Stories

College of Professional Studies Alumna to Debut Novel Inspired by Grandmother’s Journey to the U.S.

Roxanne and Otto

When Roxanne Bocyck first came to Syracuse University in 2006, she was a school bus driver and mother, all while dreaming of becoming a professional writer.

Fast forward to today, Roxanne’s debut novel “Catherine’s Dream,” a story inspired by her Polish grandmother’s journey to the U.S., is set to release on November 21. Touted as a “brilliant and moving” story, her book is a testament to what can happen when you don’t give up on your dreams, no matter what stage of life you’re in. 

In this Q&A with Roxanne, learn more about her upcoming novel, why she chose the College of Professional Studies, and what she says is the most important thing she learned at Syracuse University.  

1. When did you first realize you wanted to be a writer?

When my children went to elementary school, they needed someone to put together the Parent-Teacher Organization newsletter and communicate to parents what was going on at the school. I volunteered. This led me to writing newsletters/articles/training materials for jobs I had. Then, I discovered the opportunity to write for a weekly newspaper. I learned I enjoyed educating and communicating with people with the written word.

2. What year did you graduate?

I graduated in 2010 from the College of Arts and Sciences through the College of Professional Studies. I was the school bus driver who went “back to school.”

3.  What did you study?

Writing and Communications. I had been authoring articles for weekly newspapers in my hometown of Phoenix, NY. I very much enjoyed writing and informing people about community events. When I would apply for a job as a professional writer, the person with the college degree would get the position over me. That’s when I knew I needed to get my college degree!

4. Why did you choose the College of Professional Studies?

I looked at several colleges locally in my area, but they didn’t have a degree program for adults returning to school, meaning, many classes for BA degree programs were only offered during daytime hours. 

As a working mom, this was not feasible for me. A friend suggested we visit Syracuse University because her niece was in a writing program there. I was skeptical, but when I found out they offered part-time studies for non-traditional college students through the College of Professional Studies, I started to believe it was possible. The classes were not only offered in the evening, but I could also go on the weekends, and they had online classes as well. In addition, the College of Professional Studies had their own degree program in communications (which included writing). It seemed like a perfect fit!

5. What is the most important thing you learned while studying at Syracuse University?

The most important thing I learned while studying at Syracuse University is the importance of believing in myself and my abilities. It wasn’t easy going back to school as an adult who was working and raising a family, but I did it! I also learned the importance of volunteering and giving back, not only to my community, but to institutions like Syracuse University that offer scholarships to non-traditional college students. There were times when I thought of giving up, but then I would receive a scholarship to pay for my classes for the next semester; someone believed in me, I wasn’t giving up now!

6. In your program, what did you learn about your industry that has aided you in your career growth?

The importance of connections. In many of my classes, there would be guest speakers and opportunities to meet people who were in the writing/communications field. Also, there were always talks on campus from alumni who had careers in writing. This gave me the opportunity to understand the importance of knowing what you want and acting on your goals. There is always someone who can help you, all you must do is ASK.

7. Your debut novel, Catherine’s Dream, is set to release on November 21. What inspired you to write this book?

What inspired me to write this book was a story I learned about my grandmother when I was going to Syracuse University as a part-time student in 2006. I always knew my grandmother immigrated from Poland to America in 1921, but I wasn’t aware of the circumstances that brought her here. Also, to learn she had a life in a paper mill town on the foothills of the Adirondacks before she came to Syracuse fascinated me. On top of that, something happened to her during the early 1920s in that paper mill town, and it was all over the newspapers from that area. Being a student at Syracuse University gave me access to databases of old newspapers (although there was the internet in 2006, it didn’t have the capabilities it has now). 

I used the microfiche machine to find the newspaper articles! When I read the newspaper stories I thought, “I need to write this story one day!”

8. Did you self-publish or go the traditional publishing route and why?

I knew I didn’t want to self-publish because I wanted a professional book to help me build my career as a writer. I wanted the experience of working with a publisher. I even hired a writing coach to help me outline the story and teach me how to author a story people will want to read and a publisher would want to publish. He is a Syracuse University alumni too!

9. How long did it take you to write Catherine’s Dream?

I started working with David Hazard in January of 2021 and finished in July of 2022. Then, I had input from beta readers, did some revisions, and in September of 2022 started to query the story to agents/publishers. I signed my contract in December of 2022!

10. How did your time at the College of Professional Studies prepare you to write this book?

Being part of the writing program at the College of Arts & Sciences helped me to experience different types of writing, such as technical, video, short stories– I even had the opportunity to do some playwriting. These writing experiences taught me how to research, use new technologies, and organize my thoughts. 

[I learned] the importance of telling a good story that people would be interested in, like when I volunteered at WAER radio to report special interest stories. Also, all of the 30-40-page papers I had to research and write for my classes helped too!

