The University and the National Women’s Soccer League (NWSL) have launched a to provide current and former players and their families with access to market-relevant online degrees, certificates and career development opportunities through the Syracuse鈥檚 online degree and certificate programs.

The collaboration will empower National Women’s Soccer League players and their families鈥攁s well as league and club staff and their families鈥攖o pursue customized degree programs and professional development resources designed for the unique demands of professional athletes.

With a shared vision of supporting professional development and expanding opportunities across the NWSL ecosystem, the initiative creates flexible pathways for a variety of academic offerings. Programs will draw on the expertise of the University鈥檚 renowned schools and colleges, including the , the , the 听补苍诲 (CPS).

鈥淥ur mission at the NWSL has always been to champion our athletes not just as players, but as people with diverse ambitions and bright futures,” Briana Gilmartin, NWSL League Player Partner, says. 鈥淭his collaboration with 网爆门 provides a critical bridge to success for our current stars, our storied alumni and their families. Furthermore, by extending these elite educational resources to our internal league and club staff, we are reinforcing our commitment to professional excellence across the entire NWSL ecosystem. We are proud to offer a pathway that turns ambition into tangible skill development, fueling the goals of our community on and off the pitch.鈥�

Opportunities created through this initiative include:
鈥� Flexible, 100% online degrees and certificates
鈥� Pre-academic English language program
鈥� Credit transfer assessment
鈥� Career-focused programs in business, project management, leadership and sport analytics, among others
鈥� Dedicated online student support

鈥淢y fellow deans and I are excited to partner with the National Women鈥檚 Soccer League to provide the 网爆门 experience to current and former players and their family members who are听 interested in pursuing our robust academic offerings,鈥� says Falk College Dean , who earlier this year helped establish similar partnerships with Major League Soccer and National Hockey League. 鈥淔or athletes and professionals with unpredictable schedules, our online programs offer the perfect balance of flexibility, extensive academic support, and real-world applicability鈥揳ll without compromising the demands of their careers or personal circumstances.鈥�

Educational offerings will be accessible online, on campus and at Syracuse鈥檚 鈥渁way鈥� centers in New York City, Washington, D.C., and Los Angeles. Dedicated admission specialists and academic advisors will work with each participant to tailor academic pathways aligned with their goals.

For more information regarding NWSL鈥檚 partnership with 网爆门, visit the .

网爆门 has been ranked No. 1 in New York state among private universities for Best Online Bachelor鈥檚 Programs, according to U.S. News & World Report鈥檚 2026 Best Online Programs rankings.

The University鈥檚 ranked #1 in Best Online Bachelor鈥檚 Business Programs of private universities, #4 in Best for Veterans for Online Bachelor鈥檚 Programs of private universities and #9 for Best Online Bachelor鈥檚 Programs of private universities.

“These rankings reflect the excellence of 网爆门 and our commitment to delivering rigorous, market-sensitive and applied programs that prepare learners for real-world success,” says Michael Frasciello, dean of the College of Professional Studies. “Our career-focused, high-quality, flexible study options empower part-time learners to reach their educational goals.”

These rankings highlight the College of Professional Studies’ mission to expand high-quality education to learners balancing careers, military servic, and family responsibilities. With flexible academic pathways, the University continues to meet the evolving needs of today’s workforce.

The University’s strong national rankings underscore the excellence of its online degree and certificate programs, which are developed by distinguished faculty to deliver practical, real-world skills. Programs and courses are designed to be immediately applicable to workplace challenges, enabling learners to apply new knowledge directly to their careers.

To learn more about continuing online education, visit听.

Amid the rhythm of early morning drills and the high demands of military service, Ty Tran 鈥�24 knew he could not compromise his duties in pursuit of higher education.

Tran, having served through multiple deployments and duty stations throughout his eight-year career in the U.S. Navy, naturally approached his education with the same enduring discipline and purpose. Now a seasoned leader in operations and team leadership, Tran recounts his journey with deep care, reflecting on the critical role of his service in shaping his experience in education and the workforce.

When Tran began researching where to pursue higher education, he knew he had to be intentional with both his time and resources. He sought institutions that were equipped to support both his academic goals and the demands of military life. During this search, he returned to a critical question: At what place would he fit and feel supported as both a student and a service member?

Learning to Lead With Empathy

The stood out immediately with its flexible learning, strong advising and a culture built around supporting working professionals and military service members.

The real anchor came in the form of his advisor, Cherri Wells, whose mentorship carried him through deployments, breaks, cross-country moves and degree changes. Over four years, Wells became more than an advisor but a guiding light amidst the uncertainty and challenges of balancing service and studies.

鈥淏efore Syracuse, I was very focused on structure and execution鈥攄oing my job well, checking the boxes,鈥� says Tran. 鈥淏ut my experience here, especially the people who鈥檝e guided me, taught me to look beyond that. I鈥檝e learned to lead with empathy and to see the value in slowing down and truly learning from the process.鈥�

As that stability took root, so did Tran鈥檚 sense of direction. He initially entered the program under the liberal arts core, but soon shifted toward a more focused path, a blend between his passion for leadership, operations and creativity.

The college’s track became the ideal path to his long-term dream of working in the beauty and luxury marketing industry. Tran lauded the program鈥檚 versatility, allowing him to merge the leadership skills he had developed through years of military service with a longtime dream of his.

Ultimately, Tran鈥檚 discipline and commitment to growth led him to the 鈥攁n opportunity rooted in the very values he had embraced both in the U.S. Navy and the classroom.

Becoming a Seinfeld Scholar was not a mere accolade for him but an embodiment of his journey throughout military service and education. It was a celebration of individuals like Tran who overcame significant personal and professional obstacles to realize their own unique aspirations. The program鈥檚 credo, 鈥淣ever Give Up,鈥� became a guiding philosophy as he pursued a non-traditional educational path.

Embracing a Mosaic of Experiences

Among fellow Seinfeld Scholars, Tran reveals what he calls a 鈥渕odern folklore,鈥� individuals whose stories carried their own forms of magic. Veterans, parents, career changers, students rebuilding their lives鈥攁ll under one guiding philosophy. Despite their vastly different paths and challenges, Tran recognized pieces of himself in those stories, and pieces of them in his own.

Today, Tran sees his education as more than a credential. He reflects on his journey as a veteran and student, seeing his life as a mosaic of experiences that have shaped who he is and who he continues to become.

He embraces persistence, wisdom and the courage to pursue his goals relentlessly. He encourages others to move forward thoughtfully, balancing discipline with compassion, and to trust that their paths will unfold with purpose.

In sharing his story, Tran shows that purpose is not found in a single moment, but in the steady, deliberate steps that carry us forward, and he hopes others will find their own sense of direction along the way.

