Twenty-one new business-university research projects are underway across Upstate New York, backed by $3 million in innovation vouchers from the (C3).

That is a big step up from February’s first round of funding, which delivered $350,000 to five companies. C3 has since built a pipeline of 60 engagements with regional tech firms, says , vice president for research and principal investigator for C3.

C3 is the “front door� for companies across the Syracuse-Rochester-Buffalo corridor that need university expertise and equipment to develop and commercialize semiconductor technologies. Syracuse University leads C3 and administers its voucher program on behalf of partners including the University at Buffalo, Rochester Institute of Technology, Cornell University, University of Rochester and Alfred University. C3 is part of the $40 million NY SMART I-Corridor award from the .

Companies in Syracuse Labs

Syracuse faculty are research partners on seven of the 26 C3 projects funded so far.

“These partnerships put real industry problems inside Syracuse labs, and that opens doors for our students. They can work on technology companies are taking to market and graduate with the experience and the connections that employers across this region are hiring for. That is what research should mean for a Syracuse education,� Brown says.

Faculty Partnerships

Five new projects pair companies with (ECS) faculty:

• works with Distinguished Professor and Professor , both of the Department of Electrical Engineering and Computer Science. The company combines AI, bioacoustics and behavioral science to decode how wildlife communicates.
• partners with , assistant professor of electrical engineering and computer science, to test BQPhy QuantumNOW, software that uses AI to speed up and improve chip manufacturing.

• and , assistant professor of mechanical and aerospace engineering, are testing whether a ceramic component from Shi’s lab can help Conamix’s lithium-sulfur batteries last longer.

• provides plant-based raw materials to , assistant professor of mechanical and aerospace engineering, whose lab is turning them into filters that clean wastewater from chip production.
• Syracuse-based ., which designs and prototypes a low-power, energy-saving, higher-speed chip that keeps memory and processing functions together, is working with four ECS faculty: Distinguished Professors and , and Professors and

Two first-round partnerships with ECS faculty continue:

• , a soft-shell robotic gripper startup co-founded by , associate professor of mechanical and aerospace engineering; the company tests prototypes of tunable soft robotic grippers for advanced electronics manufacturing.
• , a global manufacturer of mission systems, radio frequency components and microwave/microelectronic assemblies, partners with , William T. Frantz Endowed Chair in Mechanical and Aerospace Engineering. TTM is a manufacturer of technology products, including mission systems, radio frequency components, RF microwave/microelectronic assemblies and technologically advanced interconnect products.

The Micron Effect

Many of the companies seeking C3 funding are positioning for the wave of chip-industry demand they expect from Micron Technology’s $100 billion , now under construction in Clay, just north of Syracuse, Brown says. Micron says the site will be the most advanced memory manufacturing facility in the world, built to meet AI-driven demand.

“Micron’s investment is bringing new companies and new federal funding into the region. Our job is to make sure Syracuse researchers and students are part of that work, whether we are administering the program or partnering on the research,� he says.

The NY SMART I-Corridor is a federally designated Tech Hub of more than 100 businesses and higher education, economic development and community-based organizations positioning Upstate New York as a global leader in semiconductor manufacturing, innovation and workforce development.

The U.S. Economic Development Administration was established by Ìıthe and provides funding for regional technology development with matching support from the .

For decades, scientists have relied on a simple rule of thumb: temperatures above 60°C (140°F) should prevent complex cells from surviving. A newly discovered heat-loving amoeba is now challenging that assumption.

Microbiologists have long studied extreme environments to understand “how life can survive at the edges of its limits,” says biologistÌı, an assistant professor in the and a co-author of the recent Ìıdocumenting the newly discovered organism. This fundamental question, she notes, “helps inform our search for how life might exist elsewhere in the universe.”

Most of this research has focused on bacteria and archaea, which lack nuclei and the complex internal structures found in eukaryotic cells. Far less is known about how eukaryotic life responds to extreme heat.

That question led Oliverio and Beryl Rappaport, a Ph.D. candidate in her lab, to California’s Lassen Volcanic National Park. There, they sampled geothermal sites with collaborators Gordon Wolfe of Chico State and Ken Stedman of Portland State University. Lassen hosts a wide range of chemically diverse, high-temperature geothermal springs, making it an ideal natural laboratory for probing the limits of life. But the team did not find the record-breaking amoeba in one of the park’s famous acidic pools. Instead, it was recovered from an unremarkable-looking tributary. Their discovery underscores how much life may remain hidden in Earth’s extreme habitats.

Fieldwork at Lassen was no walk in the park. Its geothermal areas contain scorching geothermal pools and unstable ground.

“Since we’re sampling from really high-temperature environments, we had to take a lot of safety precautions,� says Rappaport, the study’s lead author.

