Fellowships Archives | ��ӽ� University Today

Dennis Sola Named Harry der Boghosian Fellow for 2026-27

Julie Sharkey — Mon, 18 May 2026 14:19:12 +0000

Dennis Sola Named Harry der Boghosian Fellow for 2026-27

The year-long architecture residency, established in 2015 in memory of Harry der Boghosian '54, supports emerging creatives in developing design research.

Julie Sharkey May 18, 2026

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The School of Architecture has announced that architect is the Harry der Boghosian Fellow for 2026–27. Sola will succeed current fellow, Tiffany Xu and become the eleventh fellow in the program’s history.

The Boghosian Fellowship at the School of Architecture—established in early 2015 in memory of Harry der Boghosian ’54 by his sister Paula der Boghosian ’64—is a year-long residency designed to give emerging independent creatives the opportunity to spend a year developing a body of design research based on an area of interest while teaching at the School of Architecture.

Dennis Sola

Fellows play a significant role at the school by enhancing student instruction and faculty discourse, while supporting both research and the development of research-related curriculum relevant to architectural education and practice.

As the 2026–27 Harry der Boghosian Fellow, Sola will develop a year-long body of design research centered on time, finitude, maintenance and architecture’s relation to absence. His investigation will examine how architecture enters duration, how it persists through maintenance and transformation and how buildings might anticipate their own disappearance as part of their conception.

Drawing from a reading of absence against essence, the fellowship will ask how architecture can be understood through exposure, use, alteration and withdrawal, allowing form to register an awareness of its own lifespan. The research is informed by construction cultures in which adaptation and transformation often take precedence over permanence, and where continuity is secured through ongoing modification.

During the fall semester, Sola will teach a seminar focused on maintenance as a cultural, spatial and expressive practice. The course will examine repair, replacement, weathering, material aging and protocols of intervention as forces that reshape existing structures and sustain them over time. Students will consider how these operations can become drivers of architectural expression and use, positioning maintenance as a generative design framework.

In the spring, Sola will lead a studio and companion seminar organized around the design and production of a single field object. Developed at one-to-one scale and deployed either in Latin America or the United States, the object will operate as a built research instrument, testing how architecture can register environmental force, logistical conditions, civic use and temporal change through direct construction.

Investigating ‘Geometries of Tendency’

Sola’s year-long investigation will connect seminar, studio and built work through a sustained investigation into what he describes as “geometries of tendency,” where form emerges through pressures, inclinations, durations and the productive incompletion of architecture over time.

“Moving between research and deployment, the year will test architecture as protocol, artifact and field condition at once, seeking precision through measured engagement with finitude, withdrawal, territories and the cultural life of construction,” says Sola.

Like the ten previous Boghosian Fellows, Sola will work closely not only with faculty and students at the School of Architecture but will also explore interdisciplinary collaborations within the University and its various centers and colleges, while also anchoring fieldwork to nearby landscapes such as Onondaga Lake and Green Lakes State Park.

“We are thrilled to welcome Dennis Sola as the next Harry der Boghosian Fellow,” says School of Architecture Dean Michael Speaks. “His work challenges conventional ideas of permanence in architecture and will offer our students an extraordinary opportunity to engage questions of construction, adaptation and change through both research and making.”

Prior to joining ��ӽ� Architecture, Sola co-founded and led Ídem, a former Quito-based architectural practice whose residential work unfolded across the Andean highlands and rainforests of Ecuador, while its cultural and infrastructural projects engaged Quito and other territories. These projects shaped a practice attentive to logistics, construction protocols, material duration, environmental exposure and the temporal life of buildings. Sola’s work has been featured internationally and exhibited.

Sola earned his architecture degree from the Pontificia Universidad Católica del Ecuador and holds a master’s in architecture II from the Harvard Graduate School of Design.

The Boghosian Fellowship has helped the School of Architecture attract the best and the brightest emerging professors. Previous fellows include Maya Alam (2016–17), Linda Zhang (2017–18), James Leng (2018–19), Benjamin Vanmuysen (2019–20), Liang Wang (2020–21), Leen Katrib (2021–22), Lily Chishan Wong (2022–23), Christina Chi Zhang (2023–24), Erin Cuevas (2024–25) and Tiffany Xu (2026–27).

To learn more about the Harry der Boghosian Fellowship, visit the .

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Student Researcher Digs Deep to Understand How Copper Deposits Form

Diane Stirling — Thu, 07 May 2026 17:59:05 +0000

STEM

Emerson Long conducted cutting-edge research as an intern at the U.S. Geological Survey. (Photo by Dan Bernardi)

STEM

Student Researcher Digs Deep to Understand How Copper Deposits Form

Emerson Long ’26 and faculty mentor Jay Thomas study copper behavior at extreme depths to shed light on critical mineral formation.

Diane Stirling May 7, 2026

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Understanding of copper formation means examining material forged at depths of nine to 19 miles beneath the Earth’s surface. Remarkably, Emerson Long ’26 has spent the past year recreating those conditions in a campus lab.

Long is a double major in geology and physics in the (A&S). She and her faculty mentor, , professor of petrology and experimental geochemistry in the Department of Earth and Environmental Sciences, have spent the past year examining how copper behaves when magma (molten rock) and fluid coexist at the crushing pressures and temperatures of the lower continental crust.

The work has implications that reach far beyond the laboratory. That’s because copper is used in modern and clean energy technologies such as solar panels, wind turbines, electric vehicles, lithium ion batteries and LED lighting.

“While my research doesn’t directly relate to finding and extracting copper deposits, it does give us a better understanding of the entire system for copper deposit formation,” Long says. “It’s really exciting to me to contribute to that understanding in some way.”

Going Deep to Understand the Surface

Copper deposits near the Earth’s surface that are extracted from mines are formed when copper-rich hydrothermal fluids move upward through the crust and deposit minerals along the way. Those fluids originate much deeper in the Earth’s magmatic systems, where molten rock and aqueous fluid coexist under intense heat and pressure. Long and Thomas are studying how copper splits itself between magma and fluid at those extreme source conditions.

Previous research on copper partitioning has focused on shallower, upper-crust-level conditions. This project goes beyond prior work to assess what happens at conditions equivalent to those found in the lower continental crustal source regions where magmas are generated. It’s a largely unexplored frontier in the study of copper deposit formation.

As a double geology and physics major (with a minor in French and Franophone Studies), Long studied how copper behaves when magma (molten rock) and fluid coexist at the crushing pressures and temperatures of the lower continental crust. (Photo by Dan Bernardi)

High-Pressure Science

To simulate those deep-Earth conditions in the lab, Long runs experiments in piston-cylinder devices, instruments capable of generating extraordinary pressures and temperatures found miles underground. When an experiment concludes, the magma cools into a glass and the fluid gets trapped in tiny pockets within a piece of quartz, called fluid inclusions. Long then uses a suite of sophisticated analytical instruments to measure the copper concentration in both the glass and the fluid inclusions.