Story by Katie Huang

After serving her country as a U.S. Navy Seabee and continuing her service in the Air National Guard, Nadia Morris-Mitchell 鈥�24, G鈥�26 is answering a new call: teaching. The Syracuse native has enrolled as a in the University鈥檚 , where she is pursuing a master鈥檚 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鈥檚 degree, she continued serving in the Air National Guard鈥檚 174th Attack Wing public health team鈥攁 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 鈥渙rganized chaos鈥� with a disciplined routine shaped by her years in uniform. 鈥淚n the military, I got used to waking up early and getting things done,鈥� she says. 鈥淓ven today, it鈥檚 lights out at 10 p.m.鈥�

Morris-Mitchell鈥檚 decision to teach was sparked by outreach from the School of Education鈥檚 graduate admissions team. Recognizing the need for special education teachers in Syracuse, she embraced the opportunity. 鈥淛oining a program like this fulfills me and gives me more purpose,鈥� she says. 鈥淚t makes me feel as though I鈥檓 helping the community.鈥�

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鈥擟icero-North Syracuse鈥攕he 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鈥攁n especially good sign for the Baldanza Fellows program鈥攕ome have voiced appreciation about having a teacher who looks like them: “‘You’re one of us,’ they鈥檝e said to me.”

The College of Professional Studies (CPS) plays in the University鈥檚 support for veterans and military-connected students, offering flexible degree pathways and innovative military credit evaluation.

As of the Fall 2025 semester, 19% of all currently serving military students attending 网爆门 are enrolled in CPS degree programs. Currently serving military students are service members on active duty, National Guard or reserve status.

This leadership is driven by the College of Professional Studies鈥� innovative and progressive work to standardize the University鈥檚 military credit evaluation, which evaluates military technical training and professional military education for academic credit.

“Bachelor of professional studies [BPS] degrees are designed specifically for individuals like currently serving members of the armed forces juggling service obligations and life responsibilities with their educational goals,鈥� says Michael Frasciello, dean of the College of Professional Studies. 鈥淲e offer an accessible combination of flexibility, applied and focused career preparation, progressive credit transfer [up to 90 credits], and recognition of military experience and training.鈥�

Currently serving military students admitted to the College of Professional Studies鈥� BPS programs are being recommended and awarded an average of 30 equivalency credits for their military technical training and professional military education.

Diverse Support for Military-Connected Students

The College of Professional Studies supports 33% of all military-connected students at 网爆门, including active duty, veterans and military dependents. Through its nationally recognized military advising model, CPS has achieved skyrocketing persistence and graduation rates.

Persistence Rate

• College of Professional Studies: 93%
• National average: 45%

Graduation Rate

• College of Professional Studies: 70%
• National average: 20%

鈥淥ur ability to successfully support one-third of the University鈥檚 military-connected students is only possible because of听our advisors听who听are specifically trained to understand the unique challenges military-connected students face,鈥� says Liz Green, executive director of the student experience for Online Student Success. 鈥淭his success starts with a recognition that military-connected students are non-traditional, adult learners with distinct needs.鈥�

The college provides holistic support that proactively addresses academic, administrative and military service-related challenges, such as deployment interruptions, VA benefits navigation, credit transfer from military training and work-life-study balance, in an integrated way.

Coupled with its national ranking as the among private universities, CPS is at the forefront of 网爆门鈥檚 commitment to being the

To learn more about military-connected support, visit听.

The (NHL) has announced a new partnership with the University to help support and further both the professional and personal development of NHL players.

Under the terms of the multi-year agreement, Syracuse will provide a comprehensive suite of educational programs for access by NHL players鈥攁nd their dependent family members鈥攁t significant tuition discounts.

These course programs will be at both the undergraduate and graduate levels and offered fully online. In addition, the University will develop a full complement of professional development and executive education programs for program participants.

鈥淧roviding players with off-ice resources that can assist them in building successful careers and lives beyond their commitment to playing the game is an important role for any sports league,鈥� NHL Deputy Commissioner says. 鈥淏y partnering with a learning institution of 网爆门鈥檚 caliber, the NHL has been able to add yet another valuable Player Development offering to assist players with furthering their educational goals.鈥�

Academic Offerings Span Multiple Disciplines

“This partnership represents a tremendous opportunity for both 网爆门 and the National Hockey League,” says , dean of the David B. Falk College of Sport. “Through collaboration across the Falk College, Whitman School of Management, Newhouse School of Public Communications and College of Professional Studies, we’ll provide NHL players with comprehensive educational resources. This exemplifies our mission to create meaningful connections between academic learning and professional practice.”

The academic course offerings associated with this comprehensive collaboration will include such areas as business management, creative leadership, liberal studies, policy studies, project management, strategic communications, business analytics, health care administration, entrepreneurship, professional accounting, sport analytics, conflict and collaboration, educational leadership and enterprise technology leadership.

The University will provide full admissions and academic advice support to all participants in the program and will align the curricula with those individuals鈥� current and future goals and needs, including as they may relate to players鈥� post-career aspirations. Players will also be able to benefit from interactions with sports, broadcast and business professionals who remain connected with 网爆门 and its impressive alumni network.

Expanding the NHL’s Player Development Program

These continuing education options for NHL players represent the latest addition to the NHL鈥檚 expanding Player Development Program, an off-ice assistance and development program that provides a variety of resources to current and former players to assist them with furthering their professional and personal development. Established in 2016, the program is听designed to create opportunities for players to identify or complete educational endeavors, build networking skills, and create business and career foundations, as well as expand opportunities for personal growth.

The NHL has established a network of Player Development contacts at all 32 clubs to assist in administering Player Development programs. Current programs offered by the NHL Development Program include: the Player Orientation Program, Broadcast Training Camp, Education and Career Development (AthLife), Mental Wellness (Headspace), the Visiting Player Program, the Fanatics Athlete Immersion Program, Learn to Play Hockey initiatives and NHL Coaches鈥� Association.

(MLS) and 网爆门 announce a new initiative to provide current and former players and their families with access to market-relevant online degrees, certificates and career development opportunities through the University鈥檚 nationally ranked online degree and certificate programs.

The collaboration empowers MLS players and their families鈥攁s well as league and club staff and their families鈥攖o pursue customized degree programs and professional development designed for the unique demands of professional athletes. The initiative also extends to future MLS stars across and , ensuring the entire MLS ecosystem benefits from expanded access to higher education.

Creating flexible pathways for a variety of academic offerings, programs draw on the expertise of Syracuse鈥檚 renowned schools and colleges, including the , , and .

