Nathalia Kobrosky and Jayde Kahn Learn How to Help Children in Crisis
Human Development & Family Science News
Dean Murphy Welcomes Falk Students
Dear Falk Students,
Finally, our beautiful campus is packed with energy after the quiet summer months. It’s great to see our returning Falk students—we’re so glad to have you back! Please join me in giving a big Orange WELCOME to the Class of 2026, and to our new transfer and graduate students! Our Falk family just got a whole lot bigger.
As we share in the excitement of a new semester, I want to remind you of some important information that will help you navigate life on campus.
Official Syracuse University Communications
Syracuse University email is the primary communication method at the University. Your professors and University offices will contact you with important information using your Syracuse University email address (ending in “@syr.edu”), not your personal email address. It’s important to read your University email at least once every day so you’re aware of the latest information that’s essential to you.
Public Health Information
Public health remains a critical priority for life on campus. Please review the Fall 2022 Public Health Guidelines. We fully expect all Falk College students to follow University public health guidelines. For public health information and updates, please visit the Stay Safe website, the official source of public health information for Syracuse University. Thank you for doing your part to keep our community safe and healthy.
Student Support Services
Falk College Student Services is an important resource in your support system at Syracuse University. Student Services counselors are here to provide you with academic advising and help you meet your requirements and goals. In addition, they are your resource for private consultation related to student social and emotional concerns. If you have any concerns throughout your academic career, please contact Student Services or visit Suite 330 Barclay Hall in the Falk Complex.
I encourage you to connect with the staff at Falk Career Services, who can help you prepare for life after college through career exploration, internship and job searching, professional networking, and more. They are also located in Suite 330 Barclay Hall, or you can search for opportunities through Handshake, the University’s job search and professional events portal.
In addition, you can connect to spiritual life on campus at Hendricks Chapel, as well as health and counseling services in the Barnes Center at the Arch.
Student Spaces in Falk College
The Student Lounge, located in Falk 216, is available to you anytime the Falk Complex is open. The lounge has a microwave, refrigerator, and vending machines for student use. Across the hall is the Falk Café on 2, open 8:00 a.m. to 3:00 p.m. Monday through Thursday and 8:00 a.m. to 2:00 p.m. Friday starting September 6. Visit the Food Services website for up-to-date operating hours for cafés and dining centers across campus. Just down the hall is Falk 229, the quiet student lounge.
There are several computer labs in the Falk Complex. Falk 113 is a PC lab, and Falk 229 is a quiet study area that has both PCs and Macs available for your use. Both spaces are available to students at any time. Falk 400 and 407 are PC labs that are also used as teaching classrooms. When class is not in session, they are open for student use. You may check their schedule of availability using the 25Live website. You may also use the quick-print stations in Falk 216 and 229 for printing and email. These stations log out automatically after 15 minutes of use.
Ways to Get Involved
The Student Involvement Fair will be held Thursday, September 8, on the Quad from 4:00 to 7:00 p.m. There are more than 300 student organizations at Syracuse University. Be sure to explore organizations that might be outside your usual interests, too. Remember, this is a great way to meet new people and discover something new about yourself!
There are many exciting events planned for Fall 2022, including two signature Syracuse University events: Family Weekend October 14-16 and Orange Central, Syracuse University’s annual homecoming and reunion weekend, September 29-October 2. You can discover activities and events on campus by visiting the Syracuse University Calendar.
There are so many ways to connect, express, and grow at Syracuse University, and these are just a few suggestions to get you started. I encourage you to visit the Syracuse University For Students page for more resources and opportunities to make the most of your Syracuse experience.
I wish you the best as you begin (or continue) your Orange story. Best of luck to each of you. We’re excited to see all that you will accomplish this year.
Go Orange!
Diane Lyden Murphy, M.A., M.S.W., Ph.D.
Dean
Falk College
Welcome Class of 2026
Welcome to Syracuse, new Falk College students! The newest Falk students in the Class of 2026 are a talented group from 30 states and 18 global countries. We welcome 386 first-year and 14 transfer students who join new graduate students, 141 in residential programs and 244 online. We’re glad you’re part of the Falk family. Altogether, the Falk College student body is 2,140 strong!
We look forward to meeting with you, your families, and friends at Syracuse Welcome August 25-28, 2022. It will be an exciting time of meeting new classmates and professors, and discovering all that our campus and region have to offer.
Join us for important Falk College welcome events. You can also check out the main Syracuse Welcome website for information on all events surrounding Syracuse Welcome and getting moved in!
Falk College Syracuse Welcome Events:
There are currently no events scheduled, please check back soon.
Falk College Welcomes New Faculty and Staff
Syracuse University’s Falk College is pleased to welcome 14 new staff members who have joined Falk College in the past academic year: Peter Ashworth, Social Work Internship Placement Coordinator; Rebecca Berard, Marriage and Family Therapy Internship Placement Coordinator; Jennifer Coughlin, Social Work Program Manager; Kim Fudge, Admissions Operations Coordinator; RoQueHarmon, Exercise Science Internship Placement Coordinator; Chandice Haste-Jackson, Associate Dean of Student Services; Kara Hughes, Social Work Administrative Assistant; Timothy Lamey, Exercise Science Internship Placement Coordinator; Matt Michael, Communications Manager; Kim Mura, Human Development and Family Science Office Coordinator; Matthew Murphy, Nutrition and Food Studies Procurement Specialist; Beth Perez, Sport Management Internship Placement Coordinator; Ian Richardson, Assistant Director of Undergraduate Admissions, and; Tyler Sliker, Marriage and Family Therapy Clinic Director.
In addition, Falk College is pleased to announce 12 new faculty appointments:
- Exercise Science – Kylie Harmon, Kristen Konkol;
- Human Development and Family Science – Ashleigh Jones;
- Marriage and Family Therapy – Tristan Martin, Tracey Reichert Schimpff;
- Nutrition and Food Studies – Naomi Shanguhyia;
- School of Social Work – Nadaya Brantley, Ting Guan, Joseph Smith, Aviva Vincent;
- Sport Management – Lindsey Darvin, Jason Maddox, Adrian Simion
Kylie Harmon
Assistant Professor, Exercise Science
Kylie Harmon joins the Department of Exercise Science as an assistant professor. Her position is part of the Aging, Behavioral Health, and Neuroscience research cluster.
Prior to joining Syracuse University, Harmon was a graduate research assistant at the University of Central Florida (UCF) within the School of Kinesiology and Physical Therapy. There, she taught undergraduate kinesiology classes in exercise science, assessment techniques, and health and wellness. While at UCF, she also served as the research coordinator of the Neuromuscular Plasticity Laboratory within the Institute of Exercise Physiology and Rehabilitation Science. During her M.S. studies, she was the Human Performance Laboratory director within the Department of Kinesiology at California State University, Fullerton.
Harmon’s research focuses on understanding the neuromuscular adaptations that occur in response to aging, immobilization/disuse, fatigue, and strength training, with an emphasis on both changes in motor unit behavior and alterations in the corticospinal pathway. She is particularly interested in how to best preserve muscular strength during periods when resistance training is not feasible, such as during illness, injury, or immobilization.
