Meaningful Marketing: Get To Know Empire State University’s Brenda Manra

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(MANHATTAN, NY — March 11, 2025) In July of last year, Brenda Manra joined Empire State University as a marketing copywriter and content creator. With her attunement to the interests and perspectives of Spanish-speaking communities in New York state, Manra was involved in shaping early promotional materials for the announcement of Empire State University’s new Spanish language Bachelor of Business Administration (BBA) degree. Recently, she has transitioned into being an enrollment communications manager for marketing, serving Empire State University in a recruitment-oriented capacity.

Manra’s childhood unfolded in Orange County in Santa Ana, California, where most neighboring families were also Latino. Because her parents migrated from Mexico to the United States when they were young, she is a second-generation Mexican American. Her upbringing was highly intertwined with her community and culture. “I feel that I’ve really taken that with me,” she says.

Manra’s parents only spoke Spanish at the beginning of their time in the United States—it became her first language until she learned English as a kindergartener at the age of five. “It was interesting, because at the time, California had dual language immersion at school,” she explains—students who only knew Spanish could take classes in both English and Spanish, helping them learn the formal foundations of each. “It was a smooth transition,” Manra comments about her first brushes with bilingualism, crediting her schooling in both languages. Since then, the state of California has gone back and forth on the topic of Dual Language Immersion (DLI) programs, which are currently active.

Though Manra’s knowledge of Spanish first stemmed from being a heritage speaker—meaning that she picked up Spanish at home—she has integrated a formal Spanish education throughout her childhood and high school years. She does not consider herself entirely a heritage speaker, but does underscore the distinct kind of Spanish that she speaks, a kind of ‘American Spanish’ that lends itself to bilingualism.

“I think it’s funny when we talk about language, because my parents are immigrants… they didn’t have much schooling in Mexico. They came here very young; their Spanish is different than other people’s Spanish. And now, my Spanish is different than other people’s Spanish,” Manra shares.

The use of the dialect informally known as “Spanglish” has been predominantly popularized by the children of immigrants in the United States, though it is now widely used by bilingual speakers around the world. Manra’s experience as a Latina who grew up in the United States shaped her use of language—bilingualism is an inherent part of her worldview and communication.

“It’s such a different culture within its own right for all of us kids that are second generation and grew up here,” Manra comments, speaking to the vastness of diversity held by the labels “Latino”, “Hispanic”, and “Bilingual.” For Manra, as for many others, language use is molded by context. As for languages themselves, the variety of life experiences among each group of speakers generates a wealth of dialects. According to Language Testing International, linguistic experts recognize between seven and eleven dialects in the Spanish language alone.

The “best of both worlds” angle that bilingualism provides Manra is a key tool in identifying marketing materials that will be relatable to Latino and Hispanic audiences, among others. “I’ve enjoyed being able to think about what resonates with our culture—with bilingual speakers—when coming up with marketing content. With ads, what kinds of colors does our community tend to like more?” she explains.

Looking ahead, many are wondering what the future holds for bilingual learning opportunities at Empire State University. Manra shares, “I would love to see [bilingual course offerings] expand, and to see that there is an appreciation for the nuance in the Latino community.” She muses about the possibility of individual courses being offered in a bilingual format so native and non-native Spanish-speaking students are empowered to use their Spanish skills.

To those looking for a sign to take a leap and learn a second language, Manra says, “It opens up your world—there’s so much out there to learn and see. Double the music. Double the books. Double the TV shows. Double the movies. Double the social media—my timeline goes English, Spanish, English, Spanish… I love being immersed in that culture. I think language and culture go hand in hand.”

When Manra moved to Ithaca, New York, as an undergraduate student, she shared a taxicab from the airport to Cornell’s campus with another student and his mother. At some point in their drive, the mother asked Manra if she was Latina, sparking instant connection and kinship. That mother’s relief of knowing her son would be able to relate to someone on campus speaks volumes about the unifying power of culture. “The look in a person’s eye—they brighten up. Language is so powerful in helping someone feel comfortable.”

Raul Manzano Honored at College of the Sequoias Human Rights Art Exhibition

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(MANHATTAN, NY — March 5, 2025) Each year, College of the Sequoias hosts a Human Rights Art Exhibition which features art pieces that, while varied in mediums and styles, share a common theme: “the intersection of art, human rights, social justice and environmental issues.” The college, located in Visalia, California, is currently displaying Empire State University faculty member Raul Manzano’s piece “Grasping for Freedom, Grasping for Hope.” The painting, which depicts a wide-eyed Statue of Liberty peering over a wall that several hands are desperately trying to grasp the top of, won a Merit Award just over a week into being displayed as part of the competitive, international exhibition. College of the Sequoia’s 2025 Human Rights Arts Exhibition runs from January 28 to March 7.

Featured artist Manzano, who is currently a visiting assistant professor at Empire State University, has long been a member of its community with his first experience at the university dating back to 2003.

Manzano: I’ve been with the university for about twenty years now—I was a student here first; I did my master’s in 2005. After that, I began working for the college, tutoring one student at a time, eventually began doing study groups, and later was hired as a part-time mentor. I have been with the Arts Department since then.

Irigoyen: Can you tell us a bit about your upbringing?

Manzano: That’s an interesting question… everybody asks me that. I was born in Colombia and came to America in 1980, and I, like many immigrants, began working different types of jobs, later on went to school, and began the process of adjusting to my life [here]. I didn’t speak the language at the time… it took a good two years to begin to understand [English]. It takes longer than that for some of us.

Irigoyen: Can you tell us about your art, thematically speaking?

He shifts in his chair and laughs, both of us acknowledging with apologetic smiles the vastness of my question and the challenge of providing a condensed answer.

Manzano: My artistic career sort of began with the teachings of my mother. I guess that’s how I got my motivation for art—as part of a heritage. One of those things that’s said—are artists born or made? I’m not quite sure where I fit in there, but I recall I had that passion for art since a very early age.