11. Every author has their own writing process. What was your process like while writing Catherine’s Dream?

At first, it was easy to get distracted. I was used to working at a place of business, not from my house. I soon learned the importance of having my own workspace in my home. Having a writing coach helped keep me accountable. Because I had outlined the story, it was natural for me to start from the beginning, for example, chapter 1, chapter 2, etc. A chapter can be anywhere from 5,000 to 7,000 words.

Eventually, I learned to break my chapters up into scenes, which helped me to finish a chapter sooner. I also learned that I didn’t have to author my book in order. For example, I knew there would be winter scenes later in the book, so I would write those during winter months. I would go outside and feel the icy rain on my face or write about the sound of the snow as I walked through it. I would file those scenes away for later chapters. Oftentimes when I write, I like to use paper and pen, then type it up on the computer.

12. How do you navigate writer’s block?

Great question! Several ways… like I said earlier, having an outline helped. I learned to break chapters into scenes. When I would write a scene, there was no making it perfect, just writing what comes to my head, then editing afterwards. Sometimes a sentence would stick out and from that sentence would come a paragraph, which led to another paragraph. Another thing I do is journal what’s on my mind (this usually leads to ideas to write about), or I go for a ride in the car. Sometimes I need to pull over (in a safe place) to get my thoughts down!

13. Did you have any challenges when writing Catherine’s Dream? How did you overcome them?

One of my biggest challenges was overcoming the need to earn a paycheck. If my husband and I hadn’t gotten out of debt and had savings, I would have never been able to write this book. Having financial freedom enabled me to live my dream of becoming a published author. Now that my book is available, I am seeing the fruits of my labor. Through my publisher I was able to order advanced copies of my book and people are eager to purchase them. It seems so surreal to hold it in my hands. If I would have gone to get another job after I lost mine to the pandemic, I’m sure my file of the newspaper stories about my grandmother would still be in a folder on my computer.

14. What did you learn when writing the book?

I learned about the journey across the Atlantic in the steerage of the ship and immigration through Ellis Island. How people lived in America in the early 20th century and what the city of Syracuse was like in 1921 and 1922. I refer to many historical landmarks, including the Mizpah and other buildings in Syracuse that are no longer there. I even reference Syracuse University! 

However, just like when I went to Syracuse University through the College of Professional Studies, I learned a lot about myself. Such as what motivates me to do what I do and what I am capable of when I set a goal.

15. What is your definition of success?

I used to think success was a number followed by a lot of zeros. It was having a fancy car or large house. But then after I went to Syracuse University, I learned success is about giving back. It’s not about making money; it’s about being able to give the money to people and causes that educate and inspire. Success is about health and relationships. It’s taking care of yourself first so you can take care of others. It’s about having a goal or a dream and acting on it. 

To put all of that into one sentence I would say: Success is about giving back, having the freedom to live a life you love so you can help others live a life they love.

Pre-order Catherine’s Dream today.

By Isabel Bekele

Study Abroad Experience Offers HEOP Student New Research Perspectives

Leondra Tyler takes in the lush landscape at Yonsei University in Seoul, South Korea. She pops into the campus café and orders her usual coffee before walking through the forest path that leads to her classes. It’s her first time studying abroad, but she’s adjusted to campus life with ease. On the weekends, she explores South Korea, while weekdays are reserved for studying sociology, psychology, and Korean literature and language.

Tyler, a student of the University’s part-time Arthur O. Eve Higher Education Opportunity Program (HEOP), is the first part-time HEOP student to receive the Our Time Has Come (OTHC) scholarship. Back home, Tyler is a part-time neuroscience and psychology student at Syracuse University, but scholarships like the OTHC scholarship have allowed Tyler to push the limits of post-traditional learning and take part in studying abroad.

“What drew me into the OTHC scholarship program was that I really wanted an academically focused program for Black and brown students. This has given me a great opportunity to connect with Black and brown alumni and hear about their experiences and their post-academic lives,” Tyler says. “Although I just got the scholarship this semester, it’s been really nice knowing that I have a support system, not only at Syracuse but also here at Yonsei.”

A Diverse Learning Experience

Scholarships have not only offered Tyler access to an abundance of networking opportunities, but they have also opened doors that diversify her learning portfolio.

When Tyler wraps up classes for the day, she heads across campus to a PC café, a popular hangout spot for people to eat while they play computer games. While she waits for a game to download, Tyler orders lunch and reviews notes from her class about the history of Korean cinema. For Tyler, studying abroad has allowed her access to an array of engaging academic experiences and even expanded her viewpoint.

“We’re learning Korean history through film,” Tyler says. “I took the course because I wanted to learn more analytic skills, because that can translate into my research. But also, I wanted to learn more about Korea outside of pop culture.”

However, South Korea’s pop culture has also given Tyler a chance to analyze sociology and psychology from a new perspective. As the popularity of K-pop and K-dramas trickles their way into American media, Tyler uses K-pop artists like SHINee and 2PM in the course “Understanding K-pop” to examine global trends and parasocial relationships.

“Studying abroad has given me more opportunities to be creative with different projects,” Tyler says. “Sociology courses I’ve taken in the past have been about Western culture, so it’s been nice to learn about it through the lens of Korean society.”