During her doctoral studies, Harmon was awarded a Richard Tucker Gerontology Applied Research Grant from the University of Central Florida Learning Institute for Elders (LIFE) Group to support her research in older adults. To support her dissertation project, Harmon was awarded the University of Central Florida Graduate Dean’s Completion Fellowship.
Harmon was named recipient of the University of Central Florida Division of Kinesiology Doctoral Scholar Award and Graduate Writing Award supported by the American Kinesiology Association. She is an active member of the National Strength and Conditioning Association (NSCA) and was awarded both the NSCA Foundation’s Women’s Scholarship and Challenge Scholarship.
Harmon earned a Ph.D. in education, exercise physiology track, from the University of Central Florida in 2022, preceded by a M.S. in kinesiology from California State University, Fullerton, in 2016, and a B.A. in Russian studies from Binghamton University in 2013. She is a Certified Strength and Conditioning Specialist through the National Strength and Conditioning Association.
Kristen Konkol
Associate Teaching Professor, Exercise Science
Kristin Konkol is an Associate Teaching Professor in the Department of Exercise Science. She teaches courses such as structural kinesiology for performance enhancement and injury prevention, structural kinesiology, scientific principles of conditioning, and concepts of fitness. She also runs the internship and experience credits for the department.
She joined Falk College as an Assistant Teaching Professor in the Department of Exercise Science in Fall 2020. Prior to joining Falk College in 2020, the Department of Exercise Science was positioned within Syracuse University’s School of Education, where Konkol has served as Assistant Professor since 2018, and formerly as part-time faculty. Previously, Konkol was an Assistant Professor in the Department of Human Performance, Exercise Science/ Physiology at the Minnesota State University, Mankato, where she taught courses such as individualized exercise, aerobic conditioning, and concepts of fitness, among others. She also held an adjunct faculty position there, as well as coaching positions at the Gustavus Adolphus College.
At the University of Kwa-Zulu Natal in South Africa, Konkol held several titles, including lecturer, lab instructor, manager in the Human Performance Laboratory, and performance specialist for professional athletes. Konkol’s research interests include sport specific training; speed, agility, and quickness training; athletic performance testing; strength and conditioning; exercise immunology; and global perspectives in human performance. Konkol’s work is published in the Cardiovascular Journal of Africa, Sport Sciences for Health, Children, Sports and Exercise Medicine Open Journal, and International Journal of Exercise Science.
Konkol currently serves at Syracuse University as the I-Move Program Coordinator and Dance Minor Coordinator. From 2004 to 2006, she served as a United States Peace Corps Volunteer in Guyana and South America. Konlol is a Certified Performance Enhancement Specialist through the National Academy of Sports Medicine. Konkol earned her Ph.D. in Sports Science from the University of KwaZulu-Natal in South Africa in 2013.
She earned an M.A. in Kinesiology with an Exercise Physiology emphasis and a graduate minor in Complementary and Alternative Therapy and Healing Practices. She earned her B.S. in Exercise Science with a Cardiac Rehabilitation emphasis from the University of Toledo, where she was a Division I collegiate basketball athlete.
Ashleigh Jones
Assistant Teaching Professor, Human Development and Family Science
Ashleigh Jones joins the Department of Human Development and Family Science as an assistant teaching professor. She teaches classes in human sexuality and intimate relationships.
Jones has over 10 years of teaching experience and has taught courses across various subjects spanning multiple disciplines at both the undergraduate and graduate levels. As an educator, Ashleigh takes immense pride in creating an informative and engaging classroom environment in which students are encouraged to control their own learning experience. Dr. Jones leverages her extensive teaching experience with novel teaching pedagogies to create an immersive and collaborative teaching environment to help future scholars and practitioners apply theory to practice. Recent courses she has taught include families in crisis, cross-cultural research, adolescents and their families, mental health, and human sexuality.
Prior to joining Syracuse University, Jones was an instructor at Texas Tech University in 2020 in the Departments of Human Development and Family Sciences and Community, Family, and Addiction Sciences. Prior to Texas Tech, while completing her graduate degrees, she served as an instructor at the University of Illinois Urbana-Champaign, teaching courses for the Department of Community Health from 2010-2017.
In addition, Jones worked as an academic coach with Disabilities Resource Education Services at the University of Illinois from 2012-2017. In this role, she worked directly with students and conducted needs assessments; offered career counseling; and created, implemented, and facilitated several skill-based workshops and trainings for students, staff, and faculty across the university campus.
Jones earned a Ph.D. in 2019, an M.S. in 2011, and a B.S. (with honors) in 2008, all from the University of Illinois Urbana-Champaign.
Tristan Martin
Assistant Teaching Professor, Marriage and Family Therapy
Tristan Martin joins the Department of Marriage and Family Therapy as an assistant teaching professor. He teaches classes in family therapy, including sexual issues for the helping professional.
Prior to Fall 2022, Martin was an adjunct instructor both in Marriage and Family Therapy and Human Development and Family Science at Syracuse University.
Martin’s research focuses on transgender sexuality with the intersections of relational and erotic diversity. He has presented at multiple national conferences and contributed to publications in the field of family therapy and transgender issues, including the “Handbook of LGBTQ-Affirmative Couple and Family Therapy” and “Sexual and Relationship Therapy.”
Martin was a recipient of the Summer Dissertation Fellowship at Syracuse University in 2019 for his dissertation “Transgender Congruence and Sexual Satisfaction in Trans Masculine Adults: The Role of Affirmative Sexual Partners.”
Martin is a Licensed Marriage and Family Therapist (LMFT) and AASECT-certified Sex Therapist. His clinical work focuses on providing support for the LGBTQ community, with specialization in supporting gender transition for youth and adults.
Martin earned a Ph.D. in Marriage and Family Therapy from Syracuse University in 2020, a Certificate of Advanced Study in Sex Therapy from the University of Wisconsin-Stout in 2020, a master’s degree in family therapy from Mercer University in 2016, and a B.A. (with honors) in 2014 from Huntingdon College.
Tracey Reichert Schimpff
Associate Teaching Professor, Marriage and Family Therapy
Tracey Reichert Schimpff is an associate teaching professor in the Department of Marriage and Family Therapy. She teaches supervision in marriage and family therapy for doctoral students and practicum courses for the master’s program.
Reichert Schimpff has been the director of clinical services for Marriage and Family Therapy since 2013 and served as the clinic supervisor from 2008 to 2013. Prior to working at Syracuse University, Reichert Schimpff was the director of family services at The Salvation Army in Syracuse. She held several clinical and administrative roles in the non-profit organization from 1998 to 2008.
Reichert Schimpff’s focus has been on child welfare and the treatment of trauma. Her research explored therapists’ experiences of trauma and the role of compassion fatigue and compassion satisfaction. She is also interested in developing community collaborations to increase access to mental health care.
She has collaborated on scholarly articles and grants in the areas of community violence, trauma, and maternal mental health.
Reichert Schimpff has served as chair of the Supervisor Committee, Clinic Committee, Handbook Committee and Clinical Readiness Committee in the Department of Marriage and Family Therapy. She also provides supervision mentorship to supervisor candidates in the Central New York area.
