Thirty-two graduates will earn dual degrees: a master of business administration degree from the Martin J. Whitman School of Management and an executive master of public administration degree from the Maxwell School of Citizenship and Public Affairs.

Founded in 1952, the DCP prepares military and civilian financial leaders from across the U.S. Department of Defense through an intensive graduate education in business, public administration and defense resource management. Since expanding to serve all branches of the armed services and defense agencies in 2006, the program has continued to develop leaders responsible for managing complex financial and organizational challenges across the defense enterprise.

The commencement celebration follows the program’s annual awards and Beta Gamma Sigma induction ceremony on Thursday, July 23. This year, six students will be inducted into Beta Gamma Sigma, the international business honor society: Raleigh Audette, Jennifer Berry, Joonki Hong, Morgan Hood, Jared Michael McClish and Xiaobin Wu.

During the awards ceremony, Robert Unger, director of resources and analysis for U.S. Central Command, will receive the James F. McCall Award. Bruce Miller, auditor general of the U.S. Army Audit Agency, will receive the Leonard F. Keenan Memorial Award. The David Laychak/Rhonda Rasmussen Award, selected by the graduating class, will be presented to Nickkole Daniels, and the LTC Thomas P. Belkofer Award, recognizing the program’s highest-ranked student, will be presented to Xiaobin Wu.

The 32 graduates of the Class of 2026 are:

Raleigh Audette

Joshua Baker

Jennifer Berry

Trenton Betts

Anthonio Black

Briana Brown

Edgar Carrasquillo

Yu Feng Chao

Nickkole Daniels

Boren Du

Angelica Dy

Tania Gonzalez

Deuntae Greenfield

Joonki Hong

Morgan Hood

Eui-Suk Jung

Monica Lorenzetti

Michelle Ma

Jared Michael McClish

Tatiana McCook

William Meindl

Kiandra Moore

Tan Nguyen

Benson Njoroge

Emilio Obregon

Andrea Pena

Kevin Pollard

Elia Ramirez

Ashley Solorzano

Katelyn Voss

Xiaobin Wu

Wei Ye

Hearing loss and tinnitus are the two most common service-related disabilities among U.S. veterans, affecting more than three million people nationwide.

Knowing military service members are routinely exposed to noise that can cause lasting auditory damage, which can make school harder for active duty and student veterans, Karen Doherty, senior associate dean for faculty affairs and professor in the in the, and Tammy Kordas, associate teaching professor also in CSD, set out to learn how tinnitus may be impacting veteran students on campus.

When the two certified audiologists initially went looking for existing research on the prevalence of tinnitus—a ringing or other noise in the ears that isn’t caused by external sound—among veterans on college campuses, they found almost nothing.

So they, along with two of their doctoral students, Marissa Merrifield and Joshua Deus, surveyed service members and veterans currently enrolled at Syracuse University to explore the relationship between self-perceived hearing difficulty and listening fatigue and self-perceived hearing difficulty and tinnitus severity.

The two faculty members have collaborated on research in the past, though this is their first project focused on veterans. Together, they bring complementary expertise to the project. Doherty contributes a research perspective, while Kordas brings a clinical perspective and specialized training in tinnitus management through her work with patients at the .

Doherty says the sparse literature on student veterans and tinnitus wasn’t entirely surprising. Most tinnitus research focuses on older veterans, the demographic that arrives at VA medical centers in their 60s and 70s, ready for hearing aids for diagnosed hearing loss.

Student veterans, meanwhile, appeared to occupy a different and largely unexamined space.

“You might have ‘normal’ hearing yet have a lot of difficulty hearing in background noise as well as challenges in trying to deal with the secondary effects of tinnitus,” Doherty says.

To get a sense of how much tinnitus impacts student veterans, they sent out the survey with the help of��retired U.S. Army Colonel��, executive director of the .��

Determining the Prevalence—and Impact—of Tinnitus

The research team developed a survey combining standardized outcome measures for determining self-perceived listening difficulties and the severity of a person’s tinnitus. Original questions about the students’ past noise exposures, such as firearms, explosions or piloted aircraft, were included.

“Tinnitus is one of the most common service-connected injuries affecting members as they transition out of military service,” Novack says. “It affects your quality of sleep, your concentration. It affects stress levels for you, either up or down, depending on the acoustics in the environment in which you’re operating. It affects your ability, or a student’s ability, to fully engage in learning environments.”

For student veterans, experiencing tinnitus could mean difficulty focusing during lectures or increased fatigue, with background noise in a classroom forcing them to work twice as hard to hear the lesson.

