Human Development & Family Science  News

Alice Sterling Honig, Professor Emerita of child and family studies (now the Department of Human Development and Family Science) in the Falk College, died March 7, 2023. She was 93.

Honig earned a B.A. from Barnard College and a M.A. from Columbia University, both in experimental psychology, and a Ph.D. in developmental psychology from Syracuse University. Through her early training in the psychological sciences and academic career at Syracuse University that spanned over five decades, Honig was a champion for the rights, welfare, and the optimal development of young children.

“I will miss her smiles, her hugs, her jokes, her crystal-clear insights, and her clarity of thought,” says Professor of Practice Thom deLara. “Alice was a force to be reckoned with, but she handled it with humility and grace. I will miss her warm greetings and wonderful stories. The college has lost a giant in her field.”

Aligned with President Lyndon Johnson’s great war on poverty in the 1960s, Honig and her colleagues implemented one of the longest federally funded intervention programs aimed to ward off the pernicious effects of poverty on the social, emotional, cognitive, and physical development of young children in the Syracuse area. This program became a model for national initiatives to lift children out of poverty.

Honig was the graduate assistant of Syracuse University professor Bettye Caldwell who, with Julius Richmond of Upstate Medical University, formed the Children’s Center in Syracuse in 1967–the first early intervention program in the country and the foundation of Head Start. This also built the legacy of excellence in early childhood care at Syracuse University.

Working with Upstate Medical University pediatrician Frank Oski in the late 1970s, she assessed iron deficient infants and toddlers in a ground breaking trial showing cognitive and behavioral improvements after iron therapy. Following her interest in cross-cultural child-raising, she took part in Caldwell’s team of early childhood specialists invited to China to visit child care centers in 1975. She returned to Beijing at age 83 to teach about child development and present an award in her name.

Longtime colleagues of Honig remember her as a kind and compassionate person who expressed a deep sense of gratitude and humility. “Alice was a strong, brilliant woman who cared. Her work and her life were a blessing to children and families everywhere. She threw everyone she met a kiss,” recalls Teaching Professor Emeritus Joseph Fanelli.

Associate Professor Emerita Ellen deLara says, “Alice was a wonder, intellectually and personally. In her natural exuberance for life, she provided support for students and encouragement for junior scholars. In the darkest times, she still reached out with something quirky, funny, or uplifting. We have lost a treasure.”

Honig was a world-class scholar whose publications have an immeasurable impact in the child development field across the world. In several hundred articles and book chapters and numerous books, she outlined the impact of parenting beliefs, practices, and modes of socialization on the developmental trajectories of young children. Her publications and presentations spanned numerous areas of child development and early childhood education, including infant development, language development, emotional development, parent-child interactions, strategies for early and inclusive education, and gender studies.

Equally impressive were her steadfast attempts to catalog and promote early education practices that are child-centered and embrace neo constructivist perspectives that enable children to be shaped and shape their own development. Her scholarly publications are used in child development and early childhood education programs to train students and other professionals in university and community settings across the world. Honig also served as an editor and editorial consultant on many professional journals and for book publishers, including her service as a editor of the research in review section of “Young Children” and associate editor of “Early Child Development and Care,” both prominent journals in her field.

Honig was a prolific scholar who assumed central roles in national and international organizations such as the National Association for the Education of Young Children (NAEYC) and Society for Research on Child Development (SRCD). Through keynote addresses and membership in governing bodies in these and other organizations, she conveyed that attending to the needs of children and families is at the heart of social justice. She was a sought-after speaker at conferences due to her breadth of knowledge and her ability to convey both theoretical and practical knowledge at a level that was comprehensible and engaging to both lay and professional audiences. Her international reputation was one of several factors contributing to the depth of participation by international students in the Department of Human Development and Family Science.

She actively worked with graduate and undergraduate students as an instructor and as a mentor for their professional and scholarly development. She developed many of Falk College’s core undergraduate and graduate courses–a reflection of her broad areas of interest and expertise in the field. Honig was always willing to share her knowledge and experiences with students and fellow faculty members to assist them in planning and implementing their courses. She served as a valued committee member on uncounted thesis, comprehensive examination, and dissertation committees in the Department of Human Development and Family Science and across the University. In the Department, her important contributions to the scholarly development of graduate students are honored with the Alice Sterling Honig Graduate Research Award given annually to the graduate student whose scholarly contributions are particularly meritorious.