He looks up and away from his screen, calling on memory as he continues to talk me through his trajectory.

Manzano: I went to art school, and that’s how I initiated myself in the arts. Why I picked those particular topics to paint is, first of all, living in Colombia. [It] was a difficult time before we came here because of the political situations that were happening in my country. Unrest—the guerrillas were coming into the picture in the late 1970s, early 80s…when I came to America, I saw similar situations that were happening in my country that [also] were happening here; corruption and discrimination, particularly, and [the violation of] human rights. It prompted me to look through these frames that eventually developed later in my work.

Now, he is talking about the Statue of Liberty—the identifying seal that brands Manzano’s work ever since the end of his time as an undergraduate student. It serves as a gateway into the socio-cultural and political messages in his work.

Irigoyen: Is there anything else that you feel contributed to your passion for putting your art in conversation with these topics?

Manzano: Certainly, being a Latino has a lot to do with it because we see what’s happening to our people nowadays… That obviously has an impact on me because that’s part of where I am from, the people that I can relate to, and that motivates me to create this type of work—work that will generate awareness, if you will, for the viewer. What the Statue of Liberty represents to many of us is a symbol of freedom and hope… many migrants, not necessarily one group but around the world, see the image of the Statue of Liberty as a symbol of freedom—one of the reasons they might choose to come to the United States.

Irigoyen: Can you describe your work from a technical standpoint?

Manzano: Let’s talk about the creative process, because that’s basically the starting point. I begin by developing a concept or an idea through what is called thumbnail sketches—small sketches usually in my sketchbook, or sometimes I do it on Post-its—this is where I begin everything.

He moves onto the topic of materials, naming oil paint on canvas as his medium of preference. While acrylic paints are fast-drying, oil paint affords the artist time to work slowly, which is what Manzano prefers, as he can sometimes take several weeks and up to a month—or longer—to complete a painting.

Manzano: I also look at other artists, see what they have done so I don’t repeat the same concept that another artist might have done. It’s important to look at the work of other people as well.

Irigoyen: So, can you tell us about this award you just received?

Manzano: It’s what is called a Merit Award, given to either two or three artists. I was thrilled—it’s an honor for me to receive this. As you said, it’s a recognition of my work and I couldn’t be more pleased. And I appreciate the fact that they not only selected my work for the show, but later got notice that I’d receive this Merit Award. It’s very rewarding, personally. It’s part of the work that I have been doing over the years, and I guess it reflects now more than ever before.

Irigoyen: Last question is: is there a key message you want your audience to take away from looking at your pieces?

Manzano: The message I want to convey, more than anything else, is about inequalities. Discrimination. That’s where my focus is, for everybody to have an opportunity to contribute to society by the opportunities that are given to them as well as to everybody else.

For a moment, we return to the painting featured in the Human Rights Art Exhibition at College of the Sequoias.

Manzano: What inspired me to do this painting is the desperate attempt by migrants who are seeking a better life in the United States. It reflects the political climate of the anti-immigration policies of our current President.

Painting of hands reaching towards the top of a wall that the Statue of Liberty is peering over.
“Grasping for Freedom, Grasping for Hope” by Raul Manzano.

Manzano: Color and aerial perspective. That’s what I refer to as two different points of view. In one, the hands of people from diverse backgrounds are reaching up to the Statue of Liberty for help. But on the other side, the Statue of Liberty is looking down at this group of people that are trying to climb the wall or reaching out to someone to lend them a hand. She’s looking at them with a very disconcerting expression, looking down over this wall that has been built, prompting the viewer to reflect on the current socio-cultural, racial and political affairs in a divided United States at the moment.

Irigoyen: It’s interesting that voice, whether it’s through visual art, or photography, or sculpture, or music…it can unite.

He nods.

Manzano: Art provides that moment to give us a little bit of hope in our lives from all the problems we are facing nowadays.

Read the full article.

A Deep Dive with Raul Manzano: Featured Artist Honored at Human Rights Art Exhibition

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(MANHATTAN, NY — February 26, 2025) Each year, College of the Sequoias hosts a Human Rights Art Exhibition which features art pieces that, while varied in mediums and styles, share a common theme: “the intersection of art, human rights, social justice and environmental issues.” The college, located in Visalia, California, is currently displaying Empire State University faculty member Raul Manzano’s piece “Grasping for Freedom, Grasping for Hope.” The painting, which depicts a wide-eyed Statue of Liberty peering over a wall that several hands are desperately trying to grasp the top of, won a Merit Award just over a week into being displayed as part of the exhibition. College of the Sequoia’s 2025 Human Rights Arts Exhibition runs from January 28 to March 7.

Featured artist Manzano, who is currently a visiting assistant professor at Empire State University, has long been a member of its community with his first experience at the university dating back to 2003 assisting in the Studio Semester Program. He smiles as we exchange pleasantries and introductions—first in English, then in Spanish, after the dance around language that two people who share South American roots—but don’t want to make assumptions—tend to engage in. Prints of several of his pieces, vibrant and meticulously crafted, are displayed to his left against a black wall.

Manzano: I’ve been with the university for about twenty years now—I was a student here first; I did my master’s in 2005. After that, I began working for the college, tutoring one student at a time, eventually began doing study groups, and later was hired as a part-time mentor. I have been with the Arts Department since then.

Irigoyen: Can you tell us a bit about your upbringing?

Manzano: That’s an interesting question… everybody asks me that. I was born in Colombia and came to America in 1980, and I, like many immigrants, began working different types of jobs, later on went to school, and began the process of adjusting to my life [here]. I didn’t speak the language at the time… it took a good two years to begin to understand [English]. It takes longer than that for some of us.

