A group of Syracuse University students has spent months working with Syracuse youth, guiding them through theater, design and media workshops that will culminate in a live public performance this spring.

The students are leading (Theater Workshop), an annual, bilingual creative arts program based at on Syracuse’s Near West Side.

The program, which involves and in addition to La Casita, delivers culturally oriented arts education for community youth, says , the University’s executive director of cultural engagement for the Hispanic community. The workshops build dual-language skills, artistic presentation abilities and stage-presence confidence for children ages 6 and up.

The public performance will be held on Saturday, , at La Casita as part of the annual Arte Joven/Young Art exhibition, a celebration of visual art, music and dance. The event is open to the public.

Mutual Benefits

Taller de Teatro benefits both the students who lead the workshops and the children who participate, Paniagua says. “This program creates meaningful opportunities for University students to engage directly with the community while developing professional skills.”

The structure of the collaboration creates a dynamic environment where students and youngsters learn from one another, she says. “Several of the student instructors are studying drama and they are facilitating workshops alongside students from the creative arts therapy graduate program. Other students are contributing through documentation, photography, video and communications skills. In this way, the program becomes a multidisciplinary learning experience where students apply their training in a real community setting.”

For young actors and for theater students in particular, the chance to gain experience as instructors early in their careers can open important professional pathways, Paniagua says. “They are learning how to guide creative processes, work with children and adapt theater practices to educational and community contexts. Ultimately, the efforts of those involved are tremendous and they allow La Casita to offer high-quality theater programming to local youth.”

Kate Laissle, director of education at Syracuse Stage, says involving Syracuse students as teaching assistants for this program helps inspire and train the next generation of theater educators while providing programming that supports community connections.

‘For Everyone’

“The ability to partner with La Casita and build on our relationship and its well-established programming also helps show that theatre is for everyone,” Laissle says. “Working collaboratively between performance, design and storytelling, students get to experience the depth and breadth of theater. Using multiple capacities of theatrical art-making lets young people use their creativity in ways that serve them best. It is outstanding to see the growth of the students, both school- and college-aged, over the course of this program.”

This year’s student participants, who lead acting workshops and provide media support and documentation, are: GB Bellamy ’27 and Sofia Slaman ’27, acting majors, Department of Drama, VPA; Nashaly Bonilla ’28, major, Department of Drama, VPA; Catie Kobland ’21, G’26, fine arts graduate and master’s candidate in VPA; Iman Jamison G’26, master’s student in , School of Information Studies; Sara Oliveira ’29, film and media arts major, Department of Film and Media Arts, VPA; and Sophia Domenicis ’28, , Newhouse School of Public Communications.

Three Presenting Partners

The program is possible because of a collaboration among three university-connected organizations:

• La Casita Cultural Center is a program of Syracuse University established to advance an educational and cultural agenda of civic engagement through research, cultural heritage preservation, media and the arts, bridging the Hispanic communities of the University and Central New York.
• Punto de Contacto/Point of Contact, celebrating its 50th year, bridges cultures and disciplines through exhibitions, poetry and�� a permanent art collection. Its El Punto Art Studio has served youth since 2008.
• Syracuse Stage, the city’s leading professional theater, contributes expertise through acting and playwriting workshops that strengthen University-community connections and support literacy development.

More than 280 people representing approximately 110 organizations gathered in downtown Syracuse recently for the 2026 Lender Expo. This is the second year the communitywide convening and dialogue has been hosted by the University’s , and the expanded schedule was made possible by a new sponsorship from .

The Lender Center addresses important social issues through interdisciplinary research, community engagement and faculty and student fellowships. The expo is among the most visible expressions of that mission, offering organizations an opportunity to share resources, build partnerships and engage in dialogue about the area’s most pressing needs, says , director.

The program opened with a “State of the Region” panel discussion featuring Syracuse Mayor , Onondaga County Executive , U.S. Rep. and Syracuse City Court Judge .

Also addressing the group was , chief administrative officer and president of health plans at , who discussed the company’s efforts to address community health needs. Workshops covered grant writing, mental health, data collection, legal services, artificial intelligence and conflict resolution. A session, “Where Service Meets Progress,” drew a wide audience on the second day.

The convening also included recognition for , president emerita of InterFaith Works and founding member of the Lender Center Advisory Group, who was honored for her many years of social justice advocacy and community service.

More Event Photos

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

Fish and chips. Red double-deckers. A rooftop garden with Thames views. Nash Newton ’27 went to London for a semester abroad and came back with something far harder to fit in a suitcase: a completely new perspective on the world.

Newton, a resident of Portland, Oregon, is a policy studies major in the | with a focus on citizenship and community engagement. He studied abroad for the fall 2025 semester through Syracuse Abroad, and now serves as an Abroad global ambassador.

Newton took classes in marketing, politics and environmental sustainability efforts, among others. Through trips, he performed field studies and explored historic locations throughout the city of London and various parts of the UK such as Liverpool, Cornwall, Lockerbie, Scotland, and Cardiff, Wales.