Honig was recognized for her contributions to the field at the regional, state, national, and international levels. She received numerous awards at all levels, including Barnard College’s Woman of Achievement award in 2015. At Syracuse University, her contributions to the field and to the University were recognized in 1994 as the first professor of child and family studies to receive the Chancellor’s Citation for Exceptional Academic Achievement.

In addition to her scholarly and professional contributions, Honig was engaged in many community organizations and activities. She was an early researcher and supporter of Head Start programs and was actively involved in the boards of many daycare centers in the Syracuse community, especially those serving underprivileged populations and individuals whose familial and personal histories were affected by race and class prejudice.

Honig was also a talented musician who prided herself on her broad knowledge of lullabies and musical nursery rhymes from across the world–a knowledge she delighted in sharing with students, colleagues, and audiences. For many years, she was an active member of the Syracuse University Oratorio Society and was a key member of a local folk singing ensemble. She also was active in her religious community, sharing her insight and experiences at her Temples and with other religious organizations. Her intellectual curiosity went beyond the field of child development, extending into art, archaeology, anthropology, biology, and medicine. She was an avid gardener, traveler, and humanitarian. She was innately curious and encouraged curiosity and learning in all those she encountered.

Honig was active in the life of Falk College and its students long past the time of her retirement. She nurtured the growth of students, early childhood educators, and parents from all levels of society across the world. She was a valuable scholar, colleague, and friend. Her contribution to the field of child development will live on into the distant future.

The Falk College family would like to extend it deepest sympathy to Dr. Alice Sterling Honig’s family and the sincerest appreciation to the authors of this article for sharing their memories of Honig and insights into her remarkable life and career.

By Pearl S. Falk Endowed Professor Jaipaul Roopnarine, Associate Professor Emeritus D. Bruce Carter, and Professor Ambika Krishnakumar

Eight faculty members are recipients of 2023 Syracuse University Graduate School Excellence in Graduate Education Faculty Recognition Awards. The honor is presented to faculty members who have a significant, positive influence on graduate education through their commitment to superior graduate teaching, dedication to departmental and community presence and work in research initiatives.

Winners were selected by an interdisciplinary committee of graduate students. They will be recognized at an award ceremony and reception on Thursday, April 20, along with the recipients of the Outstanding Teaching Assistant award. The ceremony is at 3:30 p.m. in the Syracuse University Sheraton, Regency Ballroom C.

The award winners are:

• Merril Silverstein, professor of sociology and inaugural recipient of the Marjorie Cantor Endowed Professorship in Aging Studies in the Maxwell School of Citizenship and Public Affairs, and professor of human development and family science in Falk College
• Sara E. Burke, assistant professor of psychology in the College of Arts and Sciences
• Michael C. Gill, associate professor of disability studies and cultural foundations of education in the School of Education
• Mike Goode, professor of English and William P. Tolley Distinguished Teaching Professor in the Humanities in the College of Arts and Sciences
• Eric J. Grode, associate professor and director of the Goldring Arts Journalism and Communications program and associate professor of magazine, news, and digital journalism in the S.I. Newhouse School of Public Communications
• Maria Minniti, professor of entrepreneurship and emerging enterprises and Bantle Chair in Entrepreneurship and Public Policy in the Martin J. Whitman School of Management
• Beth Joy Patin, assistant professor of information studies and co-founder of the Library Information Investigative Team research group in the School of Information Studies
• Junko T. Takeda, professor of history and inaugural Daicoff Faculty Scholar in the Maxwell School of Citizenship and Public Affairs

Scholarship and Graduate Mentoring

Silverstein, principal investigator of the Longitudinal Study of Generations, says his method of mentoring graduate students “involves shepherding them through their graduate programs and integrating their course requirements with product-oriented goals.” He encourages students to attend and present at conferences, introducing them to notables in the field and professionally socializing them to the norms, procedures, and logic of scientific inquiry as well as to hone their critical thinking skills.

Burke’s research focuses on intergroup bias, including stereotypes, discrimination, prejudice, and experiences of stigma. She says her “top career priority is providing compassionate, individually tailored expert guidance to doctoral students.” Burke offers accessible information about her Intergroup Bias Lab research findings and its lab manual. She demonstrates a commitment to diversity and inclusion by creating a welcoming environment through her in-depth explanations and exclusive videos of the “R” statistical computing environment, material that supports learning the R computer programming language.