So that was my start here in America, and I did all kinds of jobs, like many immigrants might do at the beginning, until I became more fluent in the language. Then, I went to work on Wall Street—actually, I was doing a banking degree at the time because I needed the money, obviously, to survive. That was the fastest way for me to get a job. I worked there for about eighteen years, and after I retired from there, that’s when I found Empire State University. I enrolled, I did my master’s degree, eventually began working here—during that time I also did my Ph.D.

Irigoyen: What did your Ph.D. center on?

Manzano: It was in museum studies. It was actually in multilingual art exhibitions in New York City, so the focus was about presenting exhibitions in different languages. This was just before the boom of language really came into the picture… all the exhibitions in New York were in English, except for a few museums like the Museo del Barrio, for example.

Irigoyen: Can you tell us about your art, thematically speaking?

He shifts in his chair and laughs, both of us acknowledging with apologetic smiles the vastness of my question and the challenge of providing a condensed answer.

Manzano: My artistic career sort of began with the teachings of my mother. I started learning about painting at home—copying the drawings or paintings she had done because she went to art school during her youth. She would correct me, and then show me how to draw or how to paint… I guess that’s how I got my motivation for art—as part of a heritage. One of those things that’s said—are artists born or made? I’m not quite sure where I fit in there, but I recall I had that passion for art since a very early age.

Manzano’s reflection is one that many creatives encounter sooner or later. In the end, I like to believe that it’s not about nature versus nurture, but rather, about how one’s message can act upon an audience through a creative medium. Or maybe, as Manzano says, it can be about having the passion for creation. He looks up and away from his screen, calling on memory as he continues to talk me through his trajectory.

Manzano: I went to art school, and that’s how I initiated myself in the arts. Why I picked those particular topics to paint is, first of all, living in Colombia. [It] was a difficult time before we came here because of the political situations that were happening in my country. Unrest—the guerrillas were coming into the picture and drug cartels in the late 1970s, early 80s…

He relays his father’s decision to get his children out of the country and relocate to the United States, smiling sadly as he explains that his younger self’s exposure to such situations, to seeing violence in Colombia at that time, permeated his state of mind growing up. The link to his paintings is clear to me in this moment: he paints the pain that he wishes no one had to suffer through.

Manzano: …when I came to America, I saw similar situations that were happening in my country that [also] were happening here; discrimination and corruption, particularly, and [the violation of] human rights. It prompted me to look through these frames that eventually developed later in my work.

During his thesis, Manzano began to amplify his focus on socio-cultural and political themes. As is often the case for artists, something arises from the interface between thinking and doing: a third thing that becomes the aboutness of the art. I tell Manzano this and he agrees.

Manzano: …it’s something that has to grow on you… collective images that are embedded in your head—at some point they come back to you, and then, depending on what inspires or motivates you to do something, you begin to focus on that.

From this side of the screen, it is clear to me that he has given considerable thought to his artistic practice, articulating all facets of the answer I was hoping he would give. Some artists know themselves deeply, and that strikes me as the case with Manzano, who parses through his truth unapologetically.  Besides the sliver of white wall adorned with a mosaic of his paintings, he appears to be comfortably floating in the dark, which contrasts with the rich purple of his shirt.

Now, he is talking about the Statue of Liberty—the identifying seal that brands Manzano’s work ever since the end of his time as an undergraduate student. It serves as a gateway into the socio-cultural and political messages in his work.

Manzano: It has become sort of my brand because, from time to time, I get messages on Facebook or email when somebody has done an image of the statue—not necessarily mine—and said, “I thought of you when I saw this.”

We laugh at the thought of something so big being associated with a single person, and yet, there is no denying that the Statue of Liberty is his muse, and he has come to be known for his renderings of it. 

Irigoyen: Is there anything else that you feel contributed to your passion for putting your art in conversation with these topics?

I feel curious about where it stems from, what buds and flourishes in an artist’s mind. Manzano pauses to take inventory of his experiences.

Manzano: Certainly, being a Latino has a lot to do with it because we see what’s happening to our people nowadays… That obviously has an impact on me because that’s part of where I am from, the people that I can relate to, and that motivates me to create this type of work—work that will represent awareness, if you will, for the viewer. What the Statue of Liberty represents to many of us is a symbol of freedom and hope… many migrants, not necessarily one group but around the world, see the image of the Statue of Liberty as a symbol of freedom—one of the reasons they might choose to come to the United States.

Irigoyen: I wanted to ask you, how did this exhibition opportunity come about?

Manzano: I subscribe to an organization that sends notifications to artists about opportunities, and the exhibition resonated with the kind of work that I’m doing—it was right in my ballpark, so I decided to apply…they wrote back saying they selected my work for the exhibition.

I ask Manzano about art contest practices, and he shares that there can be one or more judges that select work from among hundreds of submissions. Usually, judges are chosen on the basis of achieving prominence in their artistic careers. This makes me think of how, in literary terms, strong readers make for the best of editors and writers—it teaches you what to look for in your own work, and that of others. It makes sense to me that a skilled artist would serve well as a contest judge, so I nod as he explains.

Manzano: I think it was over 300 submissions internationally.

Irigoyen: Wow. That speaks very highly of your work. Speaking of, can you describe it from a technical standpoint?

Manzano: All right. Let’s talk about the creative process, because that’s basically the starting point. I begin by developing a concept or an idea through what is called thumbnail sketches—small sketches usually in my sketchbook, or sometimes I do it on Post-its—

He leans to the side and retrieves his sketchbook, opened to a page where rows of 4×4 Post-it notes are lined up vertically. On the right-hand side of the left page, two of them have scribbled notes of themes or ideas, while the Post-it stuck to the top has a faint sketch made in pencil, depicting a baseball cap-clad figure facing away from the viewer. The adjacent page has a full-sized sketch of several silhouettes standing to face the Statue of Liberty. He smiles to himself as he flips through more pages, raising iterations of the statue and its viewers up to his computer’s camera so I can see. Other pages have thumbnail sketches rendered in pencil on SUNY Empire-branded Post-it notes.