Syracuse London organized a trip to Lockerbie, the site of the Pan Am 103 bombing in 1988 in which 270 people, including 35 students studying through Syracuse’s Division of International Programs Abroad were lost. He heard personal stories from residents and met this year’s 10 Lockerbie Fellows. The trip also included a visit to Glasgow, where participants attended a play titled “Small Acts of Love,” inspired by the stories surrounding the tragedy and the experiences faced by those after the event.

“Studying abroad at Syracuse truly shifts your perspective,” Newton says. “Embrace both the challenges and positive experiences, as they will create lasting memories and stories—whether you’re exploring solo or traveling with a group, attending classes or navigating an unfamiliar location.”

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

Explore a Museum

“Visiting the V&A East Storehouse Museum was a remarkable experience, as it showcases between 250,000 and 500,000 art pieces spread over three levels. This museum stands out for its unique presentation of many recognizable artworks. Many museums offer character and rare pieces, Additionally, visiting museums is usually free and provides a valuable opportunity to learn about history in an engaging way.

“I also visited the Science Museum, Natural History Museum and the Banksy Limitless Museum, showcasing the artist’s works and their significance in making points about political issues that were present at the time. There’s a course called Who’s Collecting Who that teaches students about object collection, often including weekly museum visits around the city. The London Transport Museum stood out as my favorite. I loved its layout, showcasing the evolution of transport from early vehicles to modern buses, taxis and Tube trains.”

Explore a New City or Town

“Exploring Chester and cities like Liverpool; Brighton; Cardiff, Wales; and Dublin, Ireland, revealed rich history to me. Traveling by train near London offered new opportunities to test my independence and step out of my comfort zone. Charming towns scattered throughout England are just a quick train ride away, each with its own unique character waiting to be discovered. Traveling by train makes the experience more inviting and can connect you to many more places than ever before.

“Participating in field study trips for courses like Sustainability on Trial (GEO 304) and Green Britain (GEO 300) was a transformative experience for me. Those opportunities deepened my understanding of sustainable resources and their potential to reduce carbon footprints. As a policy major, I am uncertain about my career direction after graduation, but I am eager to explore opportunities in this field to see whether they align with my interests. I traveled to Scandinavian countries such as Sweden, Finland and Norway and visited urban planning offices and parliament buildings in Stockholm, Sweden and Ivalo, Finland, among others.”

Find Hidden Spots in London

“The Garden at 120 rooftop offers greenery and views of the River Thames, providing a unique perspective on London. Many rooftop spaces are free, allowing residents and visitors to see the city from different angles. Hidden parks throughout the city offer calm escapes for lunch breaks and people-watching, often just a short walk from central streets like Oxford Circus. I recommend exploring neighborhoods outside central London, such as Shoreditch, Hampstead Heath, Hackney and Greenwich, where locals shop, eat and live.”

Enjoy New Cuisine and Engage in a New Culture

“Explore various markets in the city, including Spitalfields Market in East London, which features two sections: one for clothing, jewelry and local artists, and another food section with numerous vendors offering bakery items and foods representing many different cultures. During my time in London, I indulged in Japanese, Chinese, Ethiopian, Indian and British cuisine, including the traditional full English breakfast.

“On Nov. 5 and throughout the whole week, the main cultural event that happened was a holiday in England called Bonfire night (Guy Fawkes Day). The holiday commemorates a failed mission in 1605 to blow up Parliament. Throughout the week there are fireworks and bonfires in small towns around England and Scotland. There are festivals and fireworks in different parks throughout London.

“Syracuse London offers students cultural opportunities including attending West End shows as well as a Premier League match (West Ham vs. Burnley) and a rugby match. They also organized events like ABBA Voyage, an immersive concert featuring digital versions of the ABBA band. One class allowed us to visit city farms and gardens, such as Kentish Town Farm, which has various animals.”

Take a Unique Course

“Taking courses abroad offers new insights. Green Britain included field studies, as we examined how Earth-life system processes shaped Britain’s environmental resources and the impact of political devolution on human interactions with these resources. The course involved ecological investigations of arable land, fossil fuels and marine habitats, as well as policy analysis. It also fostered connections with classmates and the professor, providing a richer experience than traditional lectures. Such trips uniquely address unspoken questions and deepen understanding through direct engagement with the environment.

“The Syracuse London Center campus is centrally located for commuting. The student well-being staff provided valuable recommendations, particularly during fall breaks. They organized two weekend trips for fall 2025, one to Dublin and another to Paris. I chose Dublin, where we visited the Guinness Storehouse, Trinity College and Howth Bay, fostering connections with fellow students and staff. Though locations change each semester, they remain rewarding to visit as a group.”

Check Out More of Newton’s Photos Below

came to Syracuse University as a with an urgent purpose: to learn all she could about helping veterans return to civilian life and bring that knowledge home to war-torn Ukraine.

Pohorielova is an��associate professor and head of the Department of Pedagogy, Foreign Philology and Translation at in , near the front lines of the Russia-Ukraine War. Her journey to Syracuse began after she heard a high-level Ukrainian official observe that is about to become a city of veterans.

