College Life Spring 17

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College Life

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Food Pantry on Campus A student-run pantry on the SUNY Oswego campus gives students options during difficult times. It’s located at Penfield Library and it carries a variety of items, ranging from food (all non-perishable) to toiletries and certain clothing items.

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he SUNY Oswego planetarium is presenting “The Weird Lives of Close Binary Stars” at 7 p.m. every Sunday during January.

The planetarium’s director, Scott Roby of the college’s physics department, explores unresolved binary stars — two stars orbiting each other, which are common sights in the night sky.

He examine the lives of interacting binaries, where strange things can happen such as a star being cannibalized by its neighbor or a star

dying twice. The session will include new 3-D models of contact binaries generated by the planetarium’s updated software.

Sunday shows will continue through June with changing topics each month in the state-of-the-art facility on the second floor of the Richard S. Shineman Center for Science, Engineering and Innovation.

The planetarium has limited seating, so guests are encouraged to arrive a bit early. No food or drink is permitted in the facility.

Town-Gown

Enactus donates winter outerwear to children

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UNY Oswego’s chapter of Enactus, a student-run organization in the School of Business committed to using entrepreneurial action to enable human progress, recently bought coats, hats and gloves for 22 local children in need.

Teachers at Oswego’s Leighton Elementary School helped identify recipients, said senior accounting major Jordan Shutts, past president of the college’s Enactus chapter.

“We then used money raised from last year’s Oswego Cares event to purchase the clothing. JC Penney in Oswego offered us an exceptional discount, which allowed us to purchase roughly $3,000 in clothing for $922,” Shutts said.

Enactus’ contribution stemmed from the December 2015 Oswego Cares fundraising event co-hosted with Premier Living Suites and Zink Screenprinting and Design, he said.

“Zink’s owner, Glenn Zansitis, was inspired to start the event because children should never worry about staying warm,” Shutts said.

“Last year’s event brought in $950 thanks to our generous donors.”

Enactus has funds available to help some additional children in need of winter clothing. For more information, Shutts said, contact the organization’s current president, Ryan Fitzpatrick, at rfitzpa2@oswego.edu.

Formerly named Students in Free Enterprise, Enactus, which has about 40 members at SUNY Oswego, applies business concepts “to develop community outreach projects, transform lives and shape a better, more sustainable world,” the organization said. The organization is active at 1,600 colleges and universities in 37 countries.

For more information about Enactus at Oswego, visit www.oswego.edu/business/enactus.

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College Life

Having Vermont Sen. Bernie Sanders at his side, Gov. Cuomo announced Jan. 3 a plan that, if approved, will give free tuition to state colleges to students whose families make less than $125,000 a year. Photo by Mary Altaffer of Associated Press. sior Scholarship Program. [It] takes college affordability to a dramatic new level.”

SUNY Oswego President Deborah F. Stanley said, “We applaud and support his effort to help make college more affordable to a greater number of New York students and families. SUNY Oswego is very committed to increasing access to talented students and this scholarship program helps expand access to many more deserving students. With support in funding from the legislature,

By Colin Nekritz we can provide a high quality, affordable threshold to a prosperous and satisfying uring the 2016 Demof the first-in-the-nation future for many more New ocratic National program when he revealed Yorkers. We are ready to convention, Vermont the scholarship. “Our job is move forward.” senator and presidential to encourage every person Gov. Cuomo’s plan for hopeful Bernie Sanders made in this country to get all of The Excelsior Scholarship is the case for free tuition for the education they can,” said expected to begin as early students from middle class Sen. Sanders at the event, as next fall and will initialand low income homes in the “not punish them for getting ly benefit families making face of ever-rising costs in that education,” he added, less than $100,000, rising to college tuition both in New alluding to the increasing $125,000 annually by a full York state and across the debt students take on to get a rollout by 2019.

United States. college education.

While initial estimates While Sen. Sanders lost Under the program, apshow the program would to Hillary Clinton in the proximately $163 million will help nearly a million New Democratic primary, he won be set aside to help pay for York families, the actual a strong support: New York the potential scholarship. The number will probably be Gov. Andrew Cuomo. governor’s administration about 200,000, according to The governor — with noted the actual program Jim Malatras, director of state Sen. Sanders at his side — cost may be higher or lower operations. announced Jan. 3 during based on how many students While the promise of the State of State address at take advantage of the scholtuition-free college may LaGuardia Community Colarship. prove compelling to some, lege in Queen, that students “It’s like starting a race especially to those in or from whose families earn $125,000 with an anchor tied to your middle to lower class famior less will qualify for free tu- leg,” Gov. Cuomo said, lies looking for a quality edition in all SUNY and CUNY adding that many students ucation, the plan is far from two- and four-year colleges. in New York and elsewhere set in stone. It will have to Currently 80 percent leave college $30,000 or more pass muster with Republican of New York households in debt. lawmakers who control the statewide make $125,000 “This society should State Senate. or less with an estimated say, ‘We’re going to pay for When reached for com940,000 households having college because you need ment, Scott Reif, spokesman college-aged children that college to be successful,’” he for the Republican Senate, would be eligible for the pro- added. “And New York state stated his party had been gram, according to a news — New York state is going to fighting to expand the state’s release posted on the goverdo something about it.” tuition assistance program nor’s website.

A statement from State or “TAP” program for years.

Based on enrollment University of New York, Despite some skepticism projections, the plan will cost signed by Chairman H. Carl from both parties about how approximately $163 million McCall and Chancellor Nanthe program will work or per year once fully phased in. cy L. Zimpher, shows supbe paid for, said Reif “this “Every kid deserves a port for the project. “SUNY program appears to move us shot” tweeted Gov. Cuomo strongly supports the Excelin a positive direction.”

Free College Tuition

Gov. Cuomo proposes free tuition for students whose families earn less than $125,000 a year — first such proposal in the country.

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SUNY Oswego President Deborah F. Stanley has joined 170 other higher education leaders around the nation calling on the U.S. Congress and the president-elect to accelerate progress toward a clean energy future. The college achieved LEED Gold certification for its Richard S. Shineman Center for Science, Engineering and Innovation, which utilizes wind power, a 240-well geothermal field, solar panels and other advances to reduce fossil fuel consumption for heating, cooling and power.

The Case for Clean Energy SUNY Oswego president joins leaders urging president-elect, Congress to act on climate research

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UNY Oswego President Deborah F. Stanley, along with presidents and chancellors from more than 170 other colleges and universities, have signed an open letter urging President-elect Donald Trump and the incoming congressional representatives to accelerate progress toward a clean energy future.

Through their action letter, organized by a diverse group of higher education institutions and the Boston-based nonprofit Second Nature, the leaders called on elected officials to support participation in the Paris Agreement, climate research and investment in the low-carbon economy.

“The upcoming transition of federal leadership presents a unique opportunity to address head-on the challenges of climate change by accelerating the new energy economy and creating strong, resilient communities,” wrote the group. “We are committed to developing and deploying innovative climate solutions that provide a prosperous future for all Americans.”

Leaders of schools across the nation expressed their alignment with the business and investment communi-

ties in supporting the science-based targets outlined in the Paris Climate Agreement.

SUNY Oswego has a long history of striving to protect and preserve the environment, including voluntarily setting a carbon neutrality goal when, more than nine years ago, President Stanley signed the American College and University Presidents’ Climate Commitment.

Providing guidance and structure to SUNY Oswego’s multi-front effort to achieve carbon neutrality by 2050 are a climate action plan, an Office of Sustainability and an Environmental Sustainability Team assessing and advocating for embedding sustainability in the curriculum and in co-curricular activities.

“SUNY Oswego is committed to being a leader in sustainability and developing our students with the intellectual capability, skills and technology to become environmental stewards of the future,” said Stanley.

“We proudly join the higher education community in urging our national leaders to work together to reduce our damage to the environment and better position and prepare our world to be a healthy ecosystem for gener-

ations to come.”

Recognized in 2016 among the most environmentally responsible colleges by the Princeton Review, SUNY Oswego has been lauded for, among other actions, constructing or renovating campus buildings to LEED Gold standards; including creating a 240-well geothermal field to help heat and cool the Shineman Center for Science, Engineering and Innovation; installing several charging stations for electric cars; and emphasizing over the last decade the purchase of locally grown produce to serve in the campus dining halls.

SUNY Chancellor Nancy L. Zimpher and the presidents of 13 other four-year State University of New York campuses also signed the letter, which Second Nature plans to formally share with President-elect Trump and members of the U.S. Congress on Jan. 13.

For a complete list of signatories to the open letter, visit www.secondnature.org/ higher-education-climate-action-letter. For more information on SUNY Oswego’s commitment to a sustainable future, visit www.oswego. edu/sustainability.