Reichert Schimpff earned a Ph.D. from Syracuse University in 2019 and an M.A. from SU in 1996. She received a B.S. from LeMoyne College in 1993. Reichert Schimpff is a licensed Marriage and Family Therapist, Clinical Fellow of AAMFT, and an Approved Supervisor.
Naomi Shanguhyia
Associate Teaching Professor, Nutrition and Food Studies
Naomi Shanguhyia joins Nutrition and Food Studies as an associate teaching professor. She teaches classes in contemporary food issues, global food politics, and oversees the undergraduate and graduate practicums.
Prior to joining Falk College, Shanguhyia was the associate director of the Renée Crown University Honors Program, where from 2019 to 2022 she oversaw the program’s curriculum and day-to-day operations and taught a course on food security in Africa. She was also a part-time instructor in the Geography and the Environment Department in the Maxwell School of Citizenship and Public Affairs, where she taught a class on geographies of hunger, and a faculty affiliate in the international relations program. From 2012 to 2014, Shanguhyia was a lecturer in the Department of Geography and Environmental Sustainability at SUNY Oneonta, where she taught courses in introductory geography, food, society and environment, and gender geography. In 2014, Shanguhyia joined the College of Arts and Sciences at Syracuse University as a post-doctoral faculty fellow and taught writing-intensive seminars focusing on the themes of food, society, gender, and environment.
Shanguhyia’s research focuses on the global and local processes that intersect to shape food, nutrition, and health outcomes among communities in Africa south of the Sahara. Her dissertation research, which was funded by an NSF DDRI grant, examined the impact of environmental and economic change on food and livelihood security among rural communities in western Kenya. Her previous work, which is published in Human Geography: A Radical Journal, analyzed the politics of chronic hunger in arid and semi-arid areas in northern Kenya. She has presented her work at the annual conferences of the American Association of Geographers (AAG) and the Association for the Study of Food & Society (ASFS), the Cornell University International Studies Summer Institute Workshop, and other forums.
Shanguhyia holds a Ph.D. and M.A. in geography from West Virginia University and a B.Ed. and M.Ed. from Kenyatta University, Kenya.
Nadaya Brantley
Assistant Teaching Professor, Social Work
Nadaya Brantley joined the School of Social Work as an assistant teaching professor in Spring 2022. She teaches courses in introductory social work and social welfare policy and serves as the baccalaureate of social work program director.
She joined Syracuse University as a member of the field office in January 2011 as an internship placement coordinator and previously served as the assistant director of BSSW field education in Falk College, School of Social Work Field Education Office. She is a New York State Licensed Master Social Worker. Her practice areas include work with adolescents, developmental disabilities, mental health, and incarcerated populations.
As a systems thinker, she believes that, in the words of Bell Hooks, “there must exist a paradigm, a practical model for social change that includes an understanding of ways to transform consciousness that are linked to efforts to transform structures.” Brantley’s research interests include exploring intersectional identities and educational equity in higher education through a critical race theory lens.
Brantley serves on several department committees and as an advisor for several student organizations, including SU-NAACP, SU-Special Olympics of New York, Social Worker’s United, and the Juvenile Urban Mentoring Program (J.U.M.P. Nation).
She received a bachelor’s degree in social work and a master’s of social work (M.S.W.) degree from Syracuse University. She is currently a doctoral student in the Cultural Foundations of Education in the Syracuse University School of Education.
Ting Guan
Assistant Professor, Social Work
Ting Guan joins the School of Social Work as an assistant professor. She will teach courses on foundations of social work research.
Prior to joining Syracuse University, Guan was a Ph.D. candidate at the University of North Carolina at Chapel Hill School of Social Work, where she also served as a research assistant, working with faculty in the School of Social Work, School of Nursing, and Lineberger Comprehensive Cancer Center on federally funded work related to integrated health care and cancer care. Guan has over eight years of clinical experience in hospital settings as a medical social worker in China.
Guan’s research focuses on developing and evaluating family-based psychosocial interventions to improve cancer patient and caregiver quality of life through collaborative and interdisciplinary social work practice in healthcare settings. She has published over 20 peer-reviewed articles in academic journals, including Psycho-Oncology, Supportive Care in Cancer, Journal of Psychosocial Oncology, Social Work in Health Care, and Journal of the Society for Social Work and Research.
Guan’s dissertation research was supported by a Royster Dissertation Completion Fellowship at the University of North Carolina at Chapel Hill in 2021.
Her work has been recognized and funded by the Association of Oncology Social Work, Society for Social Work and Research, and Association of American Medical Colleges. In 2015, Guan was awarded China’s Most Dedicated Social Worker Award, a prestigious national award for social work practitioners.
Guan earned a Ph.D. in social work in 2022 from the University of North Carolina at Chapel Hill School of Social Work, a master’s degree in social welfare in 2009 from Peking University, and a bachelor’s degree in social work in 2006 from China Youth University for Political Studies.
Joseph Smith
Associate Teaching Professor, School of Social Work
Joseph Smith joined the School of Social Work as an associate teaching professor in Spring 2022 and serves as the college online MSW program liaison. He teaches classes in applied research in social work, psychopathology, and alcohol and other drugs in social work practice.
Prior to his full-time faculty appointment at Syracuse University, Smith served as an adjunct faculty member in both the BSSW and MSW programs since 2010. He was heavily involved in online curriculum development and teaching in various content areas. Additionally, Smith comes to this position following 25 years of administrative and teaching experience as Department Chair of Chemical Dependency Counseling and Human Services at SUNY Tompkins Cortland Community College.
Smith has practiced as a licensed clinical social worker and Master CASAC in a wide range of social work settings, including adult psychiatric inpatient, substance abuse outpatient and residential, and children’s psychiatric outpatient programs. Smith has interests in trauma-informed and evidence-based strategies, psychodynamic interventions, and culturally responsive practice.
His research interests focus on the areas of mental health and student success, substance use on college campuses, and academic achievement and job placement with underrepresented and minority college students. Smith’s work has been supported by a Perkins Grant from Assertive Community Intervention and Guided Pathways aimed at providing intrusive and structured supports for undergraduate students experiencing academic difficulties; a New York State OASAS College Environmental Prevention Grant aimed at preventing/reducing underage alcohol and drug use on college campuses; and an ALANA Scholarship Grant from the Park Foundation aimed at increasing educational opportunities and job placement for underrepresented and minority students.
Smith has previously served as an MSW Research/Thesis Advisor at Smith College School for Social Work in Northampton, Massachusetts. He also consults and work with NYS OASAS as a statewide trainer in the areas of ethics, cultural competency, and clinical supervision.
Smith earned a Ph.D. in social work from Smith College School for Social Work in 2006, a master’s of social work (M.S.W.) degree from Syracuse University, and a B.S. in psychology from Utica College.
Aviva Vincent
Assistant Teaching Professor, School of Social Work
Aviva Vincent joins the School of Social Work as an assistant teaching professor. She teaches classes in the online master of social work (M.S.W.) degree program.
Prior to joining Syracuse University, Vincent was the program director at Fieldstone Farm Therapeutic Riding Center, a premiere accredited PATH Intl. facility in Ohio. She was also an adjunct at the University of Connecticut and Case Western Reserve University. She is an instructor of animal-assisted interventions at the University of Tennessee, Knoxville, in its Veterinary Social Work Certificate Program and has served as the program’s community engagement coordinator. Vincent is co-owner of the only Veterinary Social Work private practice in Northeast Ohio, Healing Paws LLC.