“The tinnitus itself wears on anyone,” Novack says. “It can increase anxiety in what we would like to see and experience as a quiet learning environment. And veterans may not come right out and tell someone they have this problem. They’re going to go into a classroom, and they’re going to find a way to navigate that invisible disability potentially without an accommodation, because they don’t think it’s a big deal. So they might be recording the whole entire lecture and then come back and take notes at their own pace and cadence.”

The research team sent the survey to 270 student veterans in the fall and 97 responded. Of those students, 82% reported experiencing tinnitus.

Students who reported experiencing tinnitus went on to complete a standardized test measuring the severity. Forty percent reported bothersome tinnitus, which indicates it is affecting quality of life. Only about 10% of the general population in the same age range experiences bothersome tinnitus.

“We went into this with certain hypotheses, one of them being that exposure to loud noise during military service would be associated with higher rates of tinnitus,” Doherty says. “But we didn’t know it was going to be more than twice those of traditional college students. We were really surprised.”

A Starting Point

Kordas, Doherty and Novack all agree that identifying the scope of the problem is only the first step toward developing meaningful support and solutions.

“It gives us more of an opportunity to move from an anecdotal awareness on campus, toward a more data-informed understanding of how this issue really affects student veterans at the University,” Novack says.

Doherty and Kordas aim to implement interventions for student veterans with listening difficulties and tinnitus, including using hearing assistive technologies in the classroom that improve signal-to-noise ratios in lecture settings. This would potentially reduce fatigue and listening effort.

The researchers also hope to bring student veterans into a clinic setting to assess whether their tinnitus is accompanied by measurable hearing loss.

“You can manage and treat tinnitus, so knowledge is power,” Kordas says. “I think providing them with informational counseling about this condition would be beneficial as well.”

Many student veterans may already be eligible for treatment or other interventions for their hearing difficulties through the VA medical center.

“‘I need assistance,’ that’s what our veterans need to say,” Novack says. “Once they do that, we have the here on campus and we have the VITAL program where we can help knock down barriers and facilitate care for our veterans who might need accommodations, need to have this tinnitus addressed and put in a care plan to assist them.”��

First for Veterans

The University’s infrastructure for veterans made this research possible in a way few universities could replicate, Doherty says.

“We couldn’t do this without the veteran center being the way it is, and Ron’s support of the project was an integral part of its success,” she says.

Novack says the OVMA is always eager to partner and support “responsible research that helps better inform and understand the lived experience of our veterans.”

“It’s small things like this that move the needle each and every day,” he says. “And our longstanding institutional commitment is what brings transitioning service members to Syracuse, because they know when they come here, they’re going to get taken care of, that this institution has a national reputation for taking care of those who have worn the nation’s cloth.”

What the research team learned and implements as a result of their recent study could serve as a model for other academic institutions with smaller veteran programs and less organized support systems, Doherty says.

“There are a lot of people who have tinnitus and there are ways to treat it,” Kordas says. “It may not go away completely, but the goal is to manage it and reduce how much it affects daily life.”

James Tarby Jr. ’27 took notice in 2021 when Syracuse University began partnering with his unit, the 174th Attack Wing of the Air National Guard. The new program offered guard members tuition assistance that brought the University’s cost down to no more than the SUNY tuition rate. A year later, the University on his base.

Tarby watched as a few of his fellow airmen enrolled to pursue their degrees. By 2022, he decided it was his turn to finish a bachelor’s with the College of Professional Studies, which he had attempted to complete elsewhere previously.

This time, it stuck, and Tarby’s persistence has paid off as he has worked toward his bachelor of science in cybersecurity administration, with a minor in knowledge management. He is this year’s recipient of the Dr. Frank E. Funk Military Student Excellence Award from the .

The award honors Funk, who served as a navigator with the 463rd Bomb Group of the 15th Air Corps during World War II. He was shot down over Czechoslovakia and spent the remainder of the war as a prisoner of war, later attending Syracuse on the G.I. Bill. The award recognizes Syracuse students who are current members of the military as they pursue their undergraduate degree with the College of Professional Studies, acknowledging those who exemplify the “highest standards of dedication, leadership and perseverance” as they balance the demands of their job and school.

Receiving the award is not something Tarby, who has served in the military for the last 26 years, takes lightly.

“That means a lot,” Tarby says. “My grandfathers were both military. One was World War II, one was in Korea, both in the Army. And for Dr. Frank Funk to have lived through what he lived through in World War II and persevering—it means a lot.”

Achieving What Felt Out of Reach

Tarby says it feels somewhat ironic to be recognized for his academic achievements now.

“I really was not a student who enjoyed school through high school,” he says. “I always was the kid that did the bare minimum, just to be able to play sports.”