Gill’s research interests include feminist and queer disability studies; intellectual disability and sexuality; intersections with gender, race, and science; and masculinity studies. He says he approaches his teaching “with a goal to generate and foster student interest while presenting diverse materials and methodologies…that connect to [students’] experiences and needs and encourage them to critically engage with communities of which they are a part.” Gill helped establish the Engaged BIPOC Scholar-Practitioner Program and has advised students who participate in the Graduate School’s Future Professoriate Program.

Goode specializes in late 18th and early 19th century British literature and culture with writings on historical reenactments, living history museums, the gender of history, the erotics of historicism, the comic public sphere and the ethics of the postmodern condition. He says he fosters graduate student success by “working very closely with individual students to develop their thinking, writing, teaching and presentational skills.”

Grode’s approach to ensuring a fulfilling graduate experience starts by understanding students’ goals, ambitions, deficits, and gifts. He says he creates opportunities to fully prepare his students to enter the job market “by fortifying them with the tools they need then offering continued mentorship as they pursue their careers.”

Minniti specializes in international migration, immigrant politics, the sociology of religion, race and ethnicity and qualitative methods. She mentors students from a holistic perspective by “being present, available and involved, treating…each student as an individual with untapped potential” and providing practical guidance, encouragement, and insight to help them navigate their entry into their professions.

Patin says she believes that “two of the most rewarding tasks in academics are teaching and mentorship…imparting knowledge to the next generation of scholars and researchers.” She is recognized for creating an environment where students become critical thinkers and informed individuals who explore and challenge the status quo and who understand why the concept of culture is important in today’s society.

Takeda specializes in early modern European history, France, Mediterranean, economic globalization, state-building and revolutions, migration, history of medicine and disease and Asian-American history. She says she “tries to provide as many opportunities as possible for my students to start learning professional skills and to develop their own confidence early in their careers.” She and a colleague helped develop the CNY Humanities Corridor working group and provide an inclusive and friendly venue for Ph.D. students to share their research.

Harlan London, professor emeritus of child and family studies (now the Department of Human Development and Family Science) in the Falk College, died on Dec. 19, 2022. He was 93.

London was a teaching faculty member for 24 years and a chair of the Department of Child and Family Studies in the College of Human Development (now the Falk College). He worked with his wife of 54 years, Syracuse University alumna and City of Syracuse teacher Arcenia Phillips London, on instructing teachers how to teach with an emphasis on diversity. He was a leader in the Alpha Phi Alpha fraternity’s mentoring program for high school male students as they transition to college.

When he retired in 2006, London was advisor to the University’s vice chancellor and provost on diversity in the curriculum.

“Our hearts are with Harlan’s family and friends as they mourn the loss of a loving husband and father and a devoted educator whose legacy will live on through the thousands of his former students who share his compassion for others,” says Diane Lyden Murphy, dean of the Falk College.

A native of Ethel, Arkansas, London was an active member of the choir in high school, which led to a music scholarship to attend Philander Smith College (PSC), a historically Black college and university in Little Rock, Arkansas. There, he sang with the internationally renowned PSC choir.

Before moving to Syracuse in 1961, London earned a bachelor’s degree in social science at PSC, a bachelor of divinity degree at Gammon Seminary in Atlanta, Georgia, and a master’s degree in counseling at Boston University. He earned a Ph.D. in social science at the Maxwell School. After completing his Ph.D., London taught in Amsterdam, Netherlands, for one year through Syracuse University’s Division of International Programs Abroad, now known as Syracuse Abroad.

London taught at all levels from first year to advanced graduate studies, directed Ph.D. dissertations and participated in the completion of many. He was a skilled researcher and a respected scholar who loved teaching undergraduate students above all other work. His research and publications focused on urbanization, family structure, social class, ethnicity and education. He maintained affiliation and leadership in national organizations of family studies over a span of his career.

“He was a gentle giant who taught some of the early courses on diverse family systems,” says Jaipaul Roopnarine, Pearl S. Falk Professor of Human Development and Family Science who worked with London as a young faculty member. “Above all, he was a very kind and caring person who always displayed humility and compassion.”

London and his family belonged to the Rockefeller United Methodist Church for over 50 years. Music was London’s great love—sacred, classical, jazz and spirituals. He returned to singing Negro spirituals after retirement and was a frequent soloist at many churches across the Syracuse community until his death. London’s family described him as a loving dad, a family historian, a gourmet cook, a skillful gardener, a landscape artist and a loyal friend.