鈥淢ajor League Soccer is proud to work with 网爆门 to provide world-class educational resources that support the personal and professional growth of players, alumni and staff across our league,鈥� says Sola Winley, MLS executive vice president and chief engagement officer. 鈥淭his initiative expands on traditional higher education offerings by providing flexible, high-quality opportunities tailored to the unique needs of the MLS community.鈥�

Opportunities created through this initiative include:

• Flexible, 100% online degrees and certificates
• Pre-academic English language support
• Credit transfer assessment
• Career-focused programs in business, project management and sport analytics, among others
• Dedicated online student support

鈥淢y fellow deans and I are excited to partner with Major League Soccer to provide the 网爆门 experience to current and former players and their family members who are interested in pursuing our robust academic offerings,鈥� said Falk College Dean , who earlier this year helped create a with the Major League Baseball Players Association. 鈥淔or athletes and professionals with unpredictable schedules, our online programs offer the perfect balance of flexibility, extensive academic support and real-world applicability鈥攁ll without compromising the demands of their careers or personal circumstances.鈥�

Educational offerings will be accessible online, on campus and at Syracuse鈥檚 鈥渁way鈥� centers in New York City, Washington, D.C., and Los Angeles. Dedicated admission specialists and academic advisors will work with each participant to tailor academic pathways aligned with their goals.

“It’s big for all the players in MLS, the staff and coaches as well, to have this opportunity to go back to school and focus on their education, because it’s so important,鈥� says Miles Robinson, center back for FC Cincinnati and former defender at 网爆门 (2015-16). 鈥淚t’s a great chance for everyone in MLS, and their families, to be able to further their education, especially with 网爆门. Being a Syracuse alum, it’s amazing to recognize how great the school is and what it has to offer.”

For more information about the partnership, visit the .

National Grid and 网爆门鈥檚 have partnered to inspire the next generation of innovators through the National Grid Summer College Scholars Program.

The program will support selected Syracuse City School District high school students for the next three summers, providing access to college-level learning focused on STEM and energy literacy through the Summer College 鈥� On Campus program.

“We are looking to tomorrow as we partner with 网爆门 to invest and develop the skills and mindsets of the next generation of engineers today,鈥� says John Pettigrew, global chief executive officer for National Grid.

This initiative is designed to award full scholarships to 20 to 25 students per year, ensuring access to high-impact learning experiences. The National Grid Summer College Scholars Program will cover tuition, program fees, and room and board, offering students an immersive and cost-free Summer College 鈥� On Campus experience.

“National Grid has an unwavering support of STEM education,” says Robert Simmons III, National Grid’s vice president for U.S. social impact and community engagement and executive director of the National Grid Foundation. “More than inspiring young minds and preparing students for future careers in energy-related fields, this program strengthens our communities and drives progress for decades to come.”

Recipients will choose from a curated list of credit and noncredit summer courses aligned with STEM fields. Looking ahead, this partnership plans to expand credit course offerings with energy literacy in the curriculum.

鈥淲e鈥檙e excited to deepen our commitment to energy education and to provide transformative experiences for students across Syracuse,鈥� says Christopher Cofer, executive director of the Office of Pre-College Programs. 鈥淭his partnership is a shared investment in equity, education, and the future of energy.鈥�

For more information about pre-college programs at 网爆门, visit .

A celebrated cartoonist, author and editor; an indomitable environmental steward and educator; and a visionary philanthropist and innovative businessperson will receive honorary degrees during 网爆门鈥檚 exercises on Sunday, May 11, at the JMA Wireless Dome.

Robert 鈥淏ob鈥� Mankoff 鈥�66, influential cartoonist with a decades-long career as cartoon contributor and editor at The New Yorker; Ali Meders-Knight, executive director of California Open Lands and Mechoopda tribal member; and Judith Greenberg Seinfeld 鈥�56, 网爆门 life trustee and president of Heritage Management Co., will be honored for their outstanding achievements in their professional careers and the contributions they have made to society in significant and meaningful ways.

Robert Mankoff 鈥�66
Doctor of Letters

Mankoff is a distinguished cartoonist whose sketches reveal a deep, insightful knowledge of the human experience and societal issues, all played with a satirical wit. Through his expansive body of work, he has explored cultural trends to craft cartoons that are thought-provoking and have brought smiles and laughter to generations. Along with his decades-long career as contributor and editor with The New Yorker, his published works have been featured in prominent publications, including The New York Times, Harvard Business Review and The Wall Street Journal.

Born and raised in Queens, New York, Mankoff attended the prestigious Fiorello H. LaGuardia High School of Music and Art before choosing 网爆门, where he earned a psychology degree in 1966 from the College of Arts and Sciences. He briefly pursued doctoral studies before focusing on cartooning.

His creativity and persistence paid off after submitting about 2,000 cartoons to The New Yorker. He then embarked on a long career with the magazine, contributing nearly 1,000 cartoons. His most famous (and the best-selling New Yorker cartoon of all time) was of a harried businessman at his desk on the phone, telling the person on the line: 鈥淣o, Thursday鈥檚 out. How about never鈥攊s never good for you?鈥� He later went on to serve as The New Yorker鈥檚 cartoon editor for 20 years, editing thousands of cartoons and nurturing emerging talent and fostering a new generation of cartoonists.

His innovative work at The New Yorker also included new features, such as the cartoon caption contest, and the integration of digital media to the magazine鈥檚 cartooning landscape. He pioneered the archival digitalization of single panel cartoon art both at The New Yorker Cartoon Bank and as co-founder and president of Cartoon Collections/Cartoonstock.com, which archives and licenses the work of cartoon artists. He continues to innovate in the time of artificial intelligence, and his masterful approach to humor and creativity has been part of his time lecturing, on TED Talks and through articles, including a piece for The Atlantic, 鈥淎 Bot Walks Into A Bar.鈥�

Following his time at The New Yorker, Mankoff was cartoon editor at Esquire and is currently the cartoon editor at the online newsletter Air Mail. He co-runs Botnik Studios, a network of writers, artists and programmers who create software that augments human creativity with big data analytics, and has authored several books, including his New York Times bestselling memoir 鈥淗ow About Never鈥擨s Never Good For You?: My Life in Cartoons.鈥�

Mankoff will also deliver the alumni keynote address at the 2025 College of Arts and Sciences | Maxwell School undergraduate convocation on Saturday, May 10.

Ali Meders-Knight
Doctor of Humane Letters

Meders-Knight, a Mechoopda tribal member, is committed to healing the land and restoring its ecosystems through traditional Indigenous knowledge in collaboration with community, government and organizations鈥攖o sustain thriving communities.

As the executive director of California Open Lands, she works to form partnerships for federal forest stewardship contracting and tribal restoration programs on public lands. California Open Lands seeks to enhance and preserve natural resources in the conservation of Northern California鈥檚 flora and fauna, including the restoration and cultivation of California native plants using Indigenous Traditional Ecological Knowledge, and to foster ways people can connect with the natural resources and open lands.

A Traditional Ecological Knowledge (TEK) practitioner for 20-plus years, Meders-Knight has collaborated on environmental education and land restoration projects with, among others, California State University, Chico; the City of Chico, California; and Tehama County Resource Conservation District. Her work to improve social and environmental welfare through education has also included working closely with faculty, students and community partners at 网爆门, Oberlin College and Conservatory, and other land management and conservation organizations, including the Traditional Center for Indigenous Knowledge and Healing in Ithaca, New York.