That “deep dive” into the data helps extract meaning from material forged under those precise conditions. “I really enjoy the hands-on aspects of this research the most,” Long says. “I’ve had a few other short-term projects that have been more computational-based and I’ve realized that I really love lab work. I also just find the high-pressure experiments to be really fun and it’s really crazy to me still that we can emulate such extreme conditions in the lab.”

That focus recently took her to the facility in Denver, where she used specialized instrumentation (laser ablation ICP-MS, a type of mass spectrometry), one of the only ways to measure the chemistry of fluid inclusions. There are only a handful of facilities in the U.S. capable of doing that type of analysis, a notoriously difficult process. “It was a really great experience,” Long says. “I learned so much about the technique and it was really amazing to be there and help with the analyses since it is such a niche method.” Being at the U.S. Geological Survey facility also allowed her to observe professionals conducting scientific research for a government organization, she says.

Long also took her studies globally experience that mirrors a prompting students to shape the future as engaged global citizens by combining studies in diverse areas of interest. She enjoyed both her science major and French/Francophone Studies minor during an immersive experience there, where she lived with a French host family, learned more about French history and culture, participated in a community internship conducting physics research at the University of Strasbourg, and took several courses in French.

Mentorship and Mastery

Later, Thomas’ science lab on campus provided Long with a wealth of experiential learning opportunities and allowed her to gain an impressive range of technical skills. She has conducted electron microprobe analysis, laser ablation mass spectrometry, Raman spectroscopy and Fourier transform infrared spectroscopy. Those experimental and analytical methods represent an arsenal of cutting-edge geochemical lab techniques capable of identifying the chemical fingerprints of minerals and rocks at an extraordinarily fine scale.

Long worked with faculty mentor Jay Thomas, of the Department of Earth and Environmental Sciences, during her yearlong undergraduate research initiative. (Photo by Dan Bernardi)

The (SOURCE) supported Long’s work through Bridge and Fellowship awards. She also worked with the Center for Fellowship and Scholarship Advising. She says her awards, including a summer living stipend, made it possible to dedicate added time over a summer in ��ӽ� to sustain the momentum on her lab research.

In August, Long begins Ph.D. studies in geology at Purdue University, where she’ll continue conducting similar experimental research. For her, the appeal of the geological field goes beyond technique or career preparation. It is about being able to contribute in a hands-on way to one of the defining challenges of the coming decades: building the clean energy economy the world needs, starting with a deeper understanding of the Earth beneath our feet.

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3 Earn National Science Foundation Graduate Research Fellowships

Kelly Homan Rodoski — Fri, 01 May 2026 14:17:17 +0000

Campus & Community

(Photo by Angela Ryan)

Campus & Community

3 Earn National Science Foundation Graduate Research Fellowships

From historical preservation and supermassive black holes to theoretical physics, three students will continue exploring novel research through NSF’s elite fellowship.

Kelly Homan Rodoski May 1, 2026

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Three ��ӽ� University students have been awarded prestigious graduate research fellowships through the , and one student has been recognized with an honorable mention.

The fellowship recognizes and supports outstanding graduate students who are pursuing research-based master’s and doctoral degrees in STEM, social sciences and STEM education in the U.S. The five-year fellowship includes three years of financial support, with an annual stipend of $37,000 and a $16,000 educational allowance. Students can apply as rising seniors, recent graduates or first-year graduate students.

The 2026 recipients of the NSF GRFP are the following:

Julia Fancher ’26, a physics major and applied mathematics major in the College of Arts and Sciences (A&S) and member of the Renée Crown University Honors Program;
Daniel Hettrick, a first-year Ph.D. student in anthropology in the Maxwell School of Citizenship and Public Affairs, and
Gabe Suarez, a first-year Ph.D. student in theoretical physics in A&S.

Eadin Block ’26, a physics major and Spanish language, literature and culture major in A&S, received an Honorable Mention in this year’s competition.

Julia Fancher

Fancher, a University Scholar, Goldwater Scholar and two-time Astronaut Scholar, was gifted a copy of “Rise of the Rocket Girls,” a book about the women “human computers” who worked at NASA’s Jet Propulsion Laboratory, when she was in middle school.

Julia Fancher

“I was instantly captivated by the stories of these women who discovered new insights into our universe through math and physics, and I knew that I wanted to do the same,” she says. To kickstart that path, she actively pursued the STEM resources her school district and community had available.

During her first year at ��ӽ�, she joined Professor Eric Coughlin’s high-energy astrophysics lab, where she researches tidal disruption events, in which a star is destroyed by the tidal field of a supermassive black hole. Her research has been published internationally and earned several awards.

Her second research project was a collaboration between Coughlin’s lab and local high school students through the ��ӽ� University Research in Physics summer program. She has also mentored students internationally.

Fancher plans to pursue a Ph.D. in astrophysics and become a professor conducting research in theoretical high-energy astrophysics.

“The NSF GRFP will provide me with the resources necessary to continue pushing the forefront of astrophysics research while nurturing the next generation of scientists,” she says. “I want to ensure that students from all backgrounds have the opportunity to explore their interests and are encouraged to pursue careers in STEM just as I was.”

Daniel Hettrick

Hettrick’s research centers on the cultural resilience of the Kootznoowoo Tlingit, a Native Alaskan nation in Southeastern Alaska, during the period following the United States’ purchase of Alaska from Russia in 1867.

Daniel Hettrick

Hettrick’s dissertation focuses on the former Tlingit summer village of Killisnoo, Alaska, occupied from 1867 to 1928. Using a holistic historical anthropology approach, he combines archaeological excavation, artifact analysis, ethnohistory, oral histories and Indigenous community collaboration to investigate how the Kootznoowoo Tlingit selectively adopted, adapted and rejected Russian and American cultural, religious and economic institutions—all while preserving a distinct Tlingit identity.

His commitment to preservation was deepened through firsthand experience. He visited historic Orthodox churches in Sitka and spoke directly with Tlingit Orthodox Christians while conducting research as an undergraduate. Those conversations also complicated his assumptions: learning that community members held a genuine sense of pride in inhabiting both Indigenous and Orthodox identities pushed him to think more carefully about how people navigate multiple, seemingly contradictory cultural frameworks.

Hettrick is committed to building reciprocal relationships with the Angoon Tlingit before and throughout his research. He recognizes that access to a community’s history, particularly one that has faced exploitation by both the state and academia, must be earned through demonstrated respect, humility and a genuine exchange of value. His long-term goal is to make collaborative, community-centered archaeology the standard rather than the exception.

Gabe Suarez

Suarez works with Professor Alexander Maloney on three-dimensional quantum gravity. His path to theoretical physics was unconventional: raised in rural Danville, Kentucky, he began working as an apprentice electrician at 14, not because the work fascinated him, but because it sharpened a way of thinking he would carry into physics.

