When Vincent “Vinny” P. Longhi Jr. ’78 started to consider ways to give back to Syracuse University, he thought about his father, Vincent Sr., and his son, Matteo.

His father died from a massive heart attack in 1960, when Vinny was just 7 years old. Matteo Longhi G’15 followed in his father’s footsteps and spent three graduate years at Syracuse, where he earned master’s degrees in violin performance and music education.

To both honor his father and support students like his son who want to excel as musicians and teachers, Vinny Longhi created the $135,000 Vincent Paul Longhi Sr. Endowed Scholarship for students in the �����Ի�����(������)��.

The Longhi Scholarship is combined with a 50% match through The Syracuse Promise scholarship fundraising initiative, bringing the total amount to more than $200,000.

It was important to Vinny Longhi that the scholarship benefits students who want to become music teachers because he spent his entire career as a special education teacher, and Matteo is now a music teacher in the Syracuse area.

“In both my case and Matteo’s, Syracuse was a place where we fulfilled our potential through some special teachers,” Vinny says. “If it weren’t for Syracuse, maybe it would be a little different story. This is just something to give back.”

Through music education students, the scholarship also will give back to the Syracuse community. , professor of music and director of the , says that through the efforts of , associate professor and former chair of the music education program, and , associate professor and current chair, the program had 100% placement for graduates in recent years. Many of them, like Matteo, are now building renowned music programs in schools throughout Central New York.

“I want to express my gratitude to Vinny and his family for paying it forward because that’s exactly what it is, creating opportunities for students to get fantastic training and have this great experience at Syracuse,” Warren says. “Then they go out into the schools and produce wonderful musicians, but most importantly, wonderful people.”

A Positive Environment

Vinny grew up in a working-class neighborhood in Yonkers, a suburb of New York City. His entire extended family lived in Yonkers, and while he does not have a lot of memories of his father, he does remember that Vincent Sr. was a gregarious man who was the life of the party at their large family gatherings.

“That’s the reason the scholarship is named after my father, because he really didn’t have anything to look back on in terms of recognition of his life,” Vinny says.

His mother supported the family by working as a dental hygienist for the Westchester County dental clinic, and Longhi enrolled at Syracuse University in 1972. He initially wanted to become a journalist, but he had second thoughts after his freshman year and took a few years off before returning with the goal of becoming a teacher.

In the SOE’s groundbreaking special education program, Vinny says he was guided by several prominent mentors, including former Dean Burton Blatt, a pioneer in humanizing services for people with intellectual disabilities and namesake of the ; Blatt’s wife, Ethel D. Blatt G’77, who trained special education undergraduate students; professor and director of special education James F. Winschel, Jr. ’71, G’73, who later became SOE’s associate dean for administration; and professor and Dean Emeritus  G’73, Ph.D.’73.

“Syracuse was a place where we fulfilled our potential through some special teachers,” Vinny says. “It was a very positive environment, and with the people I mentioned along with the special education professors and others, I found them very warm and supportive.”

The Gift that Keeps on Giving

Growing up, Matteo Longhi recalls his mother loved music and played guitar and piano, but neither she nor her husband were trained musicians. But they encouraged their children to take music lessons, and Matteo became a talented violinist who honed his skills with the New York Youth Symphony in Manhattan.

After receiving a music degree in violin performance from Ithaca College, Matteo was interested in becoming a teacher, and a friend who was attending Syracuse for violin told him about the University’s .

After graduating from Syracuse, Matteo spent five years leading the grades 7-12 orchestra at Chittenango middle and high schools before joining West Genesee High School in Camillus, where he is director of violin and orchestral studies in a district that has been  among the “Best Communities for Music Education” for 17 consecutive years.

“I had teachers I always liked and respected in high school, and your teacher on your primary instrument is an important figure in your development,” Matteo says. “I think there’s something nice about working with young students and giving them an outlet to participate in music and have this artistic experience.”

No one understands that teacher-student connection more than Vinny Longhi, and with the help of the Vincent Paul Longhi Sr. Endowed Scholarship there will be a new wave of students like Matteo who will leave the music education program to make the world a better place through music.

