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

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

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

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

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

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

Achieving What Felt Out of Reach

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

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

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

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

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

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

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

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

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

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

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

Setting An Example

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

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

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

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

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

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

Susan Wright ’26 took her first class at ������ in the fall of 1987, the same year she started working in the registrar’s office. Working full-time, she wasn’t able to take a class every semester, but credit by credit, balancing her job and personal life, she continued to forge ahead, earning an associate degree in 1998.

She immediately set her sights on her next degree—a bachelor’s. Through the decades, after her work was done in the registrar’s office, she’d turn her attention to the class she was taking.

At Sunday’s Commencement, 28 years after she started working toward the degree, Wright  graduated with magna cum laude honors, earning a bachelor’s in liberal studies and a minor in linguistics. She was also awarded the Nancy C. Gelling Award from the . The award is presented to the commuter, part-time graduate with the highest overall grade point average. It honors students who have demonstrated exceptional academic achievement while balancing the challenges of being part-time, commuter students.

Wright, 72, says she’s still floored by receiving the award.

“I’m like me, really? I’ve just been plodding away,” she says.

Pursuing Her Interests, One Credit at a Time

Wright worked in the registrar’s office until her retirement in 2021. Once she wasn’t working full-time, she was able to take classes during the day, which she says “made a big difference.”

“A couple semesters, I took two because I could, because I couldn’t decide between which one I liked better,” she says. “So I did them both, and they just kind of snowballed, and here I am at the end.”

Working in the registrar’s office through the years was rewarding. She enjoyed helping people across the University.

“The nice thing about being a student, as well as being staff, is you get to see both sides of it,” Wright says. “You know how things are going in the classroom, as well as the things that need to be done in order to get that person to the classroom.”Her first job in the registrar’s office was working as a frontline staff member, fielding questions from students who came into the office. This was long before MySlice or Self-Service.

“You waited to talk to one of us, and we worked with you to try and figure out what the problem was and how to help and how to hopefully send someone away with a solution,” she says.

Being a part-time student throughout her time in the office, she says, added another helpful layer in assisting the students who came in. Later, as her roles changed and grew, she went on to do more managing and building processes behind the scenes and working with the curriculum committee in the University Senate.

Wright says there were many times over the years when she couldn’t pursue her own classes, when there was too much going on with work or her personal life.

“That’s why it’s taken so long,” she says.

She was drawn to liberal studies because she loved that she had access to a broad spectrum of disciplines.

It led her to taking a few classes in criminal justice and a few in geography, which she wasn’t expecting to enjoy as much as she did. Over the years, the feeling was the same, that craving to learn more and more skills.

“I have very eclectic tastes, so I’m like, ‘Oh, a little of this, a little of that, how about some more of that? How about some more of that?’” Wright says. “And it was nice to be able to do that and have that be a degree program.”

Never Give Up

Wright says she hopes others considering pursuing a degree part-time take this lesson from her journey: don’t give up. Take it semester by semester, and if you need to take a break because of other things going on in your life, that’s OK.

She says not to let the fact that it might take time slow you down, just keep plugging away.

“Life will intervene, and you just kind of let life do its thing, and then you get back to it,” she says.

Wright also recommends taking a look at what’s going on in your life and asking if you can put in the work needed for a class. If the answer is yes, go for it. If not, wait until the next time the class is offered, or look for another the next semester. She says to make sure you know the requirements for the degree you’re interested in, look at the course catalogue and consider whether the classes meet at times you can attend.

“When I started, everything was on campus, in-person,” she says.

These days there are a lot more offerings for online classes and programs available to students who are working full-time and pursuing a degree part-time, she says.

“Really the thing is, don’t give up, keep going,” Wright says.

The University has been such a big part of her life as a staff member and student over the decades that Wright says she plans to keep supporting the campus as best she can. For now, she plans to embrace her free time in retirement as a graduate of the University.

“I’m just going to enjoy my retirement, and then figure out what else I can learn?” she says. “There’s learning opportunities out there and honing some skills that I already have.”

The University’s is forging impactful partnerships with a network of community colleges across New York State united by a bold shared mission: expanding access, elevating academic excellence and fueling student success.

This initiative creates clearer pathways for students who begin their academic journeys at community colleges or commuter schools and continue toward a bachelor’s degree. Through alignment, communication and shared goals, these partnerships prepare students not only to transfer, but to thrive in a university environment.

“This commitment reflects our ongoing dedication to supporting students at every stage of their academic journey,” says Jim Gaffey, executive director of administration and strategy. “The College of Professional Studies meets students where they are and champions their path forward.”

������’s Community College Partners

The College of Professional Studies is honored to stand alongside these outstanding institutions. Each institution plays a vital role in supporting student achievement and degree mobility:

• Cayuga Community College
• Corning Community College
• Dutchess Community College
• Finger Lakes Community College
• Onondaga Community College
• Hudson Valley Community College
• SUNY Fulton–Montgomery Community College
• Tompkins Cortland Community College

A Shared Commitment to Student Success

Transfer students don’t arrive empty-handed. They bring hard-earned academic experience, resilience and drive. The College of Professional Studies and its partners recognize that, and have built an intentional, collaborative framework to honor it. Together, they work to:

• Eliminate friction in academic transitions, making the path forward seamless
• Maximize credit mobility so students’ hard work is recognized and carries over
• Spark early advising conversations that set students up for long-term success
• Strengthen student confidence at every step of the transfer journey

These shared efforts help students move forward with clarity and purpose, reducing uncertainty and strengthening outcomes after transfer.

