English Language Institute
Geraldine de Berly, Director
700 University Avenue, 315-443-2390
The English Language Institute (ELI) offers English language instruction to international students and visiting professionals. It is administered through University College and offers instruction, from beginner to advanced levels.
The ELI provides intensive study of the language for those who must improve their English for academic or professional reasons. Its goal is to prepare participants to use English as quickly and effectively as possible. Instruction is offered in English grammar, reading, writing, listening, speaking, and pronunciation. Films, lectures, area trips, and special events are part of the program and are designed to help students learn English on an accelerated basis.
Students may take a series of 15-week courses with 20 hrs a week of instruction. During the summer, two 6-week sessions with 25 hours a week of instruction are offered. The Legal English course for those preparing to enroll in an LLM is available in summer.Short and long-term courses can also be designed for individuals or groups with specific needs and disciplines.
Completion of the Level 4 (high intermediate) course will waive the University TOEFL requirement for undergraduates.
For further information, contact the English Language Institute, 700 University Avenue, Syracuse NY 13244-2530, U.S.A.
Kandice L. Salomone, Director
323 Hall of Languages, 315-443-1643
The Center for Innovative Learning (iLEARN) of the College of Arts and Sciences supports a variety of innovative educational programs and undergraduate research activities in the College and its departments. It also serves as a clearinghouse for information about undergraduate research and other innovative learning opportunities, as well as a source of encouragement and support for their further development.
The center helps students complement traditional classroom and laboratory work with enhanced out-of-classroom learning experiences. These experiences represent active learning at its best, tapping students’ creativity, curiosity, and drive. These kinds of opportunities also enable students to apply their knowledge and skill to independent research and other scholarly projects that engage students with current issues, and give them the kinds of experiences helpful in making career choices. Students may choose to earn academic or experience credit.
- Undergraduate Research Program
- The Syracuse University Undergraduate Mock Trial Program
- Ruth Meyer Undergraduate Research Scholars Program
iLEARN has funds available for use by arts and sciences undergraduate students, faculty, and departments/programs for eligible projects. Eligibility is dependent on a project’s relevance to the types of educational activities listed in the mission statement. Inquiries should be made to the director of iLEARN.
Mary Ann Shaw Center For Public & Community Service
Pamela Kirwin Heintz, Director
237 Schine Student Center, 315-443-3051
The Mary Ann Shaw Center for Public and Community Service (SHAW CENTER) provides support for faculty to integrate community based service learning/research into academic coursework for undergraduate and graduate students. It does this by: furnishing organizational information about placements in nonprofit and/or public organizations for those seeking community based service learning/research opportunities; helping create new partnerships/collaborations and learning/research opportunities; and supporting ongoing academic programs/projects/courses that foster community based service learning/research on the local, national, and global levels. Since opening in 1994, the SHAW CENTER has provided assistance to faculty in the form of consultation and orientation; identification and mitigation of risk/liability issues; and ongoing support, monitoring, and evaluation. Additionally, the SHAW CENTER offers a variety of curricular and co-curricular service opportunities at nonprofit and/or public organizations. Every college within the University offers community based service learning/research opportunities for students.
Community based service learning components of courses provide opportunities for students to put the value of learning into action through community service placements. The students can connect theory and practice as they train for life, enrich their moral character, and develop their sense of civic responsibility. This educational opportunity deepens the students’ sense of connectedness and responsibility to others and includes elements of vocation and avocation.
Students participate in the community based service components of their courses by completing a predetermined number of service hours at a community site. Under the direction of the course professor, teaching assistants, academic managers, and SHAW CENTER professional staff, students keep journals, write papers, do action based research, and present projects and reports to reflect on and process their community service experiences. The course professor assumes grading responsibility. Academic credit for the service learning experience is awarded by the professor through credit for the course.
The SHAW CENTER works with students, faculty, teaching assistants, academic administrators, and community site partners and supervisors to assist in successfully implementing community based learning opportunities. The SHAW CENTER provides information about placement options; orientation to the community; assistance when there are questions; transportation (on a first-come, first-served basis to the extent resources allow); and evaluation of the community service component of the course for future improvement.
Students are invited to visit the SHAW CENTER office or web site at http://shawcenter.syr.edu/ to learn more about course options. Students are encouraged to discuss course options that interest them with the appropriate faculty advisor before registering. Students can, with the approval of the professor, request individual placements within courses to enhance assignments or course goals. The SHAW CENTER will work to help the student develop and implement an appropriate placement, as well as assist with the reflection and processing of the experience, if appropriate.
