Ready to recharge? Want to improve your health? Perform better? Prioritize your sleep.

Most college students operate on less than seven hours of sleep and that’s just not enough, says , director of counseling with the .

“We forget how essential sleep is to our functioning, our concentration, our physical well-being and our mental well-being,” Brown says. “It’s easy to forget that sleep is really important.”

For the long-term, the human brain isn’t fully formed until age 25, and sleep is one of the most powerful tools that helps support that development.

How much sleep is considered good? Seven to nine hours, Brown says.

How can you get there? The Barnes Center offers ample resources for students struggling to get a good night’s sleep.

“From access to the and other meditation and mindfulness tools to our and the , we’re committed to helping our students improve their sleep quality and help them sleep more,” Brown says.

Here are four things to know about good sleep habits and what to avoid.

Go to Sleep and Let Your Brain Do Its Job

Sleep is essential for the body to repair itself, and our cells grow and regenerate while we’re asleep.

Sleep is also when, in the brain, the hippocampus consolidates information, turning short-term moments into long-term memories. Give your brain a chance to cement all that studying and classroom knowledge.

“Getting deep, restorative sleep is so important for students because they’re doing a lot of academic work and they need to be sharp and focused,” Brown says. “If you start stacking nights of poor sleep, you’ll see poor health habits start to form.”

It can also lead to decreased concentration and focus and increased stress, hypertension, irritability, anxiety and depression.

Tip: Brown recommends students aim to fall asleep and wake up around the same time each day, to help develop and maintain the circadian rhythm, the body’s internal clock.

Damaging Effects of Screens on Sleep

Whether it’s a cell phone, tablet, laptop or television, the screens we use emit a specific light that disrupts our ability to fall asleep by mimicking daylight and stimulating activity in the brain.

Brown says the blue light suppresses the body’s release of melatonin, which helps naturally prepare the body to fall asleep, and tricks the brain into a state of alertness.

Tip: She recommends getting off your phone or other screens at least 30 minutes and preferably one hour before bedtime, to allow the brain enough time to wind down.

Healthy Alternatives to Screen Time

Instead of scrolling on your phone, Brown suggests keeping a nightly journal, reflecting on the lessons from the day while creating a to-do list for the next day.

“That way, you get everything out of your mind before laying down for bed, and it won’t weigh on you as you fall asleep,” Brown says.

Tip: All University students have premium access to the , which features guided meditation, mindfulness and bedtime exercises and a library of soothing sleep sounds.

What are healthy alternatives to screens?

• Taking a warm bath before bed
• Practicing deep breathing, meditation and mindfulness exercises
• Washing your face with a calming lavender lotion or using pleasing fragrances
• Drinking herbal teas containing chamomile
• Reading a book with dim lighting

“The biggest key is getting yourself ready for sleep,” Brown says. “Having a nighttime routine is great because it helps you stack together good habits that will improve sleep quality.”

How the Barnes Center Can Help

Brown says the ability to sleep is closely intertwined with eating habits, which is why help students understand how diet and meal timing affect sleep quality.

Exercise is also connected. Brown says students who regularly engage in physical activity enjoy better sleep quality and are encouraged to connect with recreation staff and personal trainers.

Among the offered to support better sleep and rest habits:

• appointments with or to discuss care options;
• sessions tailored for students struggling with sleep difficulties;
• self-care activities, tools and resources through the Crowley Family MindSpa; and
• .

“People think you can catch up on sleep, but you really can’t reverse everything that happens to your body from constantly not sleeping well,” Brown says. “There’s no substitute for getting a good night’s sleep.”

Millions of soccer players across the globe compete on surfaces that are anything but the manicured, perfectly marked grounds of televised competitions.

Student researcher ’26 understood that across West Africa and in many other countries, soccer (known throughout much of the world as football) is played on compacted sand, gravel lots, dirt patches and worn urban grounds. The industrial and interaction design major in the (VPA) also recognized that most commercially available soccer boots fall far short of the needs of players who compete on those rough, improvised, uneven surfaces. He recognized that those playing conditions demand different performance qualities than the footwear mainstream athletic shoe manufacturers offer.

“My goal is to study these overlooked playing environments and design footwear that better supports performance, comfort, durability and accessibility for the people who use it,” Barrie says. “Ultimately, I want to show how footwear design can become more inclusive, locally responsive and socially meaningful when it is rooted in the needs of a community.”

Research ‘On the Ground’

With his research project, “Boot of Dreams: Designing Soccer Footwear for Informal Play in West Africa,” Barrie has been doing just that. His work is guided by , a professor of practice in VPA’s , whom Barrie calls “a role model whose guidance extends well beyond the classroom, shaping how I think about design, responsibility and purpose.”

Barrie is also working with , professor and director of the School of Design, who helped him secure travel funding in addition to his research stipend from the (SOURCE). Those funds enabled him to travel to Guinea for firsthand research with soccer players there.

“That was an opportunity that helped me move beyond assumptions about what players need and gain an actual understanding of their experiences,” Barrie says.

As someone who has lived in both Guinea and the United States and traveled widely around the world, Barrie brings a true global perspective to his work. It’s a viewpoint that informs his understanding of how different communities approach sport and design and deepens his insight into underrepresented players and their environments.

Careful Listening

Barrie says his research in Guinea had a major impact on the design of his soccer cleat. ÌęIn addition to learning that many players use footwear that is incompatible for their playing conditions, he also recognized that many rely on just one pair for a long period of time. When that pair wears out too quickly, Ìęit affects more than just comfort or performance; it can cause players to miss practices and games and lose consistency in development, he says.

“That insight shifted my thinking,” Barrie says. “Instead of approaching the project like a traditional cleat made mainly for formal field conditions, I began thinking about a shoe designed specifically for the realities of informal West African play
 prioritizing durability, comfort and longer wear while also considering traction and support for the kinds of surfaces these players actually use.”