Manzano: This is where I begin everything. Sometimes things do happen, believe it or not, in the middle of the night. I wake up with this idea and I get up quickly, put it on a Post-it. I have a number of Post-its just to do a scribble. You know, a couple of lines just to see—to remind me of what came to my mind because [ideas] come and go very quickly, especially when you wake up.

We chat about our respective creative processes for a moment, getting swept into a tangent.

Manzano: If I need additional references, like a pose, I ask friends to pose for me for a particular pose that I’m looking for or expression. That’s how I begin to develop the concept for the painting. Once I get all of that, I use Photoshop to move images around—that’s been helpful because it’s faster. When I have the concept defined, I transfer that to a canvas, or sometimes not directly onto canvas but on a piece of tracing paper so I can move it around. That’s the early process.

He moves onto the topic of materials, naming oil paint on canvas as his medium of preference. While acrylic paints are fast-drying, oil paint affords the artist time to work slowly, which is what Manzano prefers, as he can sometimes take several weeks and up to a month—or longer—to complete a painting. To build color and draw attention to certain parts of a painting, he works in layers, enhancing focal points. This results in long drying times and periods of rest from painting while the canvas dries down.

Manzano: In the painting process, it doesn’t mean that the sketch is the final version of the painting. Sketches help me elaborate on the image, but something else I do is take photographs between sections or at the end of one section and look at them to see if there are any adjustments I need to make. Sometimes, the human eye cannot pick up everything, and the camera has been useful in that sense. You can see instantly if something is not working the way you intend… that’s part of the technical aspects and processes until I am satisfied with the final product, and that takes me time.

Irigoyen: Well, creatives, I think we’re known for being quite picky… that’s what makes our work good sometimes, just taking the time and care to be picky about it and make sure that we have realized our vision.

Manzano: I also look at other artists, see what they have done so I don’t repeat the same concept that another artist might have done. It’s important to look at the work of other people as well.

Irigoyen: One of the biggest things I always tell younger writers whenever they ask for advice on how to make their writing better is you have to read. You have to read a lot, because it teaches you not only how to be a better writer but also be a better editor. You can edit your own work and know what to look for; it’s important to develop that instinct and artistic sensibilities, that kind of innate knowledge about the medium that you’re working through.

Manzano: Yes. That’s important. I tell my students to look at other artists’ work and ask them to replicate the work of a master artist of their choice and tell me what they learn from that process.

When artists learn technique through mimicry and repetition, it gives them an effortless eye for stylistic elements. It frees up the mind to focus on getting their message across. We chat about this for a few minutes, briefly sharing anecdotes from learning how to draw or paint.

Irigoyen: So, can you tell me about this award you just received?

Manzano: It’s what is called a Merit Award, given to either two or three artists. I was thrilled—it’s an honor for me to receive this. As you said, it’s a recognition of my work and I couldn’t be more pleased. And I appreciate the fact that they not only selected my work for the show, but later got notice that I’d receive this Merit Award. It’s very rewarding, personally. It’s part of the work that I have been doing over the years, and I guess it reflects now more than ever before.

Irigoyen: It’s a validating thing to know that you’re on the right track. Congratulations again. We have two questions left. One is a normal question, and the last one is an unserious question.

Manzano: Perfect.

Irigoyen: Last question is: is there a key message you want your audience to take away from looking at your pieces? I know you said they venture into different topics, but is there one overall thing you really want your audience to understand through your art?

He takes a moment to think.

Manzano: Hmm. Okay. It’s a complex question, because every picture has a message, and the message could be about human rights, particularly because this exhibition is about human rights, the environment, and social issues. The message I want to convey, more than anything else, is about inequalities. Discrimination. That’s where my focus is, for everybody to have an opportunity to contribute to society by the opportunities that are given to them as well as to everybody else.

For a moment, we return to the painting featured in the Human Rights Art Exhibition at College of the Sequoias.

Manzano: What inspired me to do this painting is the desperate attempt by migrants who are seeking a better life in the United States. It reflects the political climate of the anti-immigration policies of our current President. He began this back in 2016, and that was when I began to think about this particular issue of the migrants and the wall that he wanted to build at the time. Which is obviously going to be more pressing now that he is the current President. The challenging journey of minority communities from developing countries who are seeking political asylum, or an opportunity of a better life—that’s what prompted me to do this particular painting. And I want to sort of describe the painting, if you don’t mind.

Irigoyen: Not at all, go ahead.

Manzano: As I said, the painting explores the meaning of freedom and equality through the Statue of Liberty, which is part of the picture. I use the symbol metaphorically to engage viewers, and also to emphasize the message that I want to convey. The painting has kind of two stories. It’s looking from above and from below.

Painting of hands reaching towards the top of a wall that the Statue of Liberty is peering over.
“Grasping for Freedom, Grasping for Hope” by Raul Manzano.

The monitor to my left has an image of his painting, “Grasping for Freedom, Grasping for Hope,” in full technicolor: the bottom two thirds of the painting are occupied by a looming brick wall, covered, in part, by extended arms reaching towards the top. One of the hands, aligned with the center, has a rosary draped over it. Many of them have varying degrees of darker skin. At the top of the frame, the colors shift entirely. The iconic blue-green of the Statue of Liberty radiates from over the wall, and her eyes, wide with either concern or curiosity, barely peer over the edge. Around her, a halo of yellows, oranges, greens, and finally, the intense blue of the sky.

Manzano: Color and aerial perspective. That’s what I refer to two different points of view. In one, the hands of people from diverse backgrounds are reaching up to the Statue of Liberty for help. But on the other side, the Statue of Liberty is looking down at this group of people that are trying to climb the wall or reaching out to someone to lend them a hand. She’s looking at them with a very disconcerting expression, looking down over this wall that has been built, prompting the viewer to reflect on the current socio-cultural, racial and political affairs in a divided United States at the moment. The eyes of the Statue of Liberty are based on a friend’s facial expression, and the rosary symbolizes faith. Hands of young and old grasping for freedom, grasping for hope.