“I know it’s kind of corny, but it’s the gift that keeps on giving,” Warren says. “It’s the impact on the current students, but it’s also the impact that they’re going to have on their students. And this gift will make that possible.

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.”

For spring break, March 9-13, students traveled to perform mission service, immersed themselves in learning experiences, took in new sights and dominated on the field.

Here are some of the ways they spent their spring break:

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

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

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

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

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

‘Research Something You Love’

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

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

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

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

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

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

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

‘Be Creative’

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

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

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

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

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

‘Put in All Your Effort’

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

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

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

She encourages other students to consider the Tyler grants.

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

How to Apply

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

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

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

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

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

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

Nine  graduate students have been selected to receive  the Graduate Dean’s Award for Excellence in Research and Creative Work at a ceremony hosted by the Graduate School on .

The event takes place from 3 to 5 p.m. in 312 Lyman Hall and will include presentations by the recipients. The campus community is invited to attend; .

This year’s competition drew applicants from programs and departments across the University. Winners were chosen by a panel of faculty members who serve on the . Honorees receive a certificate of recognition and a $500 award.

The 2026 Graduate Dean’s Award winners are:

• Yanbei Chen (instructional design, development and evaluation, School of Education), “Preparing Future Teachers for Responsible AI Use: AI-Related Teaching Anxiety, Protective Resources and Implications for Teacher Education”
• Jessica Hogbin (history, Maxwell School of Citizenship and Public Affairs), “Innumerable Melancholies: Medicine, Mental Health and Human Nature in Renaissance Italy, 1450-1650”
• Dian Ling (multimedia, photography and design, Newhouse School of Public Communications), “Documentary Film, ‘The Cycle Breaker’”
• David Ojomakpene Moses (chemical engineering, College of Engineering and Computer Science [ECS]), “Designing ‘Smart’ Catalysts for Cleaner and More Efficient Chemical Manufacturing”
• Christine Eunseol Park (public relations, Newhouse School), “Narrative Structure and Explanatory Link Strength in Low-Fit Corporate Social Advocacy: An Experimental Study of Perceived Authenticity”
• Michael Seitz (bioengineering, ECS), “Engineering Poly(ethylene) Glycol Hydrogels as Synthetic ECM”
• Aditya Srinivasa (social science, Maxwell School), “Imagining Infrastructure: The Rise and Fall of Interstate 81”
• Elina Ruiqi Su (social psychology, College of Arts and Sciences [A&S]), “Perceiving to Provide: How Partner Attachment Perceptions Inform Buffering Behaviors”
• Jiayue Yu (art photography, College of Visual and Performing Arts [VPA] ), “After the Photograph”

In addition, five students received honorable mention:

• Kaia Kirk (political science, Maxwell School),  “The Black Cabinet: The Role of Movement-State Actors in Institutional Development and Policy Change”
• Katie Mulligan (illustration, VPA), “Tales of Rattlesnake Gulch: An Illustrated History of Cicero Swamp”
• Bixuan Ren (mass communications, Newhouse School), “Who Deserves to Belong? The Influence of Partisan News and Anti-Immigrant Misinformation on Immigrant Deservingness and Policy Preferences”
• Aliza M. Willsey (mechanical and aerospace engineering, ECS), “Development of Solid Oxide Fuel Cell Emission Control Technology for Combustion Systems”
• Wusirige (human development and family science, A&S), “Family Processes and Children’s Development across Social and Cultural Contexts”

“The Graduate School is pleased to recognize these students as among the many talented scholars who are contributing to our community every day,” says Peter Vanable, Graduate School dean. “We applaud their ongoing progress in research projects and creative initiatives and enjoy the opportunity to showcase their work to the University.”

Rich and Janice Fialka-Feldman have established the Opening Doors Fund for InclusiveU as part of the Center on Disability and Inclusion’s . The fund will provide critical financial support for students in the School of Education’s , ensuring that students with intellectual disability can pursue their college dreams without financial barriers.