In 2023, she developed a partnership with Haudenosaunee leaders and environmentalists in New York through her contribution to the University鈥檚 annual Ray Smith Symposium in the Humanities, 鈥淚ndigenous Resilience, Climate Change and the Environmental Humanities.鈥� Her symposium discussion with local Indigenous leaders highlighted the relevancy of her initiatives to the ancestral Haudenosaunee homelands where the University stands.

Meders-Knight serves on the Tribal Relations Strategic Planning and Implementation committee for the U.S. Forest Service in Region 5. In March 2022 she testified to the U.S. House of Representatives Environmental Oversight Subcommittee on the merits of TEK and tribally led workforce development to restore California forest resilience and address the problem of catastrophic wildfires. In 2009, she helped plan and establish Verbena Fields, a unique 17-acre interactive food forest and interpretive park in North Chico, to educate about the rich ecological heritage of the Mechoopda people.

In 2019, she was named Environmentalist of the Year by the Butte Environmental Council for her advocacy and initiatives for wildfire recovery and Indigenous land stewardship after the Camp Fire destroyed Paradise, California, and several other communities within Mechoopda Territory. She was also a tribal instructor who taught TEK-based seed sovereignty strategies as part of the Intertribal Agriculture Council鈥檚 inaugural Intertribal Nursery Training program in partnership with University of California, Davis.

An artist and craftsperson immersed in the cultural traditions of her heritage, Meders-Knight is also a traditional basketweaver.

Judith Greenberg Seinfeld 鈥�56
Doctor of Humane Letters

A leader in business and in service to others, Seinfeld has made extraordinary contributions to social causes, communities and the arts and has had a transformative impact on the University through her tireless commitment to education and improving the world.

Seinfeld is the fourth-generation head of Heritage Management Company LLC, a long-standing real estate investment, development and management company based in Ridgewood, New Jersey. She has been involved with the purchase, sale, land-use planning and financing of office and industrial properties throughout the country since 1989.

Before joining Heritage, Seinfeld, a talented photographer and jewelry designer, was the founder and president of Judith Greenberg Gallery, a jewelry design and manufacturing company. Her creations were displayed and sold at galleries throughout the U.S. from 1983-96. She was also an executive vice president at Balenciaga Perfumes International.

A longtime patron of the arts and veteran of the stage, she is the co-founder of the Nantucket Comedy Festival and the producer of several plays, including 鈥淭he Ferryman,鈥� winner of the 2019 Tony Award for Best Play, and 鈥淟eopoldstadt,鈥� winner of the 2023 Tony for Best Play.

Seinfeld earned a bachelor鈥檚 degree from the School of Education in 1956, and a master鈥檚 degree in administration from Teachers College, Columbia University, in 1957. She was elected to the 网爆门 Board of Trustees in 2002. In addition to her current role as a life trustee participant on the Academic Affairs and Facilities committees, Seinfeld鈥檚 service to the University includes previous positions on the boards of the School of Education and the School of Architecture.

Her leadership and financial support of 网爆门 has created lasting opportunities for countless students and faculty members. She has provided lead gifts for the establishment of the Seinfeld Housing Initiative, the Judith Greenberg Seinfeld Scholar Awards, the Judith Greenberg Seinfeld Prize for Creative Teaching Endowment and the Judith Seinfeld Ambassador Scholar Program in the College of Professional Studies (CPS). She has supported other initiatives in CPS, the School of Architecture (including a book series on modern American housing), the School of Education, the Maxwell School of Citizenship and Public Affairs, the College of Visual and Performing Arts, University Lecture Series and alumni engagement programs.

She has served as president of the Women鈥檚 Division of the Federation of Northern New Jersey; served as a board member of Human Rights Watch鈥揅hildren鈥檚 Division; was trustee of Nantucket Cottage Hospital; and served as a trustee of the Atheneum Library and the Nantucket AIDS Network.

Pamela Kirwin Heintz ’91, G’08 came to 网爆门 to finish the bachelor鈥檚 degree she began decades earlier at Smith College. Little did she know the journey she was about to undertake would foster her engagement with thousands of undergraduate students and become her life鈥檚 work.

As the University鈥檚 celebrates 30 years, Heintz, associate vice president and the center鈥檚 founding director, is preparing to retire from the career that has been her passion. Looking back on the past three decades鈥攁nd the legacy she is leaving鈥攆ills her with pride, awe and gratitude.

Heintz brought a trove of lived experience to the reboot of her educational journey鈥攁s a mom, a real estate agent, a community volunteer and an elected member of her town鈥檚 planning board. She met with Bea Gonz谩lez, former dean of University College (now the ) and an advisor at the time, who told her policy studies might be a better fit for her than the economics studies she had started at Smith. Gonz谩lez connected Heintz with Bill Coplin, professor of policy studies in the . Heintz remembers being the only adult student in Coplin鈥檚 PAF 101 class.

鈥淚 loved the work,鈥� Heintz says. 鈥淚t gave me an academic framework around the actual work I’d been doing, and it helped me understand much more how to think about doing this kind of work.鈥� Under Coplin鈥檚 mentorship, Heintz finished her degree and continued to dive deeper into community-focused work.

Planting Roots for Community Work

Around the same time, Kenneth and Mary Ann Shaw came to Syracuse as Chancellor and associate of the Chancellor. In a for a recent 30th anniversary celebration, Mary Ann Shaw said there was a feeling on campus that students and faculty wanted to be involved in work that extended into the community.

鈥淢y husband and I knew we needed to corral this initiative and desire,鈥� she said. The students needed to be involved in something that was meaningful and something that would contribute to their growth and learning as students but also prepare them for a world that was quickly changing.

The Shaws soon found the right person to lead this new initiative. 鈥淚 then had the great opportunity to meet Pam Heintz. I just thought, 鈥榯his is the woman,鈥欌�� Shaw said. 鈥淭he center would not be what it is today without Pam Heintz. She really made it happen and developed this legacy.鈥�

The early years were filled with strategic work, building collaborations with faculty members and community organizations to incorporate service learning into coursework. Over the years, the center has worked with as many as 70 courses and collaborated with the to pair teaching faculty with undergraduate student consultants for an exchange of perspectives on teaching and learning in a particular course.

The first Shaw Center cohort, which engaged in literacy work in the community, numbered 13. Currently, the Shaw Center has 351 student tutors and volunteers who work more than 10,000 hours with two thousand students in Syracuse city schools. The center also supports 96 community organizations, collaborates with 150 campus partners and coordinates student volunteers connected to 17 service-learning courses.

