You searched for news/ technology solutions | Syracuse University Today / Wed, 08 Oct 2025 14:10:58 +0000 en-US hourly 1 https://wordpress.org/?v=6.8.3 /wp-content/uploads/2025/08/cropped-apple-touch-icon-120x120.png You searched for news/ technology solutions | Syracuse University Today / 32 32 Dynamic Sustainability Lab Collaborates With Thomson Reuters to Build Expertise and Opportunity /2025/10/03/dynamic-sustainability-lab-collaborates-with-thomson-reuters-to-build-expertise-and-opportunity/ Fri, 03 Oct 2025 13:37:18 +0000 /?p=325282 The relationship began as a study of forced labor in global supply chains by Maxwell graduate student Heather Panton.

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Communications, Law & Policy Dynamic

Dynamic Sustainability students studying forced labor include Dominick Miceli (seated), and from left, Kelsey McGraw, JP Ceryanek and Jennifer Sadler.

Dynamic Sustainability Lab Collaborates With Thomson Reuters to Build Expertise and Opportunity

The relationship began as a study of forced labor in global supply chains by Heather Panton, a Thomson Reuters executive and Maxwell graduate student.
Jessica Youngman Oct. 3, 2025

Forced labor in global supply chains may decline in coming years as Generation Z—today’s teens and young adults—gain financial influence. Unlike previous generations, they are more willing to pay a premium for products manufactured ethically.

These and other findings are the result of a two-year study by the University’s (DSL) on behalf of Thomson Reuters, a global content and technology company based in Canada.

In addition to revealing data that helps inform industry leaders, policymakers and the public, the collaboration provided valuable research and experiential learning opportunities to numerous University students engaged with the DSL.

It also laid the groundwork for a strategic collaboration that DSL Director Jay Golden says will complement the lab’s endeavors while giving students opportunities to interact with industry thought leaders and examine critical sustainability issues under the mentorship of Thomson Reuters experts.

“Given the impactful and positive experiences our students have had with the forced labor in global supply chain collaboration, we are thrilled to deepen our relationship with Thomson Reuters,” says Golden. “It provides student and faculty researchers within the Dynamic Sustainability Lab greater opportunity to tackle important real-world challenges in companies and governments around the world and come up with innovative, next-generation solutions, models and tools.”

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Jay Golden

Golden founded the Maxwell-based DSL in 2021 after he joined the school as the inaugural Pontarelli Professor of Environmental Sustainability and Finance. He describes the lab as a cross-disciplinary, nonpartisan think tank that examines the “opportunities, risks and unintended consequences” that arise from the adoption of new technologies, new strategies and growing dependence on foreign-sourced resources and supply chains used in energy, climate and sustainability transitions.

Students engaged with the DSL represent a wide range of programs including many Maxwell majors. They share their data findings in government reports and technical bulletins and at sustainability symposiums the DSL hosts annually in major cities like Boston, New York City and Washington, D.C.

A Student and National Thought Leader

The DSL’s connection with Thomson Reuters began with Maxwell graduate student Heather Panton G’26 when she enrolled in the executive master’s in international relations program in Washington, D.C. Today she is senior advisor for human rights crimes and social impact at Thomson Reuters.

In 2023, Panton was awarded an Eisenhower Fellowship to advance her study of forced labor—a form of human trafficking—in global supply chains. She traveled to Malaysia and Thailand to study best practices and drive public awareness to educate consumers about making ethical purchasing decisions. She received academic guidance from Golden and shared with him a growing interest in the potential impact of up-and-coming consumers.

“When I was abroad, so many people asked about demand from the next generation,” Panton says. “Historically, American baby boomers often prioritized price, without fully considering how cost-cutting would ripple through suppliers and vendors across the supply chain. That has put pressure on companies to reduce costs in ways that sometimes affect workers’ wages and living conditions abroad. We believe Gen Z will play a critical role in shifting that dynamic by asking tougher questions, such as, ‘Was this product made with slave labor?’”