Vincent’s research focuses on the bi-directional physiological impact of human-animal interaction. She has published over 15 peer-reviewed publications, of which she is the first author of nine. She is also a contributor to The Comprehensive Guide to Interdisciplinary Veterinary Social Work; Integrating Horses into Healing; The Handbook on Human Animal Interactions, Interventions, and Anthrozoology; and Career Paths in Human-Animal Interaction for Social and Behavioral Scientists.
Vincent recently concluded a study as a co-investigator, Reining in Anxiety, which tested a 10-week manualized CBT-based curricula in adaptive riding sessions. Vincent has also completed research exploring the impact of equine assisted services toward the promotion of mindfulness for veterans. Currently, she is leading a local pilot of the Man O’War Project, a curriculum developed in partnership with Columbia University and PATH Intl. Subsequent research has been supported by the Institute for Interdisciplinary Salivary Bioscience Research (Spit Camp, 2017). Later in 2017, Vincent was a recipient of an inaugural fellowship to the Animals and Society Institute for pre-doctoral candidates.
Vincent was awarded a Doctoral Program Research Fellowship from 2015-19 from the Jack, Joseph and Morton Mandel School of Applied Social Sciences at Case Western Reserve University. During her tenure, she received the Phi Beta Kappa Research Award (2018), Dr. Dorothy Pijan Student Leadership Award (2018), and Verhosek Fund Award (2016). Prior to her doctoral career, Vincent received the Next Generation Leadership Award (30 under 30) in 2014 from the National Afterschool Association. Vincent is president of the International Association of Veterinary Social Work, board of trustee member for PATH Intl., and an advisory member for the Center for Human Animal Interaction Research and Education at The Ohio State University.
Vincent earned a Ph.D. in 2019 from Case Western Reserve University in social welfare with a concentration in veterinary social work, including a Veterinary Social Work Certificate from the University of Tennessee, Knoxville, in 2017. Vincent is a Licensed Social Worker in the state of Ohio and has completed specialized training as a Certified Therapeutic Riding instructor (2016), Equine Specialist in Mental Health and Learning (2019), and Equine Services for Heroes (2018). She has also completed Green Dot Bystander Training (2018), Sustained Dialogue (2018), LGBTQ+ Safe Zone Training (2015), and the Institute For Social Change and Harwood Institute (2012). She earned a master of social work degree in community organizing in 2011, and a B.A. from University of Massachusetts at Amherst in social thought and political economy in 2007. In her undergraduate studies she also completed a semester abroad at the University of Limerick.
Lindsey Darvin
Assistant Professor, Sport Management
Lindsey Darvin joins the Department of Sport Management as an assistant professor. She will teach classes in research methods and race, gender, and society in sport.
Prior to joining Syracuse University, Darvin was an assistant professor from 2018-22 at the State University of New York College at Cortland, where she taught sport ethics, athlete development, and administration of sport.
Darvin’s research centers around the themes of sport industry and esport industry gender equity, with a particular focus on seeking to combat the underrepresentation of women leaders and women and girl participants at the intercollegiate and professional levels of sport and esport competition. She has published in refereed journals across a variety of academic segments in the areas of management, sociology, vocational behavior, organizational behavior, communications, and sustainability science. Her research has been featured across a variety of media platforms, including The New York Times, The Wall Street Journal, Forbes, New York Daily News, Inside Higher Education, and SB Nation. Darvin was co-editor of a special issue in the Journal of Athlete Development and Experience (JADE), released March 2022, that focused on NCAA Division III athlete wellbeing and experience. Recently, Darvin served as an author of the Women’s Sport Foundation 2022 collaborative report, “50 Years of Title IX: We’re Not Done Yet.”
Subsequent research has been supported by SUNY Faculty Research Program awards in 2019, 2020, and 2021.
Professor Darvin serves on the editorial board of several peer-referred journals, including the Sport Management Education Journal (SMEJ), the Journal of Athlete Development and Experience (JADE), and the Journal of Electronic Gaming and Esports (JEGE). Darvin is a member of the Dell Technologies Research Collective and the North American Society of Sport Management, and she serves on the steering committee for the PNC Bank Pittsburgh Knights women in esport group. In Spring 2019, Darvin created and advised the first women in sport management group on the campus of SUNY Cortland.
Darvin earned a Ph.D. in sport management in 2018 from the University of Florida, an M.S. in sport management in 2014 from the University of Massachusetts Amherst, and a B.A. in political science in 2012 from Bryn Mawr College.
Jason Maddox
Assistant Professor, Sport Analytics
Jason Maddox joined the Department of Sport Management as an assistant professor in Spring 2022. He teaches sport data analysis and R for sport analytics.
Prior to joining Syracuse University, Maddox was a student at Baylor University earning his B.S., M.S., and Ph.D., all in statistical science. While a doctoral candidate, he taught introduction to statistics courses and focused research on sport analytics. Maddox also served in the front office of the San Diego Padres as a research and development intern during the summer of 2019.
Maddox’s research focus is on sports data analysis in R, using methods such as regression, machine learning, and Bayesian analysis. His dissertation was focused on creating in-game win probability models for basketball and football.
Maddox earned a Ph.D. in 2022, an M.S. in 2018, and a B.S. in 2016, all in statistical science from Baylor University.
Adrian Simion
Instructor, Sport Analytics
Adrian Simion joins the Department of Sport Management as an instructor. He teaches classes on python programming for web scraping and statistical analysis.
Prior to joining Syracuse University, Simion was a graduate student at Wayne State University from 2017 to 2022, pursuing his Ph.D. in economics with a focus in econometrics. He taught principles of microeconomics and macroeconomics, intermediate macroeconomics, and intermediate econometrics during his time there. He was also a research assistant working on sport management research projects.
Simion’s research is in applied econometrics and sport management. His thesis is on external imbalances and their ability in predicting future exchange rate movements. His sport-related research has been on the impact of college football on the surrounding lodging industry, and the NCAA transfer portal and its impact on the welfare of transferring athletes.
Simion was awarded the Nancy S. Barrett Endowed Prize in Applied Economics in 2021 for his thesis work.
Simion is a Ph.D. candidate in economics at Wayne State University. He earned a M.A. in economics from Wayne State University in 2022 and earned a B.A. in mathematics from Michigan State University in 2016.
Healing Power of Optimism
At a 2019 Life is Good Playmakers retreat, in Boston, students Danielle Beck, Anuoluwapo “Anu” Omole and Samira Suljic (left to right) discussed the concept of O’Playsis, or how to create an oasis for play.
For Falk College rising juniors Nathalia Kobrosky and Jayde Kahn, participating in a Life is Good Playmakers online course this past spring was a crucial step toward their career goals of helping children navigate life’s challenges.
Kobrosky is a Human Development and Family Science (HDFS) major who’s also minoring in communications, while Kahn is a dual major (HDFS and psychology) who’s minoring in creative leadership. They were among 49 students who enrolled in the Playmaker 101: Healing Power of Optimism online course as part of the Play, Child Development and Early Education class taught by Falk College Associate Professor Rachel Razza.