The fund’s name carries deep personal significance. When their son, Micah Fialka-Feldman, entered his first-grade special education classroom, he noticed he had to enter through a different door than the rest of the grade. He came home with a simple but powerful request to his parents: “I want to go through the same door as my friends.” That moment when their child sought belonging has become the family’s guiding principle.

Genuine Understanding

With the support of his parents and many others, Micah grew up determined to pave his own path in life. That determination led him to become the first student in the country to win a lawsuit securing access to university housing, at Oakland University, a landmark victory that opened doors not just for himself but for students with disabilities across the nation.

After graduation, his commitment to advocacy only deepened when he accepted a paid internship with Michigan Roundtable, a social justice organization working throughout the state.

It was during this internship that Micah was invited to speak at Syracuse University, where he shared his experiences, advocacy and vision for disability inclusion. The connections he made during that visit were immediate and profound. He felt something different in the room; a genuine understanding that resonated with him.

Micah called his parents with certainty in his voice: “They get me here,” he said, referring to the Syracuse community’s warmth and embrace for exactly who he is. It was a moment that validated his journey and reinforced that he had found a place where he truly belonged.

What began as a peer trainer position has grown into Micah’s current role as outreach coordinator for InclusiveU, as well as a co-teacher for disability studies classes, continuing to champion the same access and inclusion he once had to fight for.

Inspire and Motivate

The Opening Doors Fund for InclusiveU will be administered at the discretion of the , with support for housing, meals, textbooks and other essential expenses that help students to remain enrolled and succeed in the program.

Micah is also the author of ““, published by Inclusion Press, the same organization that supported his parents’ efforts in learning about inclusion when he was born. Co-written with his friend and colleague, Lynn Albee, he tells his story of advocacy, disability pride, circles of support and determination.

The Fialka-Feldmans emphasize that their support for inclusive higher education is more than just rhetoric. They have witnessed firsthand how life-changing it can be, not just for InclusiveU students, but for the University’s matriculated students, faculty and staff, who learn alongside them.

Their hope is that the Opening Doors Fund for InclusiveU will help ensure no student has to leave the program due to financial need, and that their fund will both inspire and motivate others to take action toward making their own gift.

Learn more on the or by visiting Micah’s website at .

Six faculty members have been elected to serve on the .

Committee members advise the vice chancellor, provost and chief academic officer and work to ensure consistent promotion and tenure processes and promote high academic standards. They serve two-year, staggered terms and are not eligible to serve consecutive terms.

Newly elected committee members are:

• , Katchmar-Wilhelm Professor, School of Information Studies
• , professor, School of Architecture
• , professor, College of Law
• , professor and director of biochemistry, College of Arts and Sciences
• , professor of higher education, School of Education
• , professor and chair of geography and the environment, Maxwell School of Citizenship and Public Affairs

Promotion and tenure cases that meet the criteria for review—for example, those that have substantial disagreement between layers of recommendation or a strong probability of a negative determination—are taken up by committee members. They offer an advisory vote to the provost but do not issue a formal report or consider appeals.

The committee is convened by Vice Provost for Faculty Affairs Jamie Winders. Provost Lois Agnew is chair of the committee, and Vice President for Research Duncan Brown serves in an ex-officio capacity.

The —housed in the University’s School of Education—has received a $1.8 million gift to further support student scholarships through the Genovese Social Work Scholars Program. The scholarships are named for , G’83, G’13, Ph.D., associate teaching professor and graduate master of social work (M.S.W.) director, in recognition of her teaching, student support and service in the community.

The new gift, which is the largest scholarship investment ever made to the School of Social Work, provides $1 million for a permanent, endowed scholarship fund; $500,000 through a Syracuse Promise funding match that will expand the endowment’s reach; and a pledge of a further $300,000 in current-use funds to provide immediate support for incoming M.S.W. students. The donation builds on a pilot gift of $300,000 that currently supports 13 .

The gift helps the anonymous donors realize their vision of expanding access, reducing financial barriers and supporting the next generation of social workers; expanding the population of social workers during a national shortage; and supporting students who demonstrate academic excellence, leadership and dedication to community-centered practice.