Irigoyen: It’s interesting that voice, whether it’s through visual art, or photography, or sculpture, or music…it can unite. That’s the power and beauty of it—why it’s important.

He nods.

Manzano: Art provides that moment to give us a little bit of hope in our lives from all the problems we are facing nowadays. The arts are so important at this time [for] a moment of peace that you can connect to spiritually, if you will, that you wouldn’t have had otherwise.

Irigoyen: Like un descanso—rest, or respite. Are you ready for the last question?

He laughs, throwing his head forward, and then sits back, ready to hear it.

Manzano: Go ahead.

Irigoyen: Tell us a random, delightful fact about yourself.

His eyebrows shoot up, and he looks away for a moment, thinking with amusement. His hand goes to his chin as he swivels in his chair slowly.

Manzano: I like exercise. What I’m doing lately is walking the twenty floors of my building every day instead of taking the elevator. I don’t get the chance to go to the gym, so this is sort of my new niche thing that I have been doing. When I told my doctor he was very impressed, he said to keep doing it.

We laugh about it, but then acknowledge the importance of activities such as Manzano’s daily hikes up the stairs.

Irigoyen: You don’t just have to nourish the mind, you have to nourish the body, too.

Manzano: Absolutely, you have to be in constant activity, not only mentally. Walking is another thing I like to do. I enjoy it, especially during the warmer days, and I do that often.

The rest of our interview slipped away into Spanish chitchat about New York City, a place that lends itself to walking, as well as inspiring artists and writers alike. This is perhaps one of the most reoccurring conversations among creatives of all kinds. I think we were both happy to indulge in sharing our artistic practices, and clicked the “Leave Call” button satisfied with having let another person’s perspective broaden our views.

Empire State University’s Associate Degree Initiative Uplifts Student Goals

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(SARATOGA SPRINGS, NY — March 4, 2025) Empire State University is now awarding associate degrees to eligible bachelor’s degree-seeking students to recognize their progress and advance their personal and professional goals. The university’s Office of Academic Affairs (OAA) announced that students who are working towards earning their bachelor’s degree and have completed the required coursework will be awarded an Associate of Science (A.S.) degree in general studies. This interdepartmental initiative aims to recognize the hard work of eligible students through granting associate degrees, which studies have shown significantly boost income possibilities and the likelihood of completing a bachelor’s degree.

The Registrar’s Office was vital to identifying the 700 students estimated to be eligible for the initiative at Empire State University.  For active students to be awarded an associate degree, they must have not previously earned any kind of degree offered by the university. Other eligibility requirements include having transfer credit, meeting the 12-credit minimum residency required for the general studies program, maintaining a GPA of 2.0 or greater, and being free of student account holds. After the initial group of eligible students was identified, university Registrar Pam Enser manually combed through each student’s degree audit for the A.S. general studies program requirements, which are having met all general education and liberal arts credit requirements in addition to the previously stated eligibility requisites.

Students whose eligibility has been determined by the Registrar’s Office have been notified so they may opt into receiving their associate degree. “Going forward, we are going to continue to pull that list and review students every term,” comments Enser, “and for new students coming in, if they have not earned another degree, have transfer credit, and are applying for a bachelor’s degree, they have the opportunity to identify upon admission that they also want to earn the associate degree.” So far, 248 students have been awarded an associate degree through this initiative.

Not many four-year universities choose to award associate degrees, which is one of the unique traits of Empire State University’s initiative. “We have it baked into our offerings already, so that is what enables us to do this,” says Rob Sanders, Associate Provost for Academic Affairs.

According to the National Center for Education Statistics (NCES), individuals working full-time with an associate degree statistically earn almost 20% more than those who only have a high school diploma, which is a significant benefit of opting into the initiative. Sanders also explains, “There are millions of adults who have some college, no credential. It’s because that threshold of earning a bachelor’s degree is relatively high—an associate degree is basically half of that. It’s a credential that they can earn much sooner to get better jobs, higher pay—and is an [academic] incentive.”

Another of the initiative’s appeals lies in its convenience: eligible students can opt-in without any additional steps, as the initiative recognizes the work they have already completed on the road to earning their bachelor’s degree.

Culture and Community: Meet Bilingual IT Specialist Lyanne Garcia-Boswell

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(SARATOGA SPRINGS, NY — February 19, 2025) An ever-growing demand for bilingual support systems at Empire State University has led to the recruitment of several qualified staff members who serve their respective departments. Among them is Lyanne Garcia-Boswell, who joined Empire State University in August of last year as a bilingual Information Technology Services (ITS) specialist. Every day, the ITS department tends to a rising level of calls from Spanish-speaking students seeking technological assistance.  To streamline ITS assistance offered to students at Empire State University, Garcia-Boswell is available to chat through any technology issues that students may encounter, in English or Spanish.

Though parts of their childhood took root in Florida and Puerto Rico, García-Boswell feels they did most of their growing up in Hudson Valley, loosely an hour north of New York City. The area was mostly inhabited by immigrant families, they recall. Through attending school alongside kids from Central American and Eastern-European families relocated to New York state, García-Boswell felt a sense of belonging—their own Puerto Rican ties and community-oriented values were, in a way, mirrored by their surroundings.

Like many, Garcia-Boswell recalls learning Spanish through speaking it at home, especially because their mother spoke little English at the time they moved to New York state. Beneath the umbrella of the Spanish language, there are countless variations from country to country, and often, several dialects even within one nation. This is something Garcia-Boswell became aware of early in life through visiting family in Puerto Rico, Guatemala, and El Salvador, which shaped their understanding of the wealth of diversity that exists in the Hispanic and Latino identities. These same family visits allowed them to develop their knowledge and use of Spanish concurrently with English-speaking skills.