Design for Real Needs

For Barrie, this project Ìęallowed him to explore how thoughtful, research-driven design can respond to real-world needs rather than simply following market trends. It also helped lead him to a career in footwear and product design that addresses community challenges and creates solutions. ÌęAn internship at Ìę last year became a “foot in the door” for a new career there; after graduation, he begins a , energy graphic design, for Nike’s Jordan brand.

“‘The Boot of Dreams’ is about creating a shoe for players who continue to defy the odds and dream through the game,” he says. “The right footwear can help young players stay on the pitch longer, practice more consistently and keep pursuing what they love.”

What happens when students are allowed to use artificial intelligence to solve cybersecurity challenges? That question took center stage as (EECS) Professor hosted a capture-the-flag (CTF) cybersecurity competition at the , bringing together 20 undergraduate, master’s, and Ph.D. students.

Unlike traditional CTF competitions, participants in this event were allowed to use modern AI assistants, such as ChatGPT and Claude, while solving challenges. The competition was designed not only to test technical skills, but also to explore how AI is transforming the way students learn and approach complex cybersecurity problems.

“Cybersecurity education is evolving rapidly with the rise of AI tools,” Hoque says. “This competition gave us a unique opportunity to observe how students use AI in real time—whether it helps them think more deeply about problems or simply speeds up solutions. Understanding that distinction is critical for the future of computer science discipline.”

Participants competed individually across 10 challenges spanning beginner, intermediate and advanced levels. The top three performers—Weixiang Wang (first place), Annepu Sai Charan (second place) and Armani Isonguyo (third place)—were ranked based on the number of challenges solved and the speed at which they completed them. Students described the experience as both exciting and challenging, noting that AI could guide their thinking but still required careful verification.

“This reflects how we approach computer science and cybersecurity education at Íű±ŹĂĆ,” says Alex Jones, the Klaus Schroder Professor and chair of Electrical Engineering and Computer Sciences. “AI tools are only as effective as their operators. They do not replace expertise. Dr. Hoque’s work is a great illustration of this approach. We emphasize deep fundamental knowledge while also encouraging the use of AI. This ensures our graduates can effectively use, evaluate, guide, and validate AI-driven solutions.”

To better understand the educational impact of AI-assisted problem solving, Hoque collaborated with Farzana Rahman, an expert in computing and AI education. Together, they are investigating how students use AI tools, whether those tools support meaningful learning and how they influence confidence and problem-solving strategies.

“We’re seeing a fundamental shift in how students engage with complex technical tasks,” says Rahman. “AI can be a powerful learning aid, but we need to understand how to use it without compromising deep technical learning.”

Hoque plans to expand the CTF initiative by offering additional training sessions and forming student teams for regional and national competitions, further strengthening cybersecurity engagement within the EECS community.

The event is part of Hoque’s broader efforts, including , to advance education at the intersection of cybersecurity and artificial intelligence.

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.”

Íű±ŹĂĆ’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 .

Professor has developed an artificial intelligence bot that uses curated, course-specific materials to assist students in mastering the applicable legal rules and their application. These digital “coaches” are available 24/7 to assist students in understanding challenging concepts and then to quiz students on their application, providing immediate feedback in a variety of question and answer formats. Thus far, Graves has deployed the concept in his evidence and contracts courses.

Graves uses OpenAI’s private custom GPT feature, which allows him to provide students with an interactive experience that is narrowly tailored to his specific course. Graves accomplishes this with a comprehensive set of instructions (i.e., prompts) telling the custom coach exactly what to do—providing guardrails to keep it focused on the objective of assisting students in this course—and uploading copies of the course text and other key instructional materials that facilitate Retrieval Augmented Generation (RAG). This domain-specific RAG layer increases the accuracy of the coach’s responses in the context of this specific course and dramatically reduces the potential for errors, as compared to a generic Large Language Model (LLM) trained on generic data of varying quality.

This “walled garden” of course-specific material addresses the common issue with LLM AI platforms that indiscriminately draw from all information on the internet.

“The LLMs pick up a good deal of erroneous information from unreliable sources, and they miss a lot of really good information that’s behind firewalls,” Graves says. “The bot has been instructed to respond to students when they ask for answers by walking them through in a Socratic-style dialog much as I might in class or office hours. When assisting students, the coach relies first and foremost on the information uploaded in its RAG layer, not only helping to explain and quiz the students on accurate course doctrine, but pointing students directly to appropriate sources within the course text itself.”

Of course, the key to this approach is a collaborative relationship between Graves and the publisher of his course textbooks. While Graves is a co-author of his contracts textbook, the copyright is held by West Academic (the publisher of both the Learning Evidence and Learning Contracts textbooks used by Graves).Ìę Graves worked closely with West Academic in developing an approach that would appropriately protect all copyrighted material uploaded to the coach’s RAG layer, and his use of both Learning Evidence and Learning Contracts is done under license from West Academic.

The use of the primary course text within the RAG layer effectively expands the value of the text far beyond the initially assigned readings. At the core of the coach’s domain-specific content, the textbook continues to anchor the coach’s role in assisting and quizzing students as they better learn to apply that content.

Supplementing the Teacher’s Role

Graves says, “the teacher’s role is not being outsourced to the coach—it is being supplemented in new ways for which narrowly tailored AI is uniquely suited.”

“The Coach does not replace basic course prep or attendance,” he says. “It is purely a supplement to these traditional teaching and learning tools—albeit a very effective one, arguably far more effective than traditional generic study aids or generic LLMs often used by students today. Perhaps most valuable is the coach’s ability to provide students with unlimited opportunities to apply the course material in a variety of assessment formats, all of which are subject to immediate feedback. At the end of the day, this is often the single most effective teaching and learning tool for law students, and the coach provides this tool in a manner that is always available and fully aligned with course content and course outcomes.”

Students access the coach through a dedicated course link, which provides for private interaction between student and coach, unless the student voluntarily decides to share the unique link generated by a specific conversation. The initial privacy of the conversation encourages students to ask questions they might otherwise be uncomfortable raising (the proverbial “dumb question,” which is often anything but).

It also allows students to use the coach in collaborative study sessions or to forward a conversation to Graves for further exploration. This latter feature is particularly useful in terms of quality control of both student prompts and responses by the coach.

“During the past two semesters, I’ve seen a few responses from the coach that could be improved and one blatant error,” Grave says. “However, the vast majority of interactive challenges arose from imperfect student prompts.”

Thus, the students get two additional benefits from using the coach: they learn the importance of effective inputs (prompts) and they learn the importance of verifying outputs.

Continuing to Fine-Tune the Tool

While the evidence and contract coaches have proven very accurate (Graves directly tests them regularly himself, in addition to frequent student feedback), AI remains imperfect, and the professor has continued to “fine-tune” his bots by uploading additional course-specific material based on his own testing and observations of student/coach interactions.

Graves teaches exclusively in the College of Law’s , so the 24/7 availability of his coaches is particularly important to a body of students located around the world.

“This has allowed me to be more efficient and effective with my time while giving our global students a uniquely tailored experience that will help them master course material, while being available at any time that is convenient to them,” he says.

Editor’s note: This is the third in a five-part series spotlighting ’s global centers.

Most students go abroad to see the world. Marc Pantano ’26 went to Madrid and built one—complete with a Spanish cooking class, solo trips and establishing a new a cappella group.

“Study abroad in Madrid was one of the most transformative experiences of my life,” says Pantano, a marketing management and supply chain management major in the from Newington, Connecticut. “In the fall 2024 semester, I had the chance to fully immerse myself in a new culture, travel all over Europe and grow in ways I didn’t really expect.” Pantano now serves as an Abroad global ambassador.

“Looking back, my experience wasn’t just about the places I visited, it was about learning how to be independent, stepping outside my comfort zone and really taking advantage of everything available to me,” he says.

Here are some of the biggest things he learned along the way:

Step Outside Your Comfort Zone

“If I had to sum up studying abroad with one idea, it would be this: you really just have to say ‘yes’ and try things you normally wouldn’t.

“Even choosing the fall semester was a little outside my comfort zone because a lot of my friends wanted to go in the spring. I was nervous about not knowing as many people, but I’m so glad I did it because I ended up meeting so many new people from Syracuse and other schools.

“One of the first big experiences I had was the Signature Seminar course on marine ecology in the Mediterranean Sea. We did research, visited labs and museums, cleaned beaches and even went scuba diving, which I had never done before. That alone set the tone for the rest of the semester.

“During the semester, I did a solo trip to Venice. Traveling by myself felt weird at first. I thought I would feel embarrassed or awkward, but I actually had a great time. It was incredibly peaceful, and I got to do whatever I wanted, which made the experience really fun. Now, I even feel comfortable asking strangers to take my photo!”

Take Advantage of Your Classes and Schedule

“I tried to take classes that were interesting but also gave me perspectives I wouldn’t normally get at my home school.

“I took business classes that showed me how marketing and business differ in Europe compared to the U.S., especially in my marketing class focused on Spain. I also took Earth science, which tied into the marine ecology course, as well as sustainability and the UN Sustainable Development Goals, which made everything feel real, applicable and something I felt could be expanded into the U.S. My sports business class also gave me a different perspective on the global sports industry, which I never would’ve been exposed to.

“One thing that made a big difference was also planning a schedule that was flexible around travel. My last class was on Thursday afternoons, which meant I had extra time for weekend trips. If that is not an opportunity, don’t worry! Enjoy the classes you get to take. They are taught so differently with the smaller class size that we were able to go on multiple field trips for each course. This experiential learning was incredibly memorable and was a great way to get out of the classroom and learn more about Madrid!”

Match Your Trips to the Seasons

“This is something I thought about after choosing to go abroad in the fall and it ended up making a big difference.

“I started off traveling a lot during the warmer months, Spain was perfect for that, especially places like Valencia, Seville, Barcelona and smaller coastal towns. I also went to Portugal, Morocco, Italy and France early on.

“As the leaves started to change, I shifted toward places like Ireland, Scotland and the Netherlands.

“By the end of the semester, I was also doing more seasonal activities like Christmas markets in Germany and the Czech Republic, which made everything feel even more special. At the same time, Madrid itself always had so much going on that I never felt like I had to travel constantly.”

Seek Out Experiences (Not Just Trips)

“Whenever I was doing anything or going anywhere, I was constantly searching to find experiences in each destination. In Madrid specifically, I took advantage of the Passport Program, which listed a ton of activities students could try.

“Some of my favorites were a Spanish cooking class, Tasty Tuesdays With Álvaro; a bike tour with my professor Monica; and attending a flamenco show. These were all available to us as students, so I made sure to take full advantage of them!

“Through MadWorld and other campus opportunities, I ended up attending the most events in my program. But it never felt like something I was checking off a list. It was genuinely fun and a great way to meet people and try new things!”

Make Something of Your Own!

“One of the things I’m most proud of from my time abroad was starting an a cappella group called ¡Acapaella!

“I wanted something that would bring people together, so I created a group that ended up including students from Syracuse, Duke, Amherst, Kenyon and more. I was the founder, president and social media director, so I handled rehearsals, taught music and managed our Instagram.

“At the end of the semester, we performed ‘I Want You Back’ at the Instituto in front of students, staff, faculty and host families. Seeing everyone come together from completely different schools and backgrounds was honestly one of the most rewarding parts of my whole experience.

“It made me realize that abroad, and life, is what you make of it!”

Steam rose from bowls of homemade soup as students settled into their seats in the . A presentation on winter traditions in Turkey sparked conversation, drawing murmurs of recognition and a few nostalgic smiles.

When the slideshow ended, attendees gathered in small groups for a matching game connecting landmarks, customs and historical moments. Those more familiar with the traditions offered hints while others brought fresh curiosity to each pairing.

For an hour, Syracuse felt a little closer to Istanbul.

The gathering was part of the Maxwell School’s Culture and Conversation Tables, a series hosted by the Moynihan Institute that brings students and community members together to explore languages and cultures from around the world.

Held about once a month, each table takes a slightly different approach, from language-intensive practice sessions to film screenings and themed cultural presentations. All serve a shared purpose: building community while advancing Maxwell’s mission of exposing students to a wide range of perspectives and preparing them for an increasingly interconnected world.

Moynihan is home to Maxwell’s seven regional centers, focused on Latin America and the Caribbean, Europe, the Middle East, Africa, East Asia, Central Asia and the Caucasus, and South Asia. Located on the third floor of Eggers Hall, the institute supports teaching, research and programming that prepares students to engage with the world’s most pressing challenges. The Culture and Conversation Tables are a natural extension of that work.

“The tables are one of the most accessible ways we connect students to the world beyond the classroom,” says , director of Moynihan and professor of political science. “Whether someone is preparing for fieldwork abroad, practicing a language they’re studying or simply curious about a part of the world they haven’t encountered before, these gatherings offer something genuinely valuable.”

Much of the tables’ day-to-day coordination falls to George Tsaoussis Carter, event specialist, and , regional programs manager for Asia. “What stands out most is the enthusiasm students bring to these tables, both the ones who help organize them and the ones who show up to learn,” says Baxter. “They leave with more than vocabulary or cultural trivia. They gain a broader sense of the world and a genuine connection to people from very different backgrounds.”

Baxter is also impressed by the care and commitment of table hosts, which, on the Asia side, include faculty such as , and Tomoko Walker from the , as well as graduate students and, on occasion, highly motivated undergraduates.

Originally known as Language Tables, the program was renamed to reflect its broader emphasis on culture, conversation and connection, according to , associate director of the Moynihan Institute.

Over the years, the institute has hosted tables in more than 20 languages, many supported by U.S. Department of Education grants aimed at strengthening international and language education. Currently, 16 tables are offered, spanning languages from Arabic and Hindi-Urdu to Chinese, French and Tamil. For most of the tables, the institute partners with faculty and instructors in the Department of Languages, Literatures and Linguistics in the College of Arts and Sciences

The tables have at times reflected the urgency of world events. For instance, visiting scholar Tetiana Hranchak hosted a Ukrainian table that drew strong attendance from students across the University, some directly impacted by the war with Russia. Hranchak, who fled her home in Kyiv after the invasion, joined the Maxwell community through the Scholars at Risk program, which supports academics displaced by conflict and persecution.

The tables also give international students a place to hear their native language and share traditions from home. Open to all Íű±ŹĂĆ students, not just those in Maxwell programs, the tables invite anyone across campus to engage with new regions, customs and perspectives.

Story by Mikyala Melo

Within a sub-varsity structure, the strives to provide students a welcoming, recreation-focused community that fosters competition alongside leadership skill building. This year, the men’s and women’s basketball teams took home regional championship titles and fought hard in the national championship bracket, and the boxing team brought home three national titles following a demanding and successful championship weekend.

Pete Way, director of Competitive Club Sports, takes immense pride in the program and the students that make it what it is today.

“Club teams and student-athletes that win regional and national championships highlight the high level of competition and outstanding individual commitment that drives success for Competitive Club Sports at Íű±ŹĂĆ,” says Way.

Club Boxing Takes Home Three National Titles

“This was a once in a lifetime experience that I will never forget,” says O’Connor Rerrie ’28. “From being able to watch my team succeed and fight alongside them, to spending quality time with my teammates in a new place, it really gave me the opportunity to grow as a person and become deeply connected to the Íű±ŹĂĆ Boxing Club.”

Offering students the opportunity to train, compete and represent the University in a fast-growing sport, continues to have a positive impact both on and off campus. Led by Coach Phil Benedict, the team competed in the United States Intercollegiate Boxing Association (USIBA) National Tournament. The team brought home three national champions with Emma Knorpp ’29, O’Connor Rerrie ’28 and Caleb Riley ’28 all coming out victorious in their respective brackets.

“Hearing my name being called as the winner on top of cheers from my coaches and teammates was a surreal experience after all the work we put in to get there,” says Riley, Male 168# Novice bracket champion. “Everyone on the roster is a champion. I wouldn’t trade anything for the time we spent in Las Vegas and I can’t wait to do it all over again next year.”

Founded in the 1930s, the Boxing Club has a deep history of producing champions and creating community that outlasts time on campus. The program emphasizes leadership and teamwork, with members consistently supporting and motivating one another. Annually the team works together to bring home at least one national championship, achieving three only deepens the team’s commitment.

“My success wouldn’t be possible without the support of my teammates and coach,” says Knorpp.

“All I can say is how super proud I am of the team,” says Benedict. “For nearing 100 years, Íű±ŹĂĆ has a reputation of producing some of the roughest collegiate boxers. We went to the USIBA Nationals ready to fight and we did just that! Everyone in the club and on the team are champions, in my eyes they’re family.”

Club Men’s Basketball Competes on National Stage

The season reflected the program’s strength, competitiveness and unity on a national stage. With a foundation built on teamwork and shared purpose, the program continues to establish itself as one of the premier Club Basketball teams in the country.

“This team is special. We have all bought into something bigger than ourselves, and we play for one another,” says Oz Elad ’26. “But more than that, this team is a collection of great people who make it so easy to enjoy playing alongside each other.”

The finished the season ranked number four in the country and earned the right to host the National Club Basketball Association (NCBBA) North Atlantic Regional Championship. Entering the tournament as the number one seed, the team advanced through regional play to secure an automatic bid to the National Championship Tournament. Seeded number four, the team faced a first-round matchup against the University of Florida.

The team fought hard with Kazembe Okera-Anglin ’26 scoring 18 points and Stephen Walsh Jr. ’28 scoring 16 points. The intensity continued into overtime where the team ultimately fell just short with Florida earning a 72-64 victory. Beyond the team competition,Ìę Elad finished second in the championship round of the NCBBA Obstacle Course during the Skills/All Star Competition.

Club Women’s Basketball Shines in Postseason Play

The collected numerous accolades this season, leading with a number one in the country ranking going into their spring semester championship weekend. This ranking earned them the right to host the National Club Basketball Association (NCBBA) Women’s North Atlantic Regional Championship and advanced through to win the final game. Following and then seeded number two, the team earned an automatic bid to the National Championship Tournament where they faced Sacred Heart University.

In the first round of the national tournament, Victoria Daley ’26 scored 12 points, Andraia DiPisa ’26 completed seven rebounds and Alison Kunzwiler ’26 supported four assists and five steals. Kunzwiler also earned individual recognition at the tournament, winning the NCBBA Obstacle Course during the Women’s Skills/All-Star Competition. The season concluded with a hard-fought loss as Sacred Heart University secured a 70-45 victory. However, the team is no stranger to championship appearances

“This team is truly exceptional, defined by its energy, passion and unwavering support for one another,” says Women’s Club Basketball coach Kayla Clark.

Each season, the team gets to play teams from across the United States, allowing players to compete at the highest level of Club basketball while gaining valuable experience, building confidence and representing Íű±ŹĂĆ on a national stage.

Beyond competition, the Íű±ŹĂĆ Club Sports program continues to serve as a foundation for leadership, mentorship and student engagement across campus. With a commitment to personal growth and team development, club sports provide a supportive environment where athletes develop confidence, discipline and lifelong connections. Success at the national level reflects not only the talent of the athletes, but the strength of the program and culture that unites them. Students are encouraged to learn more and get involved on the .

Orange Success 2.0, an upgraded student success platform that will give Íű±ŹĂĆ faculty, staff and advisors a more powerful, intuitive set of tools to help students thrive, is set to launch Monday, May 18. The platform is powered by , a prominent higher education student success management system.

“Orange Success 2.0 is a key part of Íű±ŹĂĆ’s ongoing investment in the infrastructure, people and culture that make student success possible,” says Tommy Powell, assistant provost for academic programs in the Office of Academic Affairs.

What Is Orange Success 2.0?

The current has long served as a cornerstone of the University’s student support infrastructure. Building on that foundation, Orange Success 2.0 leverages the Navigate360 platform to offer stronger advising tools, improved early alert capabilities and clearer visibility into student engagement and progress. It integrates student data and advising workflows into a single, unified experience and allows faculty and advisors to coordinate support across academic and student service offices.

The rollout is coordinated through the (CSE), housed at 100 Sims Drive, which consolidates 14 student-facing departments under one unified structure serving more than 14,000 students.

Comprehensive, on-site training for Orange Success 2.0 was offered this semester, with more than 200 faculty and staff members participating. The sessions were tailored to meet the needs of different campus audiences, including academic advisors, faculty members and frontline student support staff, and covered platform features, advising best practices and strategies for using data to support students more effectively, among other topics.

“The breadth of participation across schools, colleges and departments reflects how seriously our community takes its responsibility to every student on campus,” ÌęPowell says. “We are set for a strong launch on May 18.”

Over the coming month, CSE will continue to onboard users, gather feedback from early participants and refine the configuration of Orange Success 2.0 to meet the evolving needs of the campus community.

Following the launch, users will continue to access the platform through MySlice. A knowledge base featuring step-by-step guides, instructional videos and FAQs will also be available to support users throughout the transition, and additional training sessions will be held in the fall.

For more information about Orange Success 2.0., call 315.443.2005 or email orangesuccess@syr.edu.

College students may experience a range of stressful events and time periods. From feelings of uncertainty to times of personal, family and/or community crisis, both on and off campus, the is ready to help guide and provide assistance.

One of the largest teams of its nature in the nation, Íű±ŹĂĆ SOS boasts seven dedicated individuals who work throughout the year to ensure that in times of need, students, alongside their supporters, faculty and staff, know and experience the strong yet individualized support of the Orange community.

The acronym “SOS” is intentional, it is an internationally recognized distress signal used to request help. “The nickname ‘SOS’ says it all, it embodies the urgency of our response to student support. There is no student issue too big or too small,” says Shelley Crawford, director of Student Outreach and Support. “Whether it’s a student self-seeking support or a member of their faculty, staff or family, always know we encourage members of the Orange community, near or far, to contact our team whenever it is felt that a student needs support of any kind.”

SOS hosts an open and stigma-free space where students are encouraged to express their concerns early and often. “Reaching out doesn’t always mean something is seriously wrong, it simply means you’re taking a proactive step to get guidance, ask questions or explore available resources,” says Sabrina Brown ’26, office assistant.

Partnering With Student Outreach and Support

From academic, adjustment and transition support to emergency aid, navigating an illness, conflicts and more, whether the student’s issue is something the team can directly help with or not, they ensure a campuswide support network is ignited. The team is not just committed to helping students maintain their academics but also is dedicated to supporting their overall social and emotional well-being. To properly navigate whatever they may be struggling with, the SOS team connects students with guidance and additional resources.

“I wish more of the campus community understood just how many students we quietly support through challenges that go far beyond the classroom,” says Crawford. “Our work is rooted in seeing and humanizing each student as a whole person and that approach makes a real difference in whether a student stays, perseveres and ultimately graduates. We champion our students, we are connectors and a constant in students’ lives when they need it most.”

Students do not need to be in the midst of a crisis to contact the team. In fact, they do not need to have any life-altering or major issues at all. If feeling unsure, anxious or overwhelmed about anything pertaining to their academic or personal life, they are welcome to contact SOS.

“From crisis to concerns in question, our goal is to help create a positive and supported student experience. Once a student connects with a case manager for the first time, they can reach out to them throughout their time at Íű±ŹĂĆ for support,” says office coordinator Sarah O’Neill.

Breaking Barriers and Strengthening Access to Support

No matter the issue and even if unsure where to begin, students shouldn’t feel alone in the process of seeking support. Student Outreach and Support is a built-in team available to strengthen the student experience and help students not only navigate times of uncertainty but to thrive as a student, graduate and find success throughout a lifetime.

“For students we create a one-on-one relationship rooted in support, advocacy, guidance and resources. Our consultations prioritize privacy and are equally empowering to those who may be unsure of how to best support their student,” says associate director Catherine “Katie” Storey. “No one should feel embarrassed or worried about reaching out.”

The team prioritizes human connection through being present and attentive to each unique situation. Offering personalized and one-on-one support, a team of non-clinical case managers is embedded within SOS. In addition to appointments and prioritizing students needing immediate help, case managers offer drop-in hours.

The team also understands that in a time of uncertainty it can beÌęintimidating to also meet someone new and share what can feel like vulnerable concerns. To make the first step of reaching out for support a little less daunting, putting aÌęface to a name and a heart behind the help, SOS case managers proactively open the door for connection with words of welcome.

“We’re a holistic support team for everyone,” says Sue Sugar, case manager. “Whether you have an urgent concern or something that simply does not feel quite right, we want to hear from you. No issue is too small.”

“A faculty member expressing care, a staff member taking a few extra minutes to listen or a parent encouraging their student to seekÌęhelp, can all be powerful entry points to support, support that builds or contributes to the foundation of trust that helps grow the access to our work,” says Sandra Valdes-Lopez, case manager.

“While we often engage with students in times of concern or crisis, our role is also preventative, educational and supportive across the student experience,” says Wilfredo “Wil” Perez, case manager.

“Witnessing students’ resilience and growth is what makes this work so meaningful,” says Amber Saint Joy, case manager. “There is something truly special about being on that journey with them, walking alongside a student as they face challenges, find their footing and discover that they don’t have to navigate it all alone.”

Learn more and take action to support a student or receive support by visiting the , calling 315.443.4357 (HELP) or emailing studentsupport@syr.edu.

Story by Mirren Grimason ’29

Ten graduate students competed in the finals of this year’s (3MT) competition held recently at Bird Library. The annual event, sponsored by the , challenges participants to share highlights of their research and scholarship in succinct, engaging presentations lasting no longer than three minutes.

Three participants received recognition:

• Zehui Han, a doctoral candidate in biomedical engineering in the (ECS), won the competition with her presentation, . She received a 16-inch MacBook Pro with M5 chip and a one-year gold membership in a professional organization of her choice (the Association for the Advancement of Medical Instrumentation).
• Terese Millet Joseph, a doctoral candidate in human development and family science in the (A&S) earned the People’s Choice award for . Her prize was a set of Bose QuietComfort Ultra headphones.
• Allie Thompson, a doctoral candidate in Earth and environmental sciences (A&S) earned an honorable mention for Using Hydrogen Isotopes in Leaf Waxes to Understand Ancient Rainfall.

Han’s winning project involves engineering smart urinary catheters that mimic nature’s immune defense system by using magnetically driven artificial cilia—microscopic, hair-like structures on cells—to physically sweep away bacteria and prevent life-threatening infections.

She says winning the competition “was both exciting and meaningful because it recognized not only the quality of the research but also the importance of communicating complex ideas clearly. Preparing for the competition showed me that presenting research in a way that connects with a broad audience is just as important as the work done at the bench.”

“Judging the Three-Minute Thesis competition is always exciting,” says Daniel Olson-Bang, director of professional and career development in the Graduate School. “I am continually fascinated by both the breadth of research our graduate scholars have underway and the quality of their presentations. This year, both aspects were particularly impressive.”

Glenn Wright, executive director of professional and career development in the Graduate School, says this is the school’s 12th year hosting the competition. “Participation and interest in the 3MT event continue to grow, and it is great to see that graduate students appreciate the professional development opportunity it represents. It also offers an excellent chance for them to showcase their research and skills.”

The other 3MT finalists (all doctoral candidates) are:

• Ava Breitbeck ’22, college science teaching, A&S: Science for the Greater Good
• Fasika Melese ’18, instructional design, development and evaluation, (SOE): What Happens When Future Educators Use GenAI Tools to Plan Lessons?
• Jacob Reese ’25, English, A&S: Sustainable Play: Encouraging Ecological Behaviors Through Slow Video Game Mechanics
• Ilaria Siriner G’25, cognitive psychology, A&S: How the Options Available Change What We Decide Is Right
• Mehrnoosh Nemati, biomedical engineering, ECS: A Window into the Placenta
• Hemalathaa Kasiviswanath Yuvaraja, instructional design, development and evaluation, SOE: Proof-of-Concept Augmented Reality iPad Application for Psychomotor Skill Learning: A Convergent Mixed Method Using Think-Aloud Protocols
• Nasim Khatibi, biology, A&S: New Targets, New Hope: Rethinking Rett Syndrome

Competition judges were of the ; , assistant professor ofÌę biomedical and chemical engineering in ECS; and Olson-Bang. Wright moderated the event.

was first developed at the University of Queensland in Australia and is now held at colleges and universities around the world.

Sixty student organizations. Gray ribbons. Handwritten letters. A prayer. On Tuesday, April 28, the University community will rally to respond to Chancellor Kent Syverud’s recent cancer diagnosis with an unmistakable show of community and solidarity.

(SGA), in partnership with 60 recognized student organizations, will host a Go Gray in May: Brain Cancer Awareness Month Walk. The event will begin at noon in the Schine Student Center with a walk to Crouse-Hinds Hall at 2:30 p.m. There, the Rev. Devon Bartholomew, Christian Protestant chaplain at Hendricks Chapel, will lead those assembled in a prayer.

Chancellor Syverud announced on April 15 that he has been diagnosed with a form of brain cancer. He is currently undergoing treatment at University of Michigan Medicine.

“After the news broke, our SGA executive team came together to ask ourselves one question: ‘How do we respond?’” says German Nolivos ’26, SGA president. “Chancellor Syverud has been there for all of us—through every hard moment this University has faced. This is our chance to be there for him and his family.”

May is Brain Cancer Awareness Month, and the event will raise funds for the . Organizers are encouraging members of the University community to consider making a monetary donation. “The most powerful thing we can do in this moment is fund the fight,” Nolivos says.

Those who donate $15 or more and submit a screenshot of their donation to , the SGA’s home on Instagram, can claim a free T-shirt at Schine at the April 28 event.

Participants in the walk are encouraged to wear gray and pick up a gray ribbon at Schine that day. There will be a community poster wall for students, faculty and staff to leave messages of support for Chancellor Syverud and anyone in the community affected by brain cancer. There will also be a letter-writing station where individuals can write personal letters of support to Chancellor Syverud and Dr. Ruth Chen.

Participating organizations span every dimension of campus life: fraternities and sororities, cultural and identity organizations, pre-professional societies, advocacy groups, athletic clubs, honor societies and more. Nolivos says this will be the largest coalition of student organizations ever assembled for a single awareness event in recent University history.

“When 60 organizations come together, that’s not just coordination—that’s conviction,” Nolivos says. “Every single one of these groups is choosing to show up. That means something. That tells you something about who we are as a university.”

Additionally, the SGA Assembly passed a formal resolution on April 15 extending formal gratitude and support to Chancellor Syverud.

“Chancellor Syverud has given this institution 12 years of transformational leadership,” says Nolivos. “He has shown up for students, for faculty, for staff and for this community through its hardest chapters. April 28 is our opportunity, all of us, to show up for him.”

Editor’s note: This is the second in a five-part series spotlighting ’s global centers.

One diverted flight. One friend doused in clam pasta. One night in a pub basement, too choked up to sing “Piano Man.” Mairead Connolly ’28 went to Florence with a plan and came back with something better—the kind of stories that don’t fit in a caption and a confidence she didn’t know she was looking for.

Connolly, a resident of Watertown, Massachusetts, is a forensic science major and psychology major in the . She studied abroad for the fall 2025 semester through Syracuse Abroad and now serves as an Abroad global ambassador.

“I went during the fall for a fresh start, but also because I believe it makes so much sense to experience warm, cool and a bit of cold weather than to arrive there when it’s cold and dark,” Connolly says. “During the fall, you can experience the summer vibes but also experience the Christmas markets.”

Here are her recommendations, in her own words, of five things to do to get the most out of your Florence study abroad experience.

Focus on Your Own Experience

“Before going abroad and while you’re actually there, it’s easy to compare your experiences to what you see on social media. It made me set unrealistic expectations that every aspect was going to be perfect or as close to perfect as I can get.

“But there are going to be moments where things don’t go as planned, you feel a little out of place or you have to adjust on the fly. Those moments end up being just as meaningful. They push you to adapt, figure things out and learn more about yourself. You get through them with a great story!

“There was a night when my friends and I had a reservation at a popular restaurant in Florence that is known for their gnocchi. We believed weÌęhadÌęto go. We never made it to the restaurant. Instead, we passed a place that sold gelatoshakes (called “Venchi,” please try them, they are amazing) and stood by The Arno watching the stars come out.”

Be Open to Going Solo

“I loved traveling with friends and my family when they came to visit, but the solo trips I did are some of my favorite memories from being abroad. Going on a trip solo gives you time to think in a way you don’t usually get. You can process what you’re experiencing and learn more about yourself.

“One of my favorite solo trips was while I was on fall break with friends in London. I’ve always wanted to see Stonehenge so I marked a whole day for that trip. Later I went to Bath. I went to lunch by myself, met new people, tried mead for the first time and followed a tour with a really funny guide. There was no schedule, no pressure, just me experiencing everything at my own pace. It gave me a level of confidence I hadn’t felt before.

“Even just going for a walk to the Boboli Gardens in Florence had me romanticizing my day as I walked down the narrow streets listening to Billy Joel. Moments like these reminded me of why I wanted to go abroad.”

Stay Present and Embrace Quiet Moments

“Step back from the moment and look around, notice the people you’re with and pay attention to how you feel. I started doing this, especially in places that felt significant like in Bath or in the Louvre.

“Being in a different country with so much history and culture, I slowed everything down and made the experience feel more real. Those moments stand out clearly in my memory, and I feel like I actually experienced them.

“I visited the Sistine Chapel in Rome. When I reached the main chapel, I looked up to see “The Creation of Adam” by Michelangelo. I intentionally slowed everything down and let myself really feel it. That moment has stayed with me far more clearly than any picture ever could.

“On our last day of studying abroad, my friends and I were at a pub and there was karaoke in the basement. The song “Piano Man” by Billy Joel came on, and everyone started singing and swaying together. It was bittersweet, as we were leaving Florence and each other. I stopped singing and watched my friends smiling and swaying, and it felt like everyone in the room was one.”

Recognize Your Growth Along the Way

“Not every moment abroad is going to feel like a big, life-changing experience, and that’s okay. Sometimes growth shows up in smaller ways, like figuring out transportation, adjusting to a new routine or becoming more comfortable in unfamiliar situations.

“There will also be moments that really push you. One of mine was when my flight was unexpectedly diverted, and I ended up landing hours away, late at night with no plan. I had to figure out how to get back to Florence on my own. It was so stressful, but looking back it’s one of the experiences I’m most proud of. It showed me that I could stay calm, problem solve and handle things independently. It’s important to recognize those moments because they’re where you realize how much you’ve actually grown.”

If Your Program Offers a Signature Seminar, Do It!

“I participated in the Hands on History seminar, a 10-day trip through different parts of Sicily with a small group. It was intense and exhausting at times, but it was also one of the most memorable parts of my semester. I formed strong connections with some of the people on the trip, and those friendships have lasted beyond the trip and shaped the rest of my time abroad.

“One moment that I still laugh about happened during one of our group dinners. We were all starving and ready to eat, and the waiter accidentally spilled pasta with clams onto my friend’s head. It turned into one of those moments where everyone was crying laughing, and it completely broke the tension from the day. It sounds small, but such moments brought us closer so quickly.

“I also went on a half-day trip to the Carrara Marble Quarry, which was one of the iExplore opportunities. This was the quarry where Michelangelo got marble for his sculptures. A tour guide showed us around their small outdoor museum and gave us some background information on the history of the quarry, how they cut marble and what they do with it now.”

Renowned filmmaker Ron Howard recently spent an afternoon with students in the and the (VPA), offering an inside look at his latest film project and the creative decision-making that shapes work at the highest levels of Hollywood.Ìę

Howard, one of the industry’s most respected directors, was joined by producer Bill Connor ’89 and Doug Wilkinson G’87, both alumni of Íű±ŹĂĆ. Together, they engaged filmÌęand dramaÌęstudents in a discussion about storytelling and the realities of bringing a major motion picture from concept to completion.Ìę

“It’s always a pleasure to welcome alums back to campus, and this time around it was a double pleasure. We had not one but two of them accompany Ron Howard—one of Hollywood’s most well-known directors—to come and speak with our Newhouse and VPA students,” says , professor and graduate program director of the Department of Television, Radio and Film in the Newhouse School.Ìę

During the visit, HowardÌęscreenedÌęhis most recent project, inviting students into the filmmaking process at a stage rarely accessible outside the professional world.Ìę

“Howard asked our students what they thought and answered their questions with real candor,” says , professor of film and chair of the Department of Film and Media Arts in VPA. “Seeing an unfinished film and talking directly with the director, producer and editor about choices they’re still making is something you can’t replicate in a classroom. That’s what so special about being at Syracuse.”Ìę

For students aspiring to careers in film and media, the visit offered a unique opportunity to bridge theory and practice and connected classroom learning with firsthand perspectives from some of the industry’s most accomplished professionals.

There is one type of stem cell that can remarkably transform itself into any cell in the human body. Known as human induced pluripotent stem cells, or hiPSCs, they hold enormous potential for medical research, and biomedical and chemical engineer is putting them to work.

In his lab, Ma uses hiPSCs to grow three-dimensional replica hearts that beat, organize and function like the real thing, opening the door to faster drug screening and more personalized patient care.

“Stem cell technology can have a significant impact on how we treat heart disease and on overall heart health,” says Ma, associate professor in the Department of Biomedical and Chemical Engineering in the . “Our lab focuses on how we can better understand some of the fundamental questions on cardiac physiology and development.”

By studying how a heart forms during embryonic development, Ma and his research team can build miniature cardiac models that replicate the structure, rhythm and cellular makeup of a patient’s own heart.

Because the models are made from the same genetic biological materials as the patient, they offer a powerful tool for testing the efficacy—and potential side effects—of treatments for heart disease, cancer and other conditions without putting patients at risk.

In the (STEM) lab, Ma and his student researchers study how the heart forms, how different cell types build the replica’s working chamber and how that chamber develops the vascular structure that feeds the heart’s muscles.

Ma’s innovative research project, titled Engineering Stem Cell-Based Cardiac Organoids, examines the cardiotoxicity—damage to the heart muscle or valves caused by harmful substances like chemotherapy and radiation—impact on these 3D heart models. His work has been supported by a National Science Foundation (NSF) CAREER Award, the NSF’s most prestigious award for early-career faculty.

“A drug’s adverse effect on the heart is the number one reason a treatment will be pulled from the market. We use this research to better understand the effect a drug has on the heart’s muscles,” Ma says. “This research is helping accelerate the drug screening pipelines while also reducing the resources that are poured into these drug delivery frameworks.”

Closing the Gap Between Lab and Patient

Ma says in a normal drug development platform, researchers will use two major models: a zebrafish model and mouse models, which tend to be more expensive.

Using these models, researchers will observe the potential embryotoxicity effect of the drug. Ma’s lab’s methods closely mimic the high-throughput potential and unique regenerative abilities found in zebrafish, with one significant difference.

“Our model is more human-based and is more relevant and applicable on a human scale,” Ma says. “We believe that our models have more accuracy in terms of predicting the possible toxicity effect on human tissues.”

If a patient is suffering from heart disease and is experiencing muscle loss in the heart, Ma says this form of stem cell research can help regenerate the muscles and makeup of the heart without fear of the cell tissues being rejected by the patient.

How NSF Support Helped Build a Better Heart

When Ma came to the University 10 years ago, he started his lab to create cardiac models using stem cells.

In 2020, helped Ma create a better model heart and map out the different cells in the organoids. By observing how the cells communicated with the other cells, Ma learned how these cardiovascular cells are creating better, stronger heart muscles.

A research breakthrough came in 2022. Seeking to manufacture exponentially higher quantities of stem cell components needed to advance new disease treatments from clinical trials into mainstream use, Ma received a $500,000 NSF future manufacturing seed grant.

Game-Changing Research

Ma and his team have published several papers on their findings and plan to explore how machine learning could improve their heart models, how physical forces on heart tissue affect its ability to pump blood and how their model compares to traditional zebrafish toxicity screenings.

Eventually, they want to build a system helping patients assess treatment risks based on their health history and how well a drug works.

When it comes to pregnant women, Ma hopes to classify treatments based on the patient’s risk for developing fetal heart problems and offer solutions that present a much lower risk for developing an abnormal heart.

“This is really helping us to establish ourselves in the field of cardiac organoids and embryotoxicity,” Ma says. “My students do all of the work in the lab and I’m thankful that my research has been supported by a group of talented students.”