According to the Life is Good Playmakers website, the Playmaker 101 course provides “a deeper understanding of the power of optimism and how it can help all people–especially children–heal, learn and reach their full potential.” The course also introduces Playmakers’ “core philosophy and approach to building responsive environments where children who have been impacted by trauma can grow to see the good in themselves, others and the world around them.”
The students who completed the course were certified as playmakers through Life is Good Playmakers.
“Playmakers is a wonderful opportunity for our students to acquire play-centered skills and strategies that are inclusive of all children and relevant across multiple contexts, including childcare centers, schools, and therapeutic or healthcare settings,” says Razza, the HDFS graduate director. “The benefits of this program go beyond the certification on their resumes. These students are now part of the global Playmakers community that includes ongoing access to an extensive resource library of activities and exclusive networking opportunities.”
To get a sense of what the students learned from the course and how they hope to apply it during their academic and professional careers, we asked Kobrosky and Kahn to share their thoughts with us:
A love for children
Why did you choose Human Development and Family Science as a major?
Kobrosky: The reason I chose to major in HDFS comes from the interest I have in working with children on social and emotional strategies that can help them overcome any psychological concerns or developmental issues they may have.
Kahn: I chose HDFS as one of my majors because I love working with children and want to learn more about their development if I plan on including children in my life and career plans.
Tell us more about your experience with the Healing Power of Optimism course.
Kobrosky: One of the activities that stood out to me was the self-care reflection. It allowed me to realize there are certain activities, such as allowing yourself to cry, that are a form self-care and a way to decompress from stress and tensions.
I also learned about the different ways people can view optimism and how that reflects on our mindset and attitude toward challenges we may face in life. I learned that I should try looking at life with a glass half-full because when I find something challenging, I tend to think it ruins the whole day instead of looking at the alterative of the situation and seeing the upside to it.
I was also interested in the introduction of the play oasis and how this environment can offer children a safe space to decompress from their daily life stresses and express their emotions freely through active engagement and play.
Kahn: Throughout the Playmakers’ course, I participated in activities about optimism, building a safe space for children, and interacting with others in positive ways. I learned about seeing the silver lining in situations you feel like you don’t have enough influence over by staying optimistic in the best way that works for you, whether that’s glass half-full, glass-half-empty, or something in-between.
I also learned about meeting children where they’re at developmentally and emotionally, helping them to understand that they are our biggest priority as playmakers and that playing with them, caring for them, and spending time in silence with them are all ways that help them grow in the way they need to grow. I also learned that making sure I am okay is step one to caring for children who need care and attention.
Finding fulfilling careers
How did this course connect to your HDFS classes so far and your career aspirations?
Kobrosky: Play is crucial for healthy child development because it gives children the opportunity to express themselves freely and use their active imaginations to demonstrate their creativity and social, emotional, and cognitive skills. This coursework illustrates critical life-learning objectives that can change the way a child is taught to take on life challenges and gives them an opportunity to reflect on their actions, and the actions teachers or guardians can take for their child, and possibly change them in the future.
As a possible future child psychologist/OT (occupational therapist), this course gives me ideas for certain developmental and coping strategies I can offer children to help them in difficult situations they might not know how to oversee initially on their own.
Kahn: The Playmakers’ course reflects the ways in which the (HDFS) coursework describes how adults should always behave around children, especially around children in school settings, because you never know if the only caring adult in their life is you. It also shows how to be resilient in situations with children, and not let your actions be ruled by impatience or frustration; they are just children, and they deserve your time, energy, and attention.
I currently work at a summer camp as a direct supervisor for the counselors who will be living with–and programming activities for–the campers in the sixth- to seventh-grade age range. I will definitely bring what I learned about optimism, childcare, safe spaces, positivity, and selfcare with me to that experience and forward into the rest of my life!
What are your future career interests?
Kobrosky: My future career interests are focused on the child psychology field or OT (occupational therapy). I would like to work in a medical setting of some sort where I can have access to working with children in different medical departments.
Kahn: I hope to go to graduate school to earn my doctorate in occupational therapy, and my end goal is to work in pediatric OT in a clinical or private practice setting.
About HDFS
Programs in the Department of Human Development and Family Science focus on life-span development across cross-cultural contexts; social, physical, emotional, and behavioral development; and family dynamics and research training. Browse our HDFS programs to learn more about exciting internships, and life-changing careers.
Positioned to Advance Equity in Public Health
Human development and family science major takes an interdisciplinary approach to address inequity and improve maternal health care for Black women.
Dorbor Tarley ’22 (left) researched the positive impact of community-oriented health centers on inequity in maternal health.
Throughout her childhood, Dorbor Tarley ’22 served as interpreter when she accompanied her parents to doctor appointments. Her parents had fled war in their home country of Liberia and lived for many years in a refugee camp in Ivory Coast before resettling in Rhode Island when Tarley was four. Helping her parents navigate unfamiliar terminology as they made important medical decisions gave Tarley insight into the American health care system. It also left her with a distinct impression of the way individual health care practitioners’ cultural knowledge and assumptions can shape patients’ experiences of care and the trajectory of their treatments.
When Tarley made the decision to major in human development and family science at Syracuse University, she began a journey that united her interest in medicine with her determination to address health care disparities affecting historically marginalized populations. Tarley has her sights on medical school, but will first continue her academic journey in a public health master’s program at John Hopkins University, starting this fall. Because ultimately, Tarley aims to address inequity in health care at both systemic and individual scale.
Telling Research
While still in high school, Tarley learned that Black women in the United States are three- to four-times more likely to die during childbirth or after delivery than white women. This statistic alarmed her and sharpened her focus—she knew she wanted to work toward reducing this disparity. And, recognizing the broad range of issues underscoring the statistic, Tarley chose the human development and family science program in Falk College for its interdisciplinary breadth. “It was the right program for me because it offered a premedical track which, in addition to the hard sciences, focused on the life course trajectory of humans and it gave me an opportunity to investigate health through the lens of psychology and sociology,” she says.
With the support of the Renée Crown University Honors Program, Tarley was able to dive deeply into original research in her area of interest. Social determinants of health, like socioeconomic class and environment, have been well studied, Tarley says, but—recalling her own family’s experiences with different practitioners—she wondered how implicit bias and racism factored into Black women’s maternal and postnatal health as well. With associate professor of human development Matthew Mulvaney as her Honors thesis advisor, Tarley developed a research project to compare the level of concern generated within a cross section of the general public by women exhibiting the same medical symptoms, with race as the only variable in their story. “The purpose of my research was to discover whether perceptions of women’s distress following childbirth are affected by race and to understand what interpersonal factors might contribute to variations in concern,” she says.
Funding from the Syracuse Office of Undergraduate Research and Creative Engagement (SOURCE) made it possible for Tarley to gather perspectives from 164 representatives of the general population. The results of her research showed survey takers registered more concern for and would more readily recommend medical intervention for white women than Black women showing the same symptoms. This reveals, Tarley explains, how cultural perceptions of Black women are expressed in ways people may not even be aware of but which, with underlying health care practitioners’ decisions, can have very real consequences. “Implicit biases can lead to Black women not being believed or respected. And in health care settings, this manifests in delays in treatment, refusal of services and an overall lack of consideration for Black women’s bodily autonomy,” she says.