“I thank the donors for their steadfast commitment to the School of Social Work and to the profession, and I applaud their deserved recognition of Professor Genovese,” says School of Education Dean . “This gift will catalyze our efforts to recruit urgently needed social work professionals. It not only creates more access to the profession, it is also a tangible way of telling our students that we believe in you.”

, associate professor and director of social work, says the donation supports students who, in turn, “support the most vulnerable among us.”

“Genovese Scholarships represent hope and opportunity for talented students who are committed to community-centered practice,” she says. “Now, even more scholars will graduate prepared to address our most urgent societal needs, and they will do so with less debt and more freedom to choose meaningful public service careers.”

Genovese says the support for the scholarship program establishes the University as a national leader in social work education and workforce development.

“It reinforces our ability to prepare graduates who address mental health care, veterans’ services, elder care, substance abuse and other urgent societal needs,” she says. “I am deeply moved that this program bears my name, but what truly matters is what it makes possible for our students. I am so proud of our outstanding scholars, who are making a significant difference in our community.”

’11, faculty director for online programs and strategic initiatives, School of Education; associate teaching professor, School of Social Work; and Genovese Scholars advisor, says the donation enables the School of Social Work to “recruit and prepare more students who are called to public service in places such as VA hospitals, high-needs schools and community health facilities.”

“In terms of widening access to professional degrees, promoting student excellence through experiential learning and amplifying community impact, the goals and vision of our donors align perfectly with those of the University,” he says.

The Genovese Scholars Program is open to all residential M.S.W. applicants pursuing either traditional or advanced standing tracks. Candidates should first apply for the and then express interest in a Genovese Scholarship by contacting Adrienne Renfroe, coordinator of graduate admissions, recruitment and student services, at alrenfro@syr.edu or 315.443.1443.

Current Genovese Scholars and Community-centered Internships

• Rebecca Anderson
  Assisting clients from Syracuse-area hospitals and nursing homes access mental health, housing and other services. Recently, Anderson helped organize a Thanksgiving meal drive for homeless clients.
• Asher Baykitch ’25
  Interning at Helio Health, which provides treatment for mental health issues and substance abuse. Recently, he assisted with the .

• Kristen Boyd
  Serving the Syracuse’s Center for Community Alternatives, including performing intakes for clients in the Emerging Young Adults Domestic Violence Court.
• Maya Carter ’25
  Working at the Syracuse Veterans Affairs Medical Center in the Health Care for Homeless Veterans program. Recently, she assisted with the .
• Caden Denslow ’25
  Assisting US Probation and Pretrial Services, identifying mitigating factors for persons who have committed a federal crime. Denslow is also a field supervisor for Syracuse University Ambulance, and recently he assisted with the .
• Lily Grenis
  Helping Syracuse Jewish Family Services provide programs for adults with dementia or developmental disabilities. Recently, she coordinated the annual campus Fall Food Drive for Huntington Family Centers.
• Alayna Higdon
  Interning at Vera House, where she assists with educational, clinical and other services for victims of domestic abuse and sexual assault.
• Amanda (“AK”) Keeler
  Assisting the College of Law’s Veterans Legal Clinic with services to at-risk and unhoused veterans, including VA benefit applications, discharge status upgrades and legal advocacy related to service-connected injuries. Recently, she coordinated the annual campus Fall Food Drive for Huntington Family Centers and assisted with the .
• Meg Kiesa
  Targeted Case Manager for Liberty Resources, which provides services to people with developmental disabilities, mental health challenges and substance abuse issues. Kiesa also volunteers with Seventh Heaven Pet Recuse.
• Alexis Maag ’25
  Human Resources specialist at Helio Health, which provides treatment for mental health issues and substance abuse. Maag also volunteers with Sunshine Horses, a rescue facility for horses in need that works with youth and adult volunteer programs.
• Katie Pascale
  Interning with Peaceful Schools, which offers social-emotional learning in schools serving high-needs communities. Pascale is also leading weekly community restorative circles for young female athletes.
• Shakir Thomas
  Coaching youth basketball at Nottingham High School. Recently, Thomas assisted with the .
• Tyler Vitallo
  Currently, Vitallo is a bell ringer for the Salvation Army Christmas Drive, and recently he assisted with the .