London was predeceased by his parents Robert Sr. and Marie; his wife, Arcenia; brothers, Ernest, Marian, Robert Jr. and Marvin; sister, Rosemary; and son, Doran. He is survived by his children, Judy London (Harold) Palmer of Corpus Christi, Texas, and David Harlan London of Baltimore, Maryland; his grandchildren, David Palmer of Sacramento, California and Jaren Palmer of Corpus Christi, Texas; his siblings, Dorothy London Ross of Milwaukee, Wisconsin/Las Vegas, Nevada and Mel London of Milwaukee, Wisconsin; sister-in-law Mattie Phillips London of Dewitt, Arkansas; and several nieces, nephews, relatives and friends.

Jacob DeBlois, Kyle Leister, and Rachel Linsner are being awarded financial support for their research projects through the Bernard D. and Louise C. Rostker IVMF dissertation research fund. Totaling more than $50,000, the funding supports interdisciplinary dissertation research on topics related to veteran and military families conducted by Ph.D. candidates through the D’Aniello Institute for Veterans and Military Families (IVMF).

As an R1 research institute, it should come as no surprise that Syracuse University is a source for groundbreaking research across the vast array of disciplines available throughout its 13 schools and colleges. To conduct quality research, it can be a challenge to obtain the required funding. Surveys, focus groups, experiments, interviews and even observations require expenses, and that is before there is an attempt to publish the research and present it at conferences.

“The field of veterans studies crosses many disciplines and modes of inquiry, and this is certainly reflected in our five inaugural recipients,” says Nick Armstrong G’08, G’14, IVMF managing director for research and data. “The generous support provided by the Rostkers exemplifies what makes Syracuse University best-in-class and best for veterans—it provides rising scholars the resources and flexibility to pursue distinctive excellence, while at the same time addressing some of the leading challenges facing the veteran community.”

The funding, provided by Bernard G’66, G’70 and Louise Rostker G’68 through the Forever Orange Campaign, did not come with the typical restrictions due in part because of the personal experiences the couple went through in pursuing their own advanced degrees. The Rostkers have spent years dedicating time in support of military families. Bernard is a veteran of the U.S. Army and later served as a senior executive in the Department of Defense and Louise devoted herself to her lifetime career in social work, having a history of supporting education for military children and expanding employment opportunities for military spouses.

The combined total of $50,000 in funding will be dispersed between five recipients this year, each of whom have a research topic focused on the military-connected community. Learn more about Falk College’s 2022 fellowship recipients:

Jacob DeBlois

Ph.D. Candidate, Exercise Science

DeBlois’ research interests focus on the contribution of occupational stressors to the risk of cardiovascular disease. The topic first caught his attention during his undergraduate studies after working on projects funded by the Department of Homeland Security investigating firefighting tactics and the impact of those tactics on physiological outcomes. His dissertation, “The Occupational, Psychosocial, Biobehavioral and Physiological Determinants of Hypertension Risk Among Military Service Members,” seeks to explore the impact of occupational stressors on hypertension risk among a nationally representative sample of service members to determine if those with military combat exposure, injury or trauma and prolonged overseas deployments have higher blood pressure or physician diagnosed hypertension than those without similar experiences.

Kyle Leister

Ph.D. Candidate, Exercise Science

Leister’s research interests are focused on improving quality of care for amputees. Leister is a certified orthotist/prosthetist and has over seven years of practice and continues to treat patients in the clinical setting on a part-time basis. His dissertation, “Development and Cross Validation of a Prediction Equation for Estimating Step Count in Individuals With Transtibial Amputation,” seeks to develop and cross validate two equations to estimate daily step count based on two common clinical-based functional outcome measures and one patient-reported outcome measure.

Rachel Linsner

Ph.D. Candidate, Human Development and Family Science

Linsner’s research interests focus on military families, specifically within child and family policies. She first started with the D’Aniello Institute in 2015 as a student researcher and is now a full-time research associate working in the research and evaluation division. Her dissertation, “Military Spouse Employment Status: Implications for Attitudes Toward the Military, Individual, Well-Being and Family Functioning,” will examine the relationships between military spouse employment status, attitudes towards the military, individual well-being and family functioning.