“If a system is logical, and you’re honest with yourself about what you do and don’t understand, you can reason your way to the answer,” he says. That principle guided him through self-studying general relativity as a sophomore, completing five graduate courses as an undergraduate and being named Physics Senior of the Year at the University of Kentucky.

Gabe Suarez

His senior thesis furthered a systematic categorical framework for Ward’s conjecture, a 1985 proposal that all integrable systems descend from a single universal gauge theory structure. He is quick to note that the conjecture’s value lies in its proof techniques, not its statement: the algebraic geometry and category theory required to settle it are precisely the tools modern fundamental physics increasingly demands. The tools connect directly to his Ph.D. work on how semiclassical Einstein gravity emerges from ensembles of conformal field theories.

Beyond research, tutoring his brother helped him learn that a teacher’s real job is showing someone they can learn, then stepping back. He has since carried that philosophy into recitation teaching, K-12 outreach and a return visit to his own rural high school, where he spoke to students who, like his younger self, may not yet see theoretical physics as a path available to them.

In addition to their faculty mentors, Fancher, Hettrick, Suarez and Block all worked with the University’s (CFSA) to prepare their applications.

Students interested in learning more about or applying for the next NSF GRFP award cycle or any other nationally competitive scholarships and fellowships should visit the or email cfsa@syr.edu for more information.

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3 Faculty Members Named AAAS Fellows

Wendy S. Loughlin — Thu, 26 Mar 2026 14:00:27 +0000

STEM

(Photo by Marilyn Hesler)

STEM

3 Faculty Members Named AAAS Fellows

Duncan Brown, Kevin Crowston and Lisa Manning are the first trio from ��ӽ� to earn the prestigious science honor in a single year.

Wendy S. Loughlin March 26, 2026

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Three ��ӽ� University faculty members—, and —have been named fellows of the (AAAS). The highly prestigious designation recognizes extraordinary achievements and contributions to the advancement of science.

Fifteen ��ӽ� faculty members have been named AAAS Fellows since 2004. This is the first time the honor has gone to three professors in a single year.

“This is one of the most distinguished honors a researcher can receive, and I am incredibly proud that three of our exceptional faculty members have earned this recognition,” says Lois Agnew, vice chancellor, provost and chief academic officer. “Their work reflects ��ӽ� University’s deep commitment to advancing knowledge that matters, both within our fields and for the world at large. We congratulate them on this well-deserved honor and look forward to the continued impact of their scholarship.”

Duncan Brown

Brown, the Charles Brightman Endowed Professor of Physics in the (A&S), has served as the University’s vice president for research since 2022. An internationally recognized leader in gravitational-wave astronomy, he was a founding member of the search for merging black holes that led to the discovery of gravitational waves with the Laser Interferometer Gravitational-Wave Observatory (LIGO).

His current research focuses on the development of Cosmic Explorer, a proposed next-generation ground-based gravitational-wave observatory, and the use of gravitational-wave observations to explore the nuclear equation of state.

AAAS recognized Brown for “foundational contributions enabling the search for and discovery of gravitational waves from black hole and neutron star coalescences, and for leadership in the LIGO Scientific Collaboration and Cosmic Explorer.”

Kevin Crowston

Crowston is a distinguished professor of information science in the . His research explores how information and communication technology—particularly the internet and artificial intelligence—changes the way people work. He and his colleagues have explored Free/Libre Open Source Software development, citizen science, data science teamwork and the future of journalism, using a mix of observation, theory-building and tool design. His most recent project, supported by a grant from the Alfred P. Sloan Foundation, examines the impact of generative AI on human skill development and retention, particularly in programming.

AAAS recognized Crowston for “distinguished contributions to information science through groundbreaking research on coordination theory and virtual organizations, exceptional editorial leadership and dedicated service building interdisciplinary communities studying technology-mediated work.”

Lisa Manning

Manning is the William R. Kenan Jr. Professor of Physics in A&S. Her research uses computer modeling and physics-based theory to understand how groups of cells behave in living tissue and how materials like glass or sand deform and break down.

Her work has real-world implications for cancer, wound healing, embryonic development and asthma. In 2019, she was named a fellow of the American Physical Society (APS), an honor given to just half of 1% of the professional organization’s membership. She served as founding director of the from 2019-23.

AAAS recognized Manning for “distinguished contributions to the theory of mechanical response and adaptation in biological materials.”

Distinguished Group

Brown, Crowston and Manning join 12 other ��ӽ� faculty members previously named AAAS Fellows: , distinguished professor of physics (2024); , professor of physics and interim dean of the College of Engineering and Computer Science (2023); , associate professor of biology (2023); , professor of electrical engineering and computer science (2018); , University Professor of Environmental Systems and Distinguished Professor, civil and environmental engineering (2017); , professor of physics and A&S interim associate dean for creativity, scholarship and research (2016); , dean emeritus and professor emeritus of biology (2013); , professor emerita of physics (2013); , professor emeritus of Earth and environmental sciences (2012); , professor emeritus of biology (2011); , professor of biology (2007); and , professor emeritus of political science (2004).

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Merrin Named Inaugural ��ӽ� Association of Zeta Psi Endowed Faculty Fellow

Wendy S. Loughlin — Wed, 04 Mar 2026 19:44:52 +0000

Campus & Community

Merrin Named Inaugural ��ӽ� Association of Zeta Psi Endowed Faculty Fellow

The fellowship supports scholarly work focused on men’s mental health and related issues.

Wendy S. Loughlin March 4, 2026

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Gabriel “Joey” Merrin, assistant professor of human development and family science in the College of Arts and Sciences, has been selected as the inaugural ��ӽ� Association of Zeta Psi Endowed Faculty Fellow.

The fellowship was established with a gift from the ��ӽ� Association of Zeta Psi under the umbrella of the Forever Orange Faculty Excellence Program and matched by the University to create a $1 million endowment. The five-year, renewable appointment is intended to support faculty members whose scholarly work focuses on men’s mental health and related issues.

“We believe the most meaningful investments in mental health are those that begin early and produce measurable impact across a lifetime,” says Stanley P. Gorski Jr. ’86, president of the ��ӽ� Association of Zeta Psi and executive director of ZP Gamma Foundation. “By strengthening prevention efforts early on, Dr. Merrin’s work helps build resilience that can change long-term outcomes—especially for those men who face the highest suicide risk later in life. This fellowship supports hard research that aims to not just respond to the crisis, but to reduce it before it begins. The SU alumni brothers of Zeta Psi Fraternity are pleased to be part of this long-term partnership.”