After serving her country as a U.S. Navy Seabee and continuing her service in the Air National Guard, Nadia Morris-Mitchell ’24, G’26 is answering a new call: teaching. The Syracuse native has enrolled as a in the University’s , where she is pursuing a master’s degree in .

Seeing the Impact

The Baldanza Fellows program, a partnership of the School of Education, and several Central New York school districts, aims to recruit and retain teachers who bring diverse life experiences to the classroom. Fellows receive tuition assistance, a stipend and a guaranteed teaching position in a partner district upon graduation.

“Nadia is paired with the Syracuse City School District, so she will have a middle or high school teaching position in special education when she successfully completes the program,” says , professor and program coordinator. “Local school districts are looking for teachers who bring varied life experiences into the profession, and we know this benefits students. With her military background, Nadia exemplifies the kinds of life and work experiences the fellows program supports. We are excited to have her and look forward to seeing the impact she will have on Syracuse students over her career.”

Helping the Community

Morris-Mitchell began her educational journey as a part-time undergraduate in creative leadership through the . While completing a bachelor’s degree, she continued serving in the Air National Guard’s 174th Attack Wing public health team—a unit responsible for disease monitoring, occupational safety and vaccination programs for nearly 2,000 members. She continues to serve during her graduate studies.

Her commitment to service extends beyond the military. She works part-time as a fitness instructor and volunteers in her community, balancing what she calls “organized chaos” with a disciplined routine shaped by her years in uniform. “In the military, I got used to waking up early and getting things done,” she says. “Even today, it’s lights out at 10 p.m.”

Morris-Mitchell’s decision to teach was sparked by outreach from the School of Education’s graduate admissions team. Recognizing the need for special education teachers in Syracuse, she embraced the opportunity. “Joining a program like this fulfills me and gives me more purpose,” she says. “It makes me feel as though I’m helping the community.”

One of Us

As part of her application process, Morris-Mitchell interviewed with the Syracuse school district, in anticipation of being offered a teaching position when she graduates. Beginning her program in summer 2025, she already has two field experiences under her belt, one in the Solvay Union Free School District and another helping teach English language arts in Syracuse’s Nottingham High School.

Mitchell-Morris says her field experiences have helped her to understand resource disparities between city schools and the suburban high school—Cicero-North Syracuse—she attended: “This experience has opened my eyes to differences in classroom behaviors and class management.”

Moreover, her keen eye and military understanding of logistics and public health have led her to notice other distinctions, such as how many Syracuse students rely on city transportation instead of school buses or the narrow food choices at Nottingham’s sports complex concession stand. “There’s little choice other than hot dogs and chips in an area of food insecurity,” says Morris-Mitchell. “It makes me wonder why things here have to be at a bare minimum.”

Most importantly, she says, the students in her placement classes “have been great” and—an especially good sign for the Baldanza Fellows program—some have voiced appreciation about having a teacher who looks like them: “‘You’re one of us,’ they’ve said to me.”

As New Year’s Eve approaches, millions of Americans will vow to lose weight, exercise more or quit smoking. While admirable, most will fail. Research shows resolutions often collapse within weeks. Lasting change is difficult, but there are proven methods that all start with one thing: a baby step.

Tracey Musarra Marchese, a professor of practice in social work in the School of Education, says the problem often starts with unrealistic expectations.

“People set resolutions that are too lofty. Instead of saying, ‘I want to lose 30 pounds,’ think about the first step,” Marchese says. “That’s the goal to set.”

Breaking big resolutions into smaller, bite sized pieces is key. This partial goals strategy builds momentum and confidence and ultimately, success.

“When you see successes along the way, it keeps you motivated,” she says. “If you try to overhaul your life overnight, you’re setting yourself up for failure.”

Find Your Support

Support systems matter too. Marchese points to research that shows accountability dramatically improves success rates.

