College Life: Fall 2023

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Telescope Nights

Students will have a chance to gaze the universe from the Rice Creek Field Station in the fall

By Stefan Yablonski

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Rice Creek Field Station will host telescope observation sessions at the observatory. The field station is located at 193 Thompson Road, in Oswego. Participants will gaze

through the observatory’s telescope inside the rotating dome to view celestial objects like the moon, the bright planets, galaxies, nebulae and star clusters, according to Kristen Haynes, assistant director, Rice Creek Field Station.

It is a large, research-grade telescope (16-inch aperture).

It functions in concert with the rotating dome to provide an excellent viewing experience, she said. The telescope is powerful enough to view the surface features of the moon, as well as star clusters, nebulae, galaxies, and planets.

These sessions are offered by astronomer John Zielinski.

They always advertise sessions with these statements: “Since clear weather is needed for observing the night sky, interested participants should call 315-312-6620 after 7 p.m. on the evening of each event to hear a recorded message announcing whether or not the observation session will take place that evening. Prior to the evening of the event, this same number can be dialed to access a pre-recorded detailed description of the upcoming session,” Haynes said.

“These nights are free and open to the public. Anyone — community members and students — can attend, she added.

The telescope is used occasionally for classes — usually about once per semester if the weather cooperates and provides clear skies for viewing. The telescope is also used for astronomical research. Free parking is available at the Rice Creek Field Station. Children as well as adults are welcome. However, children younger than 17 must be accompanied by an adult. Visitors may want to wear long sleeves and insect repellent, Haynes suggested.

Dates

• Friday Aug. 25, Saturday Aug. 26 and Sunday Aug. 27, 9 - 11 p.m.

• Friday Oct. 20 and Saturday Oct. 21, 7 - 9 p.m.

• Friday Dec. 15 and Saturday Dec. 16, 6 - 9 p.m.

VA health care is available to eligible Veterans at the: OSWEGO VA

PRIMARY CARE CLINIC

293 State Route 104 East Oswego, N.Y.13126

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To apply for benefits, please visit the clinic, call 315-207-0120 or apply on-line at www.va.gov/health-care/how-to-apply/

For help with determining eligibility, you may also contact Oswego County Veteran Service Agency at 315-519-9100 or the Veterans Service Contact Center at 1-888-823-9656

www.syracuse.va.gov

Call 315-312-6620 after 7 p.m. on the evening of each event to hear a recorded message announcing whether or not the observation session will take place.

The late physics and astronomy professor Scott Roby, Kimberly Smith, a two-year past president of the student Astronomy Club and an Oswego graduate, and professor John Zielinski. 2018 file photo.

Large, research-grade telescope (16” aperture) at the Rice Creek Field Station.

Meet New SUNY Oswego President

Peter Nwosu

New semester starts with the first Black president to lead the Oswego campus

By Stefan Yablonski

Peter Nwosu was named the 11th president of SUNY Oswego this summer. He is the college’s first Black president and his appointment was effective Aug. 15.

He came to the United States as an immigrant from Nigeria to attend school. Then he embarked on a career in post-secondary education.

Nwosu is a graduate of the Harvard Institutes for Higher

Education and received his Ph.D. in communication studies from Howard University, master in liberal studies with a concentration in communication and instructional technology from Towson University and a baccalaureate in mass communication and journalism from the Institute of Management and Technology (Enugu, Nigeria).

He is a passionate advocate for access to high quality education for the universi -

ty’s increasingly diverse student body. He is an American Council on Education Fellow and Fulbright Scholar.

A nationally recognized teacher-scholar of intercultural and international communications, Nwosu has served as a journal editor, presented at regional, national and international conferences, and authored or co-authored more than 100 scholarly writings, including three books, refereed journal papers, book chapters and training manuals.

Nwosu served as provost and senior vice president for academic affairs and student success at Herbert H. Lehman College, one of 25 campuses of the City University of New York.

“It is with a mixture of sadness and joy that we say goodbye to Provost Nwosu,” Lehman College President Fernando Delgado said this summer. “His academic stew-

ardship of the college over the past few years was a source of stability and growth, particularly as we all grappled with the COVID pandemic. We know the SUNY Oswego community will benefit greatly from Peter’s depth of experience.”

Nwosu — who was not available to be interviewed for this story — began his career in higher education as a faculty member at California State University in Sacramento. He rose through the ranks to become a tenured full professor of communication studies. He joined Lehman in the spring of 2019.

He has also served as provost and vice president for academic affairs at Clark Atlanta University, Atlanta, Georgia, a private residential historically Black college and university, and Carnegie-designated doctoral research institution; associate vice president for academic programs and accreditation liaison officer at California State University, Fullerton, a Hispanic serving institution and one of the 23 campuses of the California State University System; and associate vice president for academic affairs, planning and assessment and special assistant to the president for institutional planning at Tennessee State University, Nashville, one of the then 27 campuses of the Tennessee Board of Regents, the nation’s sixth largest public higher education system.

His career has been and will continue to focus on student success, Nwosu said in a press release.

He has served on numerous national boards, including as chairman of the board of directors of the Washington, D.C.-based Institute for Higher Education Policy, a non -

SUNY Oswego Presidents

profit research and advocacy organization committed to promoting access and success in higher education for all students; a member of, American Association of State Colleges and Universities’ advisory board on Academic Innovation and Transformation, and the Sacramento-based California Urban Partnership.

What struck him about SUNY Oswego was the energy around campus to create opportunities, he said in a press release.

Of his appointment, Nwosu said: “With this appointment, you have entrusted in me the leadership of this great institution. You have asked me to lead SUNY Oswego with character, with capacity, with competence and with compassion.”

He believes strongly that “we all have a moral responsibility to ensure that [students] complete their education and to proceed to leave meaningful lives, embracing the challenges of our time.”

Nwosu’s deep-rooted record in higher education, combined with his commitment and belief in student success, equity, access, community engagement and economic development and shared governance resonated with our university community, SUNY Oswego College Council Chair James McMahon said in a press release.

Established in 1861, SUNY Oswego is one of the 64 campuses of the State University of New York, the nation’s largest system of public higher education. The university offers undergraduate and graduate degrees and certificate programs at the main campus in Oswego and the branch campus in Syracuse.

Edward Austin Sheldon 1861-1897

James E. Perdue 1965-1977

Isaac B. Poucher 1897-1913

Virginia Radley 1977-1988

James G. Riggs 1913-1933

Stephen L. Weber 1988-1995

Ralph W. Swetman 1933-1947

Deborah F. Stanley 1995-2021

Harvey M. Rice 1947-1952

Mary Toale (Officer in Charge) 2022-2023

Foster S. Brown 1952-1963

Dr. Peter Nwosu 2023 -

Where Is Officer-in-Charge Mary Toale?

SUNY Oswego’s Officer-in-Charge

Mary Toale was one of the presidential candidates.

Toale first came to SUNY Oswego in 2014 to create a new communication studies graduate program and was named a faculty fellow in the president’s office by former President Deborah Stanley in 2017. Following Stanley’s appointment as interim SUNY Chancellor on Dec. 20, 2021, Toale was named offi-

cer-in-charge effective on Jan. 1, 2022.

Toale is a tenured full professor in the communication studies department.

She will remain work ing in the of fice of the president as deputy to the president and will provide support to Pres ident Nwosu in fulfilling the university’s mission, vision and institutional priorities.

However, Toale will not be teaching courses during the fall 2023 semester.

New Majors at Oswego

By Deobrah Jeanne Sergeant

SUNY Oswego students have two new majors this year, integrative professional studies and the higher education leadership master’s program.

Integrative professional studies “is focused on the adult learner or transfer student looking to use as many

credits as possible from previous coursework they completed,” said Karen Archibee, academic planning coordinator at Oswego.

The degree can help students finish a program in a reasonable amount of time, typically students who have many earned credits, but they don’t add up to a particular

degree—or their credits don’t apply to the degree path they now want.

The major emphasizes five industry-related areas that apply to the student’s future work. The focuses include communications–data analytics, project management, social justice–social systems, leadership–self-management

and digital skills.

Many of these students want to complete a bachelor’s degree to help them make more money in their current position or to transition into a new industry. Some want to apply to a master’s degree program but must first finish their bachelor’s degree.

Archibee said that some people refer to the integrative professional studies major as a more business-focused general studies major. Various academic departments at Oswego worked with Jill Pippen, dean to extended learning, to develop the program.

“They’ll have a concierge experience with me,” Archibee said. “They’ll work closely with that advisement with me.”

The program had a “soft launch” last spring with 30 enrolled. This year, 45 to 50 are anticipated.

New associate professor Peter Ghazarian leads Oswego’s new higher education leadership master’s program.

“It has a primary focus on prepping new leaders for higher education and the changing landscape we’re seeing in society today,” Ghazarian said. “Higher education

now is going through a rough patch. In some places, public sentiment is turning away. We’re dealing with an aging population, so fewer applicants are coming in. We’ll need new leaders to take on these challenges arising in the field.”