A prevention scientist and applied developmental methodologist, Merrin examines how risk and protective processes interact to shape adolescent development and the transition to young adulthood. His research looks at the influence of individual, peer, family, school and community contexts on developmental pathways related to harassment, victimization, mental health and risk behaviors including substance use and aggression. His work explores how distinct adverse childhood experiences differentially shape peer relationships, mental health and resilience, informing more effective prevention strategies for diverse youth populations.

“I’m deeply honored to be selected as the inaugural Zeta Psi Endowed Faculty Fellow,” Merrin says. “This fellowship will enable me to expand my research on adolescent and young adult mental health during a time when young people’s mental health issues are at historic highs. The support will enable me to develop a new undergraduate course on mental health across the lifespan, launch a longitudinal study of mental health and help-seeking behaviors among college students, and strengthen partnerships with community organizations. I’m grateful for the support to expand research that can make a positive impact on the lives of young people and their communities.”

Merrin is director of the Methodology, Adolescent Development, and Prevention (MAP) Lab, which addresses critical questions about healthy adolescent development. His work employs sophisticated longitudinal analytical approaches to understand when and for whom developmental processes differ, and how empirical findings can be effectively translated into prevention and intervention efforts. The MAP Lab has produced 14 student-led peer-reviewed publications.

Merrin was co-investigator and lead methodologist on a National Institute of Justice-funded multi-site investigation examining bias-based harassment and its prevention in U.S. schools. He has also developed innovative methodological tools, including the CATAcode R package, which advances principled approaches to demographic measurement and analysis in social science research.

Merrin serves on the board of directors at Elmcrest Children’s Center in ��ӽ� and collaborates with schools and community organizations serving vulnerable youth.

He earned a Ph.D. in educational psychology, an M.E.D. in human resource development and a B.A. in sociology, all from the University of Illinois at Urbana-Champaign. He joined the ��ӽ� faculty in 2021.

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IDJC Names Veteran News Executive Spring 2026 Visiting Fellow

News Staff — Fri, 16 Jan 2026 14:15:01 +0000

Communications, Law & Policy

IDJC Names Veteran News Executive Spring 2026 Visiting Fellow

Merrill Brown will study existing and evolving business models across the media landscape and new ways to sustain quality journalism.

Jan. 16, 2026

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Merrill Brown

Merrill Brown, a veteran news executive and media consultant, has been named a visiting professionals fellow for spring 2026 by the (IDJC).

He plans to use his fellowship to study existing and evolving business models across the media landscape and new ways to sustain quality journalism.

The founding editor in chief of MSNBC.com (now ms.now), Brown brings decades of experience at the intersection of journalism, media innovation and business strategy.

He also served as senior vice president at RealNetworks, editorial director at G/O Media, founder and CEO of the News Project, co-founder of the Online News Association and inaugural director of the School of Communication and Media at Montclair State University.

In addition, Brown has served in roles at The Washington Post and Court TV, and with numerous nonprofit and advisory boards related to journalism, media and civic engagement.

Exploring Sustainable Journalism Models

Brown’s fellowship project will examine revenue strategies, emerging technologies, artificial intelligence and opportunities for innovation to support high-quality journalism, particularly at the local level.

Brown, who holds a bachelor’s degree in political science from Washington University in St. Louis, has also served as a judge for the Newhouse School’s .

A joint initiative of the and the , the IDJC engages in research, teaching, experiential learning and industry partnerships to address challenges to democracy related to the information environment.

“I’m thrilled to have the opportunity to become a fellow at the IDJC,” Brown says. “I’ve been an admirer of the research and teaching done at Newhouse and the Maxwell School. Joining with the experts at the two schools and with [IDJC Kramer Director] to explore media business models and new ways to sustain quality journalism is a timely and important opportunity.”

As part of the fellowship, Brown will engage with students through guest lectures and public programming. His goal is to develop a long-term structure for studying media business models within an academic setting.

“I look forward to being able to conduct research on this vital topic and to share that work and my news industry experience with the University community,” Brown says. “��ӽ� is at the center of the urgent future of news research and experimentation, and I look forward to contributing to those efforts.”

Talev sayd Brown’s work and experience will complement two trailblazing initiatives announced recently by the University, including IDJC’s own .

Led by , associate professor of communications, Local NeXT Lab is the first project of its kind that will connect newsrooms, funders and academics to pioneer journalism innovations, with the goal of strengthening local news.

Brown’s work will also be instrumental to the development of the University’s . The center, which is led by Newhouse and the , is building real-world skills in media, entrepreneurship and digital strategy to prepare students for the 21st-century economy.

“We are proud to host Merrill this year as he develops this important work,” Talev says. “Merrill’s research and engagement with students will focus on developing and sustaining the media and communications industries of the future.”

��ӽ� IDJC’s Visiting Fellow Program

The IDJC’s fellowship program for visiting professionals reflects the institute’s broader mission to connect students with leading voices in journalism and civic life. Through public events, classroom visits and collaborative projects, fellows contribute to a dynamic learning environment that prepares students to become thoughtful, engaged communicators and citizens.

Story by Emma Hudson

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Navy Veteran Joins Baldanza Fellows to Tackle Teacher Shortage

Martin Walls — Tue, 06 Jan 2026 16:48:32 +0000

Veterans & Military-Connected Individuals

Nadia Morris‑Mitchell (left) participates in a clinical simulation with Professor Benjamin Dotger, practicing challenging educator‑parent interactions as part of the inclusive special education master's program.

Veterans & Military-Connected Individuals

Navy Veteran Joins Baldanza Fellows to Tackle Teacher Shortage

With a background in military service and a passion for public health, Nadia Morris-Mitchell is preparing to teach special education in ��ӽ� schools as a Baldanza Fellow.

Martin Walls Jan. 6, 2026

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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 ��ӽ� 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 ��ӽ� 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 ��ӽ� students over her career.”

Helping the Community

In spring 2025, Morris-Mitchell (seated at right) visited her former classroom, that of fourth-grade teacher Robert Lax of Roxboro Middle School in Mattydale, New York.

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 ��ӽ�, 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

Morris-Mitchell (far right) stands with other teachers-in-training during a field placement at Solvay Middle School.

As part of her application process, Morris-Mitchell interviewed with the ��ӽ� 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 ��ӽ�’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 ��ӽ�—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 ��ӽ� 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.”

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Innovative HDFS Course Prepare Students for Patient-Centered Care

Dan Bernardi — Wed, 03 Dec 2025 21:21:11 +0000

Health, Sport & Society

Innovative HDFS Course Prepare Students for Patient-Centered Care

Professor Colleen Cameron joins forces with the University Art Museum as a Faculty Fellow to use art as a tool for fostering empathy and enhancing patient-centered care.

Dan Bernardi Dec. 3, 2025

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In an era when artificial intelligence (AI) can aid in diagnosing diseases, serve as a virtual health assistant and help discover life-saving pharmaceuticals, there are certain irreplaceable human skills that algorithms cannot replicate.