The team relied on extra-long sampling tools to maintain a safe distance from boiling water and fragile terrain. And in the narrow tributary where the fire amoeba was ultimately discovered, the team even traded standard equipment for makeshift solutions, using barbecue tongs to collect samples in the tight confines of the stream.

Discovering the Undiscovered

After bringing samples back to Syracuse, the team began raising the temperature in their incubators. The amoebae continued to grow as temperatures increased from 57°C to 60°C. They kept dividing at 63°C (145°F), setting a new record for eukaryotic life. At 64°C, they were still motile. At 70°C (158°F), they formed cysts, dormant structures that can survive the extreme conditions and reactivate when temperatures cool.

Biologists previously theorized that eukaryotic membranes could not remain stable above roughly 60°C (140°F). This new organism, which they’ve named “Incendiamoeba cascadensis”—Latin for “fire amoeba from the cascades”—reflects both its heat tolerance and the region where it was discovered.

“What we thought was true is not,” Oliverio says, emphasizing how the new data expands the realm of what is biologically possible. She adds that many more heat-tolerant eukaryotes may remain undiscovered.

Understanding the thermal limits of life can help scientists narrow the search for life beyond Earth. Temperature, pH and pressure all place physical constraints on where organisms can survive.

“By expanding the known thermal range for complex life, the discovery opens new possibilities for where eukaryotes might exist,â€� says Oliverio. That includes extreme environments on Earth and potentially other planets.

Future Frontiers

The implications extend beyond astrobiology. The organism may offer new insights for biotechnology. Cellular adaptations that help membranes and proteins may eventually inform the development of thermostable enzymes, more resilient biomaterials, or high-temperature bioprocesses. Current genomics and sequencing technologies make it possible to investigate these adaptations in ways that were far more difficult just two decades ago.

The research also extends beyondÌıIncendiamoeba.ÌıUsing the same culturing techniques, members of the Oliverio lab are discovering additional extreme microbes, even on campus. Undergraduate students are investigating how similar heat-loving organisms colonize human-made environments.

One case study focuses on aÌı. By collecting samples from high-temperature soils and surfaces exposed to steam, then culturing the microbes they find, students are learning that extreme microbes aren’t confined to hot springs or deep-sea vents. They can also thrive in unexpected human-made environments.

Pushing the Boundaries

For Rappaport, part of the thrill comes from seeing something entirely new under the microscope. She recalls the first time the amoebae crawled across the flask.

“Seeing organisms that maybe no one has seen before is just an incredible feeling,â€� she says.

Oliverio sees the discovery as a reminder that the boundaries of life are not always where scientists expect them to be.

“We should expand our search,” she says.

Key Takeaways:

Record-setter:ÌıIncendiamoeba cascadensis, a newly discovered amoeba, thrives at 63°C, hotter than any other eukaryote yet documented.

Bigger picture:ÌıThe discovery raises the known temperature limits of complex life, expanding the search for eukaryotes on Earth and elsewhere in the universe.

Biotech potential:ÌıThe fire amoeba could provide new approaches for developing heat-stable enzymes, tougher biomaterials and high temperature industrial processes. Modern genomic tools can help uncover molecular adaptations that allow complex cells to withstand extreme heat.

This research was supported by the National Science Foundation, NASA, the American Physical Society, the National Institutes of Health, the Howard Hughes Medical Institute, the Water and Life Interface Institute, the Alfred P. Sloan Foundation, Syracuse University, the European Commission, the European Molecular Biology Laboratory, the Swiss National Science Foundation, the Gordon and Betty Moore Foundation and the U.S. Department of Energy Office of Science.

Growing up in Los Angeles, saw friends and family members struggle with eating disorders and watched the emotional and financial toll those illnesses took on patients and the people closest to them.

Once on the Syracuse University campus, she decided to do something about it and found the entrepreneurial resources on campus to help build her idea.

After consulting with clinicians along with patients in recovery and their parents, Greene developed , a predominantly free, clinically guided, eating disorder-specific digital platform to fill the gaps in the healthcare system.

“I built Miirror because I refused to watch people keep disappearing into a system that had no room for them,� says Greene, who earned an advertising degree from the . “There is no platform built specifically for eating disorders and around eating disorder recovery that works. This is the gap I am trying to fill, and every single day I wake up knowing exactly why this matters.�

Miirror offers inclusive and stigma-free tools, support circles, crisis resources and therapy matching, providing a safe space for those in recovery. The app is available on the App Store by searching “Miirror: Recovery Support.�

“I grew up wishing I could create a support system for the people I knew who had eating disorders instead of feeling like there was nothing I could do to help, so this is my way of helping people,� says Greene, who serves as Miirror’s chief executive officer and founder.