The program can prepare people who want to work in higher education in academic affairs, the registrar’s office, business office and the international education office.

Anyone with a bachelor’s degree relating to business or human sciences would likely find their undergraduate degree providing the right prerequisites for the Higher Education Leadership program. Gharzarian anticipates about 13 students to enter the program this fall. A “handful” entered the program’s soft launch in the spring 2023 semester.

“One of the most exciting parts is there is a fellowship program where students will do 20 hours in one of the offices at the university and their tuition is waived for up to nine credit hours per semester,” Gharazarian said. “They also get a stipend and valuable workplace experience.”

Undeclared: How You Can Pick a Major

By Deobrah Jeanne Sergeant

The Lovin’ Spoonful sang about a love interest—not a college major—in their 1965 hit.

But a lot of college students can relate to the sentiment if they do not know their major.

Jacqueline Wallace, associate director for Career Education, Career Services and Career Coach for Education at SUNY Oswego, said that about 150 to 200 students at the school are undeclared

each year.

The process of picking a major begins with knowing oneself.

“What are your interests, strengths and values and how does that align to opportunities out there?” she said. “Are there majors that are energizing to you that you want to know about?”

The next step is to see if any of these majors lead to further opportunities.

“What opportunities does

this degree open up, like jobs internships and service?” Wallace said. “Many students also think about careers that align with their interests, strengths and values and what will lead to a career.”

One helpful resource is the Bureau of Labor Statistics (https://www.bls.gov). The site also shows at the city level median salaries for career titles and their projected growth rates. This part of the consideration is vital.

“There are fields that are much more competitive,” Wallace said. “You might work on a project in the arts, but to pay the bills, you may need to work a part-time job.”

Students should cross reference their projected debt with their projected salaries.

Wallace also reminds students that it’s unlikely that they will remain in the same career—much less the same job—for life. Most people change careers or at least take a sidestep into something

slightly different at least once during their working life.

“At Oswego, we have courses that give participants the tools they need lifelong,” Wallace said. “The chances of getting a job in a career field of interest or job for a lifetime is less likely as jobs change and industries change.”

She encourages students to stay curious and continue to try new experiences, as well as talk with as many people as they can who work in the student’s field of interest to see if it’s right for them.

“You build up your network as well,” she said. “You don’t navigate setbacks without mentors around you. They’re there to support you. The more you can get out there and connect with folks, the more it will help you. Take someone out for coffee and be curious.”

Job shadowing, talking with mentors and volunteering can also help students better understand a career.

“Chances are, you’ll do something you’re familiar with,” Wallace said. “You need to see what’s available and out there. The more you can expose yourself to different opportunities, the more you can see yourself there. It’s not so scary to jump in and try something.”

Jacqueline Wallace, associate director for Career Education, Career Services and Career Coach for Education at SUNY Oswego.

Study Abroad

Story and profiles

by Stefan Yablonski

The State University of New York currently offers more than 1,000 overseas study programs in more than 60 countries and all seven continents.

Programs range from two- or three-week intensive courses to a semester or academic year abroad.

At SUNY Oswego, the college offers “a multitude of semester and year-long study abroad opportunities” in Europe, Asia, and Latin America. Oswego students can immerse themselves in another culture; enhance their fluency in a target language and more.

Pre-pandemic, SUNY Oswego’s Office of International Education and Programs typically had more than 400 students abroad per year, according to Josh McKeown, associate provost for international education and programs; director at OIEP.

It’s one of the largest and most comprehensive offerings in SUNY, he added.

“Post-pandemic, it took a bit to recover and it is definitely still a work in progress, but we are encouraged that this past academic year our office sent more than 250 students abroad and it’s steadily growing,” he said.

A favorite country to visit?

Oswego has over 80 programs in more than 30 coun-

tries.

Right now they are seeing huge interest in traditional destinations, including Italy and France, “as well as special offerings taking advantage of our academic strengths to Spain, Tanzania, Honduras, Japan and others,” McKeown said. “There’s also a lot of renewed interest in our Oceania programs in Australia and New Zealand which is great to see again.”

The cost varies. Some programs, like the faculty-led, are minimal as the students are abroad anywhere from one to four weeks.

“We try hard to keep those as affordable as possible,” McKeown said.

A semester program abroad can be more expensive than a standard semester in Oswego because of extra travel costs, he said, adding “but surprisingly, some programs come in under the semester costs at Oswego. For instance, one of our best exchange partners in Japan (Akita International University) is less per semester than it is for a semester in Oswego.”

Also, if a student receives financial aid, it will continue while the student is abroad and is factored into the overall cost. Plus Oswego offers many different scholarships just for SUNY Oswego students.

Students are told always apply for scholarships when prompted on the application.

The college offers many

scholarships to help cover travel costs for majors and minors. There are several scholarships available to SUNY Oswego students who are participating on a SUNY Oswego study abroad program. Completing the scholarship application will allow students to be considered for any of the scholarships for which they meet the eligibility criteria.

Some campus departments offer scholarships to their major or minor students for study abroad. Students should contact their major or minor department’s office for possible scholarship opportunities and application procedures.

Academic requirements

For faculty-led programs students just need to be in good academic standing. For semester programs it varies between partner school abroad. Some require a 2.5 or 2.75 GPA at the time of application. Others are a bit more strict with a firm 3.0 GPA at time of application.

Depending on the program the student may need two or more academic recommendations at time of application.

“Some schools require a foreign language proficiency recommendation before attending as English may not be the common language used in the classroom,” McK-

eown explained. Germany is one example.

Also, it’s best to check on the country you’ll be traveling to well in advance, he recommended. A search on the CDC and WHO web sites for country-specific information can help guide each student as to what is needed before arriving.

Even though COVID-19 restrictions have been lifted in most countries, every student should check if any vaccines or medical information is needed before entering a country or joining that specific program. We are here to help students navigate this process, McKeown said.

“We know our programs and locations well and partner carefully to provide safe and secure experiences,” McKeown said. “Studying abroad is definitely something that moves students out of their comfort zone, but that’s typically what’s appealing and exciting about it. Traveling involves preparation and of course some risks, but — just like we are seeing tourism travel booming right now after a long pandemic — we are seeing study abroad resume strongly as well. It’s a great time to consider going.”

The US Department of State also has a page on its website designated for students going to study abroad: https://studyabroad.state.gov/

“In terms of international students attending SUNY Os-

wego, Asia tends to send the most; particularly students from India, Nepal and elsewhere in South Asia are well enrolled at Oswego. Also we see growing enrollments from Nigeria, Ghana and elsewhere in Africa and Korea, China, and Canada are consistently strong for us,” he said.

Study Abroad

• 20% of SUNY Oswego students study abroad

• There are 300 international students currently studying at SUNY Oswego

• 65 countries are represented on SUNY Oswego’s campus

Josh McKeown, director of the Office of International Education and Programs.

SUNY Oswego has one of the largest and most comprehensive study abroad programs within the SUNY system.

Favoured-Joy Oghenekome

Study Abroad: South Korea, Thailand

Oswego student’s hair sparks interest in South Korea

Favoured-Joy Oghenekome hopes some day to return to the countries she visited as a student.

“I studied at the Hankuk University of Foreign Studies in Seoul, South Korea, and the College of Management, Mahidol University, in Bangkok, Thailand,” she said. Oghenekome is a global–international studies major with minors in international business and peace and conflict studies.

“One of the most interesting things happened in South Korea. Older ladies on

Kiara Montero

Study

the train would often touch my hair randomly to feel the texture,” she recalled. “It was fascinating because they rarely asked for permission — but they were always nice and gave me compliments on my hair!”

“It was also fascinating that I was able to create a bond with an older lady who ran a restaurant that I frequented. She spoke no English and I barely spoke Korean. But she was always nice and caring,” she added. “She has a photo of her and myself hanging in her store and she cried when

Abroad:

Semester at Sea

Not your typical sea cruise

Kiara Montero is a recent graduate from SUNY Oswego with a Bachelors of Arts in broadcasting and mass communication.

“During my first semester of senior year I did the Semester at Sea program with Colorado State University. Considering I was living on a ship with more than 600 people from all around the world for four months, I was

constantly crossing paths with someone from a new culture and was always able to take away a valuable experience and a new perspective.

Whether they were at sea or in country, she said she constantly found herself being challenged.

“But these challenges made room for growing experiences for me that I may have never had back at my home university,” she added.

Thomas Cafarella Study Abroad: Japan Japan experience created ‘deer’ memories

Thomas Cafarella is studying broadcasting and mass communication with a minor in political science at SUNY Oswego. His trip to Japan will help him communicate with everyone in the future.

“The course that I was on was a part of the GLS [global learning studies] program, meaning that it was done entirely through SUNY Oswego and not with a college overseas,” he said. “I spent time in Japan visiting Osaka, Kyoto

I told her I was leaving. It was beautiful.”

“One memorable moment was when I went to see PSY in concert, the singer well-known for Gangnam style. He noticed me and my friends in the crowd. He had a brief conversation with us where he asked where we were from and welcomed us to Korea.”