Outreach includes literacy initiatives; Balancing the Books, a Whitman School of Management collaboration that teaches students financial literacy; a STEM initiative; and a nutrition initiative. Public relations and service-learning interns work collaboratively to build connections between the Shaw Center, the University and the community.

Since 1993 the University, through Parking and Transit Services, has collaborated with the Shaw Center to support a detailed daily transportation network to get all Syracuse students to their tutoring and community placements. In 1993, the service transported 15 students and in 2024 transported 875 students.

To make this all happen takes a strong leader who can think strategically and find solutions. At the 30th anniversary celebration, Chancellor Kent Syverud said Heintz has led the Shaw Center quietly, effectively and loyal to the values of the University. 鈥淚 think Pam has been a treasure to this university,鈥� said Syverud, who chose Heintz as this year鈥檚 recipient of the Forever Orange Award, which she received at the One University Awards ceremony on April 11.

Fostering a Sense of Belonging

In addition to building and guaranteeing the quality and efficacy of Shaw Center programming, Heintz has played a huge role in nurturing the center鈥檚 interns and tutors.

Maria J. Lopez 鈥�05, G鈥�12, assistant director of scholarship programs in the Office of Multicultural Advancement, served as a leadership intern at the Shaw Center during her undergraduate years. As such, she supported the entire office.

鈥淚t was there that I first learned what it meant to work in a place with real purpose,鈥� Lopez says. 鈥淭he Shaw Center provided me with an invaluable window into how civic engagement, nonprofit organizations and public policy intersect to influence educational access. Through my work, I had the opportunity to meet community leaders, build relationships with local organizations and gain a deeper understanding of the Syracuse community.鈥�

Lopez says Heintz and the Shaw Center staff were instrumental in fostering her sense of belonging on campus.

鈥淔or nearly 25 years, Pam Heintz has remained a mentor, advocate and supporter,鈥� Lopez says. 鈥淪he spoke my name in important rooms and fought for me when my financial aid package was insufficient to keep me enrolled. Pam believed in the Shaw Center as a living-learning classroom where, if students are given the space to develop their ideas, they will thrive.鈥�

As a mentor, Heintz always reminds her students that they will never truly know the impact they are having on the children they work with.

鈥淲e’re just doing it one kid at a time鈥攁nd that’s all you can do,鈥� she says.

What鈥檚 next for Pam Heintz? She is still deciding that. But you can be sure that whatever it is, it will involve making the community a better place.

In case you missed it: Check out episode #176 of the “鈥機use Conversations” podcast, “Celebrating 30 Years of the Shaw Center Being the Hub for Academic Community Engagement.” In the , former Shaw Center volunteer Derek Wallace 鈥�00 and current student volunteer Claire Ceccoli 鈥�25 discuss how their involvement with the Shaw Center transformed them into leaders in their communities.

In January 2025, instructional design, development and evaluation (IDDE) professors Moon-Heum Cho and Rob Pusch visited the latest cohort of students in the .

The program is offered by the School of Education through the (SGM-A) at the Noncommissioned Officer Leadership Center of Excellence (NCOLCOE), located at Fort Bliss in El Paso, Texas.

鈥淒uring our time there, we conducted three two-hour sessions and interacted with the military students,鈥� says Cho. 鈥淧rofessor Pusch covered content from his human performance technology course, while I focused on material from the evaluation course. We also sought the students鈥� feedback on how to improve their educational journey.鈥�

The academy鈥檚 relationship with the IDDE program began in 2019 when sergeants major were offered the opportunity to complete an听. Syracuse was selected as SGM-A鈥檚 educational partner because of the high quality of the IDDE master鈥檚 program, as well as support offered from the听, the听, and the听听at the College of Professional Studies.

to learn about their military and educational journeys, why they chose the IDDE master鈥檚 degree program, and how they hope this credential will benefit their future.

Sgt. Maj. of the Army Rene Aleman

• Native of Robstown, Texas
• Date of Enlistment: 2000

In addition to NCOLCOE, SGM Aleman鈥檚 many assignments include those in the U.S., an assignment to the Republic of Korea, and deployments to Iraq, Kuwait and Jordan.听Aleman鈥檚 military education includes Basic, Advanced and Senior NCO courses; Recruiter School; Basic Instructor and First Sergeant courses; and the Global Combat Systems Army Warehouse Operations Course. He earned a bachelor’s degree in multidisciplinary studies from the University of Texas-El Paso, an M.B.A. from Webster University and a doctorate in Business Administration with a cognate in project management.

鈥淪erving my country and the Army for more than 24 years has molded me into what I am today,鈥� Aleman says. 鈥淭he IDDE program provides me an opportunity to give back to the Army and to help mold the next generation of sergeants major. … I plan to apply my experience as an instructor to challenge future sergeants major to expand their thinking and open their minds to new ideas and technology.鈥�

Given his extensive military and civilian education, it鈥檚 no surprise to hear that Aleman has 鈥渃onsistently challenged鈥� himself throughout his career: 鈥淎s a recruiter, I promoted educational benefits, but I did not hold a degree. I sought out my first degree just to apply what I spoke about and 鈥榳alk the talk.’鈥�

Aleman then pursued higher educational goals 鈥渢o prove you can complete a doctoral degree while on active duty.鈥� Enrolling in the IDDE program continues that quest: 鈥淚 want to leverage the IDDE program to grow my understanding of technology and educate those around me. IDDE aligns with my long-term career goals as an educator, instructor, and mentor.鈥�

Sgt. Maj. of the Army Lourdes M. Barragan

• Native of Abilene, Texas
• Date of Enlistment: 2001

SGM Barragan鈥檚 almost 24 years of service has included duty locations throughout the U.S., as well as two combat deployments to Iraq and an overseas assignment in Germany. In that time, she served the Training and Doctrine Command (TRADOC) as a Drill Sergeant and Battalion Command Sergeant Major, as well as Forces Command (FORSCOM) and the Intelligence and Security Command (INSCOM).

Barragan鈥檚 awards include the Legion of Merit, Meritorious Service Medal, and the Military Intelligence Corps Knowlton award, signifying contributions to the Military Intelligence community and its soldiers. Barragan earned a bachelor’s of science degree from Excelsior University in 2018.