“Mi identidad Latina, my Latino identity is so special to me, and I do think it’s important, especially here at Empire State University with the BBA, that people see that there are different kinds of, well, everybody,” shares Garcia-Boswell. They underscore a fact that is essential to understanding the bilingual experience, and many others: intersectionality and varied life events yield individuality and uniqueness under every existing identity label.

Garcia-Boswell reflects on a previous job where, much like with Empire State University’s bilingual team, Spanish speakers from all over the world were employed for the education, advocacy, and care of youth who had recently crossed the Southern border of the United States. “It was so amazing to see just how different but also how similar every country’s culture was… dance parties would happen often, heated debates about what different foods were called in each country—plantains were a huge topic of discussion. Most of all, it was really interesting to learn how immigration impacted each of them,” comments Garcia-Boswell.

Throughout the planning process for Empire State University’s new Spanish language Bachelor of Business Administration (BBA), Garcia-Boswell has enjoyed seeing the growing excitement towards embracing Spanish speakers’ needs and looks forward to the learning opportunities it will provide, not only for future BBA students, but also for university staff and faculty. “I think some direct exposure to bilingualism can show people that it’s everywhere—not just at SUNY Empire. Many people around us speak many different languages, it’s not just at work or school,” Garcia-Boswell pointed out.

As Empire State University prepares to welcome its first class of Spanish BBA students, Garcia-Boswell recognizes the importance of equitability among students, bilingual or not, in creating a truly inclusive academic environment. In terms of the path ahead, they are curious to see if the Spanish BBA’s outcomes will open doors for other bilingual course offerings at the university: “Bilingual people also deserve to study the arts in their own language,” said Garcia-Boswell. “It’s a huge undertaking, but it would be great to see other programs being developed in a couple of years.”

ODEI Curates “Connective Perspectives”: Resources to Navigate Civil Discourse

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(SARATOGA SPRINGS, NY — February 11, 2025) The Office of Diversity, Equity, and Inclusion’s (ODEI) efforts to foster understanding and respect at Empire State University are many—the “Reason & Respect” panels alone are a wonderful, ongoing resource. “Reason & Respect” is a conversation series that focuses on topics relevant to the university’s diversity, equity, and inclusion goals. To establish a reliable resource that students, faculty, and staff at Empire State University can turn to, ODEI has created “Connective Perspectives.” This project, aptly named to highlight the interface between diversity and perspective, is a collection of resources aimed at promoting understanding through dialogue across the university.

Ideated by Ade Byron, ODEI program manager, and Dan Greer, executive director of student services, “Connective Perspectives” was born out of a desire to further the conversation surrounding civil discourse at Empire State University. Civil discourse, in practice, means thoughtful and respectful conversation that seeks to achieve mutual understanding and acceptance rooted in respect. When practiced, relationships can be strengthened, as civil discourse can accommodate opposing viewpoints on equal ground without the pressures of debating or altering someone’s firmly held beliefs—at its core, it is about understanding and listening. 

Often, civil discourse is misunderstood and therefore avoided, though in reality, it provides a safe framework through which to navigate tricky conversations. Byron commented: “When we mistake civil discourse for debate or persuasion, we risk undermining the trust and psychological safety that make meaningful dialogue possible. This distinction is crucial in DEI work, which requires moving beyond the adversarial mindset that often characterizes academic or political discourse.”

After a “Reason & Respect” panel last August that centered around civil discourse, Byron and Greer wanted to prolong the momentum of that conversation and inaugurated a four-part series that introduced essential skills for engaging in civil discourse. In each of the four parts, a skill was introduced, along with how to practice it. Then, participants had the chance to apply the skill they learned about in conversation among themselves as part of the series’ activities.

The instructive offerings and activities of these sessions have since been transformed into “Connective Perspectives.” Byron explained, “[‘Connective Perspectives’ is] where people can learn and develop these skills at their own pace or come back to them when the need arises. The information for each of the skills is shared in different formats to accommodate multiple modes of learning.” The resource compilation is available to students, staff, faculty, and community members to access any time—its teachings are not only helpful in workplace and classroom settings but can also be applied to personal life.

“Connective Perspectives” highlights many topics through which one can become more comfortable engaging in civil discourse, such as curious questioning or creating space for accountability. While this is already exciting information to dive into, it is further enriched by the variety of formats in which the information is presented. The use of generative AI was fundamental in tailoring the information presented throughout “Connective Perspectives” to engage all kinds of learners, whether they retain information best by reading, seeing, or listening. “The different resources also vary in length and depth of subject matter. Whether you want to watch an hour-long presentation on the skill, listen to a 15-minute podcast on your way to work, or read a summary of the key topics discussed, there is something for everyone to engage with,” explains Byron.

The Office of Diversity, Equity, and Inclusion encourages all members of the Empire State University community to explore the resources offered in “Connective Perspectives”, as it holds great potential for healthy, open communication. “Challenging conversations are a part of our everyday lives, especially in a university setting where knowledge and ideas are constantly being exchanged… [civil discourse] transforms the way we view conversations about challenging or sensitive topics and greatly improves the outcomes of these conversations,” says Byron.

María Vega on Language as a Launchpad for Connection

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(SARATOGA SPRINGS, NY — February 6, 2025) It is inspiring to come across a student support figure that is committed to the wellbeing of students the way María Vega is. Having joined Empire State University as a bilingual student success coordinator last April, Vega exudes a passion for helping students. Her focus is on providing support to those who are Spanish-speaking and may find themselves feeling discouraged in primarily monolingual environments. This is why she finds the inauguration of the Spanish BBA this fall so exciting: it will help Spanish-dominant students move through their program of study in an equivalent manner to their English counterparts by eliminating the language barrier.