About Forever Orange: The Campaign for Syracuse University

Orange isn’t just our color. It’s our promise to leave the world better than we found it. Forever Orange: The Campaign for Syracuse University is poised to do just that. Fueled by more than 150 years of fearless firsts, together we can enhance academic excellence, transform the student experience and expand unique opportunities for learning and growth. Forever Orange endeavors to raise $1.5 billion in philanthropic support, inspire 125,000 individual donors to participate in the campaign, and actively engage one in five alumni in the life of the University. Now is the time to show the world what Orange can do.

~ Adapted from an SU News story by Charlie Poag originally published on Wednesday, November 30, 2022.

Growing up in Jiangxi, a province in southeast China, Xiaoyu Fu discovered she had a passion for family dynamics and family relationships. To transform that passion into a career, Fu enrolled in the Department of Human Development and Family Science at Falk College.

“I found the HDFS department at Syracuse University is the perfect place for me to dive into the research field of family relations under the guidance of many renowned professors and researchers,” says Fu, a Ph.D. candidate. “I hope to become a faculty member at a university after graduating from Syracuse.”

Fu recently attended the Gerontological Society of America (GSA) Annual Scientific Meeting in Indianapolis, Indiana, where she presented research on how older adults react to various types of communication with their adult children. This research was supported by a grant from the Retirement Research Foundation (RRF). We asked Fu to share her thoughts on the conference and how it impacted her academic and career goals, and here’s what she wrote:

“The Gerontological Society of America (GSA) Annual Scientific Meeting is one of the biggest conferences in the field of gerontology. By bringing the top scholars around the world together to share their cutting-edge research projects and findings, it offers an extensive amount of high-level research from different aging research disciplines.

“Due to the pandemic, the GSA 2022 conference was my first in-person conference, and it surprised me with a wonderful experience that’s distinct from virtual conferences. One of the highlights of GSA was meeting so many talented researchers. I’ve read and cited many of their publications, and this was the first opportunity I had to see them in person or attend their presentations.

“In addition to meeting those well-established scholars, GSA allowed me to network with Ph.D. students and postdoctoral researchers from all over the world. I attended a meetup of international students and scholars where we got to know each other and share challenges and resources in pursuing a career in academia as a non-citizen. Another highlight of GSA was attending conference sessions and workshops presented by scholars from various disciplines, such as social work, neuroscience, gerontology, biology, sociology, and medicine. I learned many new and exciting things at GSA about issues that affect older people and how they live their lives.

“The research project I presented at the conference was about how different types of communication between older adults and adult children would impact older adults’ relational outcomes. I was drawn to this topic because it intimately relates to my life as my parents and I live on two continents. It’s also immensely relevant in today’s increasingly digital world.

“Specifically, we investigated the traditional (in-person and phone call) and digital (instant message, email, social media) types of intergenerational communication and their associations with older adults’ perceived quality of communication and closeness with children. We found that digital contact with children can compensate for reduced quality of communication related to social isolation. We plan to replicate this study using recently collected data from 2021-22 to further examine the role of digital communication in maintaining meaningful family relationships during COVID-19.

“(Marjorie Cantor Professor of Aging Studies and HDFS Graduate Director) Merril Silverstein, my advisor, provides constant support for our projects and his wealth of knowledge guides our path. I am deeply grateful for his ongoing encouragement, guidance, and support of all my efforts and struggles on this project. It’s been a pleasure working with him and I have learned a lot.”

About Xiaoyu Fu: Xiaoyu received her bachelor of science in international studies from Renmin University of China, and her master of arts in public administration from Northeastern University. Her advisor is Professor Silverstein and her research interests are intergenerational relationships and family well-being.

About HDFS: The scientific study of individuals and families offered through Falk College’s Department of Human Development and Family Science focuses on social, physical, emotional, and behavioral life-span development across cross-cultural contexts. HDFS offers students invaluable and unlimited opportunities for real world projects, internships and experiential learning, and research.

As a non-traditional, first-generation undergraduate student at Syracuse University, Chandice Haste-Jackson excelled academically but always felt there was something missing in her pursuit of knowledge.

That missing piece? Connecting with others.

“Ultimately, I discovered that in connecting with others, I could expand my knowledge and understanding beyond anything I learned from textbooks,” Haste-Jackson says. “That set me on a career journey oriented toward human connection, holistic development, and service, whether that be in fields of teaching, counseling, leadership, or administration.”