Embracing Communities and Cultures

From attending K-pop concerts to taking part in traditional Korean practices, Tyler has also learned the value of community and the importance of embracing different cultures. Students from 53 different countries gathered at Yonsei University to participate in the study abroad program, giving Tyler the chance to learn about a myriad of cultures.

“I’m not just experiencing Korean culture but also culture from my friends that I met here that are from Australia, New Zealand, and Germany,” Tyler says.

On the weekends, Tyler and her friends take public transportation across South Korea and learn about the history of the country through its landscape. From visiting the coastal city of Busan to exploring the assortment of districts throughout Seoul, Tyler documents it all on her instant film camera and soaks up the unforgettable moments. While studying on the other side of the world has been a once-in-a-lifetime opportunity, friendship has made Tyler’s study abroad trip an even richer experience.  

“Even though we’re all from different parts of the world, I’m going to stay connected with the people I’ve met here for years to come,” Tyler says. “That’s what makes this experience so special.”

About the College of Professional Studies

The College of Professional Studies is a global, inclusive and future-facing college, providing access to diverse students and learners seeking a Syracuse University degree, credential, certificate or education experience.

About the Arthur O. Eve Higher Education Opportunity Program (HEOP)

The College of Professional Studies at Syracuse University is the home of New York State’s only Higher Education Opportunity Program (HEOP) program for part-time students. The program provides economically and educationally disadvantaged students from New York State with access to Syracuse University through academic support and financial assistance.

By Hope Alvarez

One Engine Behind Access and Opportunity: Endowed Scholarships

Providing an onramp to higher education access by driving opportunities toward attaining a degree at Syracuse University is at the heart of the mission of the College of Professional Studies.

At the intersection of student need and donor generosity lie scholarships that can help bridge a gap in what it takes financially to continue a path to academic advancement.

Two primary types of scholarship giving exist: named scholarships and endowed scholarships. Named scholarships provide funds that are used to support current students. Endowed scholarships establish perpetual funds that allow the college to invest the donor’s principal and then use interest earned to award aid to students based on scholastic merit or financial need.

A recent graduate, Joseph Carringer personifies how an endowed scholarship through the college fueled his degree completion. More than 25 years had passed since the small business entrepreneur enrolled in a Syracuse University course. Carringer, a didgeridoo sound therapist, and chief executive officer of a sustainable apparel consulting firm, returned to the University to study online during the Spring 2020, when the pandemic afforded him more time to focus on classes. Yet affording in terms of paying for his education was severely impacted by lessened work opportunities.

“I had to leave Syracuse University originally due to inability to pay,” says Carringer. This time around, however, as a recipient of the Distant Drums Native American Endowed Scholarship, he was assured the financial relief needed to complete his post traditional education. He graduated with a double major in creative leadership and liberal studies, along with three minors in anthropology, philosophy and project management. Carringer is now on his way at the University toward earning a master’s in project management.

“Post-traditional students often depend on scholarships to reduce tuition costs and other expenses associated with completing their degrees,” says Michael Frasciello, dean of the College of Professional Studies. “The growing portfolio of scholarships at the college draws from a range of resources including government-sponsored student assistance programs, privately funded education initiatives, and college-specific aid. If a student qualifies for aid, we will work tirelessly to find the support.”

A recent expression of a meaningful endowed scholarship came from Dolores “Lor” and Steve Speach. The couple honored their many educational and career achievements by establishing an endowed scholarship through the college to celebrate the memories they hold dear of their time at Syracuse University.

“I am continually humbled by the generosity of all donors, whose gifts come to the college in varying amounts and for varied reasons,” says Frasciello. “Those with the means to establish an endowed scholarship signal a strong commitment to the ongoing success of the college and our students.”

While grateful for the funding provided by the Distant Drums Native American Endowed Scholarship, Carringer, part Cherokee, says he has been emotionally moved by the support and assistance of his alma mater. “The College of Professional Studies has proven to be the key to my development as a professional and a more well-rounded individual.”

The College of Professional Studies congratulates each of the recipients of a donor funded scholarship during the 2022-2023 academic year:

Women of the University Community Mildred Eggers Scholarship

Victoria Ann Barnum
Liberal Studies

Zhane Briggs
Business Management

Aglaeth Vazquez
Social Work

Bethaida “Bea” Gonzalez Endowed Scholarship

Andrew Ostrander
Political Philosophy

Timothy Sullivan
Knowledge Management

Pearl Ness Clements Endowed Scholarship

Autumn Patricia Battle 
Liberal Arts

Cindy Cunduff 
Liberal Studies

Gillian Knafelc
Women’s and Gender Studies

Distant Drums Native American Endowed Scholarship

Joseph Brian Carringer
Liberal Studies

Skuse Family 5×5 Scholarship

Alyssa Diaz
Cybersecurity Administration

Robert O’Connell Kelley
Cybersecurity Administration

Syracuse University Alumnae Club Endowed Scholarship