鈥淢y answer to why I joined the School of Education鈥檚 IDDE program might be slightly different than my peers,鈥� Barragan says. 鈥淭his program permits me to develop and continue my love for lifelong learning while allowing my fianc茅 and me to serve at NCOLCOE together.鈥�

The IDDE curriculum, which focuses on creating educational products across technological platforms, piqued Barragan鈥檚 interest: 鈥淚 appreciate the focus on practical skills and the use of educational technology to deliver high-quality instructional solutions.鈥� Barragan also notes that a friend recommended the program, saying 鈥渋t has good benefits post-military as well.鈥�

Like her Cohort 10 peers, Barragan says the IDDE master鈥檚 degree program 鈥済ives me another opportunity to give back.鈥�

鈥淚 will have the opportunity to teach future sergeants major once I complete my degree. I will be responsible for developing future curriculum, which would not have been possible without this program,鈥� Barragan says. 鈥淥ne word sums up my life and career: service. From the moment I joined, I have had unwavering support from my fellow soldiers who helped mold me into the person I am today. This degree allows me to serve at every key milestone of a soldier鈥檚 career and continue to support senior noncommissioned officers in their success.鈥� Barragan notes that the instructional design program will allow her continued investment in senior leaders, 鈥渆quipping them to continue to shape and guide the next generation of soldiers.鈥�

鈥淭he program has provided me with countless opportunities to bridge knowledge, skill, and attitude gaps and shape future curriculum,鈥� Barragan says. 鈥淭his program provides both government and private sectors paths towards success post-military and allows me to continue serving through education and self-development.鈥�

Sgt. Maj. of the Army Brady Ryan Davis

• Native of Dallas, Texas
• Date of Enlistment: 2000

After basic training, SGM Davis completed Advanced Individual Training, the U.S. Army Airborne School and the Ranger Indoctrination Program at Fort Benning, Georgia, before his assignment to Charlie Company, 3d Battalion, 75th Ranger Regiment as an anti-tank gunner.

Davis has served in multiple duty positions for the 75th Ranger Regiment, including as Headquarters and Headquarters Company First Sergeant. He deployed multiple times in support of the Global War on Terrorism and Operation Inherent Resolve, including as Command Sergeant Major for the 1st Battalion, 5th Infantry Regiment. Following this assignment, Davis served as a Brigade Command Sergeant Major in the 82nd Airborne, deployed to Poland, and then as a Nominative Sergeant Major within the US Army Forces Command (FORSCOM).

Davis鈥� military education includes the Primary Leadership Development Course, Basic Noncommissioned Officer and Maneuver Advanced Noncommissioned Officer courses, U.S. Army Airborne School, U.S. Army Ranger School, and Jumpmaster and Pathfinder courses. His bachelor鈥檚 degree is from Thomas Edison State University and his master鈥檚 degree is from the American Military University.

Davis describes his military career path as 鈥渘on-standard.鈥� Deployed 鈥減erpetually鈥� with the 75th Ranger Regiment from 2001 to 2016, his first change of station was at SGM-A, 鈥渨here I felt I would be an outcast as I did not know many 鈥榖asic Army things.鈥欌��

However, Davis found he excelled in the academic environment, assisting fellow students and participating in traditional military activities he had only read about during 16 years of service: 鈥淭his left such a lasting impact on me that I was determined to find my way back to the Academy to continue mentoring and educating our future leaders.鈥�

鈥淭he opportunity to attend 网爆门 and hone my skills in instructional design seemed to fit well with my proficiencies and attributes,鈥� continues Davis. 鈥淚t allows me an opportunity to give back through my experience as a Nominative Level Sergeant Major with the additional skillset I will learn through my Syracuse education.鈥�

Davis says once he retires from the military, he hopes to continue service as a federal employee, 鈥渦tilizing the credentials I am receiving with my IDDE degree.鈥�

Sgt. Maj. of the Army Liela Shadmani

• Native of Guam
• Date of Enlistment: 2002

After graduating basic combat training at Fort Jackson, South Carolina, SGM Shadmani graduated the dental specialist course at Joint Base San Antonio, Texas. Her duty stations have included Fort Carson, Colorado; Fort Drum, New York; Fort Jackson; Fort Riley, Kansas; Baghdad; and South Korea.

In addition to serving as a dental specialist, Shadmani has been a dental and triage NCO, Platoon Sergeant, Small Group Leader with the 1st Infantry Division Warrior Leader Course and Team Lead NCO at the US Army Physical Fitness School. She also has served as First Sergeant with the Dental Health Activity at Fort Jackson and Fort Drum; First Sergeant at the 10th Mountain Division NCO Academy; and Clinical Operations SGM for the William Beaumont Army Medical Hospital.

In addition to a bachelor’s degree in exercise science and master’s degree in sports and health, Shadmani holds a Ph.D. in curriculum and instruction from Liberty University. Her military education includes courses for Sergeant Major, Master Resilience Facilitator and Trainer and Master Fitness Trainer.

鈥淢y overarching goal is to create meaningful changes within the U.S. Department of Education as a second career,鈥� says Shadmani. 鈥淏ut for now, I鈥檓 focused on being an asset across the military. I鈥檝e seen firsthand the critical role education plays in shaping effective leaders and teams.鈥�

In her previous roles as an instructor, Shadmani has had 鈥渢he opportunity to shape young leaders and help them understand the importance of self-efficacy.鈥�

鈥淭he more I immerse myself in education within the Army, the more I see gaps that need to be addressed,鈥� she says 鈥淚 want to be a part of filling those gaps by empowering soldiers and leaders with the knowledge and skills they need to s斐甦鈥攇iving them the confidence and sense of worth to tackle any challenge they face.鈥�

Shadmani says SOE鈥檚 IDDE program is helping her gain the tools she needs to make a lasting impact on leadership development within the Army and beyond: 鈥淚鈥檓 excited to continue this journey and bring what I learn into my future endeavors.鈥�

A new partnership between and the (MLBPA) will create academic pathways for current and former players. Under this agreement, 网爆门 will offer market-relevant and industry-specific online degrees, certificates and credentials, as well as a range of non-credit professional development and executive education training programs, courses and workshops.

Responsive to the MLBPA鈥檚 desire to expand opportunities for career growth to its thousands of players, the new cross-campus collaboration taps into the expertise of several of the University鈥檚 schools and colleges, including the new , the , the and the .

鈥淢y fellow deans and I are excited to partner with the Major League Baseball Players Association to provide the 网爆门 experience to those interested in pursuing our vast academic offerings,鈥� says Falk College Dean Jeremy Jordan, whose initial discussions with the MLBPA inspired the creation of this new initiative. 鈥淭his partnership reflects our collectively held value that higher education should be achievable for everyone, regardless of the demands of their profession or personal circumstances. For athletes and professionals with unpredictable schedules, our online programs offer the perfect balance of flexibility, robust academic support and real-world applicability鈥攁ll without compromising their careers.鈥�

“The Major League Baseball Players Association is thrilled to partner with 网爆门 to provide our members with exceptional educational opportunities,鈥� says Chris Singleton, MLBPA special assistant for player resource programs and a former major league outfielder. 鈥淭his collaboration underscores our commitment to supporting players both on and off the field, ensuring they have access to world-class academic resources that empower their personal and professional growth.鈥�

The MLBPA represents the 1,200 players on major league 40-man rosters, as well as approximately 5,500 minor league players. This new partnership creates opportunities for these players to pursue several noteworthy objectives, including the following:

• Skill Development and Post-Career Readiness: The partnership will align market-relevant curricula and programming with players鈥� post-career aspirations and needs, ensuring they acquire meaningful skills and knowledge.
• Research and Innovation: The MLBPA and Syracuse will collaborate on research projects that inform progressive and advanced programming for professional athletes. These efforts may lead to the development of new technologies, products or processes, benefiting the MLBPA and other professional athletic organizations.
• Practical Experience: The partnership will provide Syracuse students with opportunities for internships, co-op programs and hands-on projects with the MLBPA. This practical experience will enhance learning, make students more competitive and serve as a potential pipeline for talent to the MLBPA and other professional athlete associations.
• Networking Opportunities: Players will gain access to professional mentors associated with Syracuse in sports, broadcasting and business, to aid them in post-playing career development and job opportunities.