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College Life

Free Food When in Need, You Can S.H.O.P. A student-run pantry on the SUNY Oswego campus gives people options during difficult times

By Melissa Stefanec

I

n the fall of 2016, there was a new addition to the Penfield Library. It wasn’t a new section of books, a new media lab or more study quarters.

The new addition contained something that doesn’t often make its way into a library — food.

S.H.O.P. (Students Helping Oz Peers) is a student-run food pantry that aims to help some Oswego students with the issue of food insecurity.

There are two categories of food insecurity, according to the U.S. Department of Agriculture (USDA). There is low food security, which is defined as reports of reduced quality, variety or desirability of diet with little or no indication of reduced food intake. The second category is called very low food security, which is defined as reports of multiple indications of disrupted eating patterns and reduced food intake.

After seeing that food security was a problem for college students, the SUNY Oswego Student Association (SA) partnered with other departments on campus to do something about it.

According to Emily Nassir, president of SA, the idea came up in a meeting between herself, Jerri Howland (dean of students), and other campus officials. Other campuses were addressing

If you are interested in more information about S.H.O.P. or wish to make a donation, email shop@oswego.edu or call 312-312-2446.

You can also stop by S.H.O.P. anytime it is open. It’s located at Penfield Library. this issue, and Howland was hoping Oswego would be next. Nassir and SA put the idea for a food panty in motion. SA worked with departments such as the Counseling Services Center at the Walker Health Center, Campus Life and Student Affairs.

“We were trying to be more proactive than reactive,” said Nassir.

It took SA and those volunteering a little while to put their idea into practice. A place for S.H.O.P. had to be found, it had to be stocked and volunteers needed to be recruited. After the details were worked out, S.H.O.P. opened in November 2016.

S.H.O.P. currently offers free items from three categories to students who need its services.

Students can go to S.H.O.P. to obtain non-perishable foods, toiletries and certain clothing items.

Foods are all non-perishable.

Students can choose from items such as granola bars, boxed dinners and soups.

Students can also choose from toiletries, including items such as shampoo, deodorant, wipes, cutlery and cups. In the clothing department, there are items

such as jackets, socks, hats, gloves and scarves. S.H.O.P. is staffed by student volunteers and currently overseen

by Jillian Kranz, chief of staff for Nassir.

To utilize the S.H.O.P., students can remain low-profile and provide very little information. It is open to any student; customers do not need to show any proof of income or meet other requirements. They simply fill out a very short form, which asks them if they want information on other services.

“It’s very non-intrusive,” said Nassir. “You can come in, get what you want and leave.”

So far S.H.O.P. has been stocked by fundraising efforts, and donations from students, professors and individuals from the greater Oswego community. Area hotels have sent toiletries to S.H.O.P. and students are encouraged to donate any unused items.

Last fall, S.H.O.P. was open two days per week.

This semester, it will be open three days a week and have increased hours, although at the time of print, the hours and days had not been confirmed. Besides increased hours, Nassir said SA will explore other options for S.H.O.P., including adding additional sections.

“We would really like some sort of educational component, like school supplies,” said Nassir.

Other options for S.H.O.P. expansions could include more clothing options, books or fresh food.

According to Nassir, so far, S.H.O.P. has been very well received by its patrons and those who wish to donate.

“People are getting use of it, and they are very happy we are providing something like this,” she said.

She added that the campus community is getting creative in its fundraising, citing a professor who pledged $5 to S.H.O.P. for each student who scored an 80 or better on her final.

Some of students volunteering at S.H.O.P. are Amanda Sehres, a school counseling major and a graduate assistant student coordinator of the project, and Rachel McGriff, a graduate assistant at the Counseling Services Center and a mental health counseling major.

Sample of food available at S.H.O.P., located at Penfield Library.

Hunger Among Students Common When you think about the typical college student, food and housing security aren’t usually the first things that come to mind. However, it’s far more prevalent than many people think.

There are millions of college students across the United States who face some level of food insecurity.

According to “Hunger in America 2014,” a report released by Feeding America, one in 10 of the organization’s adult clients are college students. Feeding America is a national nonprofit organization and foodbank network that serves 60,000 food pantries and meal programs in the United States. The same report stated that the organization served about 2 million full-time college students 1 million part-time

students.

Other reports find similar trends regarding hunger and college students. According to a 2016 report called, “Hunger on Campus,” about 48 percent of college students surveyed reported food insecurity in the past 30 days, with 22 percent of them experiencing very low levels of food security, which would qualify them as hungry.

This report looked at twoand four-year institutions across the United States and was written with research conducted by the College and University Food Bank Alliance, the National Student Campaign Against Hunger and Homelessness, the Student Government Resource Center, and the Student Public Interest Research Groups.

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Real World 10 Tips to JumpStart Life After College

By Melissa Stefanec

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t is more than unfortunate that the proverb, “All good things must come to an end,” applies to college. College, like any great experience, is so hard to say goodbye to.

The real world that lies ahead can seem boring, intimidating and downright frightening.

However, as with most things, a little legwork can really pay off. Prepping for life after college could mean the difference between spending a year in-basement apartment living off beans and rice and the dollar menu and, well, not spending a year in-basement living off beans and rice and the dollar menu.

Here are some ideas for jump-starting your post-college life. Sure, most of them are pretty boring and bothersome, but not tending to the bothersome and boring tasks of life has a way of setting fire to everything. Most of us would rather be a little bored and prepared than deal with the mass chaos brought on by poor planning.

1.

Decide if you want to jump right into a career There are lots of options when it comes to what you can do with your time after college. Some people jump right into careers. Some people go to graduate school.

Some people chase other, wilder dreams. You know you best, so decide what

you want to do and evaluate your options. If you decide to jump into an entry-level position, start scouting your options now. If you wait for everyone else and apply after graduation, you will be wading in a much larger pool of applicants.

2.

Decide if grad school is or isn’t right for you Lots of people view graduate school as a fallback option. I’ve heard many people say they will just apply to graduate school if they don’t get a job. Personally, I think it should be the other way around. If you want to pursue higher education, do that. If you get a job and think a graduate degree would help you advance your career, then pursue that graduate degree. Just don’t make an expensive and time-consuming option your go-to backup plan.

3.

Get some resume pointers from Career Services Before you start flooding potential employers with your resumes, get some tips on how to make yours stand out. Career Services offers career coaches (yes, you can get one of those).

You can also look into SUNY Oswego’s Alumni Sharing Knowledge program or ask a mentor for tips. Don’t be afraid to ask for help and feedback; it will make a big difference.

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4.

Go on a couple of job interviews Find a company you want to work for or an area you want to work in and start applying for jobs. If you are lucky enough to get an interview or hear from human resources, count your blessings. The more practice you get at interviewing and interfacing with potential employers, the better. Each time you do it, it should get a little easier.

5.

Set yourself up on a budget Even if your only line items are groceries and your bar tab, start tracking your income and your expenditures. If you don’t have any true income, set up a budget for your financial aid income or your bank account. It never hurts to practice real-life financial stuff, as tedious and painful as it is.

6.

Think about where you want to live Finding a post-graduation job or graduate school is a lot easier if you focus on a handful of geographic areas. You don’t need to blast employers in every major city in the United States with your resume. Think about areas that you would like to live in, and start researching

housing and costs of living in that area. Also, start looking at available jobs in that area. The earlier you start exploring job and housing options the better; especially, because they can vary so much from area to area.

7.

Look up entry-level salaries in your field This may sound soul-crushing, but it’s a must-do. Also, start researching what portion of that salary you can actually plan on depositing in your bank account after costs such as medical care, taxes and college loan repayments. Don’t stay in the dark. You need to know the realities you are working with.

8.

Start establishing credit and pull your credit report If you haven’t done this yet, it’s a must. It seems like we are one step away from the grocer checking your credit score before you buy milk.

Your credit score matters, and much of your financial future will hinge on it. If you need to build credit, open a credit card with a small line of credit and pay off the balance each month. If you have a poor credit score, research ways to rebuild it. No matter how good your credit is, pull your credit score and start

trying to better it. You won’t regret this.

9.

Think about what you are going to drive So many students graduate from college and pick out a new-to-them car that comes with a new-tothem payment. It may seem like there is enough money in your budget to handle a car payment, but it’s a lot safer to wait until you have a job, a place to live and some financial security. Having a nice car isn’t worth eating ramen and rice and beans for every meal or living with seven roommates.

10.

Think about your bucket list The time between college and landing your first job is a nebulous and exciting time. If you have some bucket-list items you long to accomplish, capitalize on this time in your life.

Maybe you always wanted to do a stint in the Peace Corps.

Maybe you always wanted to backpack in South America.