Tarley presented her results at multiple conferences and conventions, including representing the University at the ACC Meeting of the Minds Conference in 2021.
Addressing the Bigger Picture
At Syracuse, Tarley discovered her passion for research. She attributes this to the encouragement she received from professors and mentors like Mulvaney. “Professor Mulvaney taught me to ‘look for the gaps,’” she explains. “Questioning your sources and looking for what’s not yet in the data can reveal where there’s the opportunity and need for more investigation.”
Tarley brings this perspective to her work as student research mentor with SOURCE. The role was attractive to her in part because she enjoys demystifying the process of research for her peers. “I’m always telling my friends about ways to transform their ideas into research,” she says with a laugh. “Syracuse is a really big research school, and I love being able to say to people, ‘You seem really in interested in this topic, and you can study it further—here’s how to start!’” Working with fellow student researchers feeds her curiosity too, she says. “I love working with people from all different disciplines at SOURCE. Everyone’s research is so interesting—I love talking through every part of the creative process.”
Individual Action Matters
Tarley sees the growth of community-centered health care as an important area of positive change for Black women’s maternal health. “Black women in the reproductive health rights and justice movement are developing health care centers rooted in feminist thought around concepts of reproductive justice,” she says. “And the way control, regulation and stigmatization of female fertility has impacted Black women disproportionately.”
Tarley’s academic journey at Syracuse led to a recalibration of her path—to now include the pursuit of education in public health and medical school—and Tarley is passionate about where she is headed. “I realized that to really address inequities in Black women’s reproductive health care and maternal health, I wanted to be in a position where I could help make systemic change,” she says. “As a practitioner, one can have a huge impact directly on individual women and families, but to really help my future patients who are dealing with inequities, I’m going to need to have a voice impacting public health policy, as well.”
Tarley draws motivation from her conviction that individual effort can lead to big social change. “I’ve seen how community organizing and activism work,” she says. “I know that if you fight for something, and put in the right resources, and are persistent enough—you can make important changes happen.”
An SU Story by Sarah H. Griffin originally published on June 28, 2022
Congratulations Class of 2022
Along with Dean Murphy, the entire Falk College community of students, faculty, staff, alumni, community partners and friends, congratulates the Class of 2022! Falk College’s 484 degree candidates represent seven academic departments and schools, including:
325 undergraduates;
131 masters candidates;
24 students earning certificates of advanced study, and;
4 Ph.D. students.
Through the month of May, departments across Falk College honored student achievements and celebrated the graduating Class of 2022, which are detailed on individual department websites.
Falk College Convocation was held Saturday, May 14 at Manley Field House. Falk College Convocation, other college convocations, and the May 15 Syracuse University Commencement ceremony, were recorded and are available to view on the Syracuse University commencement website and is also included below.
Falk College Convocation | Saturday, May 14 | 4:30 p.m. ET
Falk College Convocation Photos
Honored for Excellence
Sara Vasilenko was recently presented with a University graduate education excellence award
Each year, the Graduate School recognizes faculty whose teaching and mentoring contribute significantly to graduate education at Syracuse University. Candidates are evaluated for the awards based on the supportive environments they create for graduate research and scholarship; superior teaching and advising practice and responsible professional conduct; enhancement of students’ academic and professional skills; and how they help students pursue employment and professional success. Students’ and associates’ attestations letters nominating this year’s award winners also typically reference an added dimension: faculty that are reliable, relatable resources providing individual support for students who are experiencing personal-life difficulties or facing educational-goal challenges.
Awardees are inspirational teachers and notable scholars whose work expands the reputation of the University and guides student research paths. They are mentors who become sources of personal and professional support for students who are far from home or having personal or educational challenges during their graduate careers. They’re regarded as faculty members devoted to student success and who routinely become lifelong professional-world advocates.
In her research, Sara Vasilenko focuses on adolescents and young adult health and wellbeing, including sexual behavior and its health risks and normative development. Vasilenko also researches sexual behavior at all ages and how it is associated with physical, mental and social health outcomes. She is also interested in developmental methodology, including longitudinal analysis and person-centered approaches. Her nominator (Corrine Blake) noted how Vasilenko started a structured research lab that was open to all students and how she has helped to foster student interest in research of all kinds.
Graduate School’s ‘Greatest Honor’
Graduate School Marshal Ying Zhang Credits Success to Syracuse University Support
Leading the graduate student procession and walking the stage at the University’s 2022 Doctoral Hooding ceremony may be the culmination of her Syracuse University academic path, but that is only one of many significant journeys Ying Zhang has taken during her graduate training.
Zhang has been selected as this year’s Graduate School student marshal. The University-wide honor is bestowed by the Graduate School to recognize outstanding academic achievement, inspired research, campus and community involvement and Orange spirit and pride.
“Ying Zhang is a fantastic representative of Syracuse University’s Graduate School community and completely deserving of this honor,” says Peter Vanable, dean of the Graduate School. “Her standout research skills, powerhouse academic achievements and diligent work ethic have accelerated her professional path. She has also persevered against life circumstances, including two COVID years, that might have sidelined someone of lesser fortitude. Her impressive research accomplishments and energetic spirit make her a natural choice for this special honor.”
Zhang completed her dissertation in May 2021 and was awarded her doctorate in July. She joined Clarkson University’s School of Arts and Sciences as an assistant professor of psychology in August. Her extensive qualifications helped her win the tenure-track role without completing a postdoctoral fellowship.
Zhang earned a bachelor’s degree in pharmaceutical engineering from the University of Jinan, China (2008), a master’s degree in applied psychology from China’s Jilin University (2012) then worked for one year as a licensed psychological counselor. Desiring further learning, she enrolled in Falk College’s Human Development and Family Science doctoral program in Fall 2014.
As her aspirations took her from one continent to another, Zhang encountered several potential obstacles. “I came here as an international student, a first-generation Ph.D. student, a woman of color, and someone speaking English as a second language. I also became a mother of two during my graduate studies,” she notes. Throughout the COVID pandemic, she maintained her studies and research assistant position.
She credits her “extremely supportive” home department (Human Development and Family Science), the availability of assistance programs, the Graduate Student Organization and unending support from her advisor for helping her make it through. “I was able to take advantage of all the available programs from the very start and had the chance to work as a teaching assistant for three years. During the pandemic, the school support system was very much like family. My advisor, Dr. Rachel Razza, provided the structure and freedom to allow me to navigate this process and was a constant champion and support.”
Enabling Early Intervention
Concerns about how family dynamics and home environments affect young children and teens are what prompted Zhang’s advanced studies. As a counselor, she realized that preventing toxic conditions from affecting youth was a better course than counseling them for challenging behaviors or psychological disorders after the fact. “I went from a hard science engineering background for my bachelor’s degree to studying family science here. In engineering and chemistry, I was learning how to make medicine to heal peoples’ pain. But what I realized is that those medicines have their limits, and a lot of the pain people have is coming from social pain or psychological struggles,” Zhang notes.