After high school, he started out at SUNY Morrisville, but found it wasn’t right for him. He joined the Marines in 2000. He tried college again in the spring of 2005, after returning from a deployment to Africa, attending Columbia College of Missouri, which was on the base of the 174th Attack Wing.

In 2007, after his enlistment with the Marines ended, he joined the 174th Attack Wing, and attempted college again in 2017 through Southern New Hampshire University, but a deployment to Afghanistan interrupted his studies.

“To be here is just phenomenal,” Tarby says.

Tarby may not have considered himself a natural student, but Jonah Fugo, Tarby’s academic advisor, says his mentee “consistently stands out as a top student who approaches every class with dedication, balance and maturity.”

He always looked forward to meeting with Tarby, who he describes as “kind, flexible and responsive.”

“James is a model student in every sense,” Fugo says. “He embodies the qualities we hope to see in all of our learners, and it has been a privilege to support him in his academic journey.”

Tarby says settling on cybersecurity for a major was easy, given the work he does with the 174th Communication Squadron. He only recently learned he was just two classes short of having his minor in knowledge management, so he is pursuing those credits past this spring.

Tarby says he’s had an incredible experience with his advisors and instructors at Syracuse. Learning from teachers across the world with real-world knowledge who “genuinely care” has been a highlight, he says. One professor, he recalled, was in South Africa and was up at 3 a.m. to teach the class at 6 p.m. on the East Coast.

“It shows you how much they actually care to be doing it,” Tarby says. “There’s several other instructors that have provided information on getting certifications and pushing you into the real world, and they live the actual real world experience of the career field. So all around, it’s just been great.”

Setting An Example

Once he’s done with schoolwork, Tarby says he’s looking forward to being able to focus again on his family, bowling and coaching.�� Tarby is an amateur bowler, playing in a national tournament yearly, and he also is the head coach for the Chittenango High School trap team.

“It’ll be nice to just relax a little bit and not have to worry about the rush to make sure I’m getting stuff done on time,” he says.

Tarby says the best advice he has for those considering returning to school while working and balancing other life responsibilities is to be persistent.

“Don’t give up,” he says. “Look to the people around you. My wife has several degrees and she’s pushed me quite a bit, so look to the people around you for support. That’s the biggest thing you’ll find, that even if you have kids, the kids will push you hard, too.”

Showing his own kids that he could return and finish his degree was a significant motivator, he says.

“I wanted them to be able to see that it can be done, even as I consider myself the old guy, being able to have it done,” Tarby says. “My daughter graduates from high school in ’28 so for me, it was a push to be like, ‘Alright, gotta get it done before she graduates high school.’ It’s just that push, that’s what the drive has been.”

When arrived at Syracuse University’s in the fall of 2006 as an assistant professor, he had recently transitioned out of the Air Force as an officer after 14 years of service. He arrived in Syracuse with no particular intention of staying more than a few years. “My brain was sort of wired,” he told students at a recent fireside chat to celebrate Whitman Day. “I was used to staying in a place for a couple years.”

Nearly two decades later, on March 3, 2026, the Syracuse University Board of Trustees appointed him the institution’s 13th chancellor and president. The arc from his arrival to the University’s highest office is a story of scholarship put to use and of research that charted a new course.

The Scholar Behind the Work

Haynie completed a doctoral degree in entrepreneurship and business strategy at the University of Colorado at Boulder. His scholarship has been published in the world’s leading business and entrepreneurship journals, and his body of work has now been cited approximately 9,000 times.

That number places him, as Whitman Interim Dean Alex McKelvie said as he introduced Haynie at the fireside chat, “among the most influential entrepreneurship scholars in the world.” At Syracuse, he was recognized for his work by earning the Barnes Professorship and, in 2018, was named University Professor, the University’s highest faculty distinction.

“What makes Mike’s scholarly record so remarkable is not just the volume or the impact—it’s the context,” says McKelvie. “He has 21 journal publications with more than 100 citations each, including five with more than 500 citations each, while simultaneously building programs, leading institutions and taking on the University’s most pressing challenges. Most scholars of his caliber are doing research full time. Mike was doing it as a fraction of his job. That is what separates him.”

Much of Haynie’s work focused on entrepreneurial cognition: how successful founders think, decide and act under uncertainty. His findings pointed repeatedly toward military veterans—a population largely absent from entrepreneurship discourse, yet shaped by training that produces exactly the traits research links to high-performing entrepreneurs: quick consequential decisions, leadership under pressure and persistence through unpredictable environments. What was missing was a program to help them translate those skills into building a business.

An Entrepreneurship Program for Veterans

About six months into his Whitman appointment, Haynie hit upon what a program could look like. His idea was to bring seriously wounded post-9/11 veterans to campus and help them become small business owners. “Here I am, an entrepreneurship professor,” he said. “I’m a veteran myself. It’s something I could do.”