“When someone knows your goal, you have encouragement and accountability,” Marchese says. “It’s not about punishment, it’s about having someone to check in with.”

But along with success more often with New Year’s resolutions comes failure. That’s why Marchese says self-compassion is important too. In other words, give yourself a break.

“If you’re a perfectionist, resolutions can backfire,” Marchese says. “Missing a workout doesn’t mean you’ve failed. Give yourself grace and adjust. Every day is a new opportunity.”

Reframe Your Goals

Ultimately, for success in achieving your New Year’s resolution, reframing goals as positive actions rather than restrictions is crucial.

“Instead of focusing on quitting smoking, think about what you’ll add to your life, like a new hobby or stress-relief activity,” Marchese says. “Moving toward something is more motivating than removing something.”

Her bottom line: Don’t wait for Jan. 1 to make changes.

“Every day is a new chance,” Tracy says. “Start small, build habits, and celebrate progress. That’s how real change happens.”

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.

Students transformed lived experience, empathy and emerging technology into inclusive solutions at the Innovation Showcase, hosted at Bird Library on Dec. 9.

The event marked the culmination of a semester-long interdisciplinary design course offered through the  School of Education’s Taishoff Center for Inclusive Higher Education-, the College of Visual and Performing Arts’ and .

Open to undergraduate and graduate students across campus, including students with intellectual disability, the Intelligence++ program brings together teams to co-design products solutions to challenges that people with disabilities face in daily life.

The initiative, funded by the , encourages teams to learn universal design principles, conduct deep user research, learn the basic principles of entrepreneurship and deliver functional prototypes and pitch presentations by semester’s end.

Four student teams received enthusiastic feedback from judges across business, accessibility and technology sectors.

Detecting Dairy Allergens: Zero React

The first team, Zero React, asked: What if people with dairy allergies could eat without fear? Inspired by personal family experiences, the six-person team created a portable strip that detects dairy proteins, especially milk and casein, in everyday foods. Like a rapid test, users apply a food sample and get clear results in under a minute.

The students used 3D modeling and tools to build the prototype and developed branding, instructions and a go-to-market strategy. Extensive interviews, ranging from caregivers to allergists, identified their primary customer as parents of children with severe allergies, who constantly navigate hidden ingredients and unclear labels.

Zero React proposed multiple sales channels, including pharmacies and allergist offices, and emphasized fully accessible instructions and displays. Judges noted strong product-market fit and encouraged the team to move toward regulatory testing and commercialization.

Making Meal Planning Inclusive: Accessible Appetite

Accessible Appetite addressed a universal frustration: deciding what to eat. For neurodivergent individuals, the mental load of planning meals, managing nutrition and staying on budget can be exhausting.

Their application combines three tasks typically siloed in other apps, including recipes, grocery lists and nutrition, in one clean, accessible interface. Key features include:

• Smart Plate Builder for visual portioning
• Smart Substitutions tailored to sensory preferences
• Allergy Filters that automatically replace trigger foods
• Machine-Learning Suggestions personalized over time

A built-in chatbot provides step-by-step support. Judges noted the tool’s broad appeal and praised the inclusive design that could ease stress for many households.

Navigating Grocery Stores With Calm: Ease Cart

One the premise that bright lights, noise and crowded aisles can make grocery shopping overwhelming, Ease Cart set out to create a calmer experience.

Interviews revealed that sensory overload leads many students to avoid stores or rely solely on delivery. The two-person team developed a soothing navigation app that reduces time in high-stimulation environments. Lavender tones reinforce calming intent and features include:

• Minimal-distraction visual modes
• Audio read-aloud assistance
• Budget tracking and receipt organization
• Quick list templates for routine shopping

Judges applauded the team’s focus on a real barrier that can limit independence and noted that the design could benefit nearly anyone seeking a quicker, lower-stress trip to the store.

Phones for Emergencies Only: Every Second Counts

With more K–12 schools, now including those in New York state, banning student phones during the day to reduce distraction, a safety concern has emerged, What happens when a student needs immediate help?