The comment was a turning point. Pohorielova realized that, when the war ends, hundreds of thousands of veterans will need support transitioning to civilian life: finding jobs, housing and educational pathways and, hopefully, a society aware of and responsive to their unique psychological needs. Yet Pohorielova also knew her country was far from ready to provide that help. “I felt like I didn’t know anything about veterans. I had no clue. And I felt like other establishments weren’t ready for the influx of veterans, either,” she says.

The next day, she learned about the Fulbright Visiting Scholar program and applied. To her surprise, she became just the second person from her university to receive a Fulbright in 30 years.

Right Place, Right Time

The Fulbright program matches host institutions with a scholar’s research goals, making Syracuse University, with its emphasis on veterans, a natural fit. Pohorielova’s visit is being hosted through the (CHB), drawing on the expertise and engagement of the (IVMF), the (OVMA), the (SOE), and colleagues at the . Among those who facilitated Pohorielova’s residency was IVMF founder and University Chancellor-elect .

“[This] is one of the best places in the U.S. to observe veteran re-entry services. Practices here have been validated. We need to learn, borrow, start them and adjust American practices to existing Ukrainian realities,” Pohorielova says.

Since her arrival, Pohorielova has attended monthly CHB seminars, worked closely with faculty sponsors , professor of psychology and CHB director; and , SOE faculty director of online programs and strategic initiatives, associate teaching professor in the School of Social Work and CHB associate director. She also engaged with faculty, staff, doctoral students and researchers across campus.

“Their contribution to my research is incredible,” she says of her sponsors. The broader campus culture has been welcoming, too. “Every person I meet here is trying to support me and give me the information I need.”

Facilitating the Transition

Ukrainian soldiers face the same reintegration challenges as American veterans: psychological health risks, substance use, financial instability and difficulty transitioning back to civilian life.��But for Ukrainian veterans who are returning to communities still under threat, with shattered economies and disrupted families, those risks may be even more acute, Pohorielova says.

Reintegrating also involves other obstacles, including funding, cultural resistance and a general distrust of mental health services, which is a legacy of Soviet-era political repression. Ukraine’s military culture, which prizes toughness and stigmatizes psychological struggles as weakness, presents another hurdle, Pohorielova says.

Pohorielova believes Ukrainian educational institutions can help facilitate veterans’ transition from military service to civilian life. At the same time, they can leverage veterans’ leadership, experience and a strong sense of purpose, qualities that can make them active contributors to postwar recovery efforts in Ukraine.

“Investing in veterans’ wellbeing, education and vocational pathways supports not only individual reintegration but also broader social and economic stability,” she says.

Insights from Pohorielova’s research at Syracuse form the basis of her recovery action plan, “Veteran Reintegration Ecosystem for Ukrainian Universities.” The scalable, locally grounded program can be implemented within existing institutions, she believes. The plan’s three pillars are institutional capacity and coordination; behavioral health and wellbeing; and workforce and economic integration.

Components include:

• Clear coordination and referral pathways to help veterans navigate academic and support services
• Faculty and staff training to strengthen the university’s ability to support veteran students
• Behavioral health awareness and referral pathways
• Flexible online and hybrid learning options
• Short-course retraining, microcredentials and entrepreneurship pathways aligned with workforce needs
• Structured employer and community partnerships to support job placement, entrepreneurship and business development

Pohorielova and her 13-year-old daughter, who came with her to the U.S. and attends school locally, have been here since February and will return to Ukraine this summer. By then, Pohorielova will be ready to present her fully developed framework to her university’s leadership as a ready-to-go strategy, and she hopes to see its immediate adoption.

Success would fulfill her dream of helping her country, her university and her community, and ensure that veterans will have proven systems in place to support their return.

“Following a dream is a good thing,” she says. “Once you succeed, you will get to a new level. That’s what happened to me. I didn’t expect it, but I’m very happy to be here.”

Syracuse University undergraduates are getting their moment to shine this spring, presenting original research and creative work to peers, faculty and the broader campus community across a series of symposia and showcase events running through the end of the semester.

“For a researcher, learning how to effectively present their work is a crucial part of the research process. Whether a student is sharing a completed project with conclusions, or a work-in-progress still in development, the dialogue and conversation with a broader audience is always clarifying,” says Kate Hanson, director of the (SOURCE). “Our undergraduates do incredible research, guided by dedicated faculty mentors, and our campus community is warmly welcomed to engage with and celebrate this work.”

The SOURCE Spring Showcase includes the following:

Thursday, March 26

Lundgren Room, 106 Life Sciences Complex, 4-6 p.m.
The event will feature four “TED-style” student research talks and a presentation of SOURCE and Center for Fellowship and Scholarship Advising (CFSA) awards.

Friday, March 27

Life Sciences Complex Atrium, 2-4 p.m.
This interdisciplinary event will feature more than 100 students presenting research and creative activity.

The entire campus community is invited to attend the events.

A complete list of programs in March, April and May with event and registration details can be found on (check back for updated information).