Vega underscores that being Puerto Rican is central to her identity—she feels innately connected to her land, language, and people. Through classic cultural bites like pasteles, arroz con dulce, and pernil, paired with listening to music in Spanish, and speaking Spanish almost exclusively outside the workplace, she maintains firm ties to her homeland. This is what Vega brings to her work at Empire State University: a strong sense for cultural nuances and connection. This, she shares, provides the framework with which she approaches her work with students, particularly those whose academic performances would improve if advised in their native language.

Having grown up in Puerto Rico, Vega shares that her use of the Spanish language always felt sturdier than moving through life in English. It was through a desire to help her parents navigate the arena of life in English after moving to New York State that she more deeply honed her own English language skills. Translation was the avenue through which she gained confidence in her bilingual skillset, which she now employs for the benefit of the Empire State University community.

Though her work towards expanding the aperture of bilingual inclusion in higher education has led her through obstacles, she feels that it has been a rewarding path worth traveling. Vega says, “I’m very proud that we can use our bilingual abilities to make a difference—each one of those interactions with Spanish-speaking students reminds me of why this skill is so important, not just for the students that I serve, but also for a more inclusive and equitable environment for the university.” With her strong passion for advancing Latinos in education through bringing her culture to the table professionally, Vega is a caring advocate for Spanish speakers’ academic success at Empire State University.  

She recalls one of the most gratifying anecdotes of her work at Empire State University: a Spanish-speaking student who was part of another coordinator’s caseload was reassigned to Vega for ease of communication. The student was on academic probation, struggling to balance her desire to fulfill the requirements of her program of study with her responsibilities at work. Through culturally informed conversation, Vega was able to connect with the student, who in turn, was able to continue working towards her degree. “Language, I think, expands your worldview and perspective in life,” she adds.

Vega has observed that students are better able to connect in their native language, feeling more at ease because of her ability to understand how culture informs their goals, worldview, and communities. She sees bilingualism not only as a tool to erode the tension students may feel in academic settings, but also as an overall professional asset, commenting, “We live in a very globalized world… being able to speak multiple languages allows you to collaborate effectively with different populations.” She shares a notable insight for those seeking to learn another language: “Being able to learn a different language challenges your brain to improve cognitive function and memory.”

With a growing demand for bilingual student support, Vega underscores the significance of the university’s continued investment in bilingual learning so that students, faculty, and staff can continue to manage their workloads effectively. The further embedding of bilingualism into university communications and events is something she is enthusiastic about, as it will signal to Spanish speakers that they have a home within Empire State University. Besides being excited to continue her work with current students, Vega is looking forward to meeting the pioneer class of the Spanish BBA launching this fall.

OAA and ITS Launch Student Chromebook Pilot Initiative to Increase Tech Access

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(SARATOGA SPRINGS, NY – February 5, 2025) The Office of Academic Affairs and Office of Information Technology Services announce the launch of the Student Chromebook Pilot Initiative, a project that aims to fulfill student needs at Empire State University. Students face many challenges when navigating online learning, among them, the need for reliable devices that are compatible with programs they use to engage with coursework.

Many Empire State University students lack access to a working computer from which they can carry out their remote, online coursework. Instead, they utilize mobile devices, which are often less straightforward to navigate online learning with.

To address this need, the Office of Academic Affairs and Information Technology Services launched an initiative offers Chromebook laptops to eligible students at a discounted rate of $100, increasing accessibility to online learning devices that will equip students for academic success.

Qualifications include being a newly matriculated student for the Spring 2025 term with enrollment at one of the following schools: School for Undergraduate Studies, School for Graduate Studies, School of Nursing & Allied Health, or the Harry Van Arsdale Jr. School of Labor Studies. If a student has gone through a level change, or newly matriculated after a period of inactivity, they may also qualify. At this time, the initiative will only serve qualifying students in the United States.

Empire State University students who are eligible for the Chromebook Pilot Program will receive an email from the Office of Academic Affairs detailing how to proceed, including a link to purchase their discounted Chromebook. This offer is only valid through the end of an eligible student’s first term. As such, the Office of Academic Affairs encourages online learners to consider this option carefully, since Chromebooks purchased under this initiative cannot be refunded or returned. Students can find more information at the Chromebook Pilot Program FAQ page.

To enhance the program’s effects for participating students, the Chromebook Pilot Initiative has been designed with the support of Empire State University’s Information Technology Services. Notably, the office’s IT specialists have found a way to install software that is essential to many programs of study at Empire State University, despite it usually being incompatible with Chromebook laptops.

“We would love student participation, and anticipate student feedback,” says Marty Gang, Chief Information Officer and Vice President for Integrated Technologies. While the program is designed to aid Empire State University’s students, part of its success hinges on participation. The university is hoping to receive feedback from participants that will help further tailor the program to students’ needs.

Seana Logsdon, associate provost for Student Success, commented, “We are constantly seeking ways to ensure students’ potential isn’t limited by their financial situation. When we remove barriers to access, we open doors to achievement.”

Veronica Fitzgerald Appointed VP for Advancement

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(SARATOGA SPRINGS, NY – January 29, 2025) This week, Veronica Fitzgerald accepted the role of vice president for advancement and executive director for the Empire State University foundation. Fitzgerald has served as interim vice president for advancement since September of 2024 and is now settling into the role long-term.

A seasoned communications and advancement professional, Fitzgerald has proven to be successful in fundraising and management–her areas of expertise. Before her service to Empire State University, she worked as vice president for Institutional Advancement at The College of Saint Rose. Her previous experience also crosses over into holistic care and medicine, with prior roles as chief development officer at the Omega Institute for Holistic Studies, as well as vice president for Development at the Albany Medical Center Foundation. She held several other advancement roles at Rensselaer Polytechnic Institute.