Her research focuses on how toxic home environments, including factors such as poor parenting practices, intimate partner physical and emotional violence and the impact of mothers experiencing postpartum or later depression affect children’s self-regulation. She also looks at ways to promote family wellness before negative factors affect children’s developmental trajectories. She has built a novel machine-learning based algorithm that could provide intelligent feedback regarding whether various behaviors are troubling. The website tool helps those wondering about relationship conditions to input data, obtain neutral assessments and find ready sources of help, such as first responders and domestic violence hotlines.
She is also studying how mindfulness practices can help children and adolescents improve mental health, reduce stress and boost self-regulation. “I see it as an intervention strategy because the practice is very useful as a tool to help people cope with their stress, no matter where that’s coming from,” Zhang adds.
‘Greatest Honor’
Zhang’s list of awards provides apt insight into her selection as graduate marshal. They include the 2022 All University Doctoral Prize, 2021 Graduate Dean’s Award for Excellence in Research and Creative Work, 2021 Doctorate Award for Research Excellence in Human Development and Family Science and 2021 Strategic Poster Award from the Society for Research in Child Development. She also received the Falk Student Research Celebration Poster Award in 2019 and 2020, was first in the Three-Minute Thesis Competition (2019), won both the Outstanding Teaching Assistant Award and International Outstanding Teaching Assistant Award in 2018 and many others.
Being the Graduate School marshal is a true honor for Zhang. “I’m trying to be humble, but this is the greatest honor anyone could receive from the Graduate School, especially because Syracuse University has so many brilliant doctoral graduates every year,” she says. “My experience here was the deepest and most meaningful one of my career and life. The Orange spirit is encoded in me and because of that, I always have the confidence to confront challenges that are waiting for me.”
A Syracuse University News story by by Diane Stirling originally published on May 3, 2022.
Interest in the science of human development
Graduate student honored for research on childhood experiences and human development, health.
While working as an English elementary teacher in Guangzhou, Xiaoyan Zhang discovered her interest in the science of human development. “I directly observed the influence of parents’ characteristics, as well as family and school environment on children’s academic and behavioral development, and their relationship with parents,” says Zhang. “This experience intrigued my curiosity about the long-term impact of early environments on shaping one’s developmental process.”
Born and raised in southern China, Zhang decided to pursue graduate education at Syracuse University, studying human development and family science in Falk College for both her master’s and doctoral degrees.
As a Syracuse student, she dove into research work and this year was honored with a 2022 Graduate School Dean’s Award for Research Excellence for her study, “Loneliness and Depression Among American Older Adults: Can Resilience Resources be Buffers?” The award recognizes students across the university who have made outstanding accomplishments in research and creative work, as well as the quality and impact of their work.
We spoke with Zhang and asked her to share more about her research:
Q: What is your research study about?
A: My research focuses on the influences of childhood experiences (including both positive and negative, such as living in poverty and parental warmth) on individuals’ and their offspring’s development through two research lines: (1) whether and how childhood experiences influence the long-term development of mental health and well-being? (2) why are some people doing well despite experiencing adversity? I examine this research through the lens of modifiable relationship contexts.
Q: What is the possible long-term impact of new research/discoveries in this topic area?
A: I believe that with a better understanding of what amenable factors can buffer the developmental burdens resulting from early exposure to stressful environments could provide more effective targets for program development and policy initiatives for children, families, schools, and communities.
Q: Tell us about faculty mentorship at Falk College and Syracuse University.
A: I am fortunate to have Dr. Merril Silverstein as my doctoral advisor, who has provided me with invaluable mentoring in my academic journey. I admire his rich knowledge and expertise in aging in the context of intergenerational relations and methods for studying individual longitudinal data. I learned a lot from our intellectual interactions.
Also, I am very grateful for the opportunity of working as a Lerner Graduate Fellow at the Lerner Center for Public Health Promotion since 2019 under the advisement of Dr. Shannon Monnat. This opportunity has helped me develop a broad perspective on healthy development across the life course.
Lastly, I want to credit my professional growth to my coursework professors (mainly from Falk College), senior coauthors, and scholars I meet at the conferences, family and friends.
Q: Besides your research work, what is one of your favorite things to be involved in at Syracuse?
A: When I was completing my master’s training at SU, I worked as a teaching assistant in the Bernice M. Wright (BMW) Child Development Laboratory School. I still remember how intellectually stimulating and fascinating it was when the concepts I learned in class unfolded in front of my eyes.
The BMW Lab School is one of Syracuse University’s early childhood education programs, which provide high-quality, developmentally appropriate, inclusive full-day care to children.
Learn more information about human development and family science, and student research at Falk College.
Class of 2022 Falk Scholars
‘Syracuse University Helped Me Grow as a Person and as a Leader’
Thirteen members of the Class of 2022 have been named Falk College Scholars. Falk Scholars represent undergraduate students who display academic excellence, exceptional campus and community engagement, independent research and creative work, innovation in their disciplinary field, and personal integrity. Designation as a Falk Scholar is the highest academic award conferred by Falk College on graduating seniors.
We asked the Class of 2022 Falk Scholars to describe their most meaningful experiences at Syracuse University and here’s what they wrote:
Drew Disanto, Sport Analytics
Syracuse has brought me numerous opportunities, memories, and experiences that I will carry with me for the rest of my life. My most important experience was through the Syracuse Soccer Analytics Club. My peers and I started the club during my freshman year, despite knowing very little about analytics or programming. As its vice president, this club was extremely helpful in giving me first-hand experience with data, programming, and data analysis.
Even more memorable was the aftermath of the club. Submitting our club work to various conferences and competitions was exhilarating enough. When our paper started to win and place at these competitions, I was ecstatic. It was validating to see our hard work being recognized and praised by several industry professionals. This club was exceedingly beneficial to my career here at Syracuse, and I do not think I’d be where I am today without everything I learned through it.
Samantha Jezak, Nutrition Science and Dietetics
Falk College has been a close community for me over the past exciting, rigorous, and innovative 4 years of my life. I quickly became involved in nutrition research my freshman year. It wasn’t necessarily what I had formulated in my head (white lab coat, goggles, combustion); it was literature review, consisting of PubMed readings after readings and discussions with my research advisor, Dr. (Jessica) Garay. Little did I know these readings would lead to the research project that has ultimately defined my career path.
It sounds glamorous to be a “scientist,” but nobody tells you about the tedious work that must be done behind the scenes to bring a project to life. As demanding as it was, I am so fortunate to have the experience of writing, applying, and conducting my own research project, especially alongside one of my most well-respected peers, Olivia Templeton. This research experience has taught me things that can’t be taught in the classroom. I am honored to say that Falk College has molded me into a well-prepared individual for pursuing a career I am truly passionate about. I look forward to continuing to explore nutrition research through a graduate program in Biochemical and Molecular Nutrition at Tufts University.
Preston Klaus, Sport Analytics
Syracuse University has provided me with a multitude of experiences including, but not limited to, a negotiation class in the law school and the first ever Name, Image, and Likeness course in the country (in the Department of Sport Management). However, my most rewarding one has come this year leading the Basketball Analytics Club.
The club introduces basketball analytics in a fun way to a new audience and connects people through sport. I have seen the club transform from a small group of students without structure to a true university community that can carry the club forward. It has been incredibly rewarding to give back to the younger students who want to follow a similar path. Leading this club has transformed my presentational skills and Syracuse University has helped me mature into the person I am today.