The trip, to both Korea and Thailand, was invaluable, she said.

“I enhanced stress management skills, adaptability, cross-cultural communication and interpersonal skills, which differed in both countries and the US,” she said. “I also got to network and create valuable connections in both countries. I sincerely look forward to revisiting South Korea and Thailand.”

“I felt very safe physically in South Korea. While people would stare at me or make comments, no one ever ex-

Her most memorable moment from her trip was her second port — Casablanca, Morocco.

“I had an incredible host family that welcomed me into their home and gave me the opportunity to learn the ins and outs of their culture. They also gave me the opportunity to teach them about my own,” she said.

Prior to this trip, she didn’t travel out of the country often.

“So traveling to 10 countries within four months for the first time was a new ballpark for me,” she said. “But now I’m confident that I’m travel savvy. And despite language barriers, I was still able to connect with individuals across the globe!”

Park, he said.

“Nara is well-known for the deer that surround the area. The park was peaceful and gorgeous,” he said.

According to the internet, he added, “the deer bow to you.”

pressed aggression towards me,” she added. “I never felt my life was in danger for any reason, especially as there were CCTV cameras almost everywhere.” While she understood some basic Korean before her trip, “it was quite easy to navigate; even for those with no

knowledge of the language,” she explained. “The road signs were mostly translated and buses and trains made announcements in multiple languages — including English, Chinese and Japanese. However, knowing or an interest in learning the language will help build bonds with locals.”

and Tokyo.”

“Sometimes, the most shocking thing to think about was the time zone difference. Japan is 12, sometimes 13 hours ahead of our time zone,” Cafarella added. “I was at a restaurant eating sushi and everyone I knew back home was asleep. That opened my eyes to the fact that we are not the only ones on this planet and there is so much more to our beautiful planet than where we are now.”

A moment he will never forget was his day in Nara

“I am here to confirm that, yes that is very true! Our class even named one. If you ever find yourself in Nara Park, say ‘hi’ to Melvin, would ya?”

This trip gave him “a priceless experience.”

“The line of work I want to go into is all about listening to people so we can tell their stories. It is likely to talk with someone not from the area and might be afraid to open up to someone unknown,” Cafarella said. “But travel gives you another way to find a mutual connection between you and someone else. If you can find that mutual connec-

tion, it can provide a sense of comfort when opening up about hardships.”

“What made my trip so easy to digest is that it was

faculty-led by a SUNY Oswego professor. There was no international universitys involved in my trip; all through SUNY Oswego.”

Kiara Montero (left) and some of her friends.

Thomas Cafarella (left) and a friend, Aidan Levi.

Travel Abroad: Czech Republic,

Australia

She says travel can be ‘life-changing, amazing and scary’

Abigail Lashinsky said her time abroad helped her grow as a person.

She was a double major — wellness management and psychology with an athletic coaching minor at SUNY Oswego. She is a 2023 graduate.

Lashinsky studied at Masaryk University in Brno, Czech Republic.

“I completed a full semester at this university and I completed an internship with the University of Ostrava — I also completed a wellness course in Australia through SUNY Oswego for three weeks,” she said.

“I think the most interesting thing was learning and navigating cultural differences and everyday living,” she added. “Through several of the classes I took in the Czech Republic we discussed Czech culture, policies, etc,

and compared them to all the international students’ home countries. I remember several times my friends and I would sit around asking each other questions about our lives.

“I think exploring each of our differences and similarities led to many shocking moments. I experienced multiple friends of mine having s’mores for the first time!”

In the past, she always traveled with family or with a group of people, she said.

“So this was the first time I was traveling by myself. No one from any SUNY school was completing this program in the Czech Republic program. With this being said, at first, I found it to be very overwhelming and scary. But once I arrived at the university and met other international students and started traveling around Europe, I realized how freeing it was,” she said.

“Looking back, it is incredible

how much I grew as a person and how much I learned about myself.

I believe sometimes we have to step outside our comfort zone and push our limits to realize how capable we really are. So, my most memorable moment was when I recognized that I can travel and navigate difficult situations and not be so scared.”

She added that she “felt very safe traveling both in Europe and in Australia.”

At the conclusion of her experience, she traveled to around 13 countries with friends and by herself.

“Personally, I put in place proper safety precautions and completed prior planning, which made me feel more comfortable traveling,” she

said. She described the experience as “invaluable.”

“I grew so much as an individual and made amazing friends.

I was once asked to describe my experience in five words and replied with ‘Life-changing, growth, independence, amazing, scary,’” she said.

Abigail Lashinsky

Nick Thelen

Travel Abroad: Italy

Italy trip provides memories to last a lifetime

Nick Thelen said a tour of the Vatican was an incredible experience.

Thelen, a French and global studies double major at SUNY Oswego, did a quarter-course through SUNY Oswego’s OIEP [Office of International Education and Programs]with professors Juan LaManna and Ligia LaManna.

“We went to Italy — visiting Rome, Florence and Venice,” he said.

The most shocking expe-

Katie Huestis

rience that he had was walking through the Vatican and Sistine Chapel.

“The ceiling was huge, everything was very ornate and the art was incredible!” he said. “They had statues lined up through every corridor and the amount of detail in each piece was really impressive. These were pieces that I’ve only seen pictures of. So witnessing them in person was truly remarkable.”

One of his favorite parts of the trip was going to Piazza Navona in Rome, he added.

Travel Abroad: Spain

Trip was a useful career building block

Katie Huestis is a Spanish–Spanish education double major at SUNY Oswego. She studied at the University of Barcelona in Spain.

“My program coordinators took me to a live Flamenco concert in Barcelona and it was amazing!” she said. “As a music and culture lover, it was so cool to see that important piece of Spanish culture in person.”

A memorable moment from her trip was when she visited La Sagrada Familia — a large church in Barcelona.

“I went with my tour guide Fabio and I was the only one on the trip. Fabio explained the history of the church to me as we walked through it together,” she said. “My favorite part was seeing the reflection of the windows inside of the church on the floor, and learning about the meaning and choices made

“We were taking a small break after doing some walking. And while we were sitting there, there was a man playing the cimbalom [a type of string instrument]. It was so moving to hear it echo in the square with the sound of fountains in the background,” he recalled.

The trip was “an incredibly valuable experience.”

“Many of us were able to gain a sense of independence, navigate new cultures and work around differences that evidently brought us closer together,” he explained. “It was a very rewarding trip with memories that we’ll look back on for the rest of our lives!”

He said that he felt very safe most of the time.

“Walking at night was a bit more concerning, but I never had any issues throughout the trip,” he added. “Everyone that I talked to was so polite

and kind and the people were always very helpful if you ever needed help with something.”

There were a few language barriers at moments, he said — “but many of us were able to get by fairly easily. In preparation for when we did have a language barrier, we had practiced some basic

Italian prior to departing.”

In most cases, there was someone who spoke English to help the group, he said. “But our faculty advisers, as well as one student who had studied Italian in high school, were the ones who helped us best when communicating,” he said.

by the designer Gaudí when designing the church.”

She later went on to research more about his design and write a paper about it for her classes, she added.

“As a Spanis–Spanish education major, I feel that this trip was extremely valuable. Not only did I have the opportunity to visit another country and continue to take classes; but, I had the opportunity to meet new people and immerse myself in their culture,” she said. “I believe that this experience helped me to learn more about my content area (of Spanish), improve my language skills, and cultivate relationships with many people from Spain — all of which I believe will be useful in my career as a Spanish teacher.”

Hours: Sun. to Thurs.: 5 AM to 2:30 AM Friday & Saturday: 24 Hours

The Group photo at the gardens was when we took a morning trip to the Botanical Gardens in Rome.

Katie Huestis at Aqueducts in Segovia, Spain.

Remember Online Classes? They Are Still Popular

Students who want a SUNY Oswego degree but lack the ability to attend in person can achieve their goals remotely

By Deborah Jeanne Sergeant

Because of the COVID-19 pandemic, online classes became more widely available and more popular among college students worldwide. Students who wanted to begin or continue their studies despite the lockdown could log on and keep learning.

The trend extended to SUNY Oswego.

“During COVID, they increased 500% in terms of applications,” said Karen Archibee, academic planning coordinator at SUNY Oswego.

As a fortunate side effect of the pandemic, many educational institutions continue to offer a much wider array of online classes than they did before the pandemic..

Archibee said that even

some students living on campus apply to some online classes. This can help students’ schedules remain more flexible for work, interning or other responsibilities.

Oswego has also shifted from offering only enough classes for part-time enrollment to an education delivery model boasting greater fulltime availability.

“We’re moving to a fouryear model to accept first year students,” Archibee said. “We don’t have online classes for each major.”

But it seems like that’s the goal for Oswego and other institutions.

Transitioning to more online classes has also helped increase SUNY Oswego’s reach around the globe.

“I have noticed that on-

line classes are still popular post-pandemic, both for traditional students and our online learners that are joining us from all over the US and the world,” said Jacqueline Wallace, associate director for Career Education and Career Services.