At the College of Arts and Sciences’ (HDFS), students are developing empathy, cultural humility and critical reasoning through innovative courses that prepare them for some of health care’s most challenging moments.

Helping to lead this effort is , professor of practice in HDFS. Her courses, rooted in hands-on and community-engaged learning, represent a growing recognition that the future of health care depends not just on technical knowledge, but on uniquely human abilities that ease patients’ often stressful experiences.

At the heart of Cameron’s classes are what’s referred to as object-based learning. This pedagogical approach uses physical or visual objects as the primary focus for teaching and educating. Instead of learning solely from textbooks or lectures, students directly engage with real objects, artifacts, artworks, specimens or other tangible materials to develop critical thinking, observation and analytical skills. This fall, students in her class, HFS 400: Healthcare Communication, studied works from the s collections to discover how art can deepen their capacity for sensitive, compassionate patient care.

“In the age of AI, these kinds of classes become more important,” says Cameron, whose collaboration with the Art Museum was supported by their Faculty Fellows program. “This art-centered teaching method strengthens [students’] core humanistic and cognitive skills. The uniquely human skills of interpretation, narrative building and empathetic understanding become even more central to professional identity, which AI can’t do.”

Visual Thinking in Health Care Education

Inside the Art Museum, Cameron’s students aren’t just viewing paintings. Instead, they’re practicing the observation and listening skills that will one day help them in the real world. Students select works of art that represent one of medicine’s most difficult moments: death notification.

In the clinical setting, death notification, or the process by which medical professionals inform family members or loved ones that a patient has died, is considered one of the most difficult and emotionally challenging tasks health care providers must perform.

The approach draws on visual thinking strategies (VTS) increasingly adopted by medical schools nationwide. Rather than memorizing facts, students learn to carefully observe, interpret multiple perspectives and communicate effectively—skills directly transferable to patient care.

Research published in the journal indicates VTS-based interventions consistently help develop crucial clinical competencies, with several studies showing statistically significant improvements in observational skills among medical students and residents.

For Sophie Heieck ’26, a pre-med student who plans to pursue a career in pediatrics, the museum experience has taught her something textbooks cannot. “As someone who is very fast paced and always on my toes, it was extremely beneficial to slow down, and really tune into my senses and what I saw and interpreted from what I was looking at,” says Heieck. “Medicine can be really fast paced at times and can often leave patients feeling like a number or a statistic. It is important to build that rapport with them.”

HDFS students Sophia Kuber (center) and Sophie Heieck (right) discuss works by Federico Castellon with Professor Cameron, exploring how the art connects to death notification.

Federico Castellon’s “Stop Him & Strip Him I Say,” from the Mask of the Red Death portfolio, 1968

Heieck, who aspires to become a physician in her hometown of Geneva, New York, and to address health care disparities there, selected artwork portraying a poignant final moment between a loved one and the deceased.

After reviewing Federico Castellon’s work “Stop Him & Strip Him I Say,” she reflected on how it reinforced the importance of respecting grief and recognizing that individuals cope with loss in different ways—insights essential for delivering difficult news.

Sophia Kuber ’26, an HDFS major who plans to pursue a doctorate in occupational therapy after graduation, had a similar revelation. She chose to analyze Castellon’s “And the Red Death held illimitable dominion over all,” a work that explores universal themes of mortality.

Reflecting on the piece, Kuber noted how it shaped her understanding of death—revealing that cultural and personal beliefs influence how people perceive it. She observed that many

Federico Castellon’s “And the Red Death held illimitable dominion over all,” from Mask of the Red Death portfolio, 1969

interpret death as a shared destination, a concept reinforced by the artwork’s depiction of bodies intertwined, evoking both the physical reality of burial and the symbolic unity of life’s end.

“This style of learning has allowed me to view heavily discussed topics in this course in a new light,” says Kuber. “Art has given me a new perspective on issues such as death notification that I would not have been exposed to without the help of the SU Art Museum.”

Through her analysis, Kuber discovered how cultural background shapes how people perceive death—insights directly applicable to patient care. “This experience will allow me to use what I learned to consider different perspectives of all medical situations and help me re-evaluate my decision-making for all patients in the best way possible,” she says.

“A lot of research and practice shows that our in health care profession training and medical school,” says Cameron. “So one of the benefits of leaning into the patient experiences is really honing your skills of observation and perspective taking.”

The pedagogical innovation aligns with recommendations from the Association of American Medical Colleges, which emphasizes competencies that extend far beyond scientific knowledge. Students are learning to be better observers and interpreters, developing health care communication skills they’ll use not just with patients and families, but also within health care teams.

“We’re unlocking these new ways of thinking and processing, which enhances their abilities and their skills,” says Cameron.

For their final project, students will present the artwork they’ve chosen, explaining how it captures themes of health care communication and death notification. The public is invited to attend the presentation on Dec. 9 at 9:30 a.m. at the Art Museum. The exercise transforms abstract concepts into visceral, memorable understanding—exactly the kind of deep learning that prepares students for the emotional complexity of real clinical settings.

Cameron’s course demonstrates the power of collaboration across the University. She partnered with Kate Holohan, the Art Museum’s curator of education, who helped design the curriculum and lead the museum sessions. Holohan’s expertise in using art for VTS and object-based learning was pivotal in creating meaningful interactions between students and artworks. This cross-disciplinary partnership—bridging health sciences and arts education—shows how shared university resources can spark innovative learning experiences.

Connecting With Pediatric Patients

Building on this foundation of experiential learning, Cameron is developing another innovative program: a teddy bear clinic scheduled to launch in fall 2026 at the Museum of Science and Technology (MOST) in ��ӽ�. The initiative will teach pre-health students to communicate effectively with pediatric patients by using play as a teaching method.

“One of the really well studied and well applied practices is play as an approach to teaching and learning for children,” Cameron says. Students will learn developmentally appropriate approaches to communicating about health topics, from explaining what a stethoscope does to preparing children for procedures like getting stitches or an IV.

“Our students will be using play to teach children around very general and basic introductory topics,” says Cameron. “The teddy bear becomes the patient.”

The clinic will feature different stations at the MOST, which already hosts health-related educational programming for the ��ӽ� community. Local families will be invited to bring their children and their favorite stuffed animals to learn about health care through interactive play, while ��ӽ� students practice crucial communication skills in a low-stakes, supportive environment.

Cameron credits support from A&S’ (EHN) for helping refine the project. As part of the initiative, she receives funding and cohort-based pedagogical and logistical support to help her students apply their scholarly knowledge and skills to serve the public good.

“It’s really a collective of thoughtful faculty who are intentionally designing courses with students and our community in mind,” she says. EHN’s cohort meetings provide opportunities for faculty to share insights and receive feedback that strengthens their teaching approaches.

Kate Holohan (left), curator of education and academic outreach at the University Art Museum, discusses an artwork with senior Sophia Kuber.