Mackenzie Mangos, Sport Analytics
The most influential experience has been my founding/serving as president of the Sport Analytics Women (SAW) Club. After my freshman year, I saw a need for this club – we only had three females in the entire major! Not only is this a problem in the program, but in the industry as well.
The club serves as a positive advocate for women in sport analytics. It is very rewarding to see the club making a difference and it allows the female underclassmen to have supportive upperclassmen to look up to, something I wish I had when I was a freshman. Syracuse University has helped me to grow as a person and as a leader.
Nathan Redmond, Exercise Science
One of the most important experiences I have had at Syracuse University is the time I have spent with Syracuse University Ambulance (SUA). I became a member of SUA my freshman year and since then I have been responsible for providing emergency medical care to the Syracuse University campus and the surrounding communities. Within SUA I have held many positions, including mentor to the incoming members. I am responsible for teaching and training new members in the basic skills and assessment strategies necessary for their role on the ambulance.
SUA has been a place of support, community, family, loyalty, and genuine care during my tenure at Syracuse University. Additionally, I have worked as a crew chief, driver, trainer, and special event supervisor, which has been extremely impactful on my development as an EMS provider but more importantly helped to develop my leadership, teaching, personal growth, and public speaking skills. In general, SUA has reinforced my commitment and passion to becoming a physician.
Dominic Samangy, Sport Analytics
Over the past four years at Syracuse, I’ve had the amazing opportunity to spend each one with the men’s basketball team as a student manager. Being able to work closely with Coach (Jim) Boeheim and his accomplished coaching staff has been an eye-opening experience and has certainly guided me in my development as a basketball professional.
I’ve also spent the past few years collaborating with my classmates and professors on research studies covering basketball and soccer topics. Through such efforts, I’ve had to opportunity to present work at prestigious conferences such as the MIT Sloan Sports Analytics Conference and Carnegie Mellon Sports Analytics Conference, and I’ll travel to London this May to represent SU and Falk College at the 8th Western Conference on Football and Finance. Outside of my time on campus, I’ve also utilized my Falk-driven skillset to serve as a consultant for NBA agencies over the past two NBA Draft classes. All in all, my time at Falk College at Syracuse University has not only prepared me for my future in sports but has provided a family and support system that I am truly grateful for.
Cooper Shawver, Sport Analytics
The most important experience I had during my time at Syracuse University and Falk College was joining the Baseball Sabermetrics Club. The club inspired my desire to pursue both baseball competitions and research. For example, myself and four other students won the Arizona Sabermetrics Case Competition for our work researching pitchers’ effectiveness for the third time through a batting order.
Also, I am currently finishing my senior thesis on Major League Baseball player valuation. Despite all my experiences at Falk being memorable, the Baseball Sabermetrics Club had the greatest influence on my career at Syracuse University.
Choyang Lorane Sherpa, Social Work
Throughout my four years at Syracuse University, one of the most influential experiences was becoming involved in Kesem. Kesem is a student-led, nonprofit organization that provides a week-long, free summer camp, in addition to a year-long support system, for children affected by a parent or guardian’s cancer.
Joining this organization my freshman year has granted me the opportunity to grow and develop my skills as a leader. It has undoubtedly influenced who I am as a person, my career goals, friendships, and connections I have made with the community and the families in the Syracuse area.
Dorbor Tarley, Human Development and Family Science
In my sophomore year, I began an independent research study under Dr. Matthew Mulvaney that explored bias against Black maternal patients. My research focused on investigating the interpersonal factors that might underlie the insensitivity toward Black women in medical spaces. My research experience has led to my involvement with SOURCE (Syracuse Office of Undergraduate Research and Creative Engagement) as a student research mentor, my involvement as a McNair scholar, and my current role as a peer health advocate at Planned Parenthood.
Given the significance of my research findings, I worked with the McNair Scholars Program and SOURCE to present my research locally and nationally. With my research, I was able to funnel my passions into a critically engaged study that might impact medicine’s understanding of the Black maternal health crisis. Overall, my experiences at Syracuse engaging in research and civic engagement developed into a passion for health equity. This passion catalyzed my desire to study public health and get my Master of Science in Public Health at Johns Hopkins Bloomberg School of Public Health.
Olivia Templeton, Nutrition Science and Dietetics
The most important experience I have gained at Syracuse University was piloting my own research study analyzing how diet quality changes when converting from an omnivore (meat-eating) diet to a vegetarian diet. Through SOURCE (Syracuse Office of Undergraduate Research and Creative Engagement), I was able to receive grants to fund the research, which allowed participants to visit the ACE Center (Nutrition Assessment, Consultation and Education) within Falk College for lab visits. Participating in research was one of the reasons I chose to attend Syracuse University, and I am grateful this came to fruition.
Cathryn Willing, Public Health
As a first-year public health student, I enrolled in the Healthy You Practicum course taught by Dr. Luvenia Cowart. I quickly came to love writing and talking about health issues and found the formula and publication process extremely interesting. After my first semester, in which I was published twice, I reached out to Dr. Cowart to see if I could continue writing for the magazine and the following summer, Dr. Cowart reached out to me asking if I would be interested in a copy editor position.
I attribute much of my successes to the magazine and Dr. Cowart. She trusted me to lead the program, which naturally helped me grow as writer and editor. In my last few semesters working with the magazine, we expanded the magazine’s production team and I was promoted to managing editor. I wrote an article about a new–at the time–faculty member, Dr. Bernard Appiah, and we later became colleagues on a research project funded by SOURCE (Syracuse Office of Undergraduate Research and Creative Engagement). I truly think of Falk College and my public health experience in terms of the magazine and the five publications I was able to oversee from an editorial position. Given the freedom to expand my creativity through writing, editing, and leading is something I will forever be grateful for.
Megan Willkens, Public Health
The most rewarding experience throughout my time at Falk College was becoming involved with undergraduate research. In collaboration with Dr. David Larsen, I completed a project assessing the association between indoor residual spray for malaria control and child cognitive development in sub-Saharan Africa.
This research led to other opportunities, including my contribution to conduct a survey that assessed the capacity of New York State wastewater treatment plants to support wastewater surveillance for COVID-19, and data analysis with the New York State Health Department to expand the NYS wastewater surveillance program. In combination, these experiences have allowed me to develop skills in research and grow personally and professionally.
Sewina Yu, Exercise Science
It is difficult to choose just one experience that has been the most important or impactful on me. However, being in Dr. Joon Young Kim’s Clinical Research Lab in the Department of Exercise Science has taught me invaluable analytical and research skills. I was able to present two research critiques at an international conference, submit a proposal for an undergraduate SOURCE (Syracuse Office of Undergraduate Research and Creative Engagement) grant, learn about IRB (Institutional Review Board) approval, and submit a poster for Falk Research Day.
I am so grateful to have had these opportunities and experiences in Dr. Kim’s lab. Along with this experience, working at the Barnes Center as a personal trainer has also helped me apply what I have learned in my exercise science classes to guide clients toward their fitness and health goals. These two experiences taught me skills that will undoubtedly help me succeed at physical therapy school.
Page 8 of 24