Every Second Counts designed a solution that keeps students off their phones while preserving emergency access. Their VPN-based “emergency-only mode” automatically activates on school Wi-Fi, replacing apps with a single button to call for help.

The team consulted teachers, administrators, parents and students to understand implementation and concerns. The University’s Senior Vice President for Digital Transformation and Chief Digital Officer Jeff Rubin advised on technical feasibility. Judges encouraged the team to continue development as policies evolve.

A Program Designed for Impact

Throughout the showcase, judges emphasized how advanced the work felt, less like class projects and more like early-stage startups. That outcome reflects the program’s purpose, said Gianfranco Zaccai ’70, H’09, who founded and funded Intelligence++.

“That is exactly the vision of Intelligence++,” says Zaccai. “It is designed to empower students to design together, while exploring entrepreneurship as a tool for inclusion. The program invites students from engineering, design, business, communications, and the arts to collaborate, as it partners with stakeholders and community organizations to ensure that lived experience leads the process. Students learn how rigorous discovery leads to better products and how accessible design helps everyone.”

Attendees left impressed by the students’ creativity and professionalism. “These could be real companies solving real problems,” one attendee remarked. For students, and for the thousands of people who could benefit from their ideas, this showcase is just the beginning.

Story by Linda Dickerson Hartsock

Nine faculty members in the (VPA) and five Universitywide organizations are among more than 2,400 nonprofit arts and culture organizations and individuals receiving (NYSCA) funding for 2026. NYSCA recently.

The following organizations received Support for Organizations awards totaling $110,000 to assist with general operations:

• , $10,000
• , $25,000
• , $10,000
• , $40,000
• , $25,000

Support for Artist awards of $10,000 each were also announced for these faculty members:

• , professor, Department of Film and Media Arts, for the project “Aphrodite’s Conception”
• , assistant professor, Department of Film and Media Arts, supporting the Light Work project “By the Skin of Her Teeth”
• , associate professor, Department of Film and Media Arts, for “By All Your Memories”
• , associate professor, Department of Film and Media Arts, for “Mid-Film Crisis,” presented with New York Women in Film & Television
• , assistant professor, School of Art, for “Demigoddess Comic Series”
• , associate professor, Setnor School of Music (in VPA) and School of Education, for “We Hold These Truths: Commemorating the 250th Birthday of The United States of America”
• , assistant professor, Department of Drama, for the project “Wolf Women”
• , instructor in the School of Art, for the work “Night Field,” presented at Stone Quarry Hill Art Park.

In addition, , associate professor in the School of Art, in collaboration with Columbia University faculty members Lynnette Widder and Wendy Walters, received a for the book initiative, “Seeds of Diaspora: Plants, Migrations, Settlements, Cities.” The grant program, a partnership between NYSCA and The Architecture League of New York, recognizes work in architecture, historic preservation and various fields of design.

On Nov. 1, 2025, Pamela Odom G’03 became the new superintendent of the Syracuse City School District (SCSD), the third University graduate in a row to take the reins of the city’s schools.

A graduate of the School of Education’s program, Odom follows Anthony Davis G’03 (Special Education), whose retirement went into effect on Oct. 31. In turn, Davis took over from Jaime Alicea G’88 (Foreign Language Education), who stepped down in 2022.

The SCSD Board of Education near-unanimously selected Odom in August.

“I am incredibly honored and humbled to serve as the next superintendent of the Syracuse City School District,” Odom said after her selection. “I want to thank the Board of Education for entrusting me with this opportunity and Superintendent Davis for his mentorship and unwavering dedication to our students. He has laid a strong foundation, and I am committed to continuing the work we’ve started; championing equity, empowering educators, and ensuring every child has the support they need to thrive.”

Odom has served her school district for more than 30 years. Beginning as a teaching assistant, substitute teacher and administrative assistant, her administrative career continued with her appointment as vice principal of Corcoran High School and then principal of Clary and Grant middle schools. Following those appointments, she supervised the district’s middle schools, later becoming an assistant superintendent with oversight of secondary schools, career and technical education, athletics and adult education.