Growing up, Fitzgerald was an avid reader and recalls constantly having her head angled into a book. This is an interest that continued growing through time, with English being a subject she excelled at in school. Later on, during her college years, she completed a liberal arts degree at Dutchess Community College, where her father was a professor. “It gave me exposure to an excellent variety of subjects… they were fascinating courses because they were so interdisciplinary,” she shares.

Following her associate degree, she pursued a bachelor’s degree at SUNY Plattsburgh, where she majored in communication arts. She jokingly adds that at this point, she was able to overcome her dread of public speaking, which has been a helpful skill throughout her career. Moving to the Capital Region, Fitzgerald pursued her master’s degree in English at the University at Albany—a program that allowed her to indulge her lifelong love of literature and hone her writing skills.

Fitzgerald remarks that she was initially drawn to working in higher education through the gratification of contributing, in large ways or small, to an overall academic enterprise. Her journey has been entwined with the SUNY system, as is the case for many of her family members. That connection is what inspires her to give back to this community—which she endeavors to do through her service at Empire State University.

“I believe so strongly in higher education as a way to improve lives, from the point of career preparedness, of course, but also [in] that it results in a more educated citizenry. But access to higher education is not equal across the board. As a nation, we still have a long way to go, but I am proud to be working at Empire because we are leading the charge in a very important way,” Fitzgerald comments.

Working in advancement is often met with the misconception that it only focuses on fundraising, however, Fitzgerald challenges this viewpoint: “Money is the rocket fuel for achieving our mission.” In her role as Vice President for Advancement at Empire State University, she aims to make such a compelling case for support that donors feel they are equally as involved in achieving the university’s mission as the people who are dedicated to it every single day. In short, it’s about showing them the meaning behind their contributions: how donor funds directly impact the lives of students.

Closely following the university’s strategic plan, and building upon the well-rounded foundation that already exists at Empire State University, Fitzgerald hopes to elevate advancement initiatives this year. One of the ways this will be achieved is through the intentional use of technology, which will continue to grow and engage the network of support that fuels progress towards Empire State University’s mission and goals.

“The success of Empire State University brings benefits that extend far beyond that of each individual graduate,” Fitzgerald notes.

When asked for two key words that characterize her approach to this role, Fitzgerald replied, “Collaboration and creativity.” She recounts a memory: on a rainy day walk to a meeting across campus with a past work colleague, the wind kicked up and turned both of their umbrellas inside out. After struggling in the rain to pull it back into its original shape, she decided to turn around and direct the umbrella into the pounding wind. It popped back into place, and years later, serves as a reminder that “a change in perspective can sometimes offer the best way to solve a problem.”

One thing you might not know about Fitzgerald is that she enjoys exploring secondhand shops while on vacation: “I can always find the most interesting, quality items to remind me of the place I’m visiting,” she comments, highlighting an impressive collection of scarves she has collected throughout the years.

1Stop’s Allwyn Avalos on Language as a Tool for Inclusion

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(MANHATTAN, NY – January 23, 2025) Since Allwyn Avalos started working at Empire State University eight months ago, he has noticed a rising demand among its student body for bilingual staff members that can assist them in their native language. Allwyn’s role as Bilingual Call Center Representative at 1Stop has focused on filling this niche—one he is happy to be part of and advocate for.  

“I want to make sure that we are not thinking of a student as a number, but as a person—that we know their name, and even their background,” said Avalos. 

Avalos is Manhattan-born—and raised—with Guatemalan parents and relatives hailing from Spain. At a young age, he was starkly aware of his bilingual existence through his mother’s efforts to preserve cultural ties to Guatemala through telenovelas, church outings, music, community, and conversation in Spanish. He reflects on being a young boy and feeling resistance towards his bilingualism at school, from both peers and educators, as he was often the only Hispanic or Spanish-speaking student. He shares that he was held back a grade in school due to his accented voice and lisp, as well as the challenges that come with navigating two languages. 

This led to the experience that most underscored his dual language use in early life: speech therapy. Through it, he overcame his speech impediment. Avalos laughs, “I would be there for a while and my mom would tell them, ‘Hey, practice English but also sprinkle in some Spanish.’ She would always advocate for Spanish.”  

By way of various experiences within Spanish-speaking communities in his Manhattan upbringing, such as attending church, Avalos also learned about the diversity of dialects that exist under the umbrella of the Spanish language and complexify the bilingual identity. He goes on to recount being a college student later in life and developing a keen interest for theology courses: “I would walk into a random class I wasn’t even registered for just to help me learn about different kinds of Spanish through religion.” 

The anecdote is representative of what Avalos centers in his approach to bilingual student support at 1Stop: a commitment to meeting students where they are and furthering their sense of belonging at Empire State University through language. Informed by the challenges he faced in monolingual educational environments, he seeks to ease students’ transitions to higher education by honoring their dialectical and linguistic needs, which undoubtedly will culturally enrich the community at Empire State University at large. 

This is an ambition Avalos has witnessed on a university-wide level, even among staff unrelated to the Spanish BBA: “They are not only excited but are taking the initiative to ask questions and think in the long term.” In reflecting on the positive changes that have taken place as Empire State University prepares to receive its first class of Spanish-speaking BBA students, he shares, “I’ve seen a desire to protect them, to help them feel safe,” as they pursue academic development and personal growth. He feels this is representative of how staff and faculty are thinking through the process of setting incoming Spanish BBA students up for success, which is by centering care, understanding, and equitability as they move through the program of study. 

Avalos’s hope looking ahead is that the Empire State University community continues to hear and fittingly respond to its student body’s needs, as was the case with the creation of the Spanish BBA and recruitment of bilingual professionals across departments to fulfill a growing demand. Similarly, he looks forward to the furthering of bilingual support for students coming from a range of Hispanic backgrounds, as well as employees having the chance to welcome Hispanic students and interact with them. Finally, Avalos speaks to the importance of linguistic diversity: “When you learn a different language, you also learn how to be hospitable to others, which goes a long way.”