This past summer, Haste-Jackson’s lifelong journey of connecting with others continued with her appointment as Associate Dean of the Office of Student Services in Falk College. An associate teaching professor in Falk’s Department of Human Development and Family Science (HDFS), Haste-Jackson previously held several prominent HDFS positions and was chair of the Dean’s Committee on Diversity and Inclusion. In 2021-22, Haste-Jackson served as Syracuse University’s interim director of the First-Year Seminar course.

Before joining Syracuse University, Haste-Jackson was drawn to work that supported vulnerable populations. It was her job, she says, to help those populations expand their understanding, move from deficit toward sufficiency, and identify what wholeness, health, and stability meant to them and/or their families.

“Was this difficult work at times? Yes!” Haste-Jackson says. “But what I gained from these experiences is that our humanity connects us all, even those who are not like ourselves. We all want similar things–health, happiness, longevity, stability–and that makes us more interconnected than we think we are.”

To introduce Haste-Jackson to Falk students, we asked her to discuss her previous experience with students, the services offered by the Office of Student services, and questions that students might ask. Here’s that conversation:

What attracted you to your new job and why is it important that you’re helping Falk College students succeed?

After 20 years of working in nonprofit organizations and schools, rising through the ranks of direct service to executive leadership and administration, I spent a good deal of time teaching and training frontline employees and college student interns. In working with college student interns, I developed a desire to teach, mentor, and prepare the next generation of human service workers, a field that is very broad but one that involves human connection, holistic development, and service–tenets I live my life by!

Given the climate in which we live in today, college students are dealing with issues that may impact their ability to successfully engage in academic pursuits. The COVID-19 pandemic, mass racial violence, wars, and significant personal losses have impacted academic performance and emotional well-being. Helping students to navigate these challenges during their time with us in Falk College is what I endeavor to do, and I am committed to leading and supporting the professional staff in our office who have made that same commitment to student success.

I’m a first-year or transfer student who isn’t familiar with the Office of Student Services. What are the services you provide?

In your first year at Syracuse University, our office will provide academic counseling and advising around other areas in your life that you identify as being important to your growth as a student in Falk College. Additionally, our office supports career exploration and professional skill development, and offers opportunities for learning through career immersion experiences.

Every first-year and transfer student has an assigned academic counselor, and the Office of Student Services will be one of the first places that you connect with to learn more about your major and all the resources available at Syracuse University.

I’m a student struggling with my classes and I’m not sure if I’ve chosen the right major. How can you help?

This is common for students who are adjusting to the intensity of college-level work. We can help you identify the source/cause of the struggle with your classes and then locate campus resources that you might consider accessing for help.

Sometimes, making a change in how you study, how much time you give to studying, or even where you study is all that may be needed to alleviate the struggle. Sometimes, motivation is at the root of the struggle and subsequently causes you to consider if the major is right or not. We’ll help you to explore and develop a pathway to successful academic performance.

I’m a student having a hard time being away from home and I’ve got personal issues that are getting in the way of my sleep, classwork, and social life. Do I go to you or somewhere else?

You most certainly can meet with your academic counselor to discuss these personal issues. Our academic counselors will listen and help you find the resources that are right for you and meet your needs. You do not have to be alone in trying to address emotional, social, or academic well-being.

We also recommend that students contact the Barnes Center at The Arch and/or Hendricks Chapel for support with any personal issues that arise. We are well-connected to these two resources and support student engagement with their services.

Why is it important for students to see you if they have issues rather than trying to work them out on their own? Isn’t that what college is for, learning how to handle stress?

Absolutely! Learning how to handle stress is an expectation of a college student, yet many students are not prepared for the inherent stress that comes with transitioning to college. During the first year of study or even subsequent years, there are a series of social, emotional, and academic adjustments that must occur for you to be successful as a college student. There will be some new stressors, and some of your past ways of handling stress may not be as effective for you now.

Being proactive in seeking help before something becomes an issue is also something that college students are expected to learn early in their college career. We can help you to learn these skills and support you along the way as you employ them.

Help is Here

The Falk College Office of Student Services is in Suite 330 Barclay Hall. You can visit at any time or schedule an appointment by calling 315.443.3144 or emailing falkss@syr.edu. Visit the Office of Student Services webpage for more information and a complete list of services, important announcements, and staff directory.