In addition to degree-seekers, Oswego’s online programs also appeal to people who want to improve their employability, receive a promotion in their current career or transition to a dif-

ferent industry.

“There’s more conversation around micro credentialing and certifications to help people advance in their career,” Wallace said. “COVID has taught us and provided us opportunities to create more accessible spaces and more robust spaces in online learning.”

She added that online classes can also help students learn at their own pace.

Students who want a SUNY Oswego degree but lack

the ability to attend in-person can achieve their goals remotely. Between their in-person and online programs, Oswego offers more than 120 undergraduate, graduate and professional based programs and 70 minors.

Select Oswego’s 100% Online Bachelor’s Degrees

• Broadcasting and Mass Communication, BA

• Business Administration, BS

• Criminal Justice, BA

• Integrative Professional Studies, BA/BS

• Public Relations, BA

• Wellness Management, BS

Select Oswego’s 100% Online Master’s Degrees

• Biomedical and Health Informatics, MS

• Business Administration, MBA

• Career and Technical Education, MS Ed.

• Educational Leadership, CAS

• Healthcare Administration, MBA

• Human-Computer Interaction, MA

• Strategic Communication, MA

Select Oswego’s 100% Online Postbaccalaureate Certificate Programs

• Health and Wellness, ADV CRT

• Health Information Technology, ADV CRT

• Integrated Health Systems,

• Nursing Home Licensure, ADV CRT

• Trauma Studies, ADV CRT Students

ment their in-person education with

classes.

Meet Peter G. Ghazarian, Ed.D.

New SUNY Oswego professor has worked in Germany, the UK and Korea

By Deborah Jeanne Sergeant

This year, SUNY Oswego officially kicks off a new program, higher education leadership, with the hire of Peter G. Ghazarian, Ed.D., associate professor and program coordinator of higher education leadership.

Although hailing from Hudson, Ohio, he has worked in Germany, the UK and Korea.

While in the UK, he met his wife, Mi Young Kim. The couple has lived in her native South Korea twice, but eventually decided to settle in the US so their children Cecile and Serena could know Ghazarian’s family better.

Some of his roles include teaching English as a foreign language, which has helped him better understand the challenges diverse students face while seeking higher

education.

While he was in his doctoral program, the academic ranking of world universities was starting to gain attention. He became interested in the emphasis on branding institutions.

“Essentially, I believe in higher education for the public good,” he said. “There are certain influences that don’t necessarily have the public good in mind that are increasing exerting influence in how institutions operation. Seeing that and sensing it firsthand, it shifted my attention to higher education.

“In South Korea, I encountered a lot of systemic obstacles to students’ success and being as effective as they could be,” he added. “It sparked interest in educational leadership.”

A couple of moves later—

both career-wise and physically—Ghazarian and his family were living in Ohio near his family when he heard about the opening at Oswego.

“I felt inspired to apply; I’m passionate about focusing on higher education,” he said. “I enjoyed the interdisciplinary nature of the former position. I’m really focused on higher education. I saw the position in Oswego as an opportunity to follow my passion.”

He wants to help higher education to continue to provide a benefit to everyone and foster social growth and progress while not getting stuck in less-than-ideal pursuits.

Ghazarian’s family remains in the Cleveland area for the school year so his children can finish middle school before they join him in Oswego. He lives on campus as a resident mentor, which he counts as a plus. Because his graduate program will meet weekly in the evening, he would otherwise have a difficult time meeting students and other faculty members.

“This is a great opportunity to live on campus and get to know everyone better and be part of the Oswego community,” he said.

Ghazarian enjoys cooking, gardening and playing games since these pursuits help him connect with other people.

Haunted Oswego

Given the rich history of Oswego County, tales of ghosts and spirits have been around for centuries in nearly every corner of Oswego County

The city and county of Oswego boast rich histories that are also lucrative in one aspect of local lore: ghost stories.

And our area hosts attractions, businesses, events, organizations and more that cater to folks interested in raised spirits.

Given the rich history of Oswego County and its connection with historical highlights such as the Seven Years War and War of 1812, as well as serving as the northern terminus of the Underground Railroad, tales of ghosts and spirits have been around for centuries in nearly every corner of the county.

In 2022, the Hometown Ghost Stories YouTube Channel posted a documentary titled “The Many Hauntings of Oswego County,” that encompassed a number of local tales and declared “Oswego, New York, is one of the most haunted cities in the entire state.” Their show focused on such folklore as Fort Ontario, the Seneca Hill ghosts of a mother and daughter reported along county Route 57 and the hauntings on Gray Road south of Oswego.

It’s not surprising that Fort Ontario comes up over and over, said Caroline Lamie, who is the office manager and ghost hunt and tour coordinator at Fort Ontario State Historic Site as well as vice president and senior board member of the Central New York Ghost Hunters organization.

“Fort Ontario has a long history of ghost sightings, during the day as well as at night,” Lamie said. “Soldiers would see several. Music, whistling, humming and singing are heard almost daily. Sometimes you can walk into

a building and hear ‘hello’ or ‘hi.’”

Spectral soldiers such as George Fikes and Basil Dunbar are the most famous ones, but ghost sightings span centuries back, including by one soldier who left his post when spooked, and was almost court-martialed until his friends backed him up, Lamie said.

“We have a lady that says her name is Lizzy, she tends to be weeping, and a boy, David, that is very talkative,” Lamie said. “We even have a picture of a young shadowy boy. All different uniforms have been spotted. Even wide brimmed hats.”

Ghost sightings and folklore are part of the draw for some visitors. “I get called down to admissions to talk to people with an interest,” Lamie said. “People assume we are haunted because we are old and our history.”

But notable ghost stories can be found throughout the county. The Haunted History Trail website also notes the Starr Clark Tin Shop, a stop in Mexico on the Underground Railroad where “witnesses have reported shadows, voices and the feeling of being touched,” and Casey’s Cottage at Mexico Point State Park where visitors report “hearing faint organ music or cries for help, furniture being moved, candles jumping off shelves, missing keys found in bizarre places, the sense of being watched and sightings of a young girl standing near a tree under which she was buried.”

Enduring appeal

Ghost investigation has scared up cyclical interest in popular culture, regaining

notice through such TV shows as “Ghost Adventures,” now on the Discovery Channel, and “Ghost Hunters” on the Travel Channel. Inspired by these shows, two young YouTubers, Sam Golbach and Colby Brock, have brought their passion for paranormal investigation to a whole new generation through their Sam and Colby channel with more than nine million subscribers.

The appeal of stories of ghosts and spirits has been alive in the community for quite a while, especially when the late Rosemary Nesbitt — a city historian and SUNY Oswego professor — would hold the annual Tales from the Haunted Harbor in the Oswego’s Maritime District every fall.

Nesbitt would enthrall audiences with such popular tales as the ghosts of Seneca Hill, the story of the girl in the glass coffin (later turned into an original play by campus colleague Mark Cole), the ill-fated soldier Dunbar and many more. Families would gather on the westside pier near the LT-5 tugboat to hear Nesbitt spin her tales annually until she died in 2009.

SUNY Oswego theater professor Jonel Langenfeld picked up the mantle of that tradition but realized that there was only one Rosemary Nesbitt and other tales to explore. She transitioned it into a similarly family-friendly event that also incorporated SUNY Oswego students, now known as the Ghost and Storytelling Tour at the Oswego Town Cemetery.

This shift came about after connecting with the Oswego Town Historical Association and Town Historian George DeMass.

“George asked if I would do a cemetery storytelling

of the people buried in that cemetery and also play Dr. Mary Walker,” the former Oswego Town resident who was also the only woman to win the Congressional Medal of Honor, she said.

“I was honored to be asked, but suggested we do the storytelling with my storytelling class,” Langenfeld said. “Since then the storytelling event has really grown and we are now into our eighth year. The students love researching the local history of Oswego and all the people who once lived here including the indigenous people.”

The work was right up Langenfeld’s alley, as she said spirits have reached out to her to ask her to learn about, and tell, their stories since she was a child. “Others may also identify with this,” Langenfeld said. “My abilities are particularly strong in cemeteries and with those I am close to or have some sort of connection.”

A ghost walk

A new offering in the Port City is Haunted Oswego Tours, 90-minute guided walks of Oswego’s historic westside neighborhoods from Water Street up to the Franklin Park Historic District. They take place every Tuesday, Wednesday, Friday and Saturday from May through October.

I had the opportunity to take one this spring, and it offered a variety of well-known and lesser-known supernatural stories presented in an entertaining manner. What was additionally fun was that the other people on the tour had their own ghost stories to share with our guide and fellow travelers.

According to the tours’ website, organizers of sibling business Oswego Food Tours would hear a lot of memories and ghost stories about the Port City while doing those tours — leading to this new offering.

Another outlet for tales of local lore, expected to debut early this fall, is the YouTube–social media series titled “Empire Spirits,” which features “a unique cast of local radio personalities, business owners and hosts of multiple internet shows and podcasts,” said one of the hosts and promoters, Sandy Silverstein. “We all also have varying degrees of experience in the paranormal investigation world.”