Real Skills for Real-World Impact

Both initiatives reflect Cameron’s core mission as a professor: preparing students for the health care field by connecting theory to practice through simulation and real-world experience.

“My main goal is to orient our students to the field of health care,” Cameron says. “And so a lot of it is theory and evidence. But we take it to the next step and allow them to apply what they’ve learned.”

As AI continues to transform health care delivery, these experiences are a reminder that medicine remains fundamentally a human endeavor. The ability to comfort a grieving family, to explain a diagnosis with clarity and compassion, to recognize the unspoken fears in a child’s eyes—these are the skills that help clinicians provide truly excellent care.

For ��ӽ� students preparing to enter health care professions, the path forward involves not just mastering technology, but cultivating the irreplaceable human capacities that make medicine an art as well as a science.

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Applications Open for Office of People and Culture Administrative Fellowship

News Staff — Mon, 03 Nov 2025 17:00:00 +0000

Campus & Community

Amy Messersmith, a past OPC fellow

Campus & Community

Applications Open for Office of People and Culture Administrative Fellowship

The program offers a $10,000 stipend and mentorship to mid-level staff looking to grow their careers at the University.

Nov. 3, 2025

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The (OPC) is accepting applications for its Administrative Fellowship program, a unique opportunity designed to promote leadership and professional development among mid-level staff members. The selected fellow will develop, implement and assess an innovative project over a one- or two-year term while receiving financial support, mentorship and professional development opportunities.

Designed for Staff Retention

What sets this program apart is its specific focus on mid-level staff. “It was geared toward me specifically, which was really unique and validating as a mid-level professional staff,” says Amy Messersmith, the inaugural administrative fellow when the program launched in 2023. Messersmith is currently employed as the associate director of the Arthur O. Eve Higher Education Opportunity Program.

Diane Crawford, current OPC administrative fellow, and executive director of institutional culture in the Whitman School of Management, says she was looking for a new opportunity to deepen the level of her work as she approached six years in her role. She found it particularly valuable to develop her career without having to depart her current position.

Both Crawford and Messersmith agree that the fellowship increased their desire to continue employment at the University.

Professional Growth and Campus Connections

A benefit of the administrative fellowship is the support from the Office of People and Culture. “To say that you are conducting a project as an Office of People and Culture Fellow lands very differently than just a random person on campus with a specific interest,” says Messersmith.

Crawford found the direct mentorship from a vice president-level administrator to be invaluable, and the fellowship allowed her to expand her professional network across multiple University departments outside of her primary role.

Crawford and Messersmith credit the fellowship with giving them the opportunity to develop professional and technical skills.

Qingyi Yu, who recently completed her one-year fellowship, attests to the program’s impact of bringing a sense of validation and community to her work. Through her fellowship project, Yu, who is the associate director of health and wellness at the Barnes Center at The Arch, connected with new colleagues cross-campus who were working toward similar goals, which cultivated a sense of shared purpose.

Benefits of the Selected Fellow:

A $10,000 stipend per year
Up to $5,000 per year in program funds to support a pre-approved project
Up to $1,500 per year in pre-approved professional development opportunities
Mentorship from the vice president for People and Culture and other senior leaders
Opportunities to participate in OPC staff retreats, meetings, events, working groups and special projects

Minimum Requirements to Apply:

Currently employed as a full-time, benefits-eligible staff member in good standing at the University
At least five years of professional work experience; bachelor’s degree or equivalent combination of education and experience
At least two years of administrative experience in current position by the start of the fellowship
Demonstrated commitment to promoting a campus that is welcoming to all
Commitment of approximately two hours per week for active participation

To read the full call for applications, including required materials and the link to apply, view the . Applications will be accepted until Nov. 25.

If you have any questions, please contact opc@syr.edu.

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Inaugural Meredith Professor Faculty Fellows Announced

Wendy S. Loughlin — Fri, 13 Jun 2025 14:16:09 +0000

Campus & Community

Inaugural Meredith Professor Faculty Fellows Announced

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Three professors have been named . Part of the , the Faculty Fellows program was launched this year. Fellows will work in partnership with the (CTLE) and the associate provost for academic programs to address teaching topics identified by the vice chancellor, provost and chief academic officer.

Mark Brockway

, assistant teaching professor of political science, Maxwell School of Citizenship and Public Affairs

Focusing on course redesign, Brockway will provide faculty with resources and support to help them foster in-class student engagement. Brockway plans to develop a database of materials for workshops that engage individuals and groups in active learning related to course concepts. The database will provide instructors with adaptable instructional templates that can help minimize the cost of course redesign and facilitate impactful teaching approaches. Resources will be posted on the CTLE website.

Zach Huitink

, associate teaching professor of public administration and international affairs, Maxwell School

Huitink will focus on online teaching and pedagogy with activities including the development of online teaching and onboarding programs for faculty; the establishment of an online teaching affinity group for community building and knowledge transfer; and the creation of an online teaching resource library. Huitink’s work will support faculty in transitioning to, and advancing in, online teaching.

Douglas Yung

, associate teaching professor of biomedical and chemical engineering, College of Engineering and Computer Science

Yung will work with CTLE staff and faculty across campus to develop instructional guidance and resources. These include workshops and modules to help faculty incorporate artificial intelligence (AI) into instruction and assessment with a focus on ethics, inclusion and accessibility; online and hybrid teaching strategies that foster the development of community and connection; strategies for continuous improvement in course design; and interdisciplinary co-teaching modules. Yung plans to lead interactive programming, develop resource libraries and organize peer learning circles.

“I am thrilled to welcome the inaugural cohort of Meredith Professor Faculty Fellows,” says , associate provost for academic programs. “Their innovative and impactful projects will undoubtedly enrich our teaching and learning community, elevating the educational experiences we offer. These initiatives—spanning course redesign, online pedagogy and the integration of AI in teaching—are critical areas for faculty support and development, and I look forward to seeing the transformative effects of their work on our faculty and students.”

Press Contact

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Distinguished ECS Professor Pramod K. Varshney Establishes Endowed Faculty Fellowship

Kwami Maranga — Tue, 22 Apr 2025 14:49:29 +0000

STEM

Distinguished ECS Professor Pramod K. Varshney Establishes Endowed Faculty Fellowship

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Distinguished Professor has exemplified Orange excellence since joining the University as a 23-year-old faculty member.

A world-renowned researcher and educator, he’s been recognized for his seminal contributions to information fusion and related fields, introducing new, innovative courses to the University. He’s also been an invaluable mentor to countless students on their academic and professional journeys. Supervising 68 Ph.D. dissertations thus far, he’s bolstered the career paths of many students.

Pramod Varshney

Now, Pramod and his late wife, Anju G’86, G’90, will continue their support for the University by creating a legacy that will impact generations to come. “Anju and I bled Orange,” says Pramod. “What we wanted to do was leave a legacy which would keep and grow the excellence that we have at ��ӽ� University in the mission of education.”