Dedicated admission specialists and academic advisors will tailor academic pathways in support of the unique needs of each participant. These educational opportunities will be accessible through a number of formats, including online, on campus and at Syracuse鈥檚 sites in New York City, Washington, D.C., and Los Angeles. The University will also offer an online academic English program to prepare non-native English speakers for success in their non-credit programs, courses and workshops.

Visit the 网爆门 website to learn more about this innovative partnership.

网爆门 ranks No. 3 in Best for Veterans for Online Bachelor鈥檚 Programs of private universities for three consecutive years, according to U.S. News and World Report鈥檚 2025 Best Online Programs rankings.

网爆门 additionally ranked No. 7 for Best Online Bachelor鈥檚 Programs of private universities, and the AACSB-accredited , a partnership between the College of Professional Studies and the Whitman School of Management, ranked No. 1 in Best Online Bachelor鈥檚 in Business Programs of private universities.

鈥淭he rankings are a testament to the excellence of the College of Professional Studies staff and faculty鈥攐f consistently and without fail delivering online programs of exceedingly high quality with a differentiated level of student support,鈥� says Michael Frasciello, dean of the College of Professional Studies. 鈥淥ur third consecutive year ranked No. 3 for Best Online Bachelor鈥檚 Programs for Veterans of private universities similarly demonstrates our unwavering commitment to establishing 网爆门 as an unrivaled 鈥榖est place’ for veterans and military-connected students.鈥�

These rankings are attributed to the University鈥檚 innovative degree and certificate programs developed for online learning by best-in-class faculty and instructional design and course development teams.

The College of Professional Studies is raising the bar for what it means to be an online learner by prioritizing student success through high-touch admissions, advising and financial aid counseling. Students gain the prestige and rigor of earning a degree from a top-tier R1 research institution with flexible, part-time online programs taught by University faculty.

To learn more about continuing online education, visit .

The has appointed John Robinson 鈥�90, P鈥�25 as a professor of practice in the Office of Microcredentials. This position is made possible by a generous gift from the Einhorn Family Fund for Disability Entrepreneurship, founded by University Trustee Steven L. Einhorn 鈥�64, 鈥�67, P鈥�92 and his wife, Sherry Einhorn 鈥�65, P鈥�92.

Robinson will help coordinate and scale the Workshop in Entrepreneurship for People with Disabilities, while also serving as a member of its instructional team. The workshop is a non-credit microcredential program designed to empower people with disabilities to either become entrepreneurs or to be better prepared for employment.

Additionally, Robinson will collaborate with the University in developing and offering non-credit microcredentials aimed at educating potential employers on appropriate work environments and accommodations for employees with disabilities.

Through the College of Professional Studies, Robinson will assist the University in the development of funding for the continued offerings of these microcredentials.

鈥溚� aims to become a global leader in the research and application of advanced technologies that can dismantle the professional boundaries and barriers experienced by people with disabilities,鈥� says Arthur Thomas, executive director of the Office of Microcredentials. 鈥淛ohn’s experience and background are essential to achieving that goal.鈥�

Creating Pathways for Accessible Education

A trailblazer in the architecture and entrepreneur industry, Steve Einhorn is dedicated to creating a more accessible campus. Previously, the family has supported the School of Architecture and made a naming gift to create the Einhorn Family Walk, which forever changed the footprint of 网爆门. This latest gift builds on the Einhorn鈥檚 commitment to accessibility, which includes accessible online learning.

鈥淭he values that fuel this mission are baked into my DNA as an architect. As a trustee, we want to create a campus welcoming to all,鈥� Einhorn says. 鈥淪yracuse is flourishing with entrepreneurial opportunities, and we need to create more space for the disability community.鈥�

Einhorn says the Workshop in Entrepreneurship for People with Disabilities provides space to thoughtfully merge technology and AI with the curriculum. Additionally, the program creates opportunities for people with disabilities in the entrepreneur industry as well as potential partnerships throughout the local community.

鈥淭his is an educational opportunity to sharpen the skillsets for business development and produce more mentors. It is an honor to be a part of this initiative,鈥� says Einhorn.

The Workshop in Entrepreneurship for People with Disabilities is part of Syracuse鈥檚 Inclusive Entrepreneurship Program, a pilot program that started two years ago and was originally funded through the support of New York State Senator John Mannion. The program has received additional state funding for the 2024-25 academic year.

鈥淲e are deeply grateful to the Einhorn family for making John鈥檚 position possible, and to Senator Mannion for his ongoing support of inclusive education at Syracuse,鈥� says Michael Frasciello, dean of the College of Professional Studies. 鈥淭ogether, we are creating more opportunities for individuals with disabilities to realize their potential.鈥�

About John Robinson

Robinson holds a B.S. in project management from the Newhouse School of Public Communications and an M.A. in disability studies from the CUNY School of Professional Studies.

Robinson serves as the CEO for Inc., a disability-owned platform dedicated to building employment opportunities for people with disabilities through technology. In 2015, Our Ability Inc. was presented with the Business Excellence Award in Small Business by the New York Small Business Development Corp and was also recognized in 2023 by the Zero Project as an Innovative Solution.

In 2013, Robinson was named one of the ten . Moreover, Robinson was presented with the Chamber Champion Award in 2023 in recognition of actions that have advanced the mission of the Capital Region (New York) Chamber.

Robinson is the author of the autobiography, “,” which reflects on his life as a quadruple amputee and the journey to his success. The book was adapted into a public television documentary titled “Get Off Your Knees: The John Robinson Story” by .

To learn more about the Office of Microcredentials, visit .

About Forever Orange: The Campaign for 网爆门

Orange isn鈥檛 just our color. It鈥檚 our promise to leave the world better than we found it. Forever Orange: The Campaign for 网爆门 is poised to do just that. Fueled by more than 150 years of fearless firsts, together we can enhance academic excellence, transform the student experience and expand unique opportunities for learning and growth. Forever Orange endeavors to raise $1.5 billion in philanthropic support, inspire 125,000 individual donors to participate in the campaign, and actively engage one in five alumni in the life of the University. Now is the time to show the world what Orange can do. Visit to learn more.