Creating Real Connections

The platform combines product development with clinical collaboration to reduce stigmas, address gaps in the healthcare system and create technology that meets patients where they are.

“We want users to have real human connection built into their experience from day one,� says Greene, who credits the , the in the and the with developing her entrepreneurial skills.

Greene says Miirror was used in a pilot program with an eating disorder clinic for clinical validation before being released to the public.

Among the app’s primary goals and features:

• a therapeutic toolbox with more than 20 evidence-based techniques users can access anytime, anywhere
• a clinician dashboard that lets providers monitor patients between sessions, “closing a gap that the current healthcare system doesn’t address,â€� Greene says.
• a patterns page that tracks a user’s progress over time, creating a recovery process that feels personal and measurable
• a peer mentorship component to reduce the isolation and loneliness patients often experience

Baseline features are free, while users seeking a more personalized experience can purchase premium upgrades.

For University students seeking help with an eating disorder, please visit for more information about the available treatments and support services offered through the Eating Disorder Treatment Team.

Collaborative Spirit Fuels Team Success

Running Miirror is a full-time job for Greene and her nine team members, all full-time students balancing classes, coursework and company responsibilities.

The platform features a research department, a branding department and a development team, and Greene meets weekly with each of the department heads to reflect on successes and share research updates.

“It’s not easy being part of a student-run startup company, but what has helped is creating that sense of community on the team,� says Greene, who organizes team building activities like a Miirror Friendsgiving where colleagues can laugh and bond with each other.

Greene has also assembled a team of medical clinicians who ensure all platform resources are evidence-based, so users can trust them in their recovery.

To date, Miirror has won more than $21,000 in grant money at business competitions, including a first-place finish in the health and wellness category at the New York Business Plan Regional competition.

“Building something meaningful means nothing without the right people behind it. Everyone on this team brings something irreplaceable, and I truly couldn’t do this without them,â€� Greene says.

Her team includes Jacob Kaplan ’28 (front-end app developer, School of Information Studies (iSchool)), Shahaan Khan ’26 (cloud infrastructure architect, iSchool), Danielle Ofir ’26 (human resources director, College of Arts and Sciences), Reese Yoon ’26 (research analyst, College of Arts and Sciences and iSchool), Bri Gordon ’28 (research analyst, College of Arts and Sciences), Meghan Hoffman (user experience/user interface product designer, University of Michigan), Cole Meredith ’26 (head of branding, Newhouse School), Fernanda Kligerman ’26 (brand and digital designer, College of Visual and Performing Arts) and Martin Beredo ’26 (social media manager, Newhouse School).

Ask a student where they start their research these days, and increasingly the answer isn’t the library website—it’s an AI platform.

To prepare and adapt to that rapidly changing landscape, , professor and senior associate dean for faculty and academic affairs in the School of Information Studies, has won a grant from the to train 110 academic librarians nationwide in AI literacy and assessment.

The three-year project, Student Success through Assessment and AI Literacy in Libraries (SSAAILL), partners Syracuse University with the University of Virginia, Colorado State University and the University of Denver. The goal is to prepare academic librarians for a landscape where students increasingly turn first to AI-generated answers instead of library resources, often without the skills to evaluate what they’re getting.

iSchool Interim Dean says Oakleaf’s work puts the University at the forefront of helping academic librarians nationwide navigate the shift.

“Getting this IMLS award is fantastic, especially given the climate we’re in right now,” says Rubin. “The intersection of AI and libraries is the right research at the right moment for our school, and Megan is exactly the right person to lead it.”

Meeting the Moment

Oakleaf, who teaches courses in information services, information and AI literacy, academic libraries and project design in libraries in the iSchool’s MSLIS program, says the project tackles three shifts that are “converging� in library science right now.

Not only are students increasingly starting research with AI-generated answers instead of library resources, but she says institutions are also adopting AI-driven learning analytics that frequently exclude library data entirely, which makes libraries’ contributions to student success invisible in campus decision-making, Oakleaf says.

On top of that, she says library leaders often lack a clear framework for communicating the library’s value when university decision-makers are including AI-supported analyses to make decisions.

If librarians aren’t equipped to respond to all three of these challenges, libraries risk becoming marginalized at a time when their role in teaching critical evaluation skills is most needed, Oakleaf says.

The moment matches the mission of the project, Oakleaf says.

“I’ve long focused on library assessment, guiding librarians who are supporting student literacies (information literacy and now AI literacy) and demonstrating the value that libraries provide to students and faculty who are focused on teaching and learning in the context of academic institutions,â€� she says. “AI hasn’t changed the landscape, but it is changing the toolset and increasing the rate of decision-making on campuses, so there is a sense of urgency around helping librarians be ready to respond to changing terrain, rather than just reacting to it.â€�

How the Project Will Work

Oakleaf is bringing her experience researching how academic libraries demonstrate and improve student learning to the project.

SSAAILL will use a three-track, dual-cohort, train-the-trainer model. One track, led by Leo Lo, dean of libraries at the University of Virginia, will focus on AI literacy instruction. The second, led by Becky Croxton, strategic assessment librarian at Colorado State University, will zero in on the AI-enhanced assessments, which often exclude library data, deployed by educational institutions. The third, led by Michael Levine-Clark, dean of libraries at the University of Denver, will delve into AI-era library leadership and communicating library value.

Oakleaf says each track will involve two cohorts over the three-year grant period to create a “deliberate feedback loop� rather than a one-time workshop.

The participants will attend the intensive training and then return to their home institutions and each train at least five colleagues. In that way, the project aims to reach more than 550 librarians at 110 institutions across the United States with its training.

The project also includes a student advisory group of undergraduates whose input helps shape the training curricula directly, allowing current students a hand in defining what AI literacy looks like in practice.

“The key challenge we anticipate is pace,â€� Oakleaf says. “AI tools and student behavior around them are changing faster than most professional development models can keep up with, so we’ve built in that iterative, cohort-based refinement specifically to keep the curriculum current rather than static. A second priority is making sure the training actually transfers. It’s not enough for one librarian to learn something at a conference; the train-the-trainer structure and implementation toolkits are intended to make sure it spreads.â€�

Oakleaf says the framework SSAAILL is building and testing with practicing academic librarians informs the work she does in her courses at the iSchool.

“Our MSLIS students are entering a profession where AI literacy instruction, AI-augmented assessment and AI-era leadership communication are becoming core competencies,� she says.

At the edge of a park on Syracuse’s Rich Street, a small dog barks with excitement, straining to get closer to roughly 30 approaching walkers. Jill Ceilly holds the other end of the leash.

Maxwell School alumnus Andrew Lunetta is among the walkers.

“Hey, Jack,� says Lunetta to the dog, before it leaps into his welcoming arms.

Ceilly and Jack live across the street from the park in a home built by Lunetta’s nonprofit,Ìı. This scene plays out nearly every Tuesday morning: Tiny Home staff and supporters embark on a 2-mile walk that starts at the organization’s headquarters on South Avenue and passes several of the homes it has built or rehabbed.

Along the way, several tenants, including Ceilly, join the walk or step outside for a friendly catch-up. The route is filled with conversation, laughter and hugs—a contrast to the hard times many tenants have known, from job loss and addiction to domestic abuse and illness.

What’s clear: They count Lunetta a friend, and perhaps, a lifesaver.

“When he says he’s going to do something, it gets done,� Ceilly says. “He’s not just a landlord. He’s trying to build a community.�

Lunetta founded A Tiny Home for Good in 2014, the same year he earned a master of public administration from Maxwell. In the 12 years since, the nonprofit has built 23 tiny homes and rehabilitated nearly two dozen additional properties across Syracuse, housing 47 people. Roughly two dozen more projects are underway.

That work made Lunetta a 2026Ìı, an honor given annually to people making extraordinary contributions to their communities. The segment aired in July, featuring some of the tenants on the walk on a recent Tuesday morning.

When the call came in late 2025, Lunetta didn’t believe it.

“I thought it was just a scam—a call from some random number saying someone from CNN was trying to reach me,� he says.

A committee had already reviewed a nomination on his behalf, and after months of vetting, made it official.

Lunetta says the recognition isn’t about him.

“It’s a recognition of what our team has built,� he says.

A Different Plan

Lunetta didn’t come to Maxwell with homelessness on his mind. He arrived planning to work with international organizations in a career that would involve extensive travel.

“I don’t remember the professor, but I remember the class. I remember exactly where I was sitting,� Lunetta says. “I remember thinking, ‘Oh—this is not what I want to do.’�

Lunetta volunteered at a 115-bed men’s shelter in Syracuse during his undergraduate years at LeMoyne College and eventually became a staff member. He watched a cycle that never seemed to break. Men would leave with a plan to find stable housing and, time and again, come back, often because they couldn’t afford anything beyond some of the city’s worst housing stock.

“Maybe a quarter of the way through that first year, I really started asking myself: What do I care about?� Lunetta says. “And it was this. It was the work at the shelter, hearing the guys’ stories, trying to find a solution.�

He focused on nonprofit management. The idea for what would become A Tiny Home for Good—permanent, dignified housing paired with long-term support—began to take shape.

Lunetta said his Maxwell coursework gave him tools he reaches for every day. Chief among them: statistics, taught by Sarah Hamersma, associate professor of public administration and international affairs.

“Statistics was something I would have run in the opposite direction from,� says Lunetta. “She’d come in and share a statistic that’s published, that everyone treats as gospel and then break down why it didn’t actually hold up. It was like, ‘Wow—these numbers I’ve always been afraid of are actually useful.’�

Hamersma says Lunetta “was that ideal student we always dream of for the M.P.A.�

She added, “He had a vision for serving the public good—a big vision—and he was ready to work really hard to master the skills he needed, even the ones that didn’t come naturally.�

Lunetta said Tina Nabatchi’s course in public organizations and management gave frameworks for running an organization.

“I went into Maxwell thinking I’d do something very different,� he says. “There’s a very direct line from what I learned there to where I ended up. Without it, I probably would have ended up doing something I wasn’t best suited for.�

One House at a Time

While pursuing his M.P.A. and volunteering in the shelter, Lunetta talked about his idea for A Tiny Home for Good with nearly everyone in the community supporting the unhoused. People told him the idea could work but cautioned him about the capital and risk involved. He started the paperwork while still a student.

“For a while, from 2016 to 2020, pretty much, it was just me,� he says.

The operation looks different today: volunteer crews, tradespeople and sponsoring businesses now handle much of the physical construction. But Lunetta still finds his way onto job sites.

“I really love that part of the work,� he says. “I hope to always spend at least a little bit of time doing it.�

One of the most recent projects sits right next door to the headquarters: a two-family home that just cleared final approval for occupancy after a remodel. Out back, a new playground sits near a pergola designed and built by Syracuse University architecture students.

Every home the organization builds or renovates goes to someone who would not pass a typical background check for market-rate housing. Most go to tenants pulled from the county’s coordinated entry list, which ranks people by how long they’ve experienced homelessness; those with co-occurring substance use or mental health needs rank near the top.

“We’re proud of that,� Lunetta says. “That’s who our houses are for.�

The classroom spaces in the Center for Science and Technology buzz with activity as high school students build and learn how to code autonomous vehicles on land, in the air and underwater.

A black and white quadcopter drone hovers a few feet above ground, precisely navigating a test flight.

On the ground, black robotic rovers navigate a racecourse consisting of varying terrains, mapped out in blue and orange masking tape.

Below the surface, twin submersibles glide through the water, responding to commands from students on the pool deck relayed through a tethered topside control unit.

is a summer STEM program that ran June 29 through July 28 in the (ECS), meant to develop a pipeline of high school students interested in working with autonomous vehicles. As part of the program, 23 high school students from the greater Syracuse area built and operated different autonomous systems using video game-style controllers.

Students also worked on UAS-SAR (Unmanned Air System—Synthetic Aperture Radar), exploring radar imaging by building and flying a radar on a small drone and using it to capture images of different objects. Throughout the program, students also got a foundational look at the batteries driving these systems, discussing how factors like weight, capacity and charge time shape the performance of vehicles operating on land, in the air and underwater.

“It’s important to get high schoolers into engineering and the STEM fields,� says Connor Sumner ’25, G’27, a current teaching assistant who earned a bachelor’s degree in electrical engineering and will complete a master’s degree in May. “Seeing a drone fly by, watching the submarine glide across the water and learning how to build the race car is definitely one of the biggest factors that hook kids on these activities.�

From Curious Scholar to Confident Coder

Coen Fierke ’29 enjoyed the engineering lessons he learned three years ago as a student scholar at Orange Works so much that he enrolled as an electrical engineering major in ECS.

“This program is amazing, and it’s so helpful for students to come to Syracuse and get these opportunities to be introduced to these skills,� Fierke says. “I was motivated to attend Syracuse University after doing Orange Works because I could see myself doing electrical engineering. The program made me want to come here.�

Like many of the participants, Fierke came into the program with minimal coding experience, but after taking an introductory Python programming course each evening, Fierke says he soon felt comfortable navigating the coding required to program the different vehicles.

“These students will live in a world full of autonomous systems where, starting today, they will have the tools to help shape the future,� says Anthony Terrinoni, the associate director of academic programs in mechanical and aerospace engineering who also directs Orange Works.

A Slice of Life on Campus

In its fourth year, Orange Works falls under the mechanical and aerospace engineering department in ECS and is funded jointly by the (CASE) at Syracuse University, and the . Led by Binghamton University, the Engine brings together premier research and development universities, educational institutions, industry, economic development and community organizations and government agencies to grow the battery ecosystem in Upstate New York driving national and regional impact.

“Programs like Orange Works are only possible because of strong partnerships and support,� says , professor and chair of the Mechanical and Aerospace Engineering Department. “We’re grateful to CASE and the NSF Energy Storage Engine in Upstate New York for their financial support, which allows us to give these students hands-on experiences with battery integration and autonomous systems while helping build the next generation of engineers here in Central New York.�

“Orange Works is a great entry point into the Energy Storage Scholars Initiative, our effort to build a talent pipeline for this industry from high school through college and beyond,â€� says Tim Thomas, chief workforce development officer for the NSF Energy Storage Engine in Upstate New York. “Building a strong energy storage ecosystem in New York State requires a steady supply of skilled engineers, and programs like this one are essential to giving more students across our region access to engineering degrees at institutions like Syracuse’s College of Engineering and Computer Science.”

Students eat in the dining halls and visit campus spots like the , the and the , activities that Fierke says “help connect students with Syracuse and show them what life is like as a Syracuse University student.�

Orange Works participants also learn from ECS faculty and current students, building up their engineering skills while gaining the confidence to turn their passion for autonomous vehicles into a potential career path.

“Orange Works gives high school students the chance to work in teams and design, build and program a real autonomous system alongside our faculty and current students,� says , interim ECS dean and associate provost for academic programs. “This unique and engaging experience helps them build the skills and confidence to pursue engineering and computer science degrees in college and become the innovators of the future.�

Putting Skills to the Test at MIT

The highlight of Orange Works was putting the students’ skills to the test on a challenging course as part of an international autonomous-vehicle competition at the (MIT) , held July 30 through Aug. 2.

Leading up to the competition, students spend hours together testing their autonomous vehicles, supporting and learning from each other in a collaborative environment while overcoming challenges stemming from building, programming and troubleshooting.

“It’s pretty cool going home and telling your friends that you spent part of your summer building these autonomous vehicles. These students want to learn, and this program educates them now and prepares them for a career in the future,� Sumner says.

For Fierke, the same program that first sparked his interest in electrical engineering as a high school scholar has him giving back to aspiring engineers as one of the program’s teaching assistants.

“Orange Works creates these opportunities to network and learn from some of the best minds in the field,” Fierke says.

Hundreds of high school students spent their summer at Syracuse University. They experienced life as a college student—taking a university-level course, living in a dorm and eating with friends—before starting their higher education journey.

Syracuse University’s have been giving high school students the chance to explore potential majors and careers since 1965. Today, students get the option of attending , or at the University’s Manhattan and Los Angeles academic centers for the Summer College program.

“Students not only learn what it’s like to be a college student, but they leave the program feeling confident, enthusiastic and ready for college,� says , executive director of the Office of Pre-College Programs in the .

This year, 1,275 students attended from across 38 states; Washington, D.C.; Puerto Rico; Guam and 28 countries.

What It Offers Students

The on-campus program gives high schoolers as much of the undergraduate experience as possible: living in residence halls, eating in dining halls, attending evening and weekend social events and field trips, and taking a college-level course taught by a faculty member.

“Being away from home in the environment Summer College provides is a transformational experience for many students,� Cofer says. “Students and their parents often report how the Summer College experience was the most significant factor in preparing the student for applying to, and then leaving home for, their undergraduate career. �

Students can confirm the major they want to pursue—or discover it is not what they want to study in college. Those in credit classes receive a Syracuse University transcript with a letter grade, and credits may transfer to other institutions.

Many also seek and secure a letter of recommendation from the professor to include in their college applications.

“Attending a pre-college program can be a transformational experience and not just here,� he says. “The transition (the gap) from high school to college is larger than most realize and attending a pre-college program provides a low risk experience where students go back home to process it while finishing high school and before they begin their college applications.�

Students who attended in recent years say it helped solidify their plans to attend Syracuse as undergraduates.

What Students Say

Evan Gohil ’29,
Attended on-campus Summer College in 2023

Evan Gohil learned about Summer College during his sophomore year of high school and attended for free through a partnership between the University and the Syracuse City School District. He says the program, where he studied neuroscience, convinced him that Syracuse University was where he belonged.

The program clarified the college experience for Gohil.

“Going through the program, I gained memories and a clearer idea of what to expect,� Gohil says. “In retrospect, the first few weeks of college were very similar to what Pre-College was.�

Learning to manage on his own and being given a level of freedom in the program was eye-opening, he says. Taking the neuroscience course, he also learned that he could pursue a pre-med track in areas beyond just biology.

The entire experience was invaluable for students with no reference for what college will be like, he says.

“This is especially important with first-generation students like myself,� he says.

Talia Klein ’27,
Attended on-campus Summer College in 2022

Talia Klein attended the program because she wanted to experience what college life was like before making “such a big decision,� she says.

“Being able to spend time on campus, take a real college course and meet current students made everything feel much more real,� she says. “By the end of the program, I could genuinely picture myself at Syracuse, and it confirmed that it was the place where I wanted to spend the next four years.�

The course gave her a glimpse of the creative, collaborative environment at Newhouse, reinforcing her excitement to pursue media and entertainment.

What also stuck with Klein was how independent she became in a short time, navigating campus, collaborating with classmates and balancing assignments.

“It was the first time college felt less intimidating and more exciting,� she says.

It also showed her how welcoming and supporting the Syracuse community is.

“It made the transition to Syracuse so much easier because I already felt connected to the campus and community,� she says.

Elena Pantoja ’29,
Attended online Summer College in 2023

For Elena Pantoja, taking an online nutrition course through Summer College was the biggest factor in her decision to return to Syracuse for her undergraduate degree. Now majoring in , she’s taken classes again with Jane Burrell, associate teaching professor in the Falk College.

Pantoja says the online experience surprised her with how productive the learning environment was. One moment she still remembers is the course’s final assignment.

“My professor had us go to a farmers market and purchase one item of our choice, research the process the farm took to get that product to the market and cook it,â€� she says. “I appreciated my professor’s dedication to getting us off the Zoom meeting and into our community.â€�

Pantoja encourages high schoolers to consider Summer College.

“Even if you can’t take a class for your major, take one that interests you just to get an idea of what your classroom expectations will be in upcoming years,â€� she says.

High school students and families: the 2027 Summer College application opens in mid-December, but it’s never too early to start planning ahead. VisitÌıÌıfor more information.

An is opening doors to one of the country’s fastest-growing industries for veterans, transitioning service members and their spouses, thanks to a partnership between Syracuse University’s (IVMF) and .

To date, more than 1,000 veterans and military-connected members have explored the semiconductor manufacturing industry through the IVMF’s introductory Semiconductor Foundations course. Since January, enrollment in the class has increased by 100%.

Participants leave with a foundational understanding of semiconductor manufacturing, fabrication operations and discovering the important role semiconductor jobs play in the economy and national security.

“We are proud of the momentum this course and our partnership with Micron has generated, but our goal has always been bigger than enrollment,â€� says . “We’re building an ecosystem that brings together industry, higher education and military-connected talent to strengthen the semiconductor workforce and national security implications for years to come.”

What Participants Learn

The Semiconductor Foundations course was developed in collaboration with Micron subject matter experts and the . Participants learn how a semiconductor fab operates, gain the skills and background that facilitate a transition from active military service to semiconductor manufacturing and become equipped to progress from course completion into the job market.

Since its launch in September 2024, cohorts have been offered both online and in-person, providing a flexible educational setting that brings the lessons to veterans on their terms. Those who complete the course receive access to a national employer network and hiring connections across New York, Virginia and Idaho.

“Veterans, transitioning service members and military spouses bring valuable experience, adaptability and a strong commitment to mission-driven work—qualities that are vital to the future of the semiconductor industry,â€� says , vice president of global talent acquisition and workforce at Micron Technology.â€� The Semiconductor Foundations course is opening doors for military-connected talent to explore rewarding careers in semiconductor manufacturing. In addition, they’re building an understanding of the powerful role this industry plays in advancing innovation and strengthening our economy. It’s exciting work that is only possible when we collaborate with our partners. That’s why we truly appreciate Syracuse University and the D’Aniello Institute for Veterans and Military Families. They are creating pathways that connect talented individuals to new opportunities that are building the future-ready workforce our industry needs.”

The course is available for free to transitioning service members, veterans and military spouses who are currently enrolled in , the IVMF’s career training program that has served more than 100,000 veterans and military spouses since 2011 and helps military connected individuals prepare for civilian careers through industry-recognized certifications and evidence-based workforce programming.

No prior semiconductor experience is required to take the class. Upon completion, participants will receive a certificate from Syracuse University.

The effort, offered through the IVMF’s Semiconductor Hub, is creating a veteran workforce pipeline that prepares participants for promising new careers in the chips industry.

“For nearly two decades, the IVMF has helped employers recognize the value veterans bring to emerging industries,� Toenniessen says. “Semiconductors represent the next chapter. As this industry grows nationwide, partnerships that align military talent with workforce demand will become increasingly important.�

From Classroom to Career

Course graduates gain access to the IVMF’s employer network, where Micron serves as the inaugural semiconductor employer partner. The network is designed to connect qualified military talent with employers across the growing semiconductor ecosystem while supporting future expansion into additional manufacturing regions.

The IVMF continues to expand relationships across the semiconductor ecosystem, including discussions with GlobalFoundries, SEMI and the Semiconductor Industry Association, while strengthening educational pathways through regional institutions including Onondaga Community College and Jefferson Community College.

Micron says it will start producing chips at its new manufacturing site in four years. It plans to build up to four chip making factories in the Town of Clay to manufacture billions of the tiny computer chips that are needed for everything from cell phones and cars to artificial intelligence and household appliances.

Bernard Appiah didn’t set out to become a public health communication scholar. He originally trained as a pharmacist, but during his studies he took on editing a student magazine and discovered the power of communication.

He has since built a career researching how communications can change public health behavior and outcomes in Africa. Last year, that work , one of the field’s highest honors.

, who recently earned tenure as an associate professor of public health in the , traces his approach to public health communications back to his childhood in Ghana, where his father served as the community’s gong beater, relaying messages from the village chief.

Watching his father taught him early lessons about clarity and consistency, ideas he later built into his “10+10+30” model. The communication format blends a 10-minute radio drama series, followed by a 10-minute discussion by community health workers and then a 30-minute listener call-in segment to spread health information in low- and middle-income countries.

His research has shown measurable results, including a project in Ethiopia that linked use of radio drama about childhood vaccination to higher rates of immunization.

Below, Appiah discusses the roots of his approach, the balance between education and entertainment and where he sees global health communication headed next.

Hunter Pyke ’27 spent four years as a U.S. Marine Corps anti-tank missileman before enrolling at Syracuse University. Matthew Soukup ’27 served 11 years in the Navy as an aviation electronics technician. Varun Gollapudi ’27 was a U.S. Army flight paramedic and now serves as a detachment sergeant for Forward Resuscitative Surgical Detachment in the Army Reserves. This summer, all three spent eight weeks in research settings studying issues related to the mental health and well-being of veterans just like them.

It’s the kind of opportunity that reflects why Syracuse University has become the best place for veteran and military-connected students—not just supporting them but putting them at the center of research that could shape care for the broader veteran community.

The three rising seniors made up the inaugural cohort of the , which paired them with faculty mentors from Syracuse’s (CHB), a collaborative initiative of the , the , and the (IVMF).

. Over 20-hour weeks, the students dug into cutting-edge research, mental health care, and community programming for veterans and military service members. They conducted a meta-analysis of student veteran mental health. They also helped with a study aimed at encouraging healthier alcohol-related behavior among veterans in VA integrated primary care settings. Their research also stretched into issues of post-traumatic stress disorder, chronic pain, moral injury and suicide prevention.

New Skills, New Direction

For Pyke, a psychology and neuroscience major in the (A&S), the experience sharpened how he thinks. The work, he says, “furthered my academic development and gave me a new perspective on how to approach problems, evaluate possible solutions and consider the needs of the individuals involved.�

Soukup, also a psychology major, says the program, which comes with a $2,500 stipend, let him focus fully on the work without financial stress. It also opened his eyes to what comes next. “Our visits to community groups doing real work in the field has provided newfound insight into what potential future careers could look like,� he says.

Gollapudi, a biology/pre-med major who spent his career as an operational medic, found particular meaning in learning directly from faculty experts. “Working with [these professionals] is an amazing opportunity to learn and fine tune my skills,� he says. Field trips and conversations with fellow veterans, he adds, gave him a deeper understanding of behavioral health issues.

Program coordinator and CHB/Ìı(IVMF) postdoctoral scholar Ìısays visits to the Syracuse VA Medical Center, Clear Path for Veterans, Veterans Treatment Court and Altamont Syracuse Veterans Residential Program, along with training on suicide prevention and other wellness topics, “allowed the students to translate academic literature to on-the-ground applications. They are learning from people who are doing the work and seeing the outcomes of those efforts.â€�

The Program Behind the Experience

An extension of the University’s to veterans and military-connected families, the CHB-sponsored program grew out of the , a partnership between CHB, the IVMF and the (OVMA).

“Our goal was to extend that experiential learning model to create an accessible, high-impact pathway connecting student development with active scholarship and mentorship and with veteran-serving organizations while helping strengthen the University’s veteran and military academic ecosystem,â€� says , CHB director and professor of psychology in A&S.

Ditre co-leads the program with ’07, CHB associate director of education and training and an associate teaching professor of social work in the , and Rabinowitz. The program was supported by Marfilius’ , with additional funding from CHB.

Ditre says the students have been highly engaged, taking full advantage of these new research, training and professional development opportunities. “The students are building new skills, clarifying their career interests and forming connections across Syracuse University and the broader veteran-serving community,� Marfilius adds.

The program strengthens cross-unit collaboration between CHB, IVMF and OVMA and builds a longer-term pipeline into research, graduate training and health-profession careers. Moving forward, organizers hope to expand the number of scholars, mentors and research opportunities while preserving the close mentorship that defines the program.