Expanding Opportunity Through Partnership

Life doesn’t pause for education. The College of Professional Studies knows that many of its students are juggling coursework alongside demanding jobs, family responsibilities and everything in between. By deepening its community college partnerships, the College of Professional Studies extends opportunity to the learners who need flexibility, not obstacles.

These partnerships are built on a powerful shared belief that higher education must be flexible, inclusive and responsive, especially for students pursuing nontraditional or transfer pathways.

Together, the College of Professional Studies and its partners are building pathways that honor prior learning, celebrate student persistence and open the doors to academic and professional growth for which students have worked hard.

Learn more about .

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’s online degree and certificate programs.

The collaboration will empower National Women’s Soccer League players and their families—as well as league and club staff and their families—to 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’s renowned schools and colleges, including the , the , the �����Ի� (CPS).

“Our 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. “This collaboration with ������ 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.”

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

“My fellow deans and I are excited to partner with the National Women’s Soccer League to provide the ������ experience to current and former players and their family members who are  interested in pursuing our robust academic offerings,” says Falk College Dean , who earlier this year helped establish similar partnerships with Major League Soccer and National Hockey League. “For athletes and professionals with unpredictable schedules, our online programs offer the perfect balance of flexibility, extensive academic support, and real-world applicability–all without compromising the demands of their careers or personal circumstances.”

Educational offerings will be accessible online, on campus and at Syracuse’s “away” 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’s partnership with ������, visit the .

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

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

“These rankings reflect the excellence of ������ 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 .

Amid the rhythm of early morning drills and the high demands of military service, Ty Tran ’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.

“Before Syracuse, I was very focused on structure and execution—doing my job well, checking the boxes,” says Tran. “But my experience here, especially the people who’ve guided me, taught me to look beyond that. I’ve learned to lead with empathy and to see the value in slowing down and truly learning from the process.”

As that stability took root, so did Tran’s 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’s versatility, allowing him to merge the leadership skills he had developed through years of military service with a longtime dream of his.

Ultimately, Tran’s discipline and commitment to growth led him to the —an 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’s credo, “Never Give Up,” 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 “modern folklore,” individuals whose stories carried their own forms of magic. Veterans, parents, career changers, students rebuilding their lives—all 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 ’24, G’26 is answering a new call: teaching. The Syracuse native has enrolled as a in the University’s , where she is pursuing a master’s degree in .

Seeing the Impact

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

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

Helping the Community

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

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

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

One of Us

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

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

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

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

The College of Professional Studies (CPS) plays in the University’s 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 ������ 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’ innovative and progressive work to standardize the University’s 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,” says Michael Frasciello, dean of the College of Professional Studies. “We 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.”

Currently serving military students admitted to the College of Professional Studies’ 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 ������, 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%

“Our ability to successfully support one-third of the University’s military-connected students is only possible because of our advisors who are specifically trained to understand the unique challenges military-connected students face,” says Liz Green, executive director of the student experience for Online Student Success. “This success starts with a recognition that military-connected students are non-traditional, adult learners with distinct needs.”

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 ������’s commitment to being the

To learn more about military-connected support, visit .

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—and their dependent family members—at 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.

“Providing 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,” NHL Deputy Commissioner says. “By partnering with a learning institution of ������’s caliber, the NHL has been able to add yet another valuable Player Development offering to assist players with furthering their educational goals.”

Academic Offerings Span Multiple Disciplines

“This partnership represents a tremendous opportunity for both ������ 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’ current and future goals and needs, including as they may relate to players’ post-career aspirations. Players will also be able to benefit from interactions with sports, broadcast and business professionals who remain connected with ������ 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’s 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 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’ Association.

(MLS) and ������ 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’s nationally ranked online degree and certificate programs.

The collaboration empowers MLS players and their families—as well as league and club staff and their families—to 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’s renowned schools and colleges, including the , , and .

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

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

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

Educational offerings will be accessible online, on campus and at Syracuse’s “away” 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,” says Miles Robinson, center back for FC Cincinnati and former defender at ������ (2015-16). “It’s a great chance for everyone in MLS, and their families, to be able to further their education, especially with ������. 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 ������’s 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 – On Campus program.

“We are looking to tomorrow as we partner with ������ to invest and develop the skills and mindsets of the next generation of engineers today,” 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 – 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.

“We’re excited to deepen our commitment to energy education and to provide transformative experiences for students across Syracuse,” says Christopher Cofer, executive director of the Office of Pre-College Programs. “This partnership is a shared investment in equity, education, and the future of energy.”

For more information about pre-college programs at ������, 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 ������’s exercises on Sunday, May 11, at the JMA Wireless Dome.