The show will focus on investigating reportedly haunted bars and restaurants throughout Central New York “to see if they live up to their reputation,” Silverstein said. They plan to have five weekly episodes in season one leading up to Halloween. “One of the really neat things about investigating restaurants is that they have soooo much history. And action. And drama.”

The various personalities of the cast — which includes Bill Vinci, who also hosts and produces “The Empire Plate,” “Empire Unique Eats” and “Chef up and Cook” — are a key part of making it entertaining, Silverstein said.

“We are all very interested and intrigued by the paranormal world and have a unique perspective on ghosts and spirits,” Silverstein noted.

“For example, my perspective during an investigation is one of the empath–medium–seasoned investigator, while Bill’s might be trying to face his fears. Viewers can without a doubt expect a combination of mystery, action and fun.”

Seeking out the paranormal is also a passionate side quest for some. Central New York Ghost Hunters (CNYGH) is a volunteer organization founded by a police officer who “responded to numerous calls that they couldn’t figure out,” Lamie said. “So in 1997, she and some like-minded friends decided to try and help these families. All of them had a big interest in the science of the paranormal as well as the legends and lore.”

The group eventually became a nonprofit organization and remains active with regular investigations and other activities. At one point, they hosted a series, still viewable on YouTube, titled “CNY Spirits.” They also help organizations such as Fort Ontario, other historical sites, libraries and museums raise funds through special events.

“We are very active,” Lamie said. “At least two times a month we are out investigating or doing presentations to raise funds. CNYGH Inc. is always finding haunted venues to investigate.”

As summer blends into

fall, offerings related to ghost stories grow greater in number. Lantern tours of Fort Ontario in August and September, feature tales “based on the real stories that happened at the Fort,” Lamie said. “Stranger-than-life stories. Hollywood-can’t-make-thisstuff-up stories!”

In October, Friends of Fort Ontario and CNY Ghost Hunters will host a popular Ghost Tour and Hunt for the public. “We always sell out!” Lamie said.

The Ghost and Storytelling Tour at the Oswego Town Cemetery, featuring Langenfeld and her students, is planned for Saturday, Oct. 28, once again telling tales of noteworthy figures buried in the cemetery as well as Harriett Tubman, Chief Pontiac, Solomon Northup and others who had an impact on Oswego and the wider world.

In whatever form they take, ghost stories have maintained popularity—whether told around a fire millennia ago or today on a YouTube channel—for many reasons.

“People love ghost stories. These stories frighten and intrigue because they are unknown … no one is alive to

speak exactly of what death and the afterlife (depending on what you believe) is really like,” Langenfeld said.

“People also love to hear stories about where they live and relate to similar experiences,” she added. “Hearing local ghost stories and history tales allows us to relate to where we live, who we are and our experiences, our commonalities. They can also validate us in so many ways … especially if we recognize something from a story…be that a place, a vision, a feeling. Humans are very interested in what they cannot explain … even in what they may not believe.”

A new offering in the Port City is Haunted Oswego Tours, 90-minute guided walks of Oswego’s historic westside neighborhoods from Water Street up to the Franklin Park Historic District. They take place every Tuesday, Wednesday, Friday and Saturday from May through October. For more information visit hauntedoswego.com

At Fort Ontario, stories of spirits connected to its rich past are part of the draw for some time. This photo by a visitor features what its taker thinks is a shadowy and unexplainable figure. Courtesy of Caroline Lamie, Fort Ontario.

Ways to Make This the Best Semester Yet

By Deborah Jeanne Sergeant

Of course, you want to make this the best semester yet.

Kate Donaghue, graduate student in the school counseling master’s program at SUNY Oswego, offers a few ideas.

Donaghue has worked as an orientation laker Leader for three years and has completed on-campus internships and service opportunities in her three years on Oswego’s campus.

Here’s what she has to say:

• Talk to Everyone. “Talk to your professors, advisers and super visors at work. You never know which con

nection will lead you to a new opportunity. It’s easier said than done but don’t be nervous talking to others on campus because almost every time they’re excited to get to know students. Their job is to support students during their academic journey and it’s why they’re working at a college.”

She added that talking with other students can also cultivate connections and friendships.

• Go to On-Campus Programs. “Support the resident assistant (RA) staff and attend their on-campus programming. These programs can be fun and a great way to befriend your RAs or other people in your building.”

Student-run organizations also provide program-

ming you may want to experience.

• Get Involved. Donoghue encourages students to talk with the Student Engagement and Leadership Office. “It’s always good to join a student club on campus because you can add it to a resume and show you’re involved with your college. This will give you experience taking on different responsibilities within the club and making more connections on campus.”

• Maintain a Schedule.

“This isn’t one of the most fun parts of college but it’s one of the most important parts to succeeding,” Donaghue said. This can include times to work on schoolwork and the times of your club or group meetings. Donaghue likes visuals, so a whiteboard calendar helps her.

• Plan for Self-care. “This is a part of college that I think not enough people remember,” Donaghue said. “Pursuing a degree is hard

and it’s okay to say it’s difficult. If you’re feeling overwhelmed by assignments and responsibilities, take time for yourself.” She suggested finding an outlet such as “spending time with people you trust, watching a show you like, or napping. Do whatever fills your cup because your mind will appreciate a break from schoolwork here and there.”

• Get an On-Campus Job.

Donaghue said. “Check out Google Maps. It’ll give you plenty of information about what to do around town.”

• Keep in Touch. “Make sure to call back home and keep in touch with your support,” Donaghue said. “You never know when you’ll need it. Whoever’s back home to support would love to know what’s going on at college. They are another source of support when things get a little stressful while you’re away.”

• Ask for Help When You Need It. Of course, college is a time to gain more independence; however, asking for help when you need it is a sign of maturity.

“Professors are paid to teach classes and guide you to the right resources when you need them,” Donaghue said. She encouraged students to ask for help at the campus tutoring center for academic struggles or through the college’s mental health resources if struggling with stress or anxiety.

work on time management skills, and provide spending money,” she added.

• Go Off Campus. As much as you may love your campus, it’s important to get off campus as well. “You’ll probably find a few good restaurants to eat at and some activities,”

• Keep an Open Mind. “Try new things,” Donaghue said. “Be open-mind ed when given your class schedule for the first time and try your hardest to make the best out of new classes. Go to a club meeting you’ve never been to before. If your friend asks you to do something you’ve never done, get out of your comfort zone and just try it. Keeping an open mind will do so much more for you than you think. That’s what college is for: trying new things.”

International Student from Turkey Pursues MBA at Oswego

Busra Altay follows her sister’s path to SUNY Oswego

By Stefan Yablonski

Coming to SUNY Oswego was a family affair for Busra Altay.

“I am from Turkey, specifically from Izmir, a coastal city on the west side of the country,” she said. “Some of my family and close friends live there and I have great memories of growing up in that beautiful environment.”

After college, she worked as a financial auditor at a big company with branches in the US. Her job involved auditing the finances of large-scale companies.

“I loved my work, even though it meant working overtime almost every week,” she said.

However, she felt the need for a change and wanted to gain new experiences in her field to learn more.

“That’s why I decided to apply for an MBA at SUNY Oswego,” she explained. “I’m excited about the opportunities this program will bring for my personal and professional growth.”

Family connection

She learned about Oswego through her sister, “who took her master’s degree at SUNY Oswego around eight years ago,” she said.

“She had a positive experience during her time there and her recommendation and insights about the university influenced my decision to consider applying for an MBA at SUNY Oswego as well,” Altay added.

She said she decided to come to SUNY Oswego “for several reasons.”

“Firstly, I was drawn to the sense of community and the welcoming atmosphere that the university and its surrounding area offered. The environment in Oswego, especially being situated by a lake, had a significant impact on me,” she said.

“Moreover, the quality of the business faculties at SUNY Oswego was impressive and aligned well with my academic and career aspirations.

I believed that pursuing an

MBA here would provide me with a strong foundation and open up various opportunities for my future.”

Additionally, she said she was attracted to the university’s commitment to diversity and inclusion. The fact that the Oswego community embraces and supports diversity was “an essential factor” in her decision-making process.

“Food — I have found the variety and taste of the dishes to be great. One of my favorite places is Rudy’s, where you can enjoy delicious fish while gazing at the beautiful lake view. When the weather is good, it’s an amazing spot to spend time,” she said. “Additionally, the presence of a fruit and vegetable bazaar has been a pleasant surprise, providing fresh and diverse produce options.”

On the language front, she said she has faced some challenges.

“Although I had some prior knowledge of English, I

had never used it extensively before coming here,” she said.

“I’m still working on improving my language skills. But it has been a valuable learning experience.”

As for the weather, the winter has been the most significant adjustment for her.

“I have never seen so much snow before and it can be a bit difficult — especially since I’m living off-campus. However, I’m adapting to it, and the experience of winter in Oswego has been unlike anything I’ve experienced before,” she said.

Altay describes her experience at SUNY Oswego as “absolutely fantastic.”

“I’m currently in my third semester and I couldn’t be happier with my time here. I’ve had the pleasure of meeting amazing students, staff and professors who genuinely care about the well being and success of the students,” she said.