Other symposia and research-related events this spring include:

• , Wednesday, March 25, 9 a.m.-2:45 p.m., Goldstein Auditorium, Schine Student Center
• , Saturday, March 28, 8 a.m.-5 p.m., Life Sciences Complex Atrium
• , Friday, April 3, 9:45 a.m.-4:45 p.m., 608 Bird Library
• , Friday, April 10, 9 a.m.-4 p.m., Collegian Hotel and Suites, 1060 E. Genesee St.
• , Thursday, April 16, 8:30 a.m.-10:30 a.m., Nancy Cantor Warehouse, Auditorium, Room 100A
• , Friday, April 17, 10 a.m.-1 p.m., Milton Atrium, Life Sciences Complex
• , Friday, April 17, 10 a.m., 101 Newhouse 1
• , Tuesday, April 28, 3-5 p.m., 220 Eggers Hall
• , Wednesday, April 29, 9:30 a.m.-3 p.m., Hall of Languages, multiple locations (complete schedule will be available on the after April 8)

On Aug. 8, 2023, the town of , in West Maui, Hawaii, was consumed by one of the in U.S. history. The result: more than 2,000 acres burned, 12,000 residents displaced and 102 people killed. Despite the devastation and ongoing community grief, Hawaii’s governor West Maui to tourists just two months later.

That decision sparked significant controversy and spurred thousands of residents and Native Hawaiians to political action. They wanted fire victims to have more time to grieve their loved ones, secure new housing and heal as a community.

For Sophia Hiatt, a senior in the , the disaster was the catalyst for a year of scholarly inquiry and the subject of her political science distinction thesis. As a multiracial person of Native Hawaiian heritage, Hiatt has long been interested in Hawaiian politics and perspectives—an interest solidified through a Tufts University summer high school program to develop leadership skills for social change. She focused on the Native Hawaiian community and , she says.

“This [thesis] project was far more than simply another academic requirement. It was a meaningful and introspective experience that allowed me to reconnect with the history, culture and people who mean so much to me. Local and Native voices are too often absent from public discourse, and I felt a responsibility to ensure that the voices of community members are recognized and credited for their work,” Hiatt says.

Her research included analyzing the grassroots organization ’s Instagram posts, critically comparing its strategies to two other Hawaiian land-based movements, determining how it amassed 21,000 followers and assessing how it conducted voter education and registration drives. She examined how the group helped pass land-use regulation bills that opened housing for displaced fire victims, aiding community members to maintain island residency. She also interviewed group founder Jordan Ruidas.

SOURCE Support

Supported by the (SOURCE), Hiatt took her research further. She traveled to Maui to gauge the destruction and witness the organization’s impact firsthand, and attended the , a community holiday market held at the site of a Buddhist temple destroyed by the fires.

The opportunity to conduct on-the-ground inquiry in Maui and to see the impact of the fires was transformative, Hiatt says. “Being present at the market—the actual site of so much loss and resilience—gave the research a depth and texture that no amount of reading could provide.”

Mentors and Guides

Hiatt says she approached the project “with deep humility, mindful of the lives lost and the real people who are not only living with the consequences of this disaster but are also using this moment to reshape the political and social dynamics of their community.”

She credits thesis advisor , professor of political science; , assistant professor of political science; and , who leads the school’s Political Science Distinction Thesis Seminar with helping her hone analytical and critical thinking skills, build confidence in academic spaces and develop stronger scholarly writing practices. “Their mentorship has been invaluable,” Hiatt says. “It has pushed me to approach complex questions with more rigor and more care.”

Hiatt would like to see her research published in an undergraduate research journal in hopes of inspiring other students to learn of ����󲹾�����’s post-fire political landscape and perhaps continue the research.

She also believes the lessons she’s learned this past year will carry forward into her career. After Commencement, she plans to work full time in compliance at Fidelity Investments before applying to law school in the future. “My commitment to institutional accountability and transparency ultimately connects both my thesis research and my future professional goals,” she says.

For Syracuse University senior , research isn’t confined to a laboratory. She’s taking her work directly into the community—hosting events, screening participants and listening closely to people who have long been underserved by the health care system.

Weltman, a dual major in communication sciences and disorders (CSD) and neuroscience with a minor in psychology in the (A&S), is conducting research in the under the mentorship of , A&S assistant professor of CSD.

Pei, a certified speech-language pathologist, researches ways to maximize cognitive-communication rehabilitation outcomes for individuals with traumatic brain injuries and how health communication discrimination affects their health care access and recovery.

Pei and Weltman are working in the project, “Integrating Culturally Adapted Principles in Cognitive Communication Rehabilitation,” which addresses a critical gap in speech-language pathology: the absence of culturally tailored care.

“The long-term goal of this research study is to improve speech-language pathologist therapy participation and outcomes for all clients, regardless of their backgrounds, thereby ensuring consistent healthcare delivery to all,” Weltman says.