He proposed the program to then-Whitman Dean Melvin Stith, a Vietnam veteran, and set one condition that the program would be free. Stith’s response: “Sure. Go raise the money.”

Haynie had never raised money before. Two months before the first program was set to launch, he had raised roughly $20,000 of the $120,000 he needed. It was at that time that he first met Martin J. Whitman, a University benefactor and the school’s namesake.

Whitman, a World War II veteran, wrote a check and covered the gap. “He made a point to me that has stuck with me now for 20 years,” Haynie said, “that this is an institution that gives people a chance when others would not.”

That first program, launched in 2007, became the : a three-phase curriculum combining 30 days of online business instruction, a nine-day residential at Whitman, and a year of mentorship.

More than 2,400 veterans have now graduated from EBV. Approximately 79% have started or continued to grow their own businesses, and 92% of those businesses remain in operation. The program expanded into a national consortium headquartered at Syracuse.

Inc. magazine named EBV one of the country’s 10 best entrepreneurship programs in 2011, the Department of the Army recognized it as a national best practice and in May 2013 CBS News’ “60 Minutes” spent nearly a month on campus following the work.

From Program to Institute

As EBV’s profile grew, letters from World War II veterans led Haynie to Syracuse’s own history. GIs who accepted Chancellor William Pearson Tolley’s 1944 open invitation had transformed the school from a 4,100-student regional college into a research university of nearly 18,000. Fast forward decades later, Haynie saw that no center in American higher education was systematically studying veterans’ and military families’ concerns.

�մǻ岹��’s is a national hub offering career, entrepreneurship and transition programs alongside research, policy analysis and community partnerships for service members, veterans and their families.

With initial funding he secured from JPMorgan Chase, the IVMF became the nation’s first interdisciplinary academic institute chartered to advance the policy, economic and wellness concerns of America’s veterans and military-connected families. Through partnerships with corporations, government agencies and nonprofits, it built new pathways for veterans transitioning to civilian life. More than 230,000 service members, veterans and military family members have participated in its programs.

Haynie served as the University’s vice chancellor for strategic initiatives and innovation for more than a decade. He went on to chair the U.S. Secretary of Labor’s Advisory Committee on Veterans’ Employment, Training and Employer Outreach and to help lead long-term reform at Veterans Affairs. Time magazine named him one of 16 individuals working toward a more equal America in 2020, the same year he led the University’s COVID-19 response, which earned him the 2021 Chancellor’s Medal.

A Scholar and Teacher at Heart

Twenty years after he first arrived on campus, Haynie’s dedication to the Whitman School remains as strong as ever. In 2023, he was named the school’s executive dean. In that role, he provided strategic direction for Whitman’s Transformation 2030 plan, under which the school has risen in national rankings, strengthened its research profile and expanded experiential learning opportunities. Under his leadership, Whitman recently launched the in partnership with the .

“I’ve had the rare opportunity to see Mike Haynie in action across nearly every layer of the University’s innovation ecosystem. What stands out is how deeply personal his commitment to entrepreneurship really is. Mike doesn’t just lead programs. He lives the work,” says Linda Dickerson Hartsock, founder and retired executive director of the University’s Blackstone Launchpad. “He understands the creative energy of startup ventures because he embodies those qualities himself.”

Hartsock says Haynie’s connection to students really defines him. “As a mentor, he has been instrumental to some of our most promising student and alumni startups,” she says. “He has a way of pushing founders to think bigger while grounding them in disciplined execution.”

A Chancellor Formed by His Work

Haynie’s appointment as Syracuse’s 13th chancellor was the natural extension of what his scholarship had always done: identify a problem, build something real in response and grow it.

At the fireside chat, Haynie was asked what excites him most about what lies ahead for the University. His answer was characteristically direct: the same conditions that challenge higher education—declining enrollment, eroding public trust and the disruption brought by AI—are also the conditions that create the most opportunity for institutions willing to respond with speed and imagination.

“If we do that well and do that quickly,” he said, “we can thrive relative to our peers.”

came to Syracuse University as a with an urgent purpose: to learn all she could about helping veterans return to civilian life and bring that knowledge home to war-torn Ukraine.

Pohorielova is an��associate professor and head of the Department of Pedagogy, Foreign Philology and Translation at in , near the front lines of the Russia-Ukraine War. Her journey to Syracuse began after she heard a high-level Ukrainian official observe that is about to become a city of veterans.