Maybe you always wanted to volunteer with a nonprofit.

Whatever your dream items are, there is no time like the present to accomplish them.

Find a way to make them happen. Talking about escrows, insurance premiums and daycare can wait.

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College Life

Campus Living RAs Have Many Perks, Including Free Hosing Resident assistants learn a great deal about conflict resolution, networking and other skills

By Morgan Altland

C

ollege is a good time to discover who you are and what you want in life. There are many different ways students go about their path of self-discovery — participating in groups, clubs, taking classes or trying to test the strength of their lives.

However, one of the best ways to discover more about yourself is by becoming a resident assistant, or RA, on campus.

Like any job, being an RA comes with its perks. RAs get their own private room — and they get it for free.

Half of their board is also included in the deal, another good chunk off your bill.

Although these are nice, there is still more to it.

“It’s a great way to meet new people and create a community in a residence

7 Spring 2017

hall,” said Dominic Mondi, a senior and RA for Seneca Hall on campus. “I’ve always been friendly but being an RA really helps me put that quality to good use.”

RAs bring people together in many ways. From the programs they offer to their residents — which cover a variety of topics, including health, drug awareness, alcohol abuse and others — to the community enrichments they throw for the residents on their floors and wings, RAs do a lot to help create a sense of community.

“It’s made me a better problem solver and critical thinker,” said Kim LaGatta, an RA for two years in Riggs Hall and a current Village Community Assistant (VCA).

“Its taught me how to approach a situation from more

SUNY Oswego RAs at the Village, from left, seated, are Morgan Altland , Scott Cunnigham, and Gabriel Smith. Standing are JoAnn DeLauter, left, and Kim Lagatta. angles and perspective other than my own.”

The position offers a great chance to learn about conflict resolution. Conflict is common on resident halls — between roommates, between floors (some can be very loud sometimes), and even among staff.

To learn how to handle these conflicts is a great way to improve yourself. Life is full of conflict; learning the right way to deal with it can make things easier on you.

The position also offers a great way to network. “Being an RA builds more friendships and recognition that may help with networking,”

said Tim Hourigan, an RA for two years in Seneca.

Like any other job, you get to meet a lot of people.

This can prepare students for future employment.

Hall directors for buildings can make great references.

You are also introduced to those higher up in different departments and having the opportunity to talk to them may land you an internship or possible future employment.

“Its taught me to be more patient and has allowed me to feel more confident in starting or initiating conversation,” said Gabe Smith, a VCA who has

worked with Residence Life and Housing (Res Life) for four years.

“I used to be much more shy, and Res Life brought me out of my shell. Its opened up a world of opportunities and helped me expand my interests within the discipline of education.”

Being an RA is more than just a free room, it is a chance to do something that shows that you have earned it. Try it out for yourself, you never know what you can gain.

Morgan Altland works as an RA at the Village on the SUNY Oswego campus.

College Life

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UNY Oswego appears in the top 20 nationwide for participation in mid-length study-abroad programs among students at master’s colleges and universities, according to the authoritative Open Doors annual report released in November.

The report, jointly prepared by the Institute for International Education and the U.S. Department of State’s Bureau of Educational and Cultural Affairs, found that for 2014-15, Oswego tied for 16th most students — 280 — taking part in study-andtravel experiences of durations from one quarter to a full semester.

More than 400 Oswego students took part in programs of all durations, including those enrolled in courses with shorter embedded travel opportunities as well as research through the college’s Global Laboratory.

Joshua McKeown, the college’s director of the Office of International Education and Programs, expressed pleasure that years of effort have boosted Oswego’s numbers to a nationally recognized level.

But he said numbers are not the only way to measure the effectiveness of the college’s robust study-abroad program.

“We’ve demonstrated

Summer Jobs Abound on Campus

By Morgan Altland

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re you planning to stay in town during this coming summer?

If you are, that’s a great time to get a summer job on campus.

Summer jobs can help get you the experience and the finances you will need once the college life is over.

Campus recreation is one part of campus that hires people over the summer. In general they hire desk attendants, lifeguards and people

to fill a few other positions for the summer months.

Jane Pascar, a senior, worked for campus rec over the summer as a desk attendant.

“During the school year I work in intramurals, so it was cool to be able to work with the facilities side of campus recreation,” she said.

“Not many students stay in Oswego over the summer so I was able to get to know the people who came in frequently well as well as faculty and community members.

Also, during orientation we hosted late night events for incoming freshmen so I was able to talk to them and meet a lot of new people which was fun.”

Another job available to any student who is returning for the following academic year is Laker Leading. Laker Leaders work over the summer and live in a residence hall and host seven orientation programs for first year students and three programs for transfers.

JoAnn DeLauter, a senior,

as a campus that we can send students abroad in big numbers through our many programs and partner countries, so the capacity challenge is no longer our only focus,” McKeown said.

“Now we want to assess all the programs and make sure the impact on each of our students is profound.

‘Academic mainstream

The effort to assess learning outcomes — what students take away from the study-abroad experience — covers three broad categories, McKeown said: improved self-awareness of students’ own role in the world, understanding of international cultural diversity and awareness of global systems and how they work.

“We’ve moved away from the era when studying abroad was regarded as a boutique activity for a narrow, typically privileged, student demographic,” he said. “That’s not really where we’re at today. Study-abroad has been brought fully into the academic mainstream.”

The Open Doors ranking is the latest indication of the success of SUNY Oswego’s approach, which emphasizes diversifying not only the racial, cultural and economic profile of students taking advantage of study-and-travel opportunities, but branching worked with orientation the past two summers, one as a Laker Leader and the next as a Laker Leader team captain.

“It taught me how to deal with a range of people,” she said. “It was helpful in my development as a student and as a professional.”

Extending to the semester as well, Laker Leaders are asked to assist opening week and family and friends weekend activities.

Jobs as summer resident assistants are also available to students. Summer RAs host programs in their buildings and help students staying on campus over the summer.

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SUNY Oswego recently ranked 16th nationally for student participation in study-abroad programs of durations from one quarter to one semester among master’s colleges and universities. Here, Alisia Engle (right), class of 2011 and now program manager for CAPA Global Education Network, talks with interested Oswego students last fall at a Study Abroad Fair, one of many outreach efforts aimed at boosting the numbers and diversity of students taking advantage of the college’s many study-and-travel opportunities. out to destinations beyond the ever-popular Western Europe.

SUNY Oswego students have access to more than 80 international academic programs in over 30 countries.

The Institute for International Education recently reported that 20 percent of graduating students at Oswego participate in education abroad, making Oswego one of the leading campuses for study-abroad in the SUNY system.

Last year, the IIE awarded SUNY Oswego an honorable mention in the Andrew Heiskell Awards for International Education program for the college’s “I, Too, Am Study Abroad” campaign, one of only three initiatives honored nationally in the study-abroad category.

The program seeks to raise awareness among students who have been underrepresented in study-abroad of the benefits of international education and the availability of scholarships to help pay for it.

For more information, visit oswego.edu/international, email intled@oswego. edu or call 315-312-2118.

Kevin Damoah, a senior, worked as a summer resident assistant after his sophomore year.

“Being an RA made me a better planner and leader,” he said. “It also helped me with my customer service skills due to the amount of different people I had to service in conferences.”

The best way to find out about the different jobs available is to talk to professors, faculty and different people on campus. They can help you find what you are looking for and give you the chance to spend the summer by the lake.

Spring 2017 8

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College Life

Catching Up with Jacob Alexander Commute to campus is a challenge for freshmen who lives in Sterling

By Deborah Jeanne Sergeant

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n the last issue of College Life, we met Jacob Alexander, who began his freshman year at SUNY Oswego majoring in technology education. He hopes to someday operate a cabinet or furniture making shop and also teach woodworking.

Commuting from his home in Sterling made for a few hair-raising drives for Alexander when lake effect snow lowered visibility and made roads slick, but overall “it hasn’t been too bad,” Alexander said. “We did have

one snow day, for which I was thankful.”

So far, his most challenging class has been statistics, but overall, he has enjoyed his academic life, especially history and technology classes.

“I had lots of fun classes,” Alexander said. “I’ve enjoyed them very much.”

Commuting from home may make it hard for collegians to meet other students; however, Alexander joined extra-curricular groups to

get more involved at SUNY Oswego. He joined Team Mini, which clears the ice and launches free T-shirts to the audience during hockey games.

He’s also part of the Technology Student Association, which hosts a fall conference. The group goes on field trips to different technology-related companies in the area and, occasionally, out of state.

The group recently returned from a trip to TEECA East, the annual eastern regional conference of the Technology and Engineering Education Collegiate Association, in Virginia Beach, Va. “We had lots of fun,” Alexander said. “Our robotics team got first place there, but that’s the one club I’m not part of.”

Belonging to a few extra-curricular groups has helped Alexander make

many friends, but the extra commitments have also challenged Alexander to also keep up with his studies and practicing martial arts at Kuk Sool Won of Wolcott.

“Next semester, I might plan out my schedule and have an agenda for the day,” Alexander said. “I’ll write out my homework to get it planned.”

He advises other commuting students to join clubs to help them make friends and to use the library.

“I couldn’t focus doing homework at home, so I stay at the library to study and do homework,” Alexander said.

With one semester under his belt, Alexander is still interested in his future industry, and enjoys “learning about other areas I might want to go into,” he said.

“It’s been a good semester and I enjoyed it. I can’t wait till next semester.”

To view Digital OZ projects, visit http://digitaloz. oswego.edu/. Faculty who wish to nominate students for participation in the program can contact Pritchard at stephanie.pritchard@oswego.edu or Wilson at leigh. wilson@oswego.edu.

Digital OZ 101

If nominated, students who accept this challenge take a one-credit course mentored by writing faculty members Wilson and Stephanie Pritchard, co-director of the Creativity Lab inside IPAC and co-director of the Digital OZ project.

“All of the students that are in the classroom really want to be there,” said Pritchard. “It pushes them to Image: Still taken from Christopher Byrne’s digital essay “That Window.” Byrne is a language and produce something outstandinternational trade major, class of 2018. His essay appeared in the transform category of Digital Oz, a ing about themselves.” new project featuring students’ videos.The first round of videos went live on the Digital Oz website on The final product for Nov. 1. They can be viewed at http://digitaloz.oswego.edu/. many students who take this course is a short video paired with a story authored those three minutes had to by the student. The student be delivered in video format comprising still photographs, voices his or her own story and chooses all the images animation, illustration or and sounds included in the graphic art. montage. Often, the stuIt’s the sort of thing that dents create images for their many people would shy own stories. The first round away from. of videos went live on the But when professor Digital Oz website on Nov. Leigh Allison Wilson, 1, 2016. director of creative writing “They use their script and director of IPAC (InterBy Melissa Stefanec to make a movie,” said disciplinary Programs and Pritchard. “You get this really Activities Center), had an cool product where you hear idea for a project that would ou have three minutes. experience. Maybe it was the their own voices paired with ask students to do this very Tell me about an event sort of event that redirected digital images.” thing, she knew the right that left a permanent your energies. Maybe it was Digital OZ was born of students would be up to the impression on you. Maybe the moment when you disa desire from Wilson and challenge. With that faith in it wasn’t an event; maybe it covered a passion that would Pritchard to have a place mind, Wilson co-piloted a was only a few words spoken never leave you — a moment to showcase outstanding project that has come to be at the right (or wrong) time. when you learned something student work. They wanted known as Digital Oz. It’s a Maybe it was something precious about yourself. this showcase to be open to class at SUNY Oswego that you saw, but couldn’t hear.

Whatever it was, you students from any discipline; students are nominated to Maybe it was a slow, steady have three minutes to tell it. the program wasn’t designed take, and the results can be progression of events that, To most people, this with any one type of student heard by anyone with an when collectively viewed, would be a daunting task. in mind. A lot of honors Internet connection. equate to a life-changing Especially if you were told students end up being nom-

Streaming Storytelling, the Digital OZ Way A new class allows students to make an art of digital storytelling and gives them a platform to make their voices heard

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inated for the program, but the students can come from anywhere.

The Categories

Students showcase work in Digital Oz under four categories — originate, pioneer, transform and collaborate. The originate category showcases student work made in digital form. Some screenwriting majors and other creative majors participates in this category. The pioneer category is especially multidisciplinary. It gives students a chance to present a digital essay about something they are passionate about. “Transform” is a place for students to showcase their digital essays regarding a transformative experience.

“Collaborate” showcases projects where students from different disciplines collaborate to make a final product.

This category also has a component called smart neighbors, where SUNY Oswego students work with local, independent businesses to create promotional materials.

These categories give students the opportunity to present in multiple mediums and work with an array of people. They also cover a wide range of topics, thus allowing students to create art focusing on something that is important to them.

When one visits the Continued on p. 11

College Life

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Serious Business

Should You Go for an Internship?

It can give you the extra edge to get a good job, college officials say

By Deborah Jeanne Sergeant

I

nterning full time may not be feasible if you aren’t required to intern for your degree and you need to earn more money to pay for college. But consider interning part-time at least. It offers many advantages.

If you select the appropriate place to intern, you can learn a lot about your industry and yourself and possibly segue into your future career.

“Anytime you can gain

hands-on experience in a particular field, you’re more marketable and desirable to future employers,” said Jeff Rosenthal, vice president for student affairs at Cayuga County Community College.

“Anytime you can demonstrate that you’re better prepared over all the other applicants, it’s to your benefit,” Rosenthal added.

“You can also determine whether this is work you want to do the rest of your

LinkedIn Page Essentials

By Deborah Jeanne Sergeant

Y

ou know you need a LinkedIn page to help boost your online presence. But what should you put on your LinkedIn page?

And how should you use it?

Local experts weighed in.

• “Work experience.

• “Itemize each functional skill set that you have that relates to the industry.

• “Relate the interper-

sonal skills that enable you to function in the position you want. Can you speak, write and communicate effectively? Can you think through a problem and come to a solution? If you can demonstrate that, list it on LinkedIn.” Jeff Rosenthal, vice president student affairs, Cayuga County Community College

life. You may find it wasn’t what you thought it would be. That’s helpful in narrowing down your pursuits.”

Gary Morris, director of career services at SUNY Oswego, said that interning can offer you a day-to-day look at what your future career is really like.

Morris added that interning can help you network in a way you otherwise can’t.

“All these connections are made and they see you’re a go-getter,” Morris said.

“That’s a great plus. You establish a set of contacts you can leverage down the road.”

Once you’ve nearly completed your degree, you can apply with the company

where you interned. You may find you’d prefer to work somewhere else. But if you fit well where you interned, apply. You stand a pretty good chance if you worked at their standard.

“If I have an opening and I can choose between a piece of paper and someone who’s spent 20 hours a week here all summer, it’s a no-brainer,” Morris said.

Even if the internship won’t lead to a future job, interning at a prestigious workplace provides a stepping stone to where you want to work since you will gain real world experience at a respectable company.

“The name of that organization goes on your Linke-

• “You can join professional groups and organizations in the industry you want to get into.

• “You can listen in on and participate in professional conversations on a particular industry.

• “Start networking early throughout your junior and senior year. Networking is about relationships and they take time to build.

That’s the reason to start this early.

• “One thing we often have to help student with is a professional photo. Many people make a knee-jerk decision about someone when they see their photo.

• “The summary piece is like a resume. I’ve talked with students about resumes.

It isn’t for you. It’s for some-

one else and the same is true of Linked-In. It’s for an intended audience, not for you, like a Facebook page is. It’s a complete re-orientation for some students. The students who understand that early on are more successful.

• “You can put projects, case studies, academic papers, and lots of info about your educational experience.

You can put any certifications, and you generally want to go with what’s most relevant to the person who’s exploring the LinkedIn page: others in your industry. Develop all this with the reader in mind.

• “You can put keywords in the profile. It’s indexed through Google. Match the buzzwords of your profession.

dIn page and your resume,” Morris said. “You look like you belong in that industry and have something to offer.

Letters of recommendation can come out of an experience like that, too.”

• “You can make LinkedIn fairly visual as well, if that’s a premium skill set.

• “List some brief recommendations that lend legitimacy for your candidacy, about three to four sentences.

What people say about a particular student is as important as who’s saying it.

• “You can also put test scores, if appropriate, and SAT scores, volunteer opportunities, causes you belong to and believe in.

• “If the groups you belong to are more impressive than skills you have, slide the groups up. It’s a living document. It’s like prioritizing on a resume.”

Gary Morris, director of career services, SUNY Oswego

Make Next Fall Your Best Semester Yet

By Deborah Jeanne Sergeant

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s you wrap up the spring semester, summer plans likely occupy your mind. But between semesters, you should also consider how you can make the fall semester your best yet. This summer, evaluate: • Your best and worst study habits. Did studying in the library help your grades improve? Or did the roar of the dorm help you channel

your attention to the books?

What methods could make studying more effective?

• Which classes went well — and why. If you scored high grades in a particular class, consider what factors affected your grade such as the teacher’s style, the time of day, the subject matter, and your personal interest. Any factors that you can control you can replicate this fall.

• How well you used your time. If it felt like you “never” had time to study, perhaps you need to honestly consider your social media habits, amount of time hanging out with friends and the number of your extracurricular activities. Facing the painful truth can help you improve your grades.

• Whether or not you had fun. Although you’re here to learn how to make a living, you also need to have a life.

So if you’re all work and no play, cut yourself a break and join a group in which you’re interested, seek out some local entertainment or relax with some “me time” now and then.

• What you learned. Scoring well on tests earns your degree, but learning how to make a living in your chosen industry is what’s really important. Dig deeper into your subject matter so you add to your knowledge. Churning

out papers and projects that are easy to you doesn’t challenge you to learn.

• How much you gave back.

Have you done anything to help others? Volunteering provides more that aid to others and the “warm fuzzy” feelings to you. It can also help you build your resume.

Recruiters like knowing that you’re not only a good candidate but a real human who care about others.

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College Life

Serious Business

Why You Should Not Miss a Job Fair

By Deborah Jeanne Sergeant

W

hat can attending a job fair do for you?

Plenty, according to area experts. We spoke with two people who know how important job fairs are. Here is what they say.

Gary Morris, director of Career Services, SUNY Oswego:

• “You can explore a lot of different types of jobs and career fields in a very short amount of time.

• “You can learn more about companies and what role you would play

given your education experience and interests. Very often, students learn about things they didn’t know existed.

• “It lays a foundation for further interaction. If a junior went to a job fair in the spring, they could talk with a recruiter from that organization in the fall and the following spring, when they’re ready to graduate, they’re way ahead of the game.

• “We track this. At a typical career fair, there are 1,400 meaningful conversations that happen with our students. Of those, 700 are to discuss opportunities the student may have at that organization. Five hundred of those conversations center around the next step. Statistically speaking, the results are helpful for students. Those are the highlights of a job fair.”

Next Move for Seniors

Return home? Share a home with a roommate? Go solo?

By Deborah Jeanne Sergeant

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eniors, you’re about to wrap up your college career. What’s your next move? Not just career-wise, but where will you live?

Consider the pros and cons of your next digs once you’ve left the dorm behind.

Living at Home

Pros — Free rent (or at

least low-cost rent, if you help out your family), no

11 Spring 2017

long-term commitment like a lease (which is important if you’re not sure where you’ll work), domestic support (at least for shared rooms) and domestic resources (like housewares and furniture).

Your parents may be more understanding than many landlords if you can’t find a job right away.

Cons — Less independence, privacy, and credi-

Digital OZ Way is Now Streaming From p. 9

Jeff Rosenthal, vice president for student affairs, Cayuga County Community College:

• “One of the benefits is in getting practice speaking with employers, finding out what they value, what skills they’re looking for and the kind of compensation you might expect to receive in a particular position for a career.”

My Take

Attending a job fair may seem intimidating. What do you say? How should you approach, recruiter? Plan a few standard questions you could ask. For example: • What opportunities for advancement does your company offer in two, five and 10 years after hire?

• What continuing education and training do your employees receive?

• How would you describe your corporate culture?

• Do you tend to promote from within?

• Why do you like working for this company?

• How long have you worked there?

Prepare to tell a little about yourself when asked.

Work on what’s known as the “elevator speech” or a 15-second description that would last as long as an elevator ride. After you’ve introduced yourselves, your elevator speech helps you sound polished when asked why you’re interested in that particular company or that industry.

Include: • Your experience (internships, entry-level jobs, job shadowing or volunteering related to the industry) • What sparked your interest in the industry • Academic involvement (classes, extra credit, interesting projects) • Applicable extra-curricular activities • Where you hope to end up (You don’t have to pinpoint it and it’s okay if you have a few ideas about what you’d like to do.)

bility (“What? You live with your parents?”)

Living with Roommates

Pros — Shared rent and utilities, help with cooking and housework (if you’re lucky), camaraderie (again, if you’re lucky. Living together can change the dynamics of a friendship) and independence.

Cons — Risk of roommates not paying rent (if you sublease to them), at least part of the expense of furnishing an apartment (roommates may bring a few pieces to the household), risk of roommates stealing/damaging your belongings, lack of privacy and commitment to a lease.

Living Solo

Pros — Independence,

privacy and prestige of living on your own.

Cons — Loneliness, higher rent and utilities, total responsibility for housekeep-

ing and cooking, expenses of furnishing a place, and commitment to a lease, which usually lasts a year.

Of course, individual factors tie into the decision as well, such as the area where you hope to find your career employment (the “real job” in your industry), and whether or not your current job can support your expenses, plus an apartment and its furnishings.

Personal preferences make a difference, too, such as your relationship with your parents, desire for companionship or solitude and the importance of independence. But above all, it’s vital to live within your budget.

If that means delaying your own apartment awhile, then you should accept living with your folks for a bit.

Independence isn’t worth racking up debt or skipping payments.

Digital OZ site, they will find digital essays from students studying political science, accounting, meteorology, physics, linguistics, gender and women’s studies, and chemistry, just to name a few of the disciplines represented in these projects.

The topics are as varied as the students who author the essays. Students share stories about divorce, abandonment, relationships with food, gender, finding their brethren, introspection and a slew of other topics. Visitors to the site can read the essays, but watching them in the digital format and hearing students read their work brings these stories to life.

The Process

In most of the four categories, students start their Digital OZ journey by writing a 500-word story about something that’s happened to them or a time when they discovered a passion. Once they write a story, that draft goes through writing workshops, and students receive one-on-one coaching on editing and drafting. Once they have their scripts finessed, they learn how to use different movie and sound software to create their digital essays. The images in their essays have to be their own or have creative commons licenses.

“They are really getting the opportunity to tell a story about themselves,” said Pritchard. “They’re being encouraged to think about a moment in their lives that really mattered and had an impact on others.”

Hard Work Pays Off

Besides having the chance to have a piece of artwork showcased on the college’s website, students who contribute to Digital Oz are given the opportunity to learn about video production, digital copyrighting, reviewing and critiquing, and the power of words.

“It’s neat to see them go though this experience and see them realize how important writing can be,” said Pritchard.

It also gives students a chance to add a digital component to their resumes and engages them to think about their online presence in the world after college.

College Life

SUNY Oswego’s agricultural testing and analysis laboratories at the Port of Oswego Authority and on campus recently won a national award from the University Economic Development Association. Celebrating the occasion are, from left, students Sarita Charap, Gary Ellis, Julie Page and Kacy Baum; Pamela Caraccioli, deputy to the president for external partnerships and economic development at SUNY Oswego; and biological sciences faculty member Anthony Contento.

Grains of Truth

National award honors SUNY Oswego’s agricultural testing labs

By Lou Sorendo

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t’s the kind of experience that can really grow on college students.

SUNY Oswego’s agricultural testing and analysis laboratories at the Port of Oswego Authority and on campus recently won a national award from the University Economic Development Association.

The labs have met the needs of one of the port’s largest customers, Perdue AgriBusiness, while providing on-the-job business experience for undergraduates.

The port is using trained student inspectors to test and analyze grain for quality, quantity and food safety.

“This is a university setting that continues to respond to business and industry demand,” said Pamela Caraccioli, deputy to the president for external partnerships and economic development at SUNY Oswego. “Our students are customers, but so are future employers, so we have to know what’s going on out there.”

Caraccioli noted the program was submitted for the award “because we recognized how good this was.”

“I think the piece that is really important is this project could be replicated and can be scaled to any college

campus and in any community given strong demand for safe food production,” she said.

Under the leadership of biological sciences faculty member Anthony Contento, the two-year-old program has trained 26 students in a five-week course coupled with three weeks of on-thejob mentoring to ensure excellence, consistency and safety in testing and analysis year-round, including summers, according to SUNY Oswego.

“It is validating to be sure,” Contento said. “It’s not that it’s hard work because the students make it fun.”

The college ultimately seeks to have its student inspectors obtain U.S. Department of Agriculture certification to provide USDA weights, grades and testing, enabling the port to export grain and increasing the volume of corn, soy and wheat passing through Oswego.

The Grain Inspection, Packers and Stockyards Administration establishes and maintains the official U.S. standards for grains, oilseeds, and related commodities.

This is the “most important next step,” Contento said.

He’s been working with

federal, state and business leaders “to make sure we have as much push behind us as possible. But it’s going to take some legislative push, even if it’s just an application that has to be approved for us to get that status,” Contento said.

Any agricultural company in New York state is mandated to get their grains officially graded out of state.

“We want the ability to grow our agricultural sector, and in order to do that, we’re going to have to actually have more regulatory control over what happens in our state,” Contento said.

“That has been our goal.

So we have the growing aspect, we’re going to add the grading aspect, and then there is export potential as well for the port,” Caraccioli said. “They cannot export grain from that location without that USDA certification.”

When they acquire USDA status, Contento and his team will be able to give official grades at a higher level and more advanced analysis involving protein, oil and starch content.

Education-industry sectors bond

Caraccioli said Port of Oswego Executive Director Zelko Kirincich was a catalyst for the creation of program.

“Perdue has a foothold there and it is a player. They bring a lot of commodity in and out of that facility,” Caraccioli said. “Zelko genuinely wanted to provide a value add to Purdue, just like he would with any good customer. You want to keep them.”

A commitment of $250,000 through Gov. Andrew Cuomo’s office to equip the laboratories helped the college’s program seize

an opportunity presented by Perdue and its commitment to reduce its energy footprint while shipping 30,000 tons of grain a year through the port to its facility in Norfolk, Va., for export, according to the college.

Caraccioli said the program has direct economic development implications for Oswego County.

“First was the immediate opportunity to meet demand by industry in a very genuine way in Central New York,” she said. “We are also realizing some potential for export opportunities at the port.”

Perhaps most importantly, Caraccioli said the students engaged in the program are gaining experiential learning that will “push them into careers that are going to be in demand as we step up efforts to produce more food.”

Caraccioli said SUNY Oswego is one of the top SUNY schools that place a significant emphasis on experiential learning.

“We have a dedicated Center for Experiential Learning, so we offer both internships and co-ops for our students,” she said. “We can do them through our departments as well.”

In terms of the future, the college is looking for grant funding to create a mobile lab that can extend the program’s outreach.

Students benefit

Casey Baum is participating as an intern in the program. Originally from Alexandria Bay, she is a junior at SUNY Oswego majoring in biochemistry.

She has been working in the program since last April and was hired at the port in October.

“I saw that I can do this for credit, and one of my

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friends was also doing it, so I decided it would be a really good internship opportunity as a junior,” she said. “I like the location because it’s off campus and gets me outside a little bit.”

Baum intends to go into medical research, and is particularly interested in Alzheimer’s research.

“I’m not entirely sure whether I’m going to medical school or enter a PhD program, it’s one of those two,” she said.

“Internships are really important,” Baum said. “I think graduate schools and PhD programs are looking for extra-curriculars a lot. As a junior, I don’t need to have an internship, but it gives me a competitive edge over on others applying for programs as competitive as biochemistry degrees.”

Julie Page of Whitesboro is a junior majoring in adolescent education and biology and was recently hired at the port.

“I was really interested because it’s working with new equipment and gaining field experience, which is an important edge to have,” Page said.

After she finishes her undergraduate work, Page intends on going straight into pursuing her master’s degree. She wants to work in New York City for a few years before seeking out a teaching job in biology at the high school level.

Page said having the field experience the program offers is “really useful because a lot of teachers don’t get out there and do things before they teach, so it’s really good to have this background.”

Gary Ellis, a senior chemistry major from Schenectady, started training for the program in the 2016 spring semester and began working in the fall.

“I had some friends in the program that told me about it and that it was a good experience,” he said.

Ellis noted the program helped him get an internship last summer.

“I like meeting all the truckers. It is a new experience and they all have interesting stories,” he said.

After graduation, he is going to work for Regeneron, a biotechnology company located in the Albany area.

“The program helped my social skills because I got to meet new people every day at the port. In my profession, you have to be able to socialize and talk with people,” he said.

In terms of the future, the college is looking for grant funding to create a mobile lab that can extend the program’s outreach.

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College Life

Senior Business

10 Wardrobe Pieces You Need for Success

By Deborah Jeanne Sergeant

J

eans and a sweatshirt work now, but if you’re headed toward a professional career in an office, you’ll upgrade your wardrobe. Investing in these essentials ensures you’ll be dressed for success without overspending.

One basic suit/suit dress. A timeless look, the suit lends an air of maturity and competency.

Don’t mix and match suit jackets with other suit pants/ dresses. Ladies’ hemlines should hit just above the knee to mid-calf to avoid revealing too much or becoming cumbersome. Stick with solid, neutral colors or a subtle, classic print such as pinstripe. A basic, tailored suit can last for many seasons, so go for quality.

1.

2.

A couple mix and match jackets and pants/skirts or sheath dresses in neutral solids.

Choose fabrics that aren’t too clingy or sheer. Purchase the right size. Too tight or too baggy clothing won’t flatter.

Body-skimming cuts that don’t show any bulges look best.

A few slips for ladies and plain, white T-shirt style undershirts for men. No part or outline of any undergarment, including these, should show.

Tailored, button-down, longsleeved blouses or shirts with collars in white.

Don’t wear camisoles, tanks, strappy shirts or t shirts alone under jackets. In some

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offices, finely knit, dressy sweaters are okay (not huge, chunky styles).

Conservative, metal jewelry on a small scale, such as a small pendant necklace for ladies and a set of small cufflinks and a watch for men. Avoid facial jewelry until you know company policy.

A metal watch with a metal or leather band, so you don’t constantly look at your phone for the time.

A good bag. Choose a style appropriate to your workplace, such as a laptop tote, structured tote or briefcase in a dark color. (Stick with just one bag large enough to carry your lunch bag, small purse, etc. so you won’t need to carry

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more than one bag into the building.) More structure means more businesslike.

Plain, dressy leather shoes in dark, neutral colors. Women need pumps, low heels or ballet flats; men wear oxford-style or other tie-up shoes. Avoid athletic shoes, slides or offbeat styles.

Women need solid, dark or nude hose or tights (thin trouser socks with dress shoes are fine with pants). Men should stick to socks darker than their pant cuffs (never white athletic socks).

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A professional looking coat.

Choose a wool pea coat, trench coat, or other structured coat in a dark, solid cover. A coat with a removable, insulated lining will give you many months of wear each year.

In general, start out with these more basic, formal pieces until you become accustomed to what your workplace expects. From these essentials, you can continue to add more pieces to your business wardrobe.

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College Life

Weight

What Else Comes with a College Degree?

An extra 10 pounds, says new study

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ollege students are carrying more than a diploma across the stage at graduation. They’re lugging an extra 10 pounds gained over their college years, on average, along with the associated health risks, says a new study just published in the Journal of Nutrition Education and Behavior.

“The myth of the ‘freshman 15’ has been widely debunked,” said the study’s lead author, Lizzy Pope, assistant professor in the nutrition and food sciences department at the University of Vermont. “But our study shows that there is concerning weight gain among college students that happens over all four years they are in college.”

The study measured student weight and bodymass-index at the beginning

and end of students’ first and second semesters and again at the end of their senior year.

At the beginning of their college careers, the mean weight of the students in the study was about 147 pounds. By the end of senior year, it had increased to about 157 pounds.

The extra weight translates to increased health risk, according to the study.

Twenty-three percent of the students in the study were overweight or obese as they

were starting college. By the end of senior year, 41 percent were in that category, a 78

percent increase.

Obese young adults are at risk for a variety of health conditions, Pope said, including diabetes, hypertension, polycystic ovarian syndrome and pscho-social distress.

The risk of becoming obese by age 30, a condition that carries a host of health concerns including a doubled mortality rate, is much greater for obese adolescents than for those of normal weight.

All four years

While students gained roughly a third of the weight in their first year — about three pounds on average — they also gained in other years, an important finding for the design of behavior-related interventions meant to help them keep the pounds off.

“These findings suggests that health practitioners should not limit their

EMERGENCY ROOM

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“Freshman 15” a myth: Gains occur over all four years programming to just that first year,” she said, “but extend it over all four years of the college experience.”

While there was no direct connection among the students surveyed between lifestyle factors and weight or BMI gain, only 15 percent of the sample met the exercise target of 30 minutes of moderate exercise five times a week. And for most students, fruit and vegetable consumption was also below the recommended intake.

“This study and earlier ones suggest that college students are prone to weight gain that can impact their health in the present and even more significantly in the future,” Pope said. “An important element of any strategy to stem the obesity epidemic would be to target this population with behavioral interventions over all four years of their college careers.”

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College Life

U.S. News: Oswego’s Online MBA Ranks Highest in NYS

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UNY Oswego’s online MBA tied for 27th among online master of business administration programs nationally — the highest of any institution in the state, according to U.S. News’ 2017 “Best Online Degree Programs: MBA” rankings published Jan. 10.

Oswego’s School of Business was the only public school in New York to crack the list’s top 100 online graduate business programs, and one of only five in the state (Rochester Institute of Technology, 33rd in the ranking; Clarkson, #42; Syracuse, #47; Marist, #61).

“The U.S. News & World Report ranking is an affirmation of the quality of our online MBA program,” said Richard Skolnik, dean of Oswego’s School of Business. “It reflects the expertise of our faculty, the support services provided by the MBA Office, the quality of our MBA students, the expertise of the Extended Learning instructional design team and the commitment to online learning provided by the college.”

The 145 matriculated students in Oswego’s online MBA program are among nearly 301 in the college’s overall MBA program, which is customized for every student, said Irene Scruton, Oswego’s MBA director.

Many of these students are working professionals looking to advance their careers, she added.

“The students in Oswego’s MBA represent every major industry category, including manufacturing, healthcare, engineering, education, communications and technology,” she said.

“At least a third of our students have master’s degrees in their discipline such as engineering, education or social sciences and are moving into leadership roles where the MBA is a valuable credential.”

Scruton said the college’s most recent (2015) graduate survey found 32 percent of Oswego MBA students were promoted in their company while in the program and 20 percent were promoted upon graduation; another 14 percent of students changed employers for higher positions.

College Life

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Weather

Meet Oswego’s Snowman William Gregway has been tracking weather conditions in the city of Oswego since October 1968. The 82-year-old native Oswegonian is an official observer for the National Weather Service.

By Lou Sorendo

Q.: How has the world of weather observing changed over the years?

A.: There used to be about 12,000 cooperative observers that covered the entire United States, but of course that has shrunk. With technology, they don’t need people on the ground. They only need people on the ground to measure snow.

They’ve been able to invent a machine to do everything but measure snow. I officially record high, low and mean temperatures, any precipitation and snowfall. I also keep track of record highs and lows. For my own records, I keep track of sunshine, sky cover, barometric pressure, wind direction and lake elevation and temperature.

Q.: How have weather patterns changed over your lifetime?

A.: When I was a boy, my parents owned a cottage summer home on the lake and we spent all our summers there because of the threat of polio. At that time in the ‘30s and ‘40s, polio was bad news and prevalent in the city. So I spent all my summers on the lake and had a great time. However, I noticed that we had terrific thunderstorms in the ‘40s. If you look back through the records, we’ve always had very bad snowstorms. But I remember thunderstorms while living right on the lake and watching these storms come down. Winter and summer storms seemed to have shifted where the pattern now — instead of coming Oswego way — the storms have moved more to Fair Haven, Hannibal, Fulton and Central Square. That is where the trough is now that seems to get the prevalent weather, whether it is a summer storm or even a winter snowstorm. We haven’t had the real bad ones we used to have.

I’ve noticed that definite change due to a shift in weather patterns.

Q.: What are your thoughts on global warming?

A.: It’s here and it’s happening. If you look at the records,

you can see our temperatures and average temperatures are gradually inching up. It hasn’t been that significant in Oswego, but of course worldwide it is. If you look at the world’s temperatures, this particular year is the warmest on record.

Global warming tends to create extremes, whereas in the past weather patterns were more stable.

Q.: What do you enjoy most about being a weather observer?

A.: People recognize me, and they ask me my opinion on what’s going on with the weather. I enjoy talking about the weather, and I used to go to the different schools and talk about the weather. I just enjoy the public part of it.

WSYR) in the evening. Now, they depend a lot on computer models (numerical weather predictions).

Back in the day, it was by the seat of your pants.

Q.: What was the most unique weather experience you’ve ever had?

A . : When I was a paperboy back in 1951, we had a hurricane that came up through here from the Southeast. It was a Saturday in No-

vember and I had to go get my papers. My uncle gave me a ride across the bridge because it was windy and rainy, and that’s the first time I saw hurricane-warning signal flags fly from the Coast Guard Station. I came back and I walked my route, and trees were falling down and transformers were on fire. I delivered my papers, and when I got in the house my mother was pushing a big chair against the front door out of fear of the high winds.

We got up the next morning to go to church, and you literally had to walk and couldn’t drive because there were hundreds of trees down. We had big elm trees at that time, and it took down hundreds of them.

Q.: What are your projections for the 2016-17 winter?

A.: I’m an awful forecaster. My ex-wife Dorothy used to say she could forecast the weather better than I could, and she could. I do call National Weather Service headquarters in Buffalo, and the consensus right now is we are not going to have the extremes of El Nino (warm) and La Nina (cold). So it looks like a general winter, but that doesn’t mean we won’t have storms and cold weather.

Q.: What are your own sources for weather reports?

A.: I don’t have a computer — I’m an old paperboy.

I do a lot of reading and call Buffalo to see what they are saying. I watch the Weather Channel in the morning and Channel 9 (NewsChannel 9

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College Life

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Snow 101 All you want to know about the white stuff

By Melissa Stefanec

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now is what Upstate New York winters are made of. It’s responsible for car accidents, school closings, festivities and occasional cursing.

Snow is an inevitable part of our daily winter lives, but how much do we know about the white stuff?

Many of us probably know each snowflake is unique and that it is made of ice wrapped around a dust particle, but few of us know much else. The WinterGuide is here to share some snow knowledge from the National Snow and Ice Data Center.

How the clouds make snow Snow is precipitation in the form of ice crystals. When the temperature in the clouds drops below freezing, water vapor condenses directly into ice, completely skipping the liquid stage. Once an ice crystal forms, more water collects on it.

Eventually these crystals cluster together and form a snowflake or ice pellet. That object leaves the cloud for our roads, sidewalks and countrysides.

Snowflakes, graupel and sleet Who knew there were three different kinds of snow? Snowflakes are clusters of ice crystals.

Graupel or snow pellets are liquid cloud droplets with a temperature below freezing.

The droplets eventually freeze and form a lumpy, soft and crumbly mass. Sleet is rain that freezes as it falls. Sleet can also be defined as a mixture of graupel and freezing rain.

What about hail?

Hail is not snow. Hail forms when updrafts move graupel up through the atmosphere. The graupel grows until the updraft can no longer support its weight, and then it falls to earth, typically during thunderstorms.

Hail is dense, heavy and icy.

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Animal, mineral or vegetable?

Since snow is composed of frozen water, it is technically a mineral. A mineral is a homogenous (uniform) solid that is formed organically and has a definite chemical composition.

Snow fits that bill.

Snow can keep you warm Snow is a great insulator. In fact, many animals hibernate in snow caves that they dig. Fresh, un-compacted snow traps 90 to 95 percent of the air.

Keep digging, it’s bound to get warmer

Snow is created in the air.

I’ll take the all-natural The ground is typically warmer snow cone Most of us are used to the good, old-fashioned white snow, but snow comes in blue and pink. You can see blue snow in your own backyard. Poke a small hole in some deep snow and look down. The further down you look, the bluer the snow gets. This is because of light penetration and reflection.

There are also algae that live in snow. Such algae turn snow pink or red. Iron can also leach into snow, giving it a red hue.

I can’t hear you over all this snow When snow falls and collects in fluffy, deep blankets it dampens noise. A heavy snowfall can really muffle your voice and other sounds. Conversely, when snow melts and freezes into an icy covering, it amplifies noise by reflecting sound waves.

Hence the colder the snow, the louder the crunch beneath your feet.

than the air because it retains heat from the warm summer months. This means that snow on the surface of a snow bank is far colder than the snow at the bottom, which was warmed by the ground.

A foot of snow may sound like a lot

But it is not. Most of the volume of snow is made of air.

Most of the snow in the U.S. has a 4 – 10 percent ratio of water to snow. That means 10 inches of snow could contain as little as four tenths of an inch of water.

Lastly, I didn’t have to tell you this, but we live in the official snow belt We Upstate New Yorkers deserve our badge of winter honor. The down winds coming off the Great Lakes nail us with heavy snowfall. We live in one of the snowiest places in the country.

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College Life

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Recipes

Better Eating, on the Cheap Find a couple of hours a week to cook healthy meals for the entire week

By Melissa Stefanec

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ollege students aren’t renowned for being rich. The image of a college student bent over a bowl of ramen noodles or macaroni and cheese dinner often isn’t far from the truth.

Most people live like modern-day paupers when they are in college. However, that doesn’t mean you should eat like one.

There are some easy ways to change your dietary trajectory in college; you just have to reframe how you look at food.

Before we get to some recipes, rethinking the way you prepare your food can be beneficial to your budget. If you typically cook for convenience or make each meal or

one-shot-deal, you are likely spending more than you have to on food.

If you can resolve to spend an hour or so cooking one time per week, you can build a stockpile of healthy, delicious and affordable meals.

First, you have to invest in some reusable containers that are large enough to fit one helping of food. Second, you need to cook in bulk. If you make a large meal once a week, you can eat it for a few days and then freeze the rest.

You can also cook dishes that lend themselves to a number of different uses.

Before long, you will have a varied selection of portioned-out meals that just

need to spend a few minutes in the microwave before being ready to eat. Taking this approach is far easier and less expensive than convenience food. Your taste buds and bank account balance will thank you.

Here are some recipes that are easy on the wallet and big on real food. These recipes can be adapted to vegan or vegetarian versions, so you have almost no excuse and can eat like royalty while living like a pauper.

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Hot Cocoa with a Kick

1 head of iceberg lettuce 2 strips of bacon or meatless bacon 1 hard-boiled egg Diced tomatoes Diced peppers Diced red onion Shredded cheddar cheese Jarred banana peppers

4 cups milk 1/3 cup unsweetened cocoa powder 1/2 cup sugar pinch of cinnamon (optional) pinch of cayenne pepper powder (optional) 1/2 tsp vanilla 1/4 cup half and half

Directions: Cut one quarter of the lettuce out of the head. Seal the rest of the head with a large re-sealable bag or plastic wrap.

Top wedge with crumbled, crispy bacon, veggies, cheese and chopped egg. Top with blue cheese, ranch, balsamic vinegar or combination of all three. You can boil the eggs and make the bacon in bulk ahead of time.

Directions: In a saucepan, heat milk, sugar, cocoa and salt over medium heat.

Add cayenne and cinnamon.

Heat until just before boiling.

Remove from heat and add vanilla. Pour into mugs and add half and half to cool the liquid.

Quick Tip: Everything tastes better with whipped cream on it.

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Crockpot Tikka Masala

Refrigerator Oats

Pumped-up Wedge Salad

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Enchilada Chili

This recipe doesn’t require cooking. All you need is a refrigerator.

Basic recipe: Take an 8-ounce mason jar and fill it about halfway with your favorite variety of plain oats.

Add 2 tablespoons of Greek yogurt and about 3 ounces of milk. Put the lid on the mason jar, and shake to combine. Place in the refrigerator overnight. The oats will soften and be ready to eat.

To jazz up this very basic recipe, you can add lots of other ingredients. Chia seeds soften up very well in this mix. You might also want to add a sweetener such as honey, brown sugar or agave nectar. You can also add canned or fresh fruit or use flavored Greek yogurt. You can add things like unsweetened cocoa or peanut butter powder. If you’re a nut person, throw some of those in while you’re at it.

2 chicken breasts or three chicken thighs 1 large onion, diced 1 can coconut milk 3 tbsp coconut oil or butter 1 tsp ginger paste or 2 tsp ginger powder 1 can chick peas 1 can diced tomatoes 1 tbsp garam masala (powdered spice) 2 tsp garlic powder 2 tsp paprika 2 cubes or chicken bouillon Fresh cilantro, spun and chopped (optional) White or basmati rice, prepared Directions: Combine all ingredients in a slow cooker and heat on low for six to eight hours. Remove and shred chicken. Return and mix into sauce. Serve over rice. Garnish with cilantro.

Quick Tip: Freeze the sauce and cook fresh rice for each helping.

12 to 16 ounces of enchilada sauce (canned or bottled) 1 large (26-ounce) can crushed tomatoes 1 can black beans 1 can corn 1 can baked beans (any flavor) 1 15-ounce can diced tomatoes or diced tomatoes with green chilies 2 tsp chili powder 1 tsp cumin 2 tsp garlic powder 2 tsp salt 4 tbsp olive oil 1 large onion, diced 2 peppers (any color) diced 2 jalapenos, diced (optional) 1 large chicken breast or 3 boneless chicken thighs or 1 pound ground beef or 1 package of meatless crumbles (optional) Directions: This recipe can be made in a crockpot.

To do so, combine all ingredients and cook on low for about eight hours. When finished, shred the chicken (if using) and return to the chili. If preparing on the stove top, sauté onions, peppers and meat before adding other ingredients. Simmer on medium low for at least an hour.

Quick Tip: This recipe works great on nachos.

College Life

College Life — For Students at SUNY Oswego and Cayuga Community College — is published twice a year by Local News, Inc. Mailing Address: P.O. Box 276, Oswego, NY 13126.

Phone: 315-342-8020. Email: editor@oswegocountybusiness.com Design: Dylon Clew-Thomas Visit us at OswegoCollegeLife.com.

Copyright 2017 by Local News, Inc. All rights reserved.

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Emergency

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Emergency Situation: Do You Know What to Do?

Below are examples of emergencies and steps to take. For a comprehensive list of examples and specific actions, visit your college’s website.

Schools have been getting safer year after year, according to reports, but, hey, you never know…

By Colin Nekritz

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tudents and all in a campus community should have peace of mind to feel safe and secure, plus have the resources to find out what to do in case of an emergency.

While various incidents make national news and may raise concerns as they bounce around social media, according to the latest data from the Clery Act, which requires many colleges and universities to keep and disclose information about crime on their respective campuses, schools have been getting safer year after year.

The majority of campus-related emergencies aren’t usually headline-generating ones such as an active shooter, but rather minor things ranging from fire alarms that have been pulled to small thefts or a suspicious person or package on campus.

Knowing what to do in any of these or other situations can help prepare students in any situation, giving them and others peace of mind.

First and foremost, most campuses have a real-time message alert system that often works in conjunction with mobile phones. Should there be a serious emergency, students, faculty, staff and anyone associated with a campus can get the information as it happens and as necessary.

For example, a college such as SUNY Oswego uses the New York State Alert system (nyalert. gov) to send pertinent information that may affect you and others. By signing up and adding your preferred location, you get up-to-date emergency-only communications pertaining to a college, local area and even state-wide information.

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FIRE

The next most important thing beyond knowing what to do in an emergency, and where to look if you don’t, is who to contact in the event you see or experience an event that needs to be reported ASAP. Most schools have a direct campus number to their police departments — for SUNY Oswego from any campus phone dial 5555 — in case you don’t have access to that number, dial 911 as you would in any other emergency.

All schools have a comprehensive page or set of pages set up by their communications office or campus police dealing with how to handle an emergency.

It’s best to search your school’s website to locate, read, bookmark and print what your campus’ procedures are and familiarize yourself with what to do in the event an emergency may occur.

The more common emergencies that may happen on a campus often follow a set of procedures. In the case of a fire, for example, activate the nearest fire alarm, quickly grab any personal belongings such as your ID, keys, wallet, and jacket or clothes depending on the weather, but if there’s no time, leave them behind — your life is not worth taking extra time to find items. Next, immediately notify occupants and assist those needing help leaving the area and evacuate the building using a designated route, preferably one you’ve studied if you’re in the building often, and do not use the elevators. Once outside of the building, do not re-enter under any circumstances. Call the campus police or 911 if you did not activate the alarm, and

wait for the authorities to arrive.

A somewhat common, potentially misunderstood emergency term is shelter-in-place.

Sheltering in place is in the event of a hazard or other emergency incident outside or potentially inside a building. When sheltering in place, stay inside or immediately go into the nearest building, close all windows and doors, and await directions from authorities. Most campuses have designated sheltering areas, If none are listed on your school’s website, ask the communications office or campus police for that information.

Use common sense. In the event of a suspicious package or a bomb threat, do not disturb, isolate the immediate area, and notify the authorities at once.

If you see suspicious behavior, do not confront the person or persons, never let them into a building or room, and contact authorities at once.

Rare as active shootings are, in the event you hear what may be a firearm discharging, exit the building immediately away from the direction the sound might be coming, getting as much distance between you and what may be gunfire, dialing 911 or campus police immediately.

If you cannot leave the building, remain behind closed doors in a locked or barricaded room. Avoid all windows, remain calm and quiet, awaiting the proper authorities to identify themselves, though be cautious even if someone says things are all clear. Never assume someone else has called the authorities, never leave or unlock a door to see what is happening, and never confront or apprehend a shooter unless it is your very last resort.

✚ Activate the nearest fire alarm. ✚ Quickly grab personal belongings such as ID, keys, wallet, and jacket depending on the weather. ✚ Immediately notify/assist those needing help. ✚ Evacuate building using a designated route, never use elevators or re-enter unless told to do so. ✚ Call campus police, fire department, or 911. ✚ Wait for authorities and further instructions.

SHELTER IN PLACE

In the event of a hazard or other emergency, most campuses have designated sheltering areas which may include a dorm room or specific hall. ✚ Stay inside or go immediately to nearest building. ✚ Close all windows and doors. ✚ Await directions from authorities.

ACTIVE SHOOTING

✚ Exit the building away from the sound, put as much distance between you and potential gunfire ✚ Dial 911 or campus police immediately unless doing so puts you at risk, never assume someone else has called the authorities ✚ If you cannot exit the building, remain behind closed doors in a locked or barricaded room, avoid windows, put as many obstacles between you and the potential shooter ✚ Remain calm and quiet ✚ Never leave a room to see what is happening ✚ Do not confront or attempt to apprehend a shooter unless it is your very last resort ✚ Await the proper authorities to identify themselves using caution

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