Community Research Model

To gather insights, the research team uses a community-based model, hosting engagement events at locations such as the Westcott Community Center, Mckinley- Brighton Elementary School, Cicero Community Center, Interfaith Works of CNY and the Jewish Community Center of Syracuse. Participants come from local nursing homes, YMCAs, elementary school programs and other local groups that support community centers and senior companion programs. The events include presentations on healthy aging that feature games and prizes, free cognitive screenings and opportunities to participate in surveys and interviews. Weltman then analyzes those findings and connects them to the psychotherapy adaptation and modification framework—a systematic guide used to customize standard psychological treatments to fit a client’s specific personal background.

Learning New Skills

The work has pushed Weltman to develop skills that span clinical science, data analysis and community organizing. She has learned to code interviews, extract and analyze data, develop surveys and create clinical manuals, and says these technical competencies will serve her well in her future career as a speech-language pathologist specializing in neurogenic communication disorders.

Just as important, she has learned to see the broader landscape of how health care reaches and serves all patients. She says that work has allowed her to identify specific barriers to health care and learn how to recognize how personal nuances affect speech-language therapy.

Weltman’s research is already reaching beyond Syracuse’s campus. She is preparing to submit a proposal to , a significant milestone for an undergraduate researcher.

She credits her faculty mentor with making that trajectory possible. Weltman has worked with Pei since her sophomore year and says the relationship fundamentally shaped her academic and professional path.

“From my very first assigned task, Dr. Pei has believed in my potential and supported me every step of the way,” Weltman says. “Without her and the lab, I would have never concentrated on the field of cognitive communication, which has inspired my future career.”

The (SOURCE) has also been instrumental in her work, Weltman says. SOURCE is where she first learned about the range of available to undergraduates.�� The office provided research project components, including a received this past year. In addition, SOURCE support such as and programming including orientations, workshops and check-in meetings, have underpinned her ongoing success, she says.

For Weltman, the research is ultimately about more than data or frameworks—it is about making sure every patient, regardless of background, has a real chance at recovery.

Syracuse University Libraries is now accepting applications for the Spring 2026 round of the Intelligence++ Ventures initiative, a funding program that supports student innovators working to develop and commercialize solutions that improve the lives of people with intellectual disabilities.

The initiative was launched through a generous gift from Gianfranco Zaccai ’70, H’09 and the Zaccai Foundation for Augmented Intelligence. It is designed to help promising student-led ideas move from early-stage concepts toward real-world impact.

“This competitive program is a valuable tool for student innovators to help commercialize products, services and technologies that will help people with intellectual disabilities,” says Zaccai. “It is intended to accelerate the transfer of inclusive and entrepreneurial design research to the marketplace. It will help students create innovations that can be used by early customers, to gather real-world feedback and to accelerate solutions for people who will benefit from their ingenuity. Our goal is to attract students from a wide range of disciplines who are working in multidisciplinary teams.”

Intelligence++ Ventures builds on the success of the that began in fall 2020 at the . The program was created in partnership with the Taishoff Center for Inclusive Higher Education’s and the (VPA). Since its launch, Intelligence++ has encouraged students across disciplines to apply inclusive design principles to create products, technologies and services that support individuals with intellectual disabilities.

A cornerstone of the program is the inclusive design research course, which invites students from across campus to imagine and build solutions for people with intellectual disabilities.

The course introduces students to inclusive design and entrepreneurial thinking and provides a framework for developing innovations that are both functional and meaningful to the communities they are intended to serve. Registration for the course is currently open (contact Professor ) for the fall 2026 semester. While participation in the course is recommended for students interested in applying for the Intelligence++ Ventures grants, it is not required.

Submit an Intelligence++ Ventures Proposal

“The Intelligence++ Ventures grants assist student research and entrepreneurial initiatives emerging from the Intelligence++ program in collaboration with other campus innovation partners,” says , Dean of Syracuse University Libraries and University Librarian. “The program helps move student research in this important area to proof of concept and commercialization.”

Eligible projects may include technological, educational, organizational or other creative innovations designed to empower individuals with intellectual disabilities, as well as their families and communities.

Students applying for the grants must identify a specific need related to the discovery, testing, development or launch of a product, service, technology or creative work. Projects may originate from coursework, research labs, independent studies�� or other innovation-focused programs across the University.

Applicants are asked to submit a proposal as a single PDF that includes a cover letter outlining the funding request, use of funds, timeline and project milestones. In addition, proposals must include an executive summary describing the problem or opportunity being addressed, the proposed solution and how it works and the customer discovery research that supports the concept.

Proposals should also outline the project’s target market, particularly how the innovation will benefit people with intellectual disabilities or their families, along with any traction achieved to date, the team and advisors involved and the partners needed to move the idea forward.

Students are encouraged to clearly describe the scope of the project they are proposing, including details about any prototype they plan to build, how it will be tested, who will participate in the evaluation process and how results will be measured. Applicants should also outline potential next steps if the prototype and testing prove successful.

Submissions will be reviewed based on several key criteria. Successful proposals will demonstrate innovative research or entrepreneurial projects that have moved beyond the idea stage and show strong potential to become a commercial product, service or technology capable of making a meaningful impact. Reviewers will also evaluate the feasibility of the proposal, the strength of the research and development plan and the quality of the written submission.