Renee Crown University Honors Program
Professor Stephen Kuusisto, Director
306 Bowne Hall, 315-443-2759
The Renée Crown University Honors Program is a selective, demanding, and rewarding program for outstanding students who seek intense intellectual challenge and are prepared to invest the extra effort it takes to meet that challenge. It is marked by four distinguishing characteristics:
- heightened expectations;
- participation in a vibrant and active community of learners;
- intensity of intellectual experience; and
- special intellectual opportunities and responsibilities.
The program is open to qualified students from all undergraduate majors at Syracuse University. Its requirements, supplemental to those of their majors, stipulate that they demonstrate the attributes of depth, breadth, command of language, global awareness, civic engagement, and collaborative capacity by successfully completing the following program requirements:
- An Honors Capstone Project, with written summary for a non-expert audience; and
- XXX 499, Capstone Project preparation, in the major (e.g., HST 499 or ETS 499 ).
BREADTH (the following three requirements):
- An introductory honors seminar (HNR 100 for first-year students; HNR 210 , HNR 220 , or HNR 230 for students entering after their first year).
- Disciplinary Diversity
Four three-credit Honors courses, from at least two of the following divisions: humanities, social sciences, or natural sciences/mathematics. At least two of these courses must carry the HNR prefix. The remaining two courses may have the HNR prefix, or be Honors sections of regular, departmental courses. Students may substitute three one-credit, 200-level Honors seminars, taken for a grade, for one of these courses.
- Interdisciplinary Work (one of the following three options):
- An approved, three-credit HNR or other course with substantial interdisciplinary content; or
- An independent project experience, with prior approval from the Honors Program; or
- A clearly interdisciplinary Capstone Project, with prior approval from the Honors Program and from the student’s major department.
COMMAND OF LANGUAGE (the following four requirements):
- The Capstone Project as described under “Depth” above;
- A written summary of the Capstone Project, as noted under “Depth” above;
- One course or experience with a substantial public presentation requirement; and
- Either one course with a significant quantitative component or one course in creative expression.
GLOBAL AWARENESS (two of the following ten options; at least one must be non-Eurocentric in its focus):
- One course that has a non-US focus (other than language courses);
- A Capstone Project that has a non-US focus;
- Ability in a foreign language at a level of 201 or higher;
- An internship or other work with a documented global perspective for at least 50 hours;
- A semester or summer abroad in a University-approved foreign study program;
- An Honors-approved, short-term program that includes a foreign travel component (see examples at: http://suabroad.syr.edu/programs/shorttermprograms/)
- At least one semester of residence in a Learning Community with an international focus.
- Participation in the University’s Maxwell in Washington Undergraduate Semester residency program (IR/DC);
- An approved, sustained, reciprocal mentoring partnership with international students for one semester under the aegis of the Slutzker Center for International Services; or
- An alternative path approved in advance by the Honors Program.
If the requirements of a student’s major create a serious impediment to completing this requirement as stated, the student may, with prior approval from the program director, satisfy the requirement by completing two global courses, at least one of which must be non-Eurocentric.
Demonstrate civic engagement through sustained, documented involvement over a minimum of three semesters. The minimum requirement is 50 hours in total.
Collaborative Capacity (one of three options):
Successfully complete an extended activity with a team of three to five collaborators that involves significant intellectual content appropriate to the Honors Program:
- An approved course that involves substantial teamwork; or
- An independent project experience (in an area such as drama or engineering), resulting in production of a deliverable artifact, such as a report, presentation, or performance (requires faculty approval before work begins and at the end of the project);
- An off-campus project (which may be done through an internship, field experience, or other activity), resulting in a deliverable artifact, such as a report, presentation, or performance, and accompanied by a written description of the experience, signed by the faculty mentor.
All courses taken to fulfill the above requirements must be completed with a grade of B or better. Honors students must complete the program with a grade point average at least at the cum laude level in their home schools or colleges (for School of Architecture students, 3.2; for Newhouse students, 3.5; for all other schools and colleges, 3.4).
Upon completion of these requirements, “Renée Crown University Honors” is awarded on the diploma and listed under “Awards and Honors” on the transcript.
For a listing of current and past Honors courses offered each semester, go to http://honors.syr.edu/my-honors/courses-seminars/.
Reserve Officer Training Corps (ROTC)
The Reserve Officer Training Corps program is offered by the Air Force through the Department of Aerospace Studies and by the Army through the Department of Military Sciences. Both programs include a basic course taken during the freshmen and sophomore years, and an advanced course taken during the junior and senior years. Each program offers commissions in their respective service for men and women who complete the course requirements and meet other mandatory prerequisites.
Students may enroll in the first two years of either program and complete field training or basic camp without incurring any military-service obligation. Uniforms and ROTC textbooks are furnished throughout the programs. Students accepted to the second two years of the programs are given a subsistence allowance of $450 to $500 a month during each academic year. Two-, three-, and four-year scholarship recipients receive tuition assistance, a book allowance, lab fees, and a stipend ranging from $300 a month for first-year students to $500 a month for seniors for the duration of their scholarship.
Sophomores may receive credit for the basic course by attending a special, expenses-paid, five-week camp during the summer before the junior year.
Enrollment in the ROTC program is also available to seniors who expect to go directly into graduate school in a program that requires at least two academic years to complete, as well as to graduate students who will have four or more semesters remaining at the time of the next fall registration.
Academic credit awarded toward graduation requirements for military science and aerospace studies courses is determined by the individual schools and colleges.
Interested students should inquire at the ROTC office of their choice either before or at the start of the academic year or semester. Students may visit the ROTC offices in Archbold North. For more information on the individual program descriptions, refer to the course catalog or call the Unit Admissions Officer, Army ROTC, 315-443-8233; or Air Force ROTC, 315-443-2461; or visit us.
Air Force Reserve Officer Training Corps
Lt. Col. Jonathan Landis
Professor of Aerospace Studies
303 Archbold, 315-443-2461
The goal of the Air Force Reserve Officer Training Corps is to commission second lieutenants in the U.S. Air Force. Students completing the Air Force ROTC training program will serve as Air Force officers on active duty for a minimum of four years after graduation. These students will have learned to exercise leadership, think critically and creatively, and communicate effectively. All cadets are required to complete the Air Force ROTC course sequence. The ROTC academic courses are cross-listed with other University departments and colleges, allowing academic credit toward degree requirements.
Students in the Air Force ROTC program enroll in an aerospace studies (ASC) course each semester. ASC 205 /PAF 275 and ASC 206 /PAF 276 are taken during the first year and ASC 295 /HST 295 and ASC 296 /HST 296 are taken during the sophomore year. These courses comprise the general military course and meet one hour a week.
During the junior year, students enroll in ASC 305 /O&M 405 and ASC 306 /O&M 406 . During the senior year, they enroll in ASC 405 /PAF 475 and ASC 406 /PAF 476 . These courses comprise the professional officer course, and each meets for three hours a week.
All academic courses are taught by career Air Force officers who hold at least a bachelor’s degree. These officers are on the University faculty and hold the academic title of professor or assistant professor for the duration of their assignment.
Besides attending academic classes, cadets attend a leadership laboratory each week. The leadership laboratory provides instruction in Air Force customs and courtesies, drill and ceremonies, expeditionary skills, and briefings on career opportunities. The instruction is conducted by the cadet corps with a progression of experiences designed to develop leadership potential.
During the summer between the sophomore and junior years, cadets attend field training at Maxwell Air Force Base in Alabama. This training is four weeks long. Field training provides each cadet with leadership training, group involvement, physical fitness training, and a chance to experience life in an active Air Force environment.
Juniors in Air Force ROTC are eligible to apply for positions as cadet training assistants or to participate in professional development training programs around the country. Cadet training assistants attend a field training camp and train and evaluate cadet trainees and execute field training activities.
Army Reserve Officer Training Corps
Lt. Col. Michael Bianchi
Professor of Military Science
308 Archbold North, 315-443-2462
Students in the Army ROTC program receive instruction in general military science in preparation for commissions as second lieutenants in the U.S. Army, Army Reserve, or Army National Guard. Officer education emphasizes such areas as the duties and responsibilities of junior officers; the understanding of the fundamental concepts and principles of military art and science; the development of leadership and management potential; a basic understanding of associated professional knowledge; a strong sense of personal integrity, honor, and individual responsibility; and an appreciation of the requirements for national security.
All students participate in a two to four-hour leadership laboratory each week. This period of instruction is largely student-planned and directed and provides opportunities for realistic leadership experience. It emphasizes leadership, basic military skills, and professional knowledge subjects.
In addition to the leadership laboratory, basic-course students (freshmen and sophomore students) receive instruction in physical conditioning, first aid, effective writing, and human behavior. The basic course does not obligate students to any military service and only requires two to three hours a week.
After successful completion of basic-course requirements, students can enroll in advanced ROTC, which requires five to eight hours a week.
In the junior year cadets prepare for advanced camp, which takes place at an active duty Army base, during the summer between the junior and senior year.
Students study military leadership and management, map reading, advanced physical conditioning, military ethics, professionalism, and law. These courses, if cross-listed with other academic courses, may be taken for academic credit.
Field training exercises are held once each semester. They introduce a wide range of military skills and stress practical application of classroom instruction. Skills in rappelling, land navigation, tactics, and marksmanship are taught at a variety of field sites in Central New York and Pennsylvania.
Aerospace Studies Courses
ASC 101 ,ASC 102 /ASC 201 ,ASC 202
ASC 205 /PAF 275
ASC 206 /PAF 276
ASC 295 /HST 295
ASC 296 /HST 296
ASC 301 ,ASC 302 /ASC 401 ,ASC 402
ASC 305 /O&M 405
ASC 306 /O&M 406
ASC 405 /PAF 475
ASC 406 /PAF 476
Military Science Courses
MSL 101 ,MSL 102 /MSL 201 ,MSL 202
MSL 301 /MSL 371 ,MSL 302 /MSL 372 /MSL 401 ,MSL 402
Student SUccess Initiative (SSUI)
The Student SUccess Initiative (SSUI) program is committed to the retention of students. In partnership with SU’s schools and colleges, SSUI provides a comprehensive learning community experience that includes personal coaching, quiet study areas, tutorials, and social activities. To qualify for the SSUI program, students must show some indication that they are academically “at risk” and are dedicated to making a change in their approach to academic and personal development. For more information, contact the SSUI office at 315-443-1095 or firstname.lastname@example.org or visit the web site.
Syracuse University Abroad
106 Walnut Place
Margaret Himley, Associate Provost for International Education and Engagement
1-800-235-3472, email@example.com, http://suabroad.syr.edu
Did you know that nearly 40 percent of Syracuse University students study in another country with SU Abroad? Consistently ranked as one of the nation’s highest quality programs, SU Abroad offers a variety of options and signature features:
- Year-long, semester, summer, and short-term programs;
- Language at any level (beginner to advanced);
- Immersive homestay experiences;
- Assured guidance from staff and faculty abroad; and
- Once-in-a-lifetime internships and Signature Seminars.
SU Abroad maintains centers in Santiago, Chile; Hong Kong and Beijing, China; London, England; Strasbourg, France; Florence, Italy; Madrid, Spain, and Istanbul, Turkey.
Our World Partners programs provide opportunities in many additional locations, including Australia, the Czech Republic, Ecuador, Germany, India, Ireland, Israel, Japan, Korea, Russia, South Africa, Turkey, and more. Courses award SU credit, and your financial aid travels with you. Study abroad grants and other scholarships are available.
Undergraduate Research Program
Kandice L. Salomone, Director
323 Hall of Languages, 315-443-1643
The Undergraduate Research Program (URP), housed in the College of Arts and Sciences but open to qualified participants from other colleges, exists to provide non-classroom, credit-bearing educational opportunities to undergraduate students. Interested qualified students work closely with Arts and Sciences faculty members in faculty generated research projects, other projects representing the faculty member’s academic interests, learning environments provided by professionals affiliated with the College of Arts and Sciences, or eligible off-campus internships with an identified Arts and Sciences advisor. The program features the apprenticeship model, and students gain firsthand experience in creative and investigative academic processes, translate theory into practice, explore the cutting edges of particular disciplines, develop closer working relationships with faculty members, and enhance their own career and educational credentials.
The program offers Arts and Sciences faculty members a chance to extend and expand the character of their teaching in the undergraduate context, to work closely with self-selecting, highly motivated students, to attract excellent students to continued study in their particular field of study, and to open both internal and external funding possibilities by way of undergraduate involvement in their work. Faculty members are invited to propose projects to the Director. Individual projects may extend beyond a semester in length as appropriate. The character and requirements of these projects, as well as the number of credits involved, vary greatly, since they come from across the disciplines of the College of Arts and Sciences. The common criterion for all, however, is appropriateness to an educational credit-bearing experience for qualified undergraduate students.