A graduate of SCSD’s Nottingham High School, Odom attended St. John’s University in Staten Island, NY, graduating in 1994. She played basketball at both Nottingham and St. John’s, for the Red Storm. She earned a master’s degree from SUNY Oswego before taking a certificate of advanced study from Syracuse University.

We caught up with Odom to ask about her approach to her superintendent role; what students, parents and community members can expect from her tenure; and after three decades in education, what advice she has for new teachers.

Motivation, persistence, dedication, ambition. These are some of the skills that have propelled Maximiliano Jimenez G’25 toward a burgeoning career in student affairs and higher education administration.

Now, thanks to a high school-to-college success program developed as a Syracuse University School of Education (SOE) master’s degree student, Jimenez is giving back to his community by passing along some of the expertise, experience, and knowledge he gained in his master’s degree program.

The Viking Network—named for his former high school’s mascot—is a collaboration among school staff and alumni to help low-income, first-generation students persist through high school and college.

Taking part in the August 6 event were 20 students and 3 alumni of James Monroe High School in North Hills, CA, a northern suburb of Los Angeles. Given the positive reviews of this inaugural Viking Network, Jimenez says he hopes not only to continue the program in his hometown but expand its reach, including to Syracuse-area schools.

“I applaud and am inspired by Max’s passion, leadership, determination, and resourcefulness to take a project generated in a class into such impactful program back in his high school community,” says Professor Cathy Engstrom, SOE Faculty Director for Graduate Studies. “While the seeds for this creative initiative germinated in one class, it is exciting to see the project develop, reflecting knowledge and skills he gained across many courses he took in his master’s degree program.”

Finding Solutions

As a graduate assistant, Jimenez worked for the , an academic excellence initiative for first generation students at Syracuse University. He sees the Viking Network as widening the scope of this kind of support. “Why not move the intervention point away from individuals in the first year of college to high schoolers in their final year?” Jimenez asks. “All high school students could benefit from this program.”

“Why not move the intervention point away from individuals in the first year of college to high schoolers in their final year?”

In school and then at the University of California at Santa Barbara (UCSB), Jimenez took a law and policy path, a way to explore why poverty and economic and social challenges persist in his northern LA community. Like some of his close high school friends, he was motivated to leave North Hills to further his career, but always with an eye on supporting his community someday.

In his junior year at UCSB, Jimenez pivoted toward a higher education career, finding that he enjoyed his work as a resident assistant and in other student life positions: “I thought a higher education career would enable me to keep the same goals of helping my community and of finding solutions to educational and economic challenges that I saw and experienced.”

Turning his work ethic and persistence toward this new challenge, Jimenez was soon asking resident directors about their career paths. As it happened, two of those colleagues were Brandon Langford G’21 and Nicholas Lee G’21, both Higher/Postsecondary Education graduates happy to write letters of recommendation for him.

More Than Capable

The idea for the Viking Network was developed early in Jimenez’s graduate school career. “In the Introduction to the College Student course, we were asked by Professor to do a College Equity and Success project: conceive of a program to enhance students’ college access and belonging,” he explains. “I was thinking of a project to help communities like mine break cycles of poverty and under-development.”

His first idea—a mentorship program—was a popular idea when he pitched it to his high school, but although they were on board, Jimenez put its development on hold as he finished his master’s degree. By the time he graduated in spring 2025, he had joined the board of the James Monroe Alumni Scholarship Fund, was slated to become the new Program Coordinator of Syracuse University’s , and was ready to return to the Viking Network: “It was still something to accomplish after graduation.”

Now conceived as a college preparation symposium, planning with his high school began in June 2025: “We settled on a one-day event structured like a typical high school day, with 50-minute seminars on applying for college, writing the Personal Statement, networking, and ‘perception and persistence,’ as well as an alumni panel.”

School counselors led some sessions, with Jimenez taking networking, perception and persistence, and the alumni panel. “Simple skills and tips were the bread and butter of how I reached success,” observes Jimenez, pointing out that sometimes high school students don’t realize they have the skills to succeed in higher education.

“I never thought I would get a chance to actually implement the program that I turned in for an assignment.”