In addition, proposals will be assessed on the strength of their commercialization strategy, including a clear product development roadmap and expected outcomes such as prototype development, early sales, additional investment or licensing opportunities. Budgets should be realistic and well researched, demonstrating that grant funding will meaningfully advance the project.

The grant program is administered through Syracuse University Libraries in collaboration with the VPA School of Design and InclusiveU. Additional collaborators include the Martin J. Whitman School of Management, the College of Engineering and Computer Science and partners throughout the University’s broader research and commercialization ecosystem.

To submit your proposal or request additional information, contact orangeInnovation@syr.edu.

In a world increasingly shaped by both connection and division, a diverse group of students is embarking on a distinctive journey of leadership and learning. The Global Interfaith Leadership Project (GILP), housed at Hendricks Chapel, represents a pioneering approach to preparing tomorrow’s leaders by combining religious and spiritual formation with practical civic engagement.

The program’s inaugural cohort, selected from across the University’s schools and colleges, brings together undergraduate and graduate students from varied faith traditions and backgrounds. From a Somali Banti student working to address food insecurity, to a chemical engineer coordinating interfaith dialogue, to a public administration student with White House experience, these scholars represent the rich tapestry of perspectives that GILP seeks to cultivate.

A Distinctive Approach to Leadership

What sets GILP apart is its “Roots, Reach and Results” framework—a holistic approach that moves beyond traditional interfaith dialogue. The program deepens students’ own religious or spiritual foundations (Roots), expands understanding and collaboration across traditions (Reach) and works to create tangible positive change in communities (Results).

“This project addresses a crucial need we’re seeing among students today,” explains Imam Amir Durić, GILP project director and assistant dean for religious and spiritual life at Hendricks Chapel. “Students are seeking meaningful opportunities to make a positive and profound impact. At the same time, we’ve witnessed a 150% increase in student participation in religious and spiritual programs at Hendricks Chapel over the past eight years. GILP brings these two trends together in a way that prepares leaders who can heal divides, imagine new possibilities and empower others in service to the common good.”

Diverse Backgrounds, Shared Commitment

The 2026 cohort members come from nine schools and colleges across the University and SUNY College of Environmental Science and Forestry, spanning architecture, engineering, public policy and environmental science. Their varied academic pursuits reflect the program’s commitment to interfaith leadership across all disciplines.

Among the cohort is Abdirahman Abdi, a senior majoring in African American Studies from the South Side of Syracuse. Drawing on his lived experience as a refugee, he co-founded the Sadaqa Foundation to address food insecurity in Kenya’s Dagahaley Refugee Camp—exemplifying the program’s emphasis on translating spiritual values into concrete community action.

Ronit Hizgiaev, a sophomore in the Maxwell School studying international relations and law, society and policy, brings her experience as multifaith chair for Syracuse Hillel. She has been instrumental in the Salaam Shalom program, where students learn Hebrew and Arabic to find common ground through language. “Ensuring everyone’s voices are heard and accounted for is a crucial value I hold,” she says.

Mian Hamid, a graduate student in the iSchool, serves as Hendricks Chapel’s interfaith engagement coordinator and convener of the Student Assembly of Interfaith Leaders. His role bridges the program’s academic learning with hands-on leadership development, rooted in both empathy and shared action for the common good.

Graduate student Gianna Juarez, pursuing a master of public administration in the Maxwell School, previously served in the Biden-Harris Administration and at United Way Worldwide. Her background in strategic implementation adds depth to discussions about translating interfaith values into policy and practice.

Beyond Dialogue: A Comprehensive Learning Experience

Scholars participate in weekly interactive sessions, civic projects and visits to local and regional faith communities. The program culminates in an international study journey and participation in the Interfaith America Leadership Summit.

The planned trip to Germany and Bosnia-Herzegovina will offer particularly powerful learning opportunities. Students will examine Holocaust memory in Germany and the aftermath of the Bosnian War and Srebrenica Genocide. In Sarajevo—often called the “European Jerusalem”—they will explore centuries of interfaith coexistence at the crossroads of East and West, examining how religious and moral frameworks shape both the best and worst outcomes of human history.

A Tapestry of Faith and Purpose

The cohort spans a wide spectrum of religious and spiritual identities. Sandy Smith, studying forest ecosystem science at SUNY-ESF, brings a spirituality rooted in nature. “Nature teaches us that diversity is our greatest strength,” she notes, “and I believe that through interfaith collaboration, we will bring humanity to its greatest potential.”

Each of the 16 scholars is also developing a civic engagement project aimed at creating lasting change in the Syracuse community and beyond—all grounded in the Roots, Reach and Results framework.

The GILP is a timely response to the challenges of our interconnected yet divided world. These scholars aren’t just learning about interfaith leadership—they are living it, demonstrating that differences can be sources of strength and that a shared commitment to the common good can overcome division.

For more information about GILP at Hendricks Chapel, visit the .