The Varshneys have established the Pramod and Anju Varshney Endowed Faculty Fellowship to recognize and support a promising research-focused scholar dedicated to mentoring doctoral students, just as Pramod has. This esteemed professor will hold a full-time faculty position in the Department of Electrical Engineering and Computer Science (EECS) within the (ECS).

“The person [for this position] should be an agent of change,” says Pramod. “They should be transformational in research but have something else—a discovery that will serve humanity, working with groups that are outside of the University or helping underprivileged students to realize their dream of going to college. Do something in our society that makes a difference.”

This fellowship is yet another example of Pramod and Anju’s commitment to promoting excellence at ��ӽ� University. In 2018, they established an endowed fund that provides annual scholarships and financial assistance to EECS graduate students pursuing their doctorates.

“The first ECS news story I ever read was about Pramod and Anju’s dedication to EECS Ph.D. students,” says ECS Dean J. Cole Smith. “In reading that article, I was instantly struck by how much they mean to ��ӽ� University and what a lasting impact they have had on countless generations of ECS students. Now, the Varshney Endowed Faculty Fellowship will support and honor EECS faculty members as they set out to make their own research and societal impacts.”

This continued support reflects the Varshney’s dedication to empowering students to become leading figures in their fields—a sentiment shared by many of Pramod’s former students.

“I consider myself fortunate that Professor Varshney was my Ph.D. advisor at ��ӽ� University,” says Kotikalapudi Sriram G’83, a former doctoral student. “He remains a true source of inspiration and professional support for me and many former SU students I know.”

“His guidance has meant everything to me—shaping not only my academic and professional growth but also my approach to problem-solving and collaboration,” says former doctoral student Engin Masazade G’10. “His unwavering support, insightful advice and dedication to his students have had a profound impact on my journey, and I am incredibly grateful to have learned from him.”

Pramod hopes this fellowship will set a precedent of appreciation for the college, inspiring others to give back to the University. “I’ve loved being able to interact with a large number of graduate students from all over the world who have gone on to do great things,” says Pramod. “My hope is that this fellowship will help keep the University and EECS growing, becoming further well-known around the world as a great place for education and scholarship.”

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Haowei Wang Named 2025-26 Fellow by Association of Population Centers

News Staff — Fri, 04 Apr 2025 16:38:58 +0000

Health, Sport & Society

Haowei Wang Named 2025-26 Fellow by Association of Population Centers

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Haowei Wang, assistant professor of sociology in the , has been named a 2025-26 Association of Population Centers (APC) Fellow. Every year, the APC selects 12 population research centers to nominate an early-career center affiliate for the fellowship.

Haowei Wang

Wang’s research focuses on understanding the social determinants of healthy aging in a global context. In particular, she investigates the transformation of family networks, how multiple dimensions of family relationships impact well-being and caregiving in later life, and how demographic shifts and social policies shape physical and mental health across the life course.

The APC Fellowship program is designed to help early-career population researchers network, increase their profile and develop skills for disseminating research. Fellows are invited to give a talk at an APC research center, present at an APC virtual event and receive support in preparing a policy brief. Founded in 1991, the APC is an independent group of over 40 research institutions in the U.S. that brings together scholars across disciplines to educate policymakers and collaborate on research related to demographics and population change.

“Professor Wang is doing important policy-relevant work on healthy aging and family structures that impact not just individuals but whole communities,” says Shana Kushner Gadarian, associate dean for research. “We are so happy to see this recognition of her research and her strong trajectory.”

Wang is a research affiliate at the Center for Aging and Policy Studies, a faculty associate at the Aging Studies Institute and a research affiliate at the Lerner Center for Public Health Promotion and Population Health. Her areas of expertise are in social gerontology, family demography, aging and population health. She has contributed to many articles in interdisciplinary journals on topics including population aging, health disparities, family structure changes, intergenerational relationships, and COVID-19 experiences among middle-aged and older adults.

Story by Michael Kelly

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Tyler Center for Global Studies Awards Grant to University to Fund International Travel for Research and Creative Projects

News Staff — Tue, 18 Feb 2025 21:31:27 +0000

Campus & Community

Tyler Center for Global Studies Awards Grant to University to Fund International Travel for Research and Creative Projects

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The has awarded a $20,000 grant to ��ӽ� Abroad and the (SOURCE). Tyler Center Fellowships will fund international travel (up to $5,000) for undergraduate research and creative projects. Students may become Tyler Fellows through one of two pathways:

Summer Tyler Fellows will craft a faculty-guided, independent project and may pursue research travel in any location outside of the United States.
Fall Tyler Fellows will participate in the ��ӽ� Abroad Santiago, Strasbourg or Central Europe programs and will design research projects related to those locations, with guidance from ��ӽ� Abroad and SOURCE staff. The application deadline for these ��ӽ� Abroad programs for the Fall 2025 semester is March 15.

Church in Strasbourg, France

Interested students should first email ugresearch@syr.edu to indicate interest in the Tyler Fellows Program, and then prepare a project proposal and apply through one of the two following SOURCE deadlines:

Summer 2025 Tyler Fellows should apply through the (applications are due by Feb. 27)
Fall 2025 Tyler Fellows should apply through the (applications are due by April 3)

Tyler Center Fellows will participate in additional cohort-building activities, including a “Research in Community” seminar with other Tyler Fellows from the University, along with the national cohort of Tyler Fellows from other institutions.

Student Charlotte Goodman studied through the Central Europe program

“We are delighted to have been awarded the Tyler Center grant and the ability to elevate our support for international student-driven discovery,” says Erika Wilkens, assistant provost and executive director of ��ӽ� Abroad. “It is also a wonderful example of institutional collaboration to advance shared goals for student global engagement and experiential learning, and we are delighted to be working with SOURCE to make this happen.”

“The Tyler Center for Global Studies grant provides ��ӽ� undergraduate students with a new level of support for innovative international research,” says SOURCE Director Kate Hanson. “SOURCE is thrilled to partner with ��ӽ� Abroad to promote research opportunities through the Santiago, Strasbourg and Central Europe programs.”

SOURCE is available to assist students with developing research ideas, finding faculty mentors or preparing application materials. Contact the SOURCE team at ugresearch@syr.edu or 315.443.2091.

The Tyler Center for Global Studies, based out of Florida State University, works to cultivate a community of global scholars who shape the future through research, innovation and collaboration. The center makes grants to nonprofit post-secondary institutions in the United States.

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Office of Diversity and Inclusion Accepting Applications for Administrative Fellowship

News Staff — Fri, 12 Apr 2024 15:48:13 +0000

Campus & Community

Office of Diversity and Inclusion Accepting Applications for Administrative Fellowship

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The Office of Diversity and Inclusion (ODI) is offering staff members the opportunity to advance diversity, equity, inclusion and accessibility on campus through a fellowship opportunity. The ODI Administrative Fellowship promotes leadership and professional development of University employees who are mid-level staff.