Although Japanese student Kazuma Nagao had never been to the United States, he knew that studying abroad to learn English would help him inch closer to fulfilling his dream of becoming an astronaut. He had no idea, though, that this chance would bring him into contact with NASA astronauts and a community that supported his dream.

Nagao, an aerospace engineering major concentrating in fluid dynamics at Tokai University, seized the opportunity to study overseas at the English Language Institute (ELI) at 网爆门. The allows students in Japan to take part in the rigorous language learning program, studying English textually and orally five days a week. Nagao credits the ELI with giving him not only improved English skills, but also strong friendships and a new outlook on his career goals.

In this question-and-answer feature with Nagao, learn more about his experience at the ELI, the connections he has made and his favorite moments during his time at 网爆门.

Q: What led to your decision to study English in the U.S. and why at 网爆门鈥檚 English Language Institute in particular?

A: Since I was a kid, I have [wanted] to live in the United States. Studying abroad in the U.S. has [always] been a dream of mine. Also, I鈥檇 like to [get a master鈥檚 degree] in aerospace engineering in the United States after the end of my bachelor鈥檚 degree, so, I need academic English and to [be able to] speak English fluently.

I enrolled at 网爆门鈥檚 English Language Institute by applying to the program through Tokai University. Tokai University provides many programs for studying abroad. I wanted to study in the United States for the long term, so I chose 网爆门 because Syracuse is located in New York and the program was for seven months. I could visit NASA relatively easily from Syracuse compared to the West Coast. If I studied abroad in the United States, I had to visit NASA. And I [wanted] to live in New York鈥攊t鈥檚 just cool to say I lived in New York.

Q: Where did your interest in outer space originate?

A: I was around 12 years old. I started [to gain an interest] in space because I watched Star Wars movies. But at that time, I was not interested in being an astronaut.

When I was in high school, I had to decide what I wanted to do in the future. I liked science, math and physics. Being an astronaut is just cool. So, I decided to be an astronaut as a goal. It was a simple reason.

Q: What was your experience like throughout your time at the ELI?

A: If I [were] to describe my experience at the ELI in one word, it鈥檚 amazing. Of course, there were many hard things, but every time I overcame them. I think this experience made me more confident.

In the beginning, it was hard to adapt to the culture and living in Syracuse. That was my first time living in the United States and even visiting. However, once classes began, I had a fun time. I met many people who all have amazing personalities and [such] kindness. Sometimes I couldn鈥檛 solve problems by myself, but my teachers and friends helped me. Teachers helped me even if it was outside of the class time. I was so impressed by all the teachers because they took the time to support each student.

Q: Can you describe what the community was like at the ELI?

A: The atmosphere at the ELI is friendly and happy. We had many opportunities to interact with students who were in different class levels, so it was easy to make friends. All the students are international students, so it was exciting for me to have a conversation with each student.

Q: What did you learn from both your peers and the faculty during your studies?

A: I learned [about] not only English but also about the culture in the United States and various countries. Also, I learned many important things [that I can use] to live a better life.

My teachers and friends [always] cheered on my dreams. They are truly incredible people. I didn鈥檛 have any confidence, and I was shy. I didn鈥檛 know how to express my opinion during classes in the United States because the cultures in Japan and the United States are totally different. But I could adapt to the culture through this experience, thanks to my surroundings.

I will never forget all the things that they taught me. Meeting with my classmates, teachers and friends was a treasure and the most meaningful thing [to me] during those seven months. They gave and taught me a lot of things and changed me in a good way. I can鈥檛 thank them enough.

Q: You visited Florida to witness the launch. Syracuse local, astronaut Jeanette Epps, was one of the four crew members assigned to this launch. What was that like, and how did you get that opportunity?

A: I didn鈥檛 know that one of the astronauts who joined the Crew-8 mission was from Syracuse. When I learned this, I immediately decided to visit to watch the launch. I was in Florida from Friday to Sunday. So, I had to be absent from class. I told my teachers that I must go to watch her launch. And also, luckily, I got to connect with a friend of Jeanette Epps. I couldn鈥檛 watch the [actual] launch because it was rescheduled, but I saw the Dragon spacecraft and had dinner with Jeanette Epps鈥檚 friend. I had a very fun time in Florida.

Q: What kind of networking opportunities did you get during your time in the United States?

A: I had several opportunities. The most memorable one was when one of my teachers at the ELI connected me with Jeanette Epps鈥檚 friend. I also got to connect with another NASA astronaut personally. I had a phone call with him. I asked him for advice on how to be an astronaut. I didn鈥檛 expect this situation鈥擨’ve never imagined making connections with such incredible people. I didn鈥檛 make all of these connections by myself. Many people gave me amazing opportunities. So, I鈥檓 really appreciative.

Q: What was your favorite part about studying in Syracuse?

A: Visiting NASA in Florida and Houston was definitely [one of] my favorite parts but studying English at the ELI every day was [also one of] my favorite parts. At the beginning of studying abroad, I couldn鈥檛 communicate with my classmates well. However, my English skills improved gradually. After I noticed my growth, I loved to have conversations with my classmates and teachers. I never felt bored during classes.

After classes at the ELI, I hung out with my classmates. We cooked traditional food together, drove to experience nature, went shopping and sometimes just chatted about our future and dreams. Everything that I experienced in Syracuse is my favorite part.

Q: What are your career aspirations for the future, and how do you think your education through the ELI will help you achieve them?

A: My future goal is to become an astronaut. Before I came to Syracuse, I just wanted to be an astronaut for my benefit鈥� to seek out my passion and interests, like wanting to feel how zero gravity is and to see the Earth from space. But, after seven months of studying at the ELI, my reason for achieving my goal has changed.

I want to be someone who can help others and make a good impact on the world. I鈥檝e lived for just 20 years. In my life, many people have helped me, but I couldn鈥檛 do anything for them. So, I want to be an astronaut and dedicate my life to helping people and making a positive impact. To do things for the world, for all humanity, and even for the universe鈥� this is my slogan.

We have citizenship and a home country, but we are all from Earth. We are one. One astronaut said there are no borders seen from space. I love this saying.

I like to work hard to achieve my goal, but of course, sometimes I don鈥檛 want to. Then, every time I [don鈥檛 want to], I remind myself of the friends, teachers and people I met in Syracuse. I hope to see them again in Florida as an astronaut. To make this dream come true, I must push myself a little bit more.

These seven months were so meaningful to me. Through this experience, I know why I want to be an astronaut.

About the English Language Institute

听The English Language Institute, a department within the College of Professional Studies,听 is a pre-degree program that prepares international students to s斐甦 in their undergraduate and graduate degree programs. Established in 1979, this immersive year-round program allows international students the opportunity to learn English and culture in the heart of New York state.

Isabel Bekele also contributed to this story.