One of the most signifi-

cant advantages of being an international student at SUNY Oswego is the opportunity to work on campus for up to 20 hours a week, she noted.

“I consider myself lucky to have the chance to work in my field of study as a student worker at the study abroad accounting side. The two staff members I work with are simply amazing — they not only teach me many valuable things, but they do it with a constant smile on their faces. Their approach to work makes it feel more like a fun learning experience rather than just a job,” she said. “I also applied for a summer internship here, which was a bit of a lengthy process with paperwork involved. However, starting early allowed me to secure a position at the nine charter schools district office. This internship has been an incredible learning opportunity and I’ve gained extensive knowledge in my field during my time there.”

LEFT TO RIGHT: 1 “I traveled to the USA during my summer break while I was in college in Turkey. It was my second visit to New York, and like every tourist, I fell in love with the city. The crowded and colorful streets, filled with people from different cultures, made it feel like a dream to experience a world within a city; 2 Here, I was in Chinatown. It was an incredible experience to immerse myself in Chinese culture in the heart of New York. Everything about China was present, and I was truly impressed; 3 This is from my amazing workplace at the study abroad office in SUNY Oswego. I consider myself incredibly lucky to work with the international office staff and study abroad office staff, Erin and Amy. They are the most amazing people I’ve met here, and I already miss working there during the summer break. I’ve learned so much from Erin and Amy in the office, and they genuinely love helping the students.”

An investment in education is an investment in the future. That’s why KeyBank is proud to support people and programs that focus on helping children and adults in our community reach their full potential. We believe in creating opportunities for students to grow and excel and appreciate everyone who helps prepare them to achieve their goals.

full potential. We believe in creating opportunities for students to grow and excel and appreciate everyone who helps prepare them to achieve their goals.

©2023

Student from India Reflects on Her Oswego Experience

As an international student, balancing everything was initially overwhelming for Aneri Shah.

“But with time, I learned to manage my schedule better. Fellow students from similar backgrounds motivated me to try harder. I embraced cultural differences and observed effective management skills in my American classmates” she said.

“Prioritizing tasks and reducing work hours helped me focus on studies and take care of myself. Adapting to the weather and food was challenging — but I gradually found a routine that worked. I embraced the discomfort of being outside my comfort zone, to achieve personal growth and development,” she added.

Shah is an international student from India pursuing her master’s in graphic design and digital media at SUNY Oswego.

“Back in India, I made the decision to pursue my master’s in the States, the land of opportunities,” Shah explained. “I was determined to attend a state university and found that SUNY Oswego offered the exact course I was looking for, making it the ideal choice for my academic goals.

By Stefan Yablonski

My research and connections with students and alumni through platforms like LinkedIn and social media further reassured me about the college’s curriculum, faculty and course offerings. With this confidence, I aspired to become a Laker and applied to SUNY Oswego.”

She joined SUNY Oswego for the spring 2022 semester and the abrupt change in temperature — going from 30 degrees Celsius to minus 10 degrees Celsius within 24 hours — left her stranded and shivering at the Syracuse airport, “and each day required a different strength to step out in the cold and face the snow,” she added. “However, this experience taught me resilience and adaptability.” Language wasn’t a significant barrier, as she had grown up watching Hollywood movies and shows, making the experience feel more familiar and live.

“However, food became a major adjustment,” she said. “Learning to cook my traditional dishes was a necessity to satisfy my taste buds. Though I’m not a great cook, I’ve improved over time. It took me a while just to perfect cooking rice, and now I happily invite my classmates and friends to dinner, appreciating the learning curve.”

Forming close friendships with other international students and celebrating their cultural festivals and achievements together created a sense of family away from home, she noted.

“Learning from each other’s differences and experiences has been a driving force in keeping me going during my time at SUNY Oswego,” she added.

Reflecting on her journey, it has been nothing short of a roller coaster ride, she said. Through the ups and downs, she has thrived, learned and grown.

“This experience has impacted not only my education but also shaped me as a person, providing new perspectives and enriching my cultural values. I didn’t foresee this level of growth and I’m grateful for all that I have achieved so far,” Shah said. “However, I know there’s still much more to accomplish and numerous challenges to overcome. The one and a half years of my graduate studies have revealed strengths and abilities within me that I never knew existed,” she said. “It has instilled a belief in myself that I can triumph over any obstacle life throws my way, inspiring me to relentlessly pursue my dreams.”

Shah in her cap and gown in front of the sign at main entrance.

and free weights, it can offer solid storage for things far beyond shoes, like towels, toiletries, snacks and more.

The SOLEJAZZ Rolling Storage Cart ($29, Amazon) saves space while providing sturdy storage for all sorts of supplies and gear. Since it’s on wheels, it’s easy to move.

Seating

Best Dorm Gear

By Deborah Jeanne Sergeant

If this is your first year on campus, your parents will probably help you shop for essentials like sheets, towels and a waste basket. But a few other items will help you keep your dorm room organized and make if feel a bit homier.

Organizers

Since you’re sharing your space with roomies, bedside organizers are a must. The SMALIGO -

LA Bedside Caddy ($14.99, Amazon) measures 3.93”D x 11.8”W x 7.4”H and can hold a bevy of things you want to keep near you. Even if your bed is on the floor, it’s handy to keep a few items near you since a nightstand isn’t likely an option.

Create more storage space with the Bee Neat Spare Electric/USB Heavy Duty

7.25 INCH Bed Riser ($45.99 for four). In addition to the roomy storage space under your

Off-Campus Housing Opportunities Can Help Students Save

By Deborah Jeanne Sergeant

Although Oswego offers 13 residence buildings, living off-campus is also an option for non-first year students.

Living off-campus can provide greater autonomy, flexibility and, if one can find the right apartment or house, substantial savings.

The cost of room and board at SUNY Oswego is $15,753 per year, with firstyear students guaranteed no increase in tuition or room and board for four years.

Assuming a food budget of $300 per month ($2,700 per school year), an apartment should cost less than $1,450 per month including utilities to save a student money.

Attracting students to off-campus housing has challenged landlords.

“What we have experienced in the last five years is that the market for student housing has required landlords to upgrade the housing in order to be able to attract students,” said William R Galloway, real estate agent, broker and owner of Century 21 Galloway Realty. “The students seem to like to live in or close to the downtown area or close enough to the college to be able to walk if possible.

The students love to be able to walk to restaurants, bars and entertainment at night without having to drive. We are very lucky in Oswego to have such quality students in

bed, you get an additional charging station for your devices. In addition to space, dorm rooms aren’t known for having lots of convenient outlets.

The Punemi Under Bed Storage With Lids ($34.96/2, Amazon) offers an ideal way to stash extra bedding, shoes and clothing, as the breathable material won’t trap moisture. It’s like getting a couple extra dresser drawers. The hinged lids make it easy to open as well. The storage folds if you want to tuck it away.

SLEEPING LAMB Over The Door Shoe Organizer for Closet ($25, Amazon) boasts large, deep pockets. While this kind of organizer isn’t for heavy things like textbooks

the rental market.”

Apartments on 5th Avenue (https://aptsonfifth. com) boasts “student apartments” on its website, with apartments starting at $1,000 for a one-bedroom apartment through $1,800 for a three-bedroom apartment. Apartments on 5th Avenue residences include heat and hot water; stainless steel appliances; hardwood floors; spacious closets; private, welllit parking, on-site laundry, 24/7 on-call maintenance; pet-friendly ($50/month); and one year lease with security deposit, plus first month’s rent. A student sharing the apartment with roommates would save substantially over room and board on campus.

Premier Living Suites (www.plsuites.com) specializes in off-campus student rentals with 18 fully furnished student apartments, each with private bedrooms, at least one private bathroom, and kitchen and a washer and dryer per apartment. They offer one- through four-bedroom options and provide catered meals Monday and Friday evenings, continental breakfasts weekdays, fitness center,

line of Command products (various prices, retailers like Wal-Mart and Target) provides an easy means to hang up nearly anything—from curtains to keys—without drilling a single hole. Check with your dorm management to ensure they’re accepted, but typically, these non-damaging hangers and hooks are approved. Consider hanging a valance on the window to help absorb sound in your room.

When friends stop by, you can welcome them with a place to sit if you pick up SONGMICS’s 43 Inches Folding Storage Ottoman Bench ($63.99, Amazon). The bench supports 660 lbs. and offers 35 gallons of storage space. A versatile piece like this could serve as a footstool or even a makeshift table. Like the under-bed boxes, it folds for storage in case you want more floor space.

Whether you meditate or not, Degrees of Comfort Meditation Floor Pillow ($32.99, Amazon) provides another flexible form of seating, whether behind your back as you sit on your bed or on the floor for guests. Since it can slide under the bed or between furniture, it’s easy to stow it when not in use.

Homey touches

Making your room feel like it’s yours requires adding a few unique items. 3M’s

A nuLOOM shag area rug (starting at $21.95, Target) offers plush comfort underfoot while helping deaden sounds in your room. They come in numerous colors and patterns to appeal to any taste, but you might want to pick it out with your roommate’s input.