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

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

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

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

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

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

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

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

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

The Lender Center for Social Justice is now accepting applications for the 2026-28 Lender Faculty Fellowship. The two-year research fellowship, now in its eighth year, supports faculty work on the causes of and solutions to complex contemporary social justice issues.

Application Deadline Is April 10

• The fellowships are open to full-time Syracuse University faculty.
• Applications are due by Friday, April 10, at 5 p.m.
• Details about the and required materials are available on the .
• Questions can be directed to��lendercenter@syr.edu.

What Support Does the Fellowship Provide?

• A stipend of $15,000 covering the faculty member’s work for two summers.
• An additional $5,000 per year allocated to support research initiatives ($10,000 total).
• Another $5,000 dedicated to cover costs of hosting a public symposium at the conclusion of the fellowship, when faculty and student fellows present their work.

Who Are Recent Faculty Fellows and Their Research Topics?

Recent fellows studied these issues:

• , associate professor of mathematics and mathematics education in the and , looked at how data literacy skills can be developed and how data can provide insights into community quality-of-life issues.
• , assistant professor of public health in the , examined economic policies that shaped housing and employment opportunities in Syracuse and the importance of community input and engagement in social issues
• , assistant professor of magazine, news and digital journalism in the , studied post-9/11 news media coverage and how it impacted specific communities.
• , professor of anthropology and Ford-Maxwell Professor of South Asian Studies in the��Maxwell School, led a team that studied how AI systems can transform the concepts of autonomy, accountability, human rights and justice.
• , associate dean for strategic initiatives and research and Georgia Miller Associate Professor in the School of Design at the , assessed how building design impacted accessibility and use of a new women’s wellness center.
• , associate professor of geography and the environment in the Maxwell School, who , particularly during the COVID-19 pandemic.

Good Results, Engaging Research

“Over the past eight years, Lender faculty fellows and their student teams have taken innovative approaches to exploring a wide spectrum of social justice issues,” says , Lender Center director. “We are grateful for their good work and the up-to-date knowledge they have produced, and we are pleased that they have regarded their projects as engaging and transformative research opportunities.”

The sound of drills, hammers and sanders filled the Skybarn on South Campus on Feb. 20, as 141 student volunteers came together to build beds for children in the Syracuse community who don’t have one to call their own.

The partnered with the Syracuse chapter of to work toward SHP’s mission, “No kid sleeps on the floor in our town.”

Throughout the day, the energy inside the venue was upbeat. Students who had never picked up a power drill were guided by more experienced SHP volunteers, sawdust collecting on sneakers as bed frames took shape across the floor.

Over the course of two two-hour shifts, volunteers built 116 bed frames, surpassing the goal of 100 and more than doubling what was done during the inaugural build in 2024. There was laughter, encouragement and a shared sense of purpose that organizers said made the day unlike anything they had experienced before.

A Growing Commitment

The growth of the program has been striking. When SUVO first partnered with SHP on a 2024 build, the group completed 44 beds. In 2025, that number jumped to 88. This year’s total of 116 represents not just a record, but a reflection of deepening commitment across campus.

Students from a wide range of programs and organizations showed up to help, and novel fundraising efforts, such as pie-in-the-face events, helped cover the cost of materials. The planning team included SUVO President Ava Portney ’26, Vice President Ryan Edwards ’26, Secretary Lara Sare ’26 and Treasurer Cody Wade ’26.

Syracuse Mayor Sharon Owens ’85 stopped by and addressed volunteers, drawing a direct line between a good night’s sleep and a child’s ability to reach their potential. She noted that 10% of students in the Syracuse City School District lack a permanent address.

“No one’s potential is defined by where they live,” Owens said, “but their ability to be prepared to be the best they can be definitely is affected by how they live.”

She thanked the Syracuse students on behalf of the entire city, telling them the experience of giving to someone who may not be empowered to give to themselves would stay with them for the rest of their lives.

Portney said the eagerness she witnessed among student volunteers was inspiring and proof that community, even in discouraging times, has a way of sustaining itself. “Community is the closest thing to good we can have as humans,” she said.

Wade told the volunteers that a bed is far more than a piece of furniture. “A bed is safety. It’s dignity. And most importantly, it’s hope.”

He urged every volunteer to go a step further and help deliver the beds into the community on a future Saturday. SHP expert volunteers bring community members directly into the homes of families in need to assemble and set up the beds on-site.

‘This Is Where You Sleep’

Dave Hoalcraft ’85, a Syracuse native who worked for the University for 39 years, is now co-president of the Syracuse chapter of SHP. He described one of the deliveries he made in the community that remains at the forefront of his mind. A young girl pointed to a blanket and stuffed animal on the floor when telling him where her bed was. Once the bed was assembled, complete with new bedding, it dawned on her that she now had a safe and cozy place to rest her head at night.

“Sixty times you gave us the opportunity to tell this little girl: ‘This is where you sleep,” Hoalcraft told the first shift of volunteers, which completed 60 bed frames. “You did a lot more than play shop today—you gave 60 kids a warm, safe place to sleep.”

With each passing year, more students have learned about the cause, spread the word and shown up ready to work.