Smiling
Heather Panton

Golden was excited for the opportunity to work with Panton. Her resume included roles with the McCain Institute, the U.S. Department of State, the U.S. Department of Justice and the White House. Among them: special advisor for human trafficking and the inaugural human trafficking czar during the first Trump administration.

“She was not only our student but also a thought leader in the country,” says Golden. “I’ve learned a lot—probably more than she’s learned from me.”

Golden brought Panton’s Eisenhower Fellowship research to the DSL, where students spent the next two years expanding her work, studying generational purchasing trends, gathering data and refining her findings.

“They’re such smart students—they’re right on the mark,” she says. “We’ve worked to expand the scope of what they’re thinking about. We want them to be focused and driven, thinking about exposing things that I don’t know that many people are talking about in the mainstream. We want them to be able to present in a way that’s not only academically rigorous but also digestible—something that industry or government can consume right away.”

Presenting Research to Global Industry Leaders

The students produced a by the DSL, and a has been posted on Thomson Reuters’ website. Both share that by 2030, Generation Z will represent 17% of retail spending in the U.S., and 81% of consumers in the age group have changed their purchasing decisions based on brand actions or reputation, with 53% participating in economic boycotts.

While pursuing a bachelor’s degree in policy studies, 2024 Maxwell alumnus Ka’ai I worked as a student researcher with the DSL. He gathered information about forced labor laws across the globe, collected related policies for multi-national corporations and assisted with surveys.

“We basically did a level-set in terms of ‘How do we understand where we are at now, where are we at in terms of forced labor, and how that is affecting the market?’” says I.

The experience was empowering and prepared him for his current work with Deloitte Consulting.

“As a young professional, I’m working on many of the same things I did with the Dynamic Sustainability Lab—data analysis, survey development, stakeholder engagement,” I says. “As I navigate the professional workspace, I feel much more confident and capable going in to a pretty competitive workforce.”

Another outcome of the DSL forced labor collaboration with Thomson Reuters: two events in the 2024-25 academic year at which data findings were presented and expanded upon by subject area experts. The symposia in Washington, D.C., and in Portland, Oregon, drew representatives from footwear and apparel companies as well as government officials.

“Our students helped push the notion, ‘We are your growing customer segment,’” says Golden.  “The leadership from these companies that were in attendance really acknowledged that and were receptive. The work that started with Heather has expanded to where we have the attention of the global footwear and apparel industry. It’s a rare occasion that the type of research finds its way into the mainstream in consumer decisions and draws the attention of international governments and especially the top leadership of global companies.”

Panton says the collaboration with DSL is mutually beneficial.

“The academic rigor is unbeatable,” she says of the research and resulting data. “It’s a great combination of practitioner-meets-academic—we’re taking substantive work and making it very easy for anyone in a C-suite to look at it.”

Read the full story on the Maxwell School website:

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Four people collaborate around a laptop in a modern classroom; a screen behind them displays “Forced Labor in Global Supply Chains.”
Brynt Parmeter Joins Maxwell School as Phanstiel Chair in Leadership /2025/09/18/brynt-parmeter-joins-maxwell-school-as-phanstiel-chair-in-leadership/ Thu, 18 Sep 2025 15:26:48 +0000 https://syracuse-news.ddev.site/2025/09/18/brynt-parmeter-joins-maxwell-school-as-phanstiel-chair-in-leadership/ The former Defense Department executive brings extensive expertise in AI and emerging technologies to develop innovative courses and strengthen public institutions.

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Brynt Parmeter Joins Maxwell School as Phanstiel Chair in Leadership

The former Defense Department executive brings extensive expertise in AI and emerging technologies to develop innovative courses and strengthen public institutions.
Jessica Youngman Sept. 18, 2025
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Brynt Parmeter

The new Phanstiel Chair in Leadership brings expertise from top roles in the military, government and private sectors. He also brings enthusiasm for technology that’s rapidly transforming the workforce.

served as a U.S. Army colonel, chief talent management officer for the U.S. Department of Defense and senior director and head of military and veteran affairs for Walmart. His background also includes entrepreneurial roles and service on national and regional boards.

Parmeter’s role is situated in the public administration and international affairs department, where he is also a professor of practice. “He has a wealth of experience and has been incredibly innovative with technology use in his leadership roles in the private and public sectors,” says , chair and associate dean of the department. “And, he is highly engaging. I really think our students are going to enjoy his classes and learn how he takes ideas and puts them into practice.”

Parmeter will teach undergraduate and graduate students and engage with national and international security policy courses and participants in Maxwell’s executive education program. He has joined executive education courses in recent years as a guest speaker on the invitation of Director Steven Lux.

Parmeter is interested in the study and application of emerging technology, most especially artificial intelligence (AI). At the Defense Department, he used AI to streamline work, simplify processes and provide insight.

“It gave me a clear view of both the potential and the pitfalls,” he says. “AI can reduce barriers and speed up decision-making, but it also raises real governance, ethics and implementation questions. My experiences convinced me that understanding AI isn’t optional for public leaders, it’s essential.”

Since joining Maxwell in August, Parmeter has been developing a course called AI, Innovation and Public Institutions that he says will challenge students to think about how AI and other emerging technologies can strengthen public institutions. The course will be offered in the winter session to students across the University.

“I want them to leave with both a healthy skepticism and a sense of possibility and, ultimately be able to ask the right questions, connect policy and technology, and design solutions that actually work,” says Parmeter.

Additionally—as a senior research associate in the —Parmeter will help conceive panel discussions and guest speakers to expose students to a range of perspectives on timely issues. “The Campbell Public Affairs Institute is thrilled to welcome Brynt to our organization,” says Director . “His background will be invaluable in developing our expertise in AI and governance, while also helping our members reach audiences in important communities beyond the academy.”

Parmeter will also serve as a liaison to the Volcker Alliance on the that seeks to expand and create career pathways and public service roles for military veterans. Dean is chair of the deans summit, a collaborative network behind the effort.

“We’re delighted to welcome Brynt to Maxwell and excited for the many ways his expertise complements scholarship by faculty and students in our centers and institutes and in externally funded studies,” says Van Slyke. “His strategic insight, public service record and entrepreneurial spirit will greatly benefit our students and the wider University community.”

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Professor Heather Lavender Discusses STEM Ed and Building a High-Tech Workforce /2025/05/01/professor-heather-lavender-discusses-stem-ed-and-building-a-high-tech-workforce-2/ Thu, 01 May 2025 14:54:59 +0000 /blog/2025/05/01/professor-heather-lavender-discusses-stem-ed-and-building-a-high-tech-workforce-2/ As Central New York gears up as an advanced manufacturing hub, local and state government, development organizations, educators, unions and tech companies are collaborating on plans to educate and train a workforce capable of making these industrial investments a long-term success.
The employment requirements for chip fabricator Micron’s plan alone are 9,000 people over 20 years. The company obs...

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Professor Heather Lavender Discusses STEM Ed and Building a High-Tech Workforce

As Central New York gears up as an advanced manufacturing hub, local and state government, development organizations, educators, unions and tech companies are collaborating on plans to educate and train a workforce capable of making these industrial investments a long-term success.

The employment requirements for alone are 9,000 people over 20 years. The company observes it chose the Syracuse area “partly because of the region’s ‘access to talent.’”

Among area initiatives designed to prepare this talent are the , which includes Syracuse University; the University’s Center for Advanced Semiconductor Manufacturing; Empire State Development’s (ON-RAMP); the , developed by teachers unions, Micron and New York State; and Syracuse City School District’s .

Heather
Heather Lavender

One scholar deeply invested in how a high tech workforce is trained and how STEM subjects are taught in schools—especially to students from marginalized groups—is , who joined the School of Education in August 2024 as assistant professor of inclusive STEM education.

A microbiologist, Lavender moved from the laboratory to the classroom to explore and improve how children receive science education. Here, Lavender weighs in on discrimination, resourcing schools, how marginalized groups foster innovation, and teaching teachers about equitable STEM education.