Merkury Photo Clips Curtain Lights Cascading LED String ($14.99, Target) combines homey lighting with your favorite photos to make your dorm room yours.

Eye Caring Desk Lamp ($13.99 Amazon) works for studying in bed or at your desk without disturbing roommates or straining your eyes.

The Whirlpool 4.3 cu ft Mini Refrigerator ($$189.99, Target) has a fullwidth freezer, an eight-can dispenser built into the door and can hold two-liter bottles while still small enough to follow dorm policies.

computer lab, study lounge, game room, movie theater, free Wi-Fi, free parking, shuttles to campus and on-site employment opportunities. Pets are not allowed. Leases start at $699 per month. Although sharing the space with other students lessens the privacy, the lease is very competitive for students on a budget.

Smart Student Housing Oswego (https://sshoswego. com) offers numerous furnished and unfurnished student rental options starting at $540 per person. Students have their own bedroom, but share the rest of the house, making this an ideal arrangement for siblings or close friends.

Each property offers unique features but they’re all in the community—a plus to students who want to feel a part of the Oswego community while still living close to campus.

It may sound odd, but buying a home could save a family money, if the market is right. Faye L. Beckwith, real estate agent and owner of Freedom Real Estate in Hannibal, said that when housing prices were lower, “we had a number of sales to students’ families who purchased houses rather than pay student houses costs for four years. After that time, we re-sold the flipped house.”

www.oswegocomicshop.com

www.oswegocomicshop.com

Loneliness, a Common Problem Among College Students

By Stefan Yablonski

Being away from home — for an extended period of time — can cause a lot of stress and loneliness for many college students. Leaving home for college can be stressful, especially for first-year students.

Feelings of depression, isolation, homesickness and loneliness are quite common among freshman.

Research has shown that as many as 75% of college freshman reported feelings of loneliness their first two weeks of school.

Loneliness is a huge issue

on campuses across the country. A survey conducted by the American College Health Association found that 67% of female students and 54% of male students had felt “very lonely” in the past 12 months.

The students surveyed also indicated feeling overwhelming anxiety as well as feelings of hopelessness.

Because many of these negative feelings are internalized, many students do not readily speak to the issue, as they feel embarrassed or ashamed.

However, silence just compounds the problem.

Nearly 12% of the students surveyed also had considered suicide.

“SUNY Oswego’s Counseling Services Center saw approximately 900 students — for about 5,000 appointments,” according to Jane LeBlanc, associate director of clinical services. “That includes individual and group appointments. Those are unique clients to the center.”

“I was here in 2008 and I’d say we saw about 9% or 10% of the college population that lives on campus. That has grown to about 14% to 20%,” she said.

There was an initial tick upward during the pandemic, but that has gone back down a little bit.

“It is high — but it continues to be manageable,” she added.

53% of college students reported that they are concerned with feeling lonely and 47% said they are concerned with feeling isolated, according to a Sodexo student lifestyle survey in 2022.

More than 60% of today’s college students have reported feeling overwhelmed and anxious — a 50% increase from 2020.

Study shows that 67% of female students and 54% of male students had felt “very lonely” in the past 12 months

“During the pandemic there was increased isolation, which at times could lend to the stress and anxiety that students were feeling. We still see a little bit of that carryover as they are learning to re-involve themselves

Jane LeBlanc,

associate director, clinical services.

How to Prevent Loneliness

One of the best ways to cope with college loneliness is to recognize that it is a very real possibility and take steps to keep it at bay.

• Get involved on campus. Staying busy is one of the best ways to beat loneliness.

• Strike up conversations with people. Say hello to at least one person in each class or to sit with a new person at lunch at least once or twice a week.

• Limit technology use. Focus on leaving the dorm and getting involved. Join a club, a sport or a religious group.

• Find a balance between connecting with new people while keeping in touch with those at home.

• Take action instead of wallowing or fixating on something negative.

• Putting yourself out there not only will help you — but could be a huge help to someone else, too.

And, 87% of them said that eating together is the most typical way that they socialize with friends. More than 50% expect their campus dining hall to serve as that place to connect.

Sodexo provides flexible food experiences and designs workplaces and offers support for patients and students.

“Some may not want to go there [dining hall] and sit alone,” LeBlanc said. “So we are working on ways to persuade students to encourage others [students] to sit with them.”

Especially for freshmen, it is really important that they feel a sense of belonging, LeBlanc said.

“During the pandemic there was increased isolation, which at times could lend to the stress and anxiety that students were feeling. We still see a little bit of that carryover as they are learning to re-involve themselves with their peers and also their communities,” she added. “We always suggest getting involved in clubs or organizations, coming to counseling and doing some of our group counseling is good.

“As part of their student health fee, they are eligi -

ble for individual and group counseling. We also do a lot of outreach, after-hours crisis service and also consultation and referral services.”

She suggested going to some of the events that the college provides — speakers or art activities or theater productions. “There are all kinds of ways to get involved,” she said.

It’s not always the lack of people that makes a student feel lonely. It is the lack of quality interactions.

Leaving home; leaving family and friends behind — is very hard on young adults. And, developing new friendships can be challenging as well.

“The thing about loneliness is, I think, students to some degree need to learn that being alone in itself is not a bad thing. It’s when you become so isolated that you start feeling symptoms of depression and anxiety,” LeBlanc pointed out. “Learn how to be by yourself, but learn how to do things so that you are not isolated. Getting a job, even a few hours a week, will get you doing something and meeting people.”

How to Get Help

When students need to talk to someone, they can call the 315-312-4416 number and talk to a counselor. Or they can call 988 (just like 911). It’s the new suicide and crisis lifeline.

According to Jane LeBlanc, associate director of clinical services,one of the new initiatives is Togetherall— a totally peer mental health platform for talking, asking questions and getting some great skills via worksheets, self-measures, take mini workshops and journaling.

“It’s a safe online community where students can support each other. It’s anonymous and it’s available 24/7 — so even if students are isolating they can talk to other people who might be feeling the same way they are,” LeBlanc explained. “It is just college students.”

For more information, visit oswego.edu then type “togetherall” in the seach feature.

classes in the city of Oswego” in 1848, Sheldon wrote. The Oswego of the time was a boom town, as its port served as a key stop for vessels whose goods then traversed over land to an expanding United States. The need for labor attracted many unschooled workers, often immigrants and their families.

What Sheldon found astounded him: “fifteen hundred persons who could neither read nor write”

With the help of a few friends and concerned citizens, Sheldon organized the “Orphan and Free School Association” on Nov. 28, 1848. The question remained of who would teach the pupils?

One of the committee’s most active members, Mrs. Fisher, said she assumed Sheldon would serve as teacher. He deferred, until Fisher said she would do nothing more with the school unless he taught.

The Early Years — Edward Austin Sheldon

This fall marks the 200th anniversary of SUNY Oswego founder Edward Austin Sheldon

By Stefan Yablonski

Edward Austin Sheldon was born into a farming family on Oct. 4, 1823. “As a boy I felt I could never live to be 21,” he said in his autobiography.

This fall marks the 200th anniversary of his birth. He didn’t set out to launch an educational revolution — let alone found a college.

His father taught occasionally and learned the shoemaking trade; but ultimately always returned to the life of a gentleman farmer.

Edward grew up partaking in, and marveling at, farm chores on the family’s land near Perry Center.

When he was unexpectedly asked to head what became the nation’s first teacher training school, he described it as “a position to which I did not aspire, and for which I seemed to myself to have no suitable qualifications.”

At school, Sheldon admittedly “hated study,” he wrote.

“I have no remembrance of having studied a moment in two years, unless it might be called studying to memorize lists of [to me] utterly meaningless words.”

He noticed the ineffectiveness of rote memoriza -

tion, the prevalent method of instruction. He recalled memorizing words and pronunciations, but not necessarily gleaning meaning.

“I do not remember to have been directly taught anything or to have received criticism on anything,” he wrote.

A recent college graduate, Charles Huntington, came to Perry Center and set up a private school.

“Here for the first time I became interested in books, and began to study,” Sheldon said. “Mr. Huntington had the power to arouse enthusiasm in his pupils, and he it was who first waked me up and aroused in me new aspirations.” One day while walking down the street, Sheldon and a new friend from the school, John D. Higgins, came to a mutual agreement “that an education was the thing for which we ought to strive” and resolved to “get such an education as a college would give us.”

In 1844, Sheldon, along with cousins Stewart Sheldon and Henry Butler and Higgins were accepted into Hamilton College “in spite of our poor

preparation.”

Through a former chemistry teacher, Dr. Noyes, Sheldon gained a great interest in horticulture.

Another teacher, Dr. Edward North, secured an opportunity to spend the summer with the Downing family in Newburgh. The Downings were renowned horticulturalists and authors.

J.W.P. Allen, who ran a nursery in Oswego, visited Newburgh to purchase stock.

Meeting Sheldon, Allen offered an opportunity to take an interest in his business.