The comment was a turning point. Pohorielova realized that, when the war ends, hundreds of thousands of veterans will need support transitioning to civilian life: finding jobs, housing and educational pathways and, hopefully, a society aware of and responsive to their unique psychological needs. Yet Pohorielova also knew her country was far from ready to provide that help. “I felt like I didn’t know anything about veterans. I had no clue. And I felt like other establishments weren’t ready for the influx of veterans, either,” she says.

The next day, she learned about the Fulbright Visiting Scholar program and applied. To her surprise, she became just the second person from her university to receive a Fulbright in 30 years.

Right Place, Right Time

The Fulbright program matches host institutions with a scholar’s research goals, making Syracuse University, with its emphasis on veterans, a natural fit. Pohorielova’s visit is being hosted through the (CHB), drawing on the expertise and engagement of the (IVMF), the (OVMA), the (SOE), and colleagues at the . Among those who facilitated Pohorielova’s residency was IVMF founder and University Chancellor-elect .

“[This] is one of the best places in the U.S. to observe veteran re-entry services. Practices here have been validated. We need to learn, borrow, start them and adjust American practices to existing Ukrainian realities,” Pohorielova says.

Since her arrival, Pohorielova has attended monthly CHB seminars, worked closely with faculty sponsors , professor of psychology and CHB director; and , SOE faculty director of online programs and strategic initiatives, associate teaching professor in the School of Social Work and CHB associate director. She also engaged with faculty, staff, doctoral students and researchers across campus.

“Their contribution to my research is incredible,” she says of her sponsors. The broader campus culture has been welcoming, too. “Every person I meet here is trying to support me and give me the information I need.”

Facilitating the Transition

Ukrainian soldiers face the same reintegration challenges as American veterans: psychological health risks, substance use, financial instability and difficulty transitioning back to civilian life.��But for Ukrainian veterans who are returning to communities still under threat, with shattered economies and disrupted families, those risks may be even more acute, Pohorielova says.

Reintegrating also involves other obstacles, including funding, cultural resistance and a general distrust of mental health services, which is a legacy of Soviet-era political repression. Ukraine’s military culture, which prizes toughness and stigmatizes psychological struggles as weakness, presents another hurdle, Pohorielova says.

Pohorielova believes Ukrainian educational institutions can help facilitate veterans’ transition from military service to civilian life. At the same time, they can leverage veterans’ leadership, experience and a strong sense of purpose, qualities that can make them active contributors to postwar recovery efforts in Ukraine.

“Investing in veterans’ wellbeing, education and vocational pathways supports not only individual reintegration but also broader social and economic stability,” she says.

Insights from Pohorielova’s research at Syracuse form the basis of her recovery action plan, “Veteran Reintegration Ecosystem for Ukrainian Universities.” The scalable, locally grounded program can be implemented within existing institutions, she believes. The plan’s three pillars are institutional capacity and coordination; behavioral health and wellbeing; and workforce and economic integration.

Components include:

• Clear coordination and referral pathways to help veterans navigate academic and support services
• Faculty and staff training to strengthen the university’s ability to support veteran students
• Behavioral health awareness and referral pathways
• Flexible online and hybrid learning options
• Short-course retraining, microcredentials and entrepreneurship pathways aligned with workforce needs
• Structured employer and community partnerships to support job placement, entrepreneurship and business development

Pohorielova and her 13-year-old daughter, who came with her to the U.S. and attends school locally, have been here since February and will return to Ukraine this summer. By then, Pohorielova will be ready to present her fully developed framework to her university’s leadership as a ready-to-go strategy, and she hopes to see its immediate adoption.

Success would fulfill her dream of helping her country, her university and her community, and ensure that veterans will have proven systems in place to support their return.

“Following a dream is a good thing,” she says. “Once you succeed, you will get to a new level. That’s what happened to me. I didn’t expect it, but I’m very happy to be here.”

When Sgt. First Class Andrew Zellar began basic training at Fort Leonard Wood, Missouri, on June 6, 2006, he thought he knew what his career in military service would look like.

Twenty years later, as he moves on from years as a military science instructor at Syracuse University and prepares to retire later this year from the New York Army National Guard, he reflects on a career that took unexpected turns and allowed him to impact hundreds of lives in ways he never imagined.

“The most unexpected part was the chance to have the assignment at ROTC. I had a vague understanding of what I would be doing, but my experience was a lot more rewarding than I expected,” Zellar says. “The thing I am most proud of is seeing past soldiers and cadets performing in the Army and in life.”

Zellar’s journey began like many of his generation, shaped by the events of Sept. 11, 2001. Fresh out of high school in 2004, the Cazenovia native wanted to serve, but his parents encouraged him to pursue college first.

After two years, the pull toward service won out. He enlisted in the Army National Guard as a military police officer, initially planning to combine service with the Reserve Officers’ Training Corps (ROTC).

When plans to deploy overseas did not materialize, Zellar found himself in limbo—until an opportunity emerged that would define his career.

Finding His Calling in Recruiting

In 2007, during one of the most challenging periods for military recruiting, Zellar stepped into a role that would test every interpersonal skill he possessed. The economy was collapsing, wars in Iraq and Afghanistan were intensifying, and the National Guard needed people who could connect with potential recruits and their families.

“Most people that join the military always have a desire to do it,” Zellar says. “It’s just that the opportunity to do it has to intersect with the motivation.”

He saw this firsthand at career fairs, where he met not teenagers but 25- and 30-year-old adults with impressive resumes who simply had no jobs. The 2008 economic crisis had created both challenges and opportunities for recruiting.

His approach was simple but demanding: show up.

“I probably failed more than I succeeded in a lot of things, but I would just show up,” he says. That first year, he worked every single day, meeting potential recruits whenever and wherever they needed—late nights, weekends, holidays.

His work in St. Lawrence County, located along New York’s northern border, juxtaposed recruiting Clarkson University, SUNY Potsdam, SUNY Canton and St. Lawrence University with the county’s rural residents.

One memory stands out in particular. Zellar visited a young man living in dire poverty—a home heated with wood pallets, with essentially nothing. “You need this. You got to get out of here,” he remembers thinking. The National Guard gave the young man a path forward.

The rural assignment taught Zellar invaluable lessons, sharpening his skills and deepening his understanding of how people struggle.

Preparing the Next Generation

In 2018, Zellar was chosen for a new role with the New York Army National Guard. He joined Syracuse University as a military science instructor with the Army ROTC program, a position that joined his recruiting expertise with a deeper mission of developing young leaders.

Over the next eight years, he worked with more than 325 cadets and contributed to the commissioning of 215 Army second lieutenants.

“The thing I’ll look back on and enjoy the most is watching them achieve what they’re capable of achieving,” Zellar says. He remembers helping a cadet, an Iraqi refugee, obtain her citizenship, presenting her with a pocket Constitution at the ceremony.

His teaching philosophy challenges students to expand their perspectives.

“Whatever news source you get, whatever stuff you like to read, read the opposite,” he tells first-year students. “Just for no other reason than to see something a little bit different.”

His advice extends beyond tactics and strategy. “Swing at the pitch. If you get an opportunity, you can strike out. I’ll deal with it. We will figure it out. But nothing’s worse than watching the pitch go by,” he says.

A Legacy Beyond the Uniform

During the COVID-19 pandemic, Zellar and his ROTC colleagues proved indispensable, running testing sites and helping keep the University operational. It exemplified what he values most about service: being there when it matters.

As Zellar retires from military service later this year, he leaves behind more than statistics. He leaves young officers commissioned and ready to lead, recruits who found purpose and opportunity, and countless individuals whose lives changed because one person was willing to show up every time, without fail.

As he moves forward, Zellar will continue to pursue his real estate career. And he is looking forward to spending more time on what matters most: his wife Gloriann, daughters Audrey and Gabriella, and son Andrew Jr.

The announced the hiring of Marine Corps veteran Justin Machain as the director of the (OVS), bringing to campus more than a decade of experience supporting student veterans and military-connected students in higher education.

The former director, retired U.S. Navy Senior Chief Keith Doss, entered retirement in early December after 35 years at Syracuse University. Doss began his career on campus in 1990, serving in various capacities around the university before joining the OVS in 2011, known as the Veterans Resource Center at the time. Doss steered the OVS through some of the most transformative years in the University’s recent history in supporting student veterans and military-connected students. He has been referred to by many student veterans over the years as a critical component to their success in higher education.

Machain, a native of Bethlehem, Pennsylvania, comes to Syracuse from the University of Colorado where he served as the assistant registrar, which included the responsibility of being the lead school certifying official (SCO). SCOs are a vital component for military-connected students using their education benefits from the Department of Veterans Affairs (VA). Not only do they ensure all administrative requirements are met, they serve as a vital conduit of information between the VA and students.

“Playing a proactive role really helps offset any kind of financial or academic issues that may come up,” Machain says. “If student veterans inform the staff here of any issues or questions, we can get ahead of any potential problems and tackle any roadblocks before the veteran experiences any difficulties or disruptions with their benefits.”

Machain brings with him a wide variety of experience from institutions in higher education across the country. From Austin Peay State University in Tennessee, to his home state of Pennsylvania with Montgomery County Community College and Villanova University.

He earned a bachelor’s degree in secondary education from Kutztown University, and later, a master’s degree in political science from East Stroudsburg University.

“I started in higher education after I completed graduate school in 2012, and I’ve been in higher education ever since,” says Machain. “The majority of my job descriptions and duties have been working with student veterans, whether it be certifying benefits or running student veteran centers on campus.”

Machain�� joined the Marine Corps in 1999 after graduating from high school. After four years of service, which included a deployment to Iraq in early 2003 with the 1^st Marine Division, he left the Corps and leveraged the education benefits of his G.I. Bill.

Aside from being closer to home, Machain says a big appeal for coming to Syracuse was the university’s reputation with veterans in higher education.

“It was just a great opportunity to finally transition to a school where veterans kind of took front seat,” says Machain. “The university treats veterans with the same priority most educational institutions treat student athletes, and it’s just great to be at a place that puts military-connected students at the forefront.”

The University has seen a 300% increase in veteran and military-connected enrollment since 2015, and in that time, the OVS has handled more than $156 million in VA education payments to the University. With more than 700 students typically requiring certification for VA benefits each semester, Machain enters an office that is critical to making the University the “Best Place for Veterans.”

“The expansion of professional staff that work with student veterans has definitely grown in spaces across higher education,” Machain says. “Since I started in higher ed, offices and personnel have expanded on college campuses for student veterans because the VA and state regulations can change so much. It takes much more time for the staff to be able to figure out the new guidelines and everything.”

As Machain settles into his new position, he says he wants veteran and military-connected students to be reminded of how crucial communication with the OVS is.

“You can only give out so much information,” he says. “Every student situation is different, so without them asking about their particular life circumstances, situations or things they are experiencing, we may not know how to best answer or help them through that. This office and these certifying officials do a great job of getting information out to students like I’ve never seen anywhere else, so they’re doing their part. It also falls on the student a little bit when they have an issue or situation to reach out, and I highly encourage them to do so.”

Students using their VA benefits at the University are highly encouraged to reach out to the OVS if they have any questions or concerns about their benefits. The OVS is located in Suite 012 on the bottom floor of the National Veterans Resource Center in the Dan and Gayle D’Aniello Building. Students are encouraged to contact the OVS via e-mail or by calling 315.443.0358.

When Chris Teodoro G’22 embarked on his Syracuse University journey after 24 years in the U.S. Army, he discovered what many transitioning veterans already know: asking for help doesn’t come naturally.

Thankfully, that provides customized support and explains the essential resources available to guide veterans and military-connected students on their journey to a college degree.

Now in its second year, the (OVMA) Resiliency Program (ORP)—a collaboration with and the (housed in the )—represents a new model of integrative support for veterans and military-connected students transitioning from active duty to pursuing a degree.

“There’s this belief among veterans that they don’t need to ask for help and can figure out the issues they’re dealing with. But student veterans need to know they don’t have to go through this transition alone, that there are lots of us who have transitioned and are more than willing to give back,” says Teodoro, who is currently pursuing a doctorate of professional studies in information management from the .

ORP staff employ a holistic perspective, combining academic, social, emotional and spiritual skills to provide a model approach for supporting veterans and military-connected students.

“Our mission is addressing the unique stressors that veterans and military-connected students face in higher education while promoting their resiliency, their academic and personal successes and the connectedness of our campus,” says , program director and faculty director of online programs and strategic initiatives in the School of Education. “We’re serving veterans in a comprehensive way.”

Targeting educational rather than clinical offerings, Marfilius says the ORP has helped connect veterans to housing and academic advising resources, developed impactful programs, built campus partnerships and engaged with faculty and staff to raise awareness about the unique needs of student veterans.

VITAL Program Bridges Gap Between Military and Academic Life

One of the program’s early successes is the Veterans Integration to Academic Leadership (VITAL) program, a partnership with the Syracuse Veterans Affairs (VA) Medical Center’s .

Working with the , veterans and military-connected students can receive direct access to mental health and wellness professionals while learning more about applicable VA programs and benefits, receiving advice and guidance as they transition from active duty into academic life.

“Transitioning from military service to civilian life can be overwhelming, and entering an academic environment adds another layer of complexity,” says Sonya Mangovski, Syracuse VA M2VA program manager. “VITAL bridges that gap, providing student veterans the support they need to thrive both academically and personally.”

During each semester, drop-in office hours for the VITAL program are held on the first floor of the National Veterans Resource Center at the Daniel and Gayle D’Aniello Building.��Military-connected students can email the ORP for more information about upcoming office hours.

“This is valuable outreach and education, and we’re hoping to develop workshops and trainings around this effort,” Marfilius says. “This connection really strengthens the bridge between our campus and the VA, ensuring that no students fall through the cracks.”

Normalizing Help-Seeking Behaviors

The ORP gave Teodoro access to an academic advisor who knows first-hand what he’s going through: Marfilius, a U.S. Air Force veteran who served as a mental health provider as an active-duty officer.

As Teodoro works toward his second degree—he also earned a master of business administration degree from the —he is focusing on how special operations veterans like himself can successfully navigate their transition from active duty to civilian life.

“The support from the military-connected community at Syracuse has been outstanding,” says Teodoro, who lives in Tampa Bay, Florida. “I am involved in our military community here in Tampa and want to use the framework of my degree to make an impact for our transitioning veterans.”

By connecting the University’s academic departments with veterans’ services resources on campus and in the community, the ORP is providing a coordinated and informed approach while helping remove barriers to success for military-connected students.

“Making this program more visible and accessible helps us normalize help-seeking behaviors while building a stronger sense of community,” Marfilius says.

A significant expansion in structure, programming and community outreach�� is paving the way for the (CHB) to help position Syracuse University as a national leader in research, education and practice.

An initiative of the (A&S), the and the (IVMF), CHB has a particular focus on the study and promotion of health, well-being and resilience among veterans and military-connected individuals.

Since launching its website and affiliate portal this past summer, have joined CHB—researchers, educators and clinical practitioners from across the University and from area health institutions. have been launched and the student research cohort has been formed.

CHB has hired a dedicated to support affiliate projects. It has also established a for staff who coordinate research initiatives and plans to implement student awards. Additional workshops and research showcases are scheduled for spring.

Building an Ecosystem

CHB is designed to advance translational health behavior research, education and training and provide a collaborative ecosystem for professionals working in the health behavior field, says , A&S professor of psychology, licensed clinical psychologist and CHB director.

Health behavior is a broad, interdisciplinary area that examines the many factors, choices and conditions that influence physical and mental health across the lifespan. The center’s purposeful cross-campus, cross-institutional structure makes it a hub for affiliates to share interests, findings and treatments and engage in academic and professional collaborations. Affiliates conduct basic laboratory studies, field research, clinical trials, digital health intervention work, qualitative studies and implement projects.

Veteran Focus

While CHB operates across a wide range of health behavior fields, a specialized focus on veterans and military-connected individuals complements the University’s commitment to that population, according to Ditre.

“Syracuse University has a national reputation as the best university for veterans and military-connected students. The University has worked with the Syracuse VA for about 30 years, beginning with faculty research collaborations and later expanding to co-mentored training and student placements. Building on that reputation and three decades of partnership, we should also strive to be the best place to learn how to serve veterans,” he says.

Veterans experience higher rates of suicide risk, trauma-related concerns, sleep problems, chronic health conditions and substance use compared to civilian peers. Many also face barriers tied to geography, stigma and complex transitions between military and civilian systems.

“These gaps have real consequences for individuals, families and communities. The University and this center, in collaboration with the IVMF, are uniquely positioned to address them,” Ditre says.

Digital Innovation

Digital innovation is a high priority because technologies like mobile devices, biometric monitoring and virtual reality help researchers collect real-time data from participants and capture their moment-to-moment experiences as well as indicators of health and behavior.

Affiliates have built mobile tools, tested them in trials and worked with community partners to implement check-in platforms and digital interventions that deliver guided exercises or personalized feedback.

“These tools let us reach people who may not engage with traditional services and connect with participants as they go about their daily routines or in settings where traditional care is harder to access. These technologies also help us understand behavior, tailor information to individual needs and deliver support in ways that fit people’s circumstances. For many of the populations we serve, this kind of flexibility is essential,” Ditre says.

Assuring health equity is another key focal point. That means designing studies and programs that are flexible, accessible and attentive to actual conditions and making sure that research benefits and outcomes reach the communities that need them most.

Grant and Award Applications

Application portals for the new pilot grant programs open Jan. 20, 2026, and close Feb. 12, 2026.

The supports cross-departmental and cross-campus projects with external institutional partners. The supports new or expanded Syracuse University and Veterans Affairs collaborations.

The grants range from $500 to $10,000 and the total pool of $50,000 is funded by A&S.

The funds give teams a way to test ideas, build a partnership or generate early data for larger external grant submissions. They also lower the barrier for new investigators who want to connect their work with campus priorities, according to Ditre.

Nominations for the , which cites excellence in research coordination work, are ongoing.

Future Activities

Future plans include more workshops with VA partners and collaboration with University Academic Affairs and the IVMF on a “Voices of Service” showcase where faculty, staff, students and community partners share veteran-focused research, courses and applied programs.

A neuroscience and health behavior research day, new working groups regarding sleep, substance use, trauma and digital health issues, awards for student work and additional community engagement activities are also planned.