky and Jason Meisner

Entry: “64 Days in Chicago: The story of Operation Midway Blitz”

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Judges’ Comments

“Riveting narratives documenting the human impacts of federal immigration raids on local communities. Stories like these take extensive research and effort to gain the trust of people in the super-charged environment. The writing was clear and compelling.” (Rodriguez)

“The depth of reporting in a response to breaking news that drew national attention is impressive.” (Bellantoni)

“Spectacular work, beautifully written and reported—made all the more powerful by the photography.” (Schwartz)

Finalists

• CalMatters, “Digital Democracy,” Ryan Sabalow
• Chicago Tribune, “Inside Illinois Senate President Don Harmon’s Campaign Contributions,” Ray Long, Rick Pearson, Addison Wright, Dan Petrella and Jeremy Gorner
• The Indianapolis Star, “God and politics,” Alexandria Burris, Kayla Dwyer and Hayleigh Colombo
• The Texas Tribune, “A billionaire megadonor’s political awakening,” Kate McGee and Carla Astudillo
• (Albany) Times Union, “New York’s Public Campaign Finance Program,” Emilie Munson

About the Toner Prizes

First presented in 2011, the Toner Prizes for Excellence in Political Reporting highlight and reinforce quality, fact-based political reporting—work that illuminates the electoral process, reveals the politics of policy and engages the public in democracy.

They are named after Robin Toner, who covered five presidential campaigns, scores of Congressional and gubernatorial races and most of the country’s major political figures during her nearly 25-year career at The New York Times. A 1976 graduate of Syracuse University, Toner earned a bachelor’s degree as a dual major in journalism from the Newhouse School and political science from the Maxwell School of Citizenship and Public Affairs.

Toner died in 2008, leaving a husband and two young children. To honor her legacy, family and friends established the Toner Program in Political Reporting at the Newhouse School.

As conflict between U.S. and Israeli forces and Iran intensifies across the Middle East, Syracuse University faculty and staff are available for media interviews. Their names, titles and areas of expertise are listed below. To arrange an interview, contact Vanessa Marquette, media relations specialist, at vrmarque@syr.edu.

• , professor in the Maxwell School of Citizenship and Public Affairs, is a historian of U.S. foreign relations and the modern Middle East. Khalil is the author of “America’s Dream Palace: Middle East Expertise and the Rise of the National Security State”Ěý(Harvard University Press, 2016). He is frequently featured in the media regarding issues in the Middle East, with the latest being and .
• Retired Vice Admiral isĚýprofessor of practice in the Maxwell School and deputy director of the . Previously, Murrett was a career intelligence officer in the U.S. Navy, serving in assignments throughout the Pacific, Europe and the Middle East during his 34 years of service. Murrett also speaks with the media often on international relations, national security and military and defense strategy. In relation to the latest with the war on Iran, Murrett was interviewed by (), Ěýand .
• is deputy executive director of the D’Aniello Institute for Veterans and Military Families and a U.S. Army veteran. He can speak to the lived experience of ongoing military conflict—particularly the gap between public perception and the reality faced by service members and their families. Toenniessen’s expertise spans long-term support for veterans and Gold Star families, military family resilience during undeclared or low-visibility conflicts and why national commitment to those who serve must be sustained, not situational. He has about the U.S. service members killed in action following news of their deaths.