Fellows will engage in a one or two-year program or research project to advance the priorities outlined in the . The deadline to is Monday, June 3.

“Our first administrative fellowships provided us with a powerful collection of student stories as captured during the ‘lonely campus’ podcast,” says Vice President for Diversity and Inclusion Mary Grace Almandrez. “As we issue the call for our next administrative fellows, I look forward to selecting candidates who seek to advance the work of diversity, equity, inclusion and accessibility on campus through specified projects or research.”

As part of the appointment, fellows will receive the following:

a $10,000-per-year stipend,
up to $5,000 in program funds for approved projects,
up to $1,500 for professional development opportunities,
mentorship from the vice president for diversity and inclusion and other senior leaders, and
opportunities to participate in ODI meetings, DEIA committees and community engagement events.

Fellows will develop, implement and measure the impact of an innovative program or project in one of the following areas:

inclusion and belonging
DEIA learning and development
DEIA research and assessment
disability access
strategic communications

To execute their program or project, fellows will collaborate with students, campus leaders and key stakeholders and present their projects to the University community at the end of their fellowship. Fellows are expected to be able to commit 96 hours for active participation in the program per year (i.e., two hours/week).

To be considered for the fellowship, staff members must have demonstrated commitment to advancing DEIA; be a full-time, benefits-eligible employee; and have completed a minimum of five years of administrative experience in the current position at the start of the fellowship. For a listing of all requirements, visit the .

Applications can be . The deadline for applications is Monday, June 3.

For those who apply, their supervisor will be requested to complete a required letter of recommendation for their applicant(s).

For more information, visit the or contact diversity@syr.edu.

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Doctoral Student Chelsea Bouldin Receives Prestigious Imagining America Fellowship

Martin Walls — Wed, 25 Oct 2023 00:43:32 +0000

Campus & Community

Doctoral Student Chelsea Bouldin Receives Prestigious Imagining America Fellowship

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School of Education doctoral student and University Fellow Chelsea Bouldin has been awarded an Imagining America (IA) Publicly Active Graduate Education (PAGE) fellowship for the 2023-24 academic year.

for publicly engaged graduate students across humanities, arts and design. The program encourages public scholarship, fosters a national, interdisciplinary community of peer scholars, and creates opportunities for collaboration, networking and mentorship.

An engaged scholar, Bouldin is student lead for the , which builds community among graduate students who self-identify as Black, Indigenous or other persons of color; a graduate student representative on the School of Education Committee on Diversity; and a former Graduate Student Coordinator. Her research interests include Afro-futurist literature, as exemplified by the science fiction writer Octavia Butler.

As an IA PAGE Fellow, Bouldin will attend the in Providence, Rhode Island, including a pre-conference IA fellows orientation and a lightning-round discussion of her scholarship during the conference. She also will meet monthly with her cohort of eight fellows from across the United States during the year. “I’m excited to work in this way. These meetings will be a chance for us to workshop our scholarship and discuss specific topics of our choosing,” says Bouldin. “As I began studying engaged humanities work more formally, I realized the extensive overlap between the values of this fellowship and the dissertation project work I am developing. It felt organic for me to apply for this fellowship, and I am truly honored to be in such an intellectual community-oriented space.”

Also receiving a 2023-24 IA fellowship is College of Visual and Performing Arts undergraduate Rayan Mohamed ’26, a student in the Higher Education Opportunity Program, part of the School of Education’s t.

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Fellowships Archives | ���ӽ� University Today

Dennis Sola Named Harry der Boghosian Fellow for 2026-27

Dennis Sola Named Harry der Boghosian Fellow for 2026-27

Investigating ‘Geometries of Tendency’

Student Researcher Digs Deep to Understand How Copper Deposits Form

Student Researcher Digs Deep to Understand How Copper Deposits Form

Going Deep to Understand the Surface

High-Pressure Science

Mentorship and Mastery

3 Earn National Science Foundation Graduate Research Fellowships

3 Earn National Science Foundation Graduate Research Fellowships

Julia Fancher

Daniel Hettrick

Gabe Suarez

3 Faculty Members Named AAAS Fellows

3 Faculty Members Named AAAS Fellows

Duncan Brown

Kevin Crowston

Lisa Manning

Distinguished Group

Merrin Named Inaugural ���ӽ� Association of Zeta Psi Endowed Faculty Fellow

Merrin Named Inaugural ���ӽ� Association of Zeta Psi Endowed Faculty Fellow

IDJC Names Veteran News Executive Spring 2026 Visiting Fellow

IDJC Names Veteran News Executive Spring 2026 Visiting Fellow

Exploring Sustainable Journalism Models

���ӽ� IDJC’s Visiting Fellow Program

Navy Veteran Joins Baldanza Fellows to Tackle Teacher Shortage

Navy Veteran Joins Baldanza Fellows to Tackle Teacher Shortage

Seeing the Impact

Helping the Community

One of Us

Innovative HDFS Course Prepare Students for Patient-Centered Care

Innovative HDFS Course Prepare Students for Patient-Centered Care

Visual Thinking in Health Care Education

Connecting With Pediatric Patients

Real Skills for Real-World Impact

Applications Open for Office of People and Culture Administrative Fellowship

Applications Open for Office of People and Culture Administrative Fellowship

Designed for Staff Retention

Professional Growth and Campus Connections

Inaugural Meredith Professor Faculty Fellows Announced

Inaugural Meredith Professor Faculty Fellows Announced

Press Contact

Distinguished ECS Professor Pramod K. Varshney Establishes Endowed Faculty Fellowship

Distinguished ECS Professor Pramod K. Varshney Establishes Endowed Faculty Fellowship

Press Contact

Haowei Wang Named 2025-26 Fellow by Association of Population Centers

Haowei Wang Named 2025-26 Fellow by Association of Population Centers

Press Contact

Tyler Center for Global Studies Awards Grant to University to Fund International Travel for Research and Creative Projects

Tyler Center for Global Studies Awards Grant to University to Fund International Travel for Research and Creative Projects

Press Contact

Office of Diversity and Inclusion Accepting Applications for Administrative Fellowship

Office of Diversity and Inclusion Accepting Applications for Administrative Fellowship

Press Contact

Doctoral Student Chelsea Bouldin Receives Prestigious Imagining America Fellowship

Doctoral Student Chelsea Bouldin Receives Prestigious Imagining America Fellowship

Press Contact

Fellowships Archives | ��ӽ� University Today

Merrin Named Inaugural ��ӽ� Association of Zeta Psi Endowed Faculty Fellow

Merrin Named Inaugural ��ӽ� Association of Zeta Psi Endowed Faculty Fellow

��ӽ� IDJC’s Visiting Fellow Program