The build has become one of the most anticipated volunteer events on campus, a rare occasion where the output is something tangible: a sturdy wooden frame, carefully sanded and assembled, that will soon hold a mattress, sheets, bedding and a sleeping child who might otherwise have had nothing beneath them but the floor.

For the children of Syracuse who will receive these beds, the impact may be difficult to measure but is impossible to overstate. As Mayor Owens said, everyone’s day begins with how they laid their head the night before. Thanks to 141 Orange volunteers, 116 more children in Syracuse will have a chance to take part in a good night’s sleep.

To volunteer for a bed build, bed deliveries, donate bedding or make a monetary donation, visit . For more information about SUVO activities, email suvo@syr.edu.

, a provider of ��home and community-based care across New York state, is partnering with the to support the 2026 Lender Expo on Wednesday, March 11, and Thursday, March 12, at the Marriott Syracuse Downtown.

The convenes public officials, nonprofit organizational leaders, service providers, community members and Syracuse University faculty, researchers and students for conversations ��about social justice issues affecting the region and ways to address them.

Featured Activities

• A “State of Our Region” panel discussion with several elected officials: Syracuse Mayor , Onondaga County Executive , U.S. Representative , Syracuse City Court Judge and Nascentia Chief Administrative Officer and President of Health Plans
• A , “Where Service Meets Progress”
• Workshops on grant writing, mental health, data collection, legal services, artificial intelligence and conflict resolution

Full Schedule, Tabling

View the . The expo is free and open to the public. Attendee is required; the sign-up deadline is Friday, Feb. 27.

Nonprofit and other organizations offering public services and information are welcome to host information tables. for tabling is required; details are available on the .

Last year, more than 200 people attended the expo and 80 nonprofit organizations showcased program information.

“We are thrilled that Nascentia Health has invested in this important communitywide gathering and excited about the essential conversations and ideas it will generate,” says , Lender Center director. “Nascentia’s support has expanded the expo’s impact and assures that the critical conversations this event enables are more sustainable for the future.”

Ryan Pyland, Nascentia Health associate vice president, marketing and communications,�� says, “We are proud to partner with Syracuse University and the Lender Center for Social Justice for the 2026 Lender Expo. As a community-based health care organization, we see every day how collaboration strengthens outcomes for individuals and families across Central New York. Supporting this event reflects our commitment to meaningful dialogue, shared strategy and collective action that advance the health and well-being of the communities we serve.”

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

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

Genuine Understanding

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

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

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

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

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

Inspire and Motivate

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

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

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

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

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

The College of Law will host “The Americans with Disabilities Act and Universal Design: Global Legacy and Potential in Higher Ed” on Friday, April 10, in Dineen Hall from 9 a.m. to 5 p.m.

. Event details and poster exhibition proposal instructions (deadline: March 1) are .

About the Symposium

The symposium examines how the Americans with Disabilities Act (ADA)’s foundational principles have transcended U.S. borders to influence international disability rights frameworks, accessibility standards and inclusive design practices across diverse cultural and legal landscapes.

Disability rights activist , who holds a degree from Georgetown University, be the keynote speaker and will discuss her experiences with accommodation and accessibility while pursuing her degree.

Panel Topics

Panel 1: Practical and Conceptual Tensions in Accessibility and Accommodation
The panel examines whether universal design truly advances equity or risks masking persistent inequalities. Panelists will navigate the intersection of disability rights, academic freedom and pedagogical innovation, asking whether current frameworks adequately serve students with disabilities or perpetuate exclusion.

Panel 2: Higher Ed Accessibility, Artificial Intelligence and Accommodation in Comparative Focus
The panel takes a global comparative approach to how different legal frameworks, economic contexts and technological infrastructures shape accessibility. The panelists will explore whether the shift from the ADA’s civil rights paradigm to the Convention on the Rights of People with Disabilities (CRPD) human rights framework has transformed access to higher education worldwide.

Panel 3: Implementation and Institutional Buy-In: Futures and Transformative Potential
This panel confronts the gap between aspirational commitments to accessibility and the lived realities of disabled students, faculty and staff. The panelists will examine why universities struggle to implement universal design principles and what transformative change requires.

Poster Exhibition

The symposium includes a poster exhibition. The proposal deadline is March 1, and specifications are available on the .

“This is an opportunity for faculty, staff and students across campus and the world to discuss, analyze, compare and share strategies relating to accessibility and universal design across diverse learning environments,” says Cora True-Frost, G’01, L’01, professor of law, Laura J. and L. Douglas Meredith Professor of Teaching Excellence and symposium organizer. “A central goal is engaging university communities globally about both the promise and challenges of opening higher education more proactively to people with disabilities.”

The symposium is sponsored by the Burton Blatt Institute, Center for Disability Resources, Center for Teaching and Learning Excellence, D’Aniello Institute for Veterans and Military Families (IVMF), Disability Law and Policy Program, Impunity Watch News, Journal of Global Rights and Organizations, Journal of International Law and Commerce and the Laura J. and L. Douglas Meredith Program.