Robert “Bob” Mankoff ’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 ’56, ������ 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 ’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 ������, 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: “No, Thursday’s out. How about never—is never good for you?” He later went on to serve as The New Yorker’s 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’s 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, “A Bot Walks Into A Bar.”

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 “How About Never—Is Never Good For You?: My Life in Cartoons.”

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—to 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’s 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 ������, 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’s annual Ray Smith Symposium in the Humanities, “Indigenous Resilience, Climate Change and the Environmental Humanities.” 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’s 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 ’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 “The Ferryman,” winner of the 2019 Tony Award for Best Play, and “Leopoldstadt,” winner of the 2023 Tony for Best Play.

Seinfeld earned a bachelor’s degree from the School of Education in 1956, and a master’s degree in administration from Teachers College, Columbia University, in 1957. She was elected to the ������ Board of Trustees in 2002. In addition to her current role as a life trustee participant on the Academic Affairs and Facilities committees, Seinfeld’s 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 ������ 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’s Division of the Federation of Northern New Jersey; served as a board member of Human Rights Watch–Children’s 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 ������ to finish the bachelor’s 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’s work.

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

Heintz brought a trove of lived experience to the reboot of her educational journey—as a mom, a real estate agent, a community volunteer and an elected member of her town’s planning board. She met with Bea González, 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. González connected Heintz with Bill Coplin, professor of policy studies in the . Heintz remembers being the only adult student in Coplin’s PAF 101 class.

“I loved the work,” Heintz says. “It 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.” Under Coplin’s 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.

“My husband and I knew we needed to corral this initiative and desire,” 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. “I then had the great opportunity to meet Pam Heintz. I just thought, ‘this is the woman,’” Shaw said. “The center would not be what it is today without Pam Heintz. She really made it happen and developed this legacy.”

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. “I think Pam has been a treasure to this university,” said Syverud, who chose Heintz as this year’s 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’s interns and tutors.

Maria J. Lopez ’05, G’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.

“It was there that I first learned what it meant to work in a place with real purpose,” Lopez says. “The 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.”

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

“For nearly 25 years, Pam Heintz has remained a mentor, advocate and supporter,” Lopez says. “She 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.”

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.

“We’re just doing it one kid at a time—and that’s all you can do,” she says.

What’s 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 “’Cuse Conversations” podcast, “Celebrating 30 Years of the Shaw Center Being the Hub for Academic Community Engagement.” In the , former Shaw Center volunteer Derek Wallace ’00 and current student volunteer Claire Ceccoli ’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.

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

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

to learn about their military and educational journeys, why they chose the IDDE master’s 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’s many assignments include those in the U.S., an assignment to the Republic of Korea, and deployments to Iraq, Kuwait and Jordan. Aleman’s 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.

“Serving my country and the Army for more than 24 years has molded me into what I am today,” Aleman says. “The 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.”

Given his extensive military and civilian education, it’s no surprise to hear that Aleman has “consistently challenged” himself throughout his career: “As 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 ‘walk the talk.’”

Aleman then pursued higher educational goals “to prove you can complete a doctoral degree while on active duty.” Enrolling in the IDDE program continues that quest: “I 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.”

Sgt. Maj. of the Army Lourdes M. Barragan

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

SGM Barragan’s 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’s 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.

“My answer to why I joined the School of Education’s IDDE program might be slightly different than my peers,” Barragan says. “This program permits me to develop and continue my love for lifelong learning while allowing my fiancé and me to serve at NCOLCOE together.”

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

Like her Cohort 10 peers, Barragan says the IDDE master’s degree program “gives me another opportunity to give back.”

“I 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,” Barragan says. “One 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’s career and continue to support senior noncommissioned officers in their success.” Barragan notes that the instructional design program will allow her continued investment in senior leaders, “equipping them to continue to shape and guide the next generation of soldiers.”

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

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’ 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’s degree is from Thomas Edison State University and his master’s degree is from the American Military University.

Davis describes his military career path as “non-standard.” Deployed “perpetually” with the 75th Ranger Regiment from 2001 to 2016, his first change of station was at SGM-A, “where I felt I would be an outcast as I did not know many ‘basic Army things.’”

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: “This 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.”

“The opportunity to attend ������ and hone my skills in instructional design seemed to fit well with my proficiencies and attributes,” continues Davis. “It 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.”

Davis says once he retires from the military, he hopes to continue service as a federal employee, “utilizing the credentials I am receiving with my IDDE degree.”

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.

“My overarching goal is to create meaningful changes within the U.S. Department of Education as a second career,” says Shadmani. “But for now, I’m focused on being an asset across the military. I’ve seen firsthand the critical role education plays in shaping effective leaders and teams.”

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

“The more I immerse myself in education within the Army, the more I see gaps that need to be addressed,” she says “I want to be a part of filling those gaps by empowering soldiers and leaders with the knowledge and skills they need to s쳮d—giving them the confidence and sense of worth to tackle any challenge they face.”

Shadmani says SOE’s IDDE program is helping her gain the tools she needs to make a lasting impact on leadership development within the Army and beyond: “I’m excited to continue this journey and bring what I learn into my future endeavors.”