Tell us a more about your journey from microbiology to teaching to becoming a professor who researches equitable STEM education.

When I was a researcher among doctoral students who were women and women of color, I saw the abuse they endured. Throughout those years, I watched the tears and held their hair when they were sick due to a demoralizing experience.

I began to think, I could mentor better, and not just to women. I could offer equity of mentorship … Then at some point I thought, there is a space where you could reach even more people, further down the chain of education—influence how children learn.

I have always said, when it comes to education, I’m “girl crazy!” As a black female who worked in STEM, I’m all in for girls of color. That’s not to say I am not into helping others, but it’s a juggling act.

How do you address equitable STEM education among pre-service teachers?

Recently, I had my elementary education students read “” … from “Rethinking Schools.”

In the essay, a teacher tells of one of her first graders—Allison—who dresses in clothes more typical of a boy and who wants to be called Allie. She is obviously uncomfortable in class. The teacher writes about her journey to make Allie feel like she belongs.

“I realized,” writes the teacher over again as she strives to make all her children feel comfortable with their choices and thus be more accepting of Allie. These lessons including having the class think about the toys they play with: are Legos only for little boys? What if a boy feels like playing with a doll?

Children’s activities with toys leads to STEM activity that is marketed and labeled by gender. My research shows that if a girl is prevented from playing with a toys labeled for boys, that girl can be hindered from following a path toward STEM.

“When you say nothing, you say something,” I tell my students. There are times when the nothing you say is louder.

Current criticisms of DEIA initiatives in education might suggest that equity in STEM fields has been achieved—is that really true?

During the Super Bowl in 2022, a addressing women and STEM careers. PSAs are for matters of public urgency. They run for free, and this is the most expensive airtime of the year. Tell me, if more women choosing STEM was a matter of public urgency in 2022, do we think that urgency has dissipated?

The marginalization of women and women of color in STEM is still urgent. It’s important for pre-service teachers to know this. I want them to have been in an education class in which it is important to discuss these matters.

Women, women of color and individuals within marginalized communities have uniquely different challenges. When they bring these challenges, they bring additional solutions. That is innovation, and it helps to fuel innovation.

What is the biggest barrier to marginalized children taking up STEM learning and careers?

Resources. That includes the science and technology resources inside of schools, as well as the social capital that comes with neighborhoods and families.

I have seen this barrier in my teaching career. When I worked with visually impaired students, I found their lack of access was similar to that of girls and women. It’s not that these students didn’t want to be in STEM, they didn’t have access to the resources that would help them. You want to make sure these students can do experiments, but even converting a book into braille is a lot of work.

My research shows that children of color and of lower socio-economic status are not funneled into advanced math and science courses. It’s not that those students are uninterested; they are not funneled toward those resources. My research aims to shed light on these inequities.

What is your advice for companies looking to develop the high-tech workforce in Central New York?

I have heard that we should look at these things from the company’s perspective, which is to think about the return on investment.

But if you are a company that is only interested in workforce development for high school students, you are not entirely helping. By the time kids get to high school, they may have made up their mind to do STEM, so you might be looking just to convert a kid from chemistry to technology.

You have got to look at the kid who wants to do neither at that age. Look at the kid who is getting straight Ds or the kid who wants to drop out. Those are the students a tech firm needs to capture, but you are fighting a significantly harder battle to capture their interest.

Manufacturers need to step back and question the length of return on their investment. They should continue to attract high schoolers, but don’t just fertilize the plant already grown, fertilize the seed in elementary school.

They need to find a team of collaborators to help them grow the workforce. They need to invest in resources and people already here. We have local nonprofits and researchers at Syracuse University that are working with younger populations. These individuals are all trying to cultivate elementary aged kids into STEM, but they might not know each other.

Imagine the impact on Central New York if we all came together.

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Professor Heather Lavender Discusses STEM Ed and Building a High-Tech Workforce