Sheldon abandoned his studies and plans for law school and ventured to Oswego in fall 1847 for a growing enterprise.

Sheldon quickly realized the nursery venture was “a sinking ship” and “[t]he little money I had invested was quickly absorbed and I could not hope to get it back again.”

Allen offered up a small block of lots in the city in recompense, which Sheldon would sell off to try to recoup his investment.

Unsure of what to do with his life, “it came into my mind to investigate the condition of the poorer

“Nothing could ever have been farther from my thoughts than the idea of teaching school: nothing for which I considered myself so poorly adapted,” Sheldon told his sister. “But the duty seemed to lie before me, and however much I might shrink from it, there seemed to me no alternative.”

Sheldon’s life received additional uplift from his marriage to Frances A.B. Stiles on May 16, 1849. After a very simple ceremony in Syracuse, their honeymoon took them straight to Oswego.

“The effort to raise money to meet the various expenses of the school and the necessities of the poor, began to abate, and the general interest to cease,” Sheldon reported. The solution

Edward Austin Sheldon (with white beard in middle) is pictured surrounded by teachers and students in this 1890s photo.

Sheldon sought was a free school system in Oswego, open to all, bringing together the 12 districts already in the city. Despite the protesting from various quarters, a committee was drafted to draw up plans and laws for discussion at a future public meeting.

Coincidental to this movement, Sheldon had a personal opportunity in the form of an offer to helm a private school at what was the United States Hotel building (later the Normal School building). Miss Bloomfield, who was running the all-girls school, planned to leave and approached Sheldon to take the reins. He decided to add boys to the roster and called on his old friend John Higgins to head up the boys’ department and Mrs. Sheldon took over some classes.

But soon the private school saw its enrollments and income drop off. Sheldon became concerned about supporting his family. He was offered the superintendent position of Syracuse’s public schools, at a salary of “six hundred dollars, which was better than the income of the private school,” Sheldon recalled. “The second year it was raised to seven hundred dollars, with fifty dollars traveling expenses additional, for visiting schools in other cities, with a view to improving those of Syracuse.” Meanwhile, the free schools movement in Oswego collapsed after a chaotic public meeting in spring 1851.

State representatives saw a need for action. After a failed first attempt, the efforts of Assemblyman DeWitt C. Littlejohn and Senator Robert C. Platt (who would also become founding board members of Oswego’s public library) succeeded in passing a bill in the state legislature in the winter of 1852-53 to create a free school system in Oswego. At the first board of education meeting on May 11, 1853, a candidate with a familiar name was, unsolicited, elected secretary of the new school, with a salary of $800 offered as incentive.

With this unexpected job offer, the choice for Sheldon was a difficult one: whether to return to Oswego to pick up a movement he started, or stay in a Syracuse system where he had accomplished much in a mere two years. Moreover, his wife grew up in Syracuse and they had set up housekeeping at her old homestead. They had made friends with teachers and the larger, thriving city offered much potential.

Yet Oswego had found a place in Sheldon’s heart. “ ... I accordingly decided to return to my first love. I resigned my position in Syracuse and entered at once upon what proved to be my life-work at Oswego.”

Sheldon attempted to continue utilizing as many buildings as possible, sometimes putting different groups under the same roof.

“The most difficult task that lay before me was the weeding out of poor teachers and getting good ones in their places,” he wrote. “I knew very well that, however good my plans might be, without good teachers I could accomplish nothing.”

The search for something better took him to Toronto in fall 1859 as part of his plan to inspect places with reputations for good school systems.

“To my astonishment I found here very many of the facilities I had been wishing for,” Sheldon wrote. Many things he did not even know existed within educational institutions: pictures, object collections, colorful charts and books instructing teachers in their craft.

“I invested three hundred dollars in these pictures, objects and books, and hastened home a happier man than I went,” he recalled.

Sheldon charted a new course for his primary schools, one based on actively engaging students in the learning process. This included shorter classes based on findings that children of primary-school age “should

not be kept in any one position over thirty minutes of time. Their very being demands frequent change and activity of body.”

He also suggested that children should feel as if they are as comfortable as if they were still at home, and that youngsters should be encouraged to bring dolls, toys and even pets from home. In an early form of show and tell, Sheldon suggested teachers engage the children in “many familiar, pleasant little chats” about these objects they held dear.

Given the ambitiousness of this whole new method, Sheldon said those indifferent or opposed did not receive much attention, as “the wideawake, progressive teachers ... comprised the greater number,” including some “who subsequently made their influence strongly felt in wide educational circles.”

A model school, where the teachers in training instructed students, complemented and served as a living laboratory for the small training sessions. Taking place in the Academy building, Sheldon later billed it “the first Teachers’ Training School ever organized in America.”

He noted in his autobiography that such schools could later be found “in nearly every

populous city, but I have yet to learn that any radical improvement has been made on the ‘Oswego Training School.’”

Having drawn a satisfactory plan, the next challenge involved finding a suitably experienced and savvy teacher to run the new Oswego Primary Teachers’ Training School. “There was no one in the country who, so far as I knew, had the necessary ideas and experiences for the running of my training school,” Sheldon said. “No such school existed in America, and the methods of instruction were quite as new as the design of the school.

So he looked overseas, contacting the Home and Colonial Training Institution in London, which he remembered as producing the materials he saw in Toronto schools. The London institution trained teachers using the principles of Swiss educator Johann Heinrich Pestalozzi, whose ideas Sheldon had embraced before he even knew Pestalozzi existed.

Margaret E.M. Jones, a teacher with the institute for 18 years, assented to run Sheldon’s school “at a salary of one thousand dollars and all living expenses.” While that seemed a hefty cost for the day, Sheldon guaranteed the board “it shall not cost the

city one cent.”

But successful as he was in starting the school, and in the financial ledger, he failed to convince Jones to stay on. While she did concede working past her original year of agreement into the summer of 1862, Jones still planned to return to London, setting into motion the search for her replacement. Sheldon proposed hiring E.D. Weller, a graduate of the Albany Normal School and Senior School No. 1 principal, who had an interest in the new method. Weller, however, “hesitated about accepting it, being doubtful as to the final outcome of the experiment.”

Jones had her concerns as well – but not about the school or its founder.

Upon hearing of Sheldon’s suggestion for Weller, she approached the board and “stoutly protested, insisting that Mr. Sheldon should be made principal.” Jones proved more persuasive, and the board appointed Sheldon to a position he did not initially seek nor feel himself a worthy leader of the new, innovative institution that would eventually become known as SUNY Oswego.

(The above was condensed from data provided by Tim Nekritz, director of news and media at SUNY Oswego)

John A. Vashaw • John M. Vashaw

10 THINGS YOU NEED TO KNOW ABOUT Lake Ontario

BY DEBORAH JEANNE SERGEANT

You likely know that Lake Ontario is one of the Great Lakes that comprises a good share of our northern border. You probably have a few favorite Lake Ontario beaches you know well or perhaps a great fishing spot. But you likely don’t know these 10 tidbits about it.

Upstate New Yorker Susan Peterson Gately knows a few things about Lake Ontario. She wrote the non fiction book “Saving the Beautiful Lake: A Quest for Hope;” “Ariel’s World;” and two fiction titles set on Lake Ontario, “Widow Maker” and more recently “Shifting Winds.” She has sailed on the Great Lakes for decades, from a 19ft. sloop to a 47-ft. gaff rigged schooner.

“Lake Ontario is part of the largest freshwater ecosystem in the world. 1

6

“The oldest continuously operating facility for refining radioactive material in the world is still going in Port Hope Ontario. It was started up by the Eldorado Gold Mining Co. to refine radium.”

7

“Our lake reverses the usual order of things in that Canadians greatly outnumber Americans on this Great Lake. Something like 25% of Canada’s population lives within its watershed. 2

8

“I’m pretty sure Oswego is the only U.S. city directly on Lake Ontario. Rochester is about 8 miles inland on the Genesee River. 3

9

“More than nine million people depend on Lake Ontario for drinking water 4

Is bigger better? Concerning surface area, Lake Ontario is the smallest of the Great Lakes. It’s also not that deep, ranking second smallest of the Great Lakes in depth.

But it is the 14th largest lake on earth.

“There is an effort to promote legal standing for various bodies of water including the Great Lakes. Many people believe “personhood” for lakes and rivers is the only way we can adequately protect water for future generations. 5

10

Which did people name first, Ontario County, New York, or Lake Ontario? The county was established in 1789; the lake was named on maps in 1656. The county was named after the lake.

In 1914, George Herman “Babe” Ruth of the Providence Grays was yet an unknown, 19-year-old. At bat at Hanlan’s Point Stadium, he stepped to the plate to face a Maple Leaf pitcher. He hit his first major league homerun and, as the story goes, the ball sailed over the fence and plopped into Lake Ontario. Some claim to have recovered the ball; others say it’s still in the lake.

Photo courtesy of NASA

Susan Peterson Gateley has written several books about Lake Ontario. She has sailed on the Great Lakes for decades, from a 19-ft. sloop to a 47-ft. gaff rigged schooner.

Here’s what Gately says: