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.

The ��(CTLE) recently hosted the (CRI), guiding 20 faculty members in best practices to assess how they teach, changes to make a course more enjoyable and more effective, and high-impact tactics that boost learning outcomes and bolster student engagement.

The three-day institute offered information, resources and methods faculty can use to analyze course content and make revisions to keep pace with changing times, says , CTLE director and professor in the .

Attendees explored pedagogies and research-based strategies that foster student engagement, including course design and teaching approaches that support student-centered, inclusive classrooms, build community and promote psychological safety.

They examined ways to better align assignments with learning goals and increase student accountability. Discussions emphasized that improvements to student learning and well-being should also benefit faculty teaching and wellness.

The Office of Academic Affairs co-sponsors CRI, and participants who successfully complete the 2025 institute will receive a $1,500 honorarium. Interest in CRI was high, with nearly three times more faculty applicants than available slots, Neuhaus says.

Small Changes, Big Difference

“The attendees recognized that the key to effective teaching is always being able to keep learning about how to help students learn more effectively. Students change, we change, the world changes,” Neuhaus says. “These faculty are seeing how to apply some tweaks, add a little language here, some structure there. It’s not a radical shift or something totally new. Small changes can make a really big difference, especially when the focus is student engagement.”

Time for exchanging information and sharing experiences was built into CRI, a factor Neuhaus believes is critical since “often, the most important pedagogical learning may happen not just through formal content delivery but also from conversations with other people about teaching.”

Student Feedback a Wake-Up Call

CRI participant , assistant teaching professor in the College of Engineering and Computer Science, attended to change his teaching methods for the course Electrical Engineering Fundamentals.

The first time he taught the course, “it didn’t go very well,” he says. “Student feedback was a wake-up call for me. They complained the course was exam heavy. In hindsight, basing 96% of the grade on high-stakes exams wasn’t necessarily as fair as I thought it to be. I wanted to see how I could better assess students during the semester so they could earn a portion of the final grade throughout the term in a lower-stakes structure. I now also want to have a more learner-centered and learning-outcomes driven course.”

, associate teaching professor of literacy education in the School of Education, found the CRI experience refreshing.

“I want to stay current and innovate with our students, so I am constantly seeking to diversify my skill set and challenge what I know, what I think I know and the ways I do it. The institute was amazing; there was such positive impact from experiencing Jessamyn’s expertise and working collaboratively with associates I don’t normally see or interact with.”

Welcoming, Accessible

, associate professor of human development and family science in the College of Arts and Sciences, wanted to assure that her course is fully welcoming and accessible to students from varied geographical and learning backgrounds.

“I came from a very traditional teaching experience,” Ramadoss says. “I don’t want students fearing me or the learning process and I want us all to enjoy it.” She says CRI helped her discover new techniques that she is excited to try, “such as providing handouts or case studies and small-group topic chats, rather than giving a lecture.”

CRI will be held annually in May. Information is , including details about , and components. Applications for the May 2026 CRI will be available online beginning on March 1, 2026.

are available for guidance year-round and offer a range of services and teaching support. In addition to offering events, learning communities, reading groups and workshops, staff meet one-on-one with small groups and departments and programs for customized . Instructors, faculty, staff and students may also to receive the CTLE email newsletter.

Two faculty volunteers with the (��ճ���)’s ��received a new internal award recognizing their achievements in maintaining academic integrity standards and policies across the University.

Academic Integrity Outstanding Service Awards were presented to , associate dean for academic affairs in the , and , assistant teaching professor of in the .

The recipients “go well above and beyond for our department,” says Kate Marzen, CTLE assistant director of academic expectations. “We could not fulfill our responsibilities and commitment to the Syracuse community without the amazing volunteers involved in this program.”

Gallagher has been deeply involved with academic integrity, Marzen says. During the 2024-25 academic year, Gallagher served as academic integrity coordinator for the Newhouse School, spearheading campaigns to share procedural updates, creating a sense of faculty buy-in and modeling positive academic integrity collaborations. She previously supported the academic integrity office in every possible capacity, providing comprehensive case submission, faculty interview completion and faculty panelist service. “These are roles that require diligence, attention to detail and balance between student empathy and policy implementation, which Aileen has mastered,” Marzen says.

Lisnyczyj continually provides valuable feedback from a faculty perspective, which has helped the academic integrity team improve the academic integrity seminar, faculty reporting forms and policy violation and sanction classification rubric, Marzen says. “She is also an academic integrity champion in the classroom, helping students navigate situations and questions, modeling positive academic integrity behavior and teaching the importance of self-advocacy, following course/assignment expectations and asking questions if a student lacks clarity. Her unrelenting student-centeredness and focus makes her beyond deserving of this award,” Marzen says.

The academic integrity team implements and supports the University’s academic integrity policies and procedures. They work with faculty, instructors, students and staff to promote understanding of the University’s academic integrity policy and coordinate its administration, and they maintain records of all academic integrity cases. The team also creates online resources for classroom use, joins faculty in making academic integrity presentations and is available for consultation about academic integrity standards. The team consists of two full-time employees, several part-time student panelists, a spring practicum student and a pool of volunteers.

�� became director of the (CTLE) in August. The Universitywide center supports faculty and instructors with professional development programming and resources and services that promote effective, inclusive and innovative teaching.

Known nationally for spearheading unique teaching-excellence initiatives, Neuhaus is also a professor in the School of Education. Most recently, she was professor of history and director of the Center for Teaching Excellence at SUNY Plattsburgh. She has also held teaching positions at several universities, including Denison, Case Western Reserve and Oregon State.

We sat down with Neuhaus to discuss her new role and CTLE’s approach to promoting teaching and learning success.

Interim Vice Chancellor, Provost and Chief Academic Officer today announced the appointment of two new associate provosts, who will join the Academic Affairs leadership team effective Aug. 1. Julie Hasenwinkel will serve as associate provost for academic programs, and Elisa Dekaney as associate provost for strategic initiatives.

“Syracuse University is so fortunate to count outstanding teachers, scholars and administrators like Julie and Elisa among its faculty members, and I am truly grateful for their willingness to serve in these important roles,” Agnew says. “Their past leadership experiences and fresh perspectives position them to make a positive impact not only on the Academic Affairs team, but also across the University and in the local community.”

Julie Hasenwinkel

As associate provost for academic programs, Hasenwinkel will support teaching, learning and student success. Her portfolio will include oversight of a wide range of University offices and programs in these areas, including the , the and . She assumes the role from Agnew, who was named interim vice chancellor, provost and chief academic officer July 1.

, a Laura J. and L. Douglas Meredith Professor of Teaching Excellence, is currently chair of the Department of Biomedical and Chemical Engineering in the (ECS). She is also a faculty affiliate of the . She has served as ECS associate dean for academic and student affairs and senior associate dean.

Her professional and scholarly areas of expertise include faculty development in teaching and learning; engineering education and active learning pedagogies; student success initiatives; orthopedic biomaterials; and biomaterials for nerve regeneration. She holds a Ph.D. in biomedical engineering from Northwestern University, an M.S. in bioengineering from Clemson University and a B.S.E. in biomedical engineering from Duke University.

“I’m very excited to take on this role and to have the opportunity to work with colleagues across the University and the leadership team in Academic Affairs to enhance our academic programs, student success, experiential inquiry and teaching and learning excellence,” Hasenwinkel says. “I look forward to implementing the goals of the academic strategic plan and exploring innovative ways that we can meet the current and future needs of our students so they can thrive at Syracuse University and beyond.”

Elisa Dekaney

In the role of associate provost for strategic initiatives, Dekaney will work to strengthen the academic experience through strong connections with campus and community-based programs, particularly in the arts and humanities. In this role, she will oversee University-based cultural organizations like the , and , among others. Dekaney will also have oversight of the University’s study abroad and study away initiatives. She assumes the role from Marcelle Haddix, who was recently named dean of the School of Education at the University of Wisconsin-Madison.

, now the associate dean for research and global engagement and a professor of music education in the , is also a Laura J. and L. Douglas Meredith Professor of Teaching Excellence.

Her scholarly research focuses on aesthetic response to music, world music and cultures, International Phonetic Alphabet, Indigenous and Afro-Brazilian culture and clinical simulation applied to music education. She holds a Ph.D. in choral music education from Florida State University, a master’s degree in choral conducting from the University of Missouri-Kansas, a bachelor’s degree in sacred music (piano) from the Seminário Teológico Batista do Sul do Brasil and a bachelor’s degree in communications from the Universidade Federal Fluminense.

“I am honored to join Interim Provost Lois Agnew and the entire Academic Affairs team. This role presents an incredible opportunity to collaborate with Syracuse University faculty, staff and students in driving innovative projects and fostering a culture of excellence in an environment welcoming to all,” Dekaney says. “I am committed to advancing our strategic goals with a strong focus on diversity and inclusion. By ensuring that our initiatives reflect these core values, we can create a transformative educational experience that benefits all members of our community.”

Jessamyn Neuhaus, an experienced academic and higher education administrator with a track record of innovation and collaboration, has been named the next director of Syracuse University’s , effective Aug. 1.

The announcement was made today by , associate provost for academic programs.

“Jessamyn Neuhaus is a nationally respected scholar and leader in teaching and learning who will bring an exciting and creative vision to the Center for Teaching and Learning Excellence,” Agnew says. “Jessamyn is noted for her skill in building collaborative partnerships, listening and responding carefully, supporting teachers across all ranks and levels of experience and centering diversity, equity and inclusion in all of her work. We are extremely fortunate that Jessamyn has agreed to lead the CTLE, and I am thrilled to have the opportunity to work with her.”

Neuhaus is currently director of the Center for Teaching Excellence (CTE) at SUNY Plattsburgh, where she is also a professor of history.

“I am elated to be joining the Syracuse University CTLE. I’m deeply grateful for the opportunity to work with these outstanding faculty, professionals, staff and students, and so excited to become a member of the Syracuse pedagogical community of practice. I very much look forward to building connections with other centers, programs, departments and individuals on campus, and to supporting educators’ innovative, inclusive, and scholarly teaching,” Neuhaus says.

As CTE director at Plattsburgh, Neuhaus developed multiple professional development opportunities and spearheaded several new initiatives. She wrote and implemented a new mission and vision statement, collaborated on programming with other offices—such as the Office of Accessibility Resources and the Technology Enhanced Learning Unit—and created a “Thank a Professor” program and a CTE Student Think Tank. Neuhaus also created a CTE Advisory Board comprised of faculty and staff, the Department Delegate program to increase inclusive teaching and the “CTE Superstar” recognition program for faculty who engaged in five or more hours of center programming per semester.

Neuhaus teaches a wide range of courses on topics such as history methodology, historiography, social studies pedagogy and the history of popular culture in the United States, including courses on youth culture, religion, race, ethnicity and gender.

She has held teaching positions at Denison University, Case Western Reserve University, Oregon State University, Lewis and Clark College, Portland Community College, California State University East Bay and New College of California. She earned both a Ph.D. and a master of arts degree in history from Claremont Graduate University and a bachelor of arts degree in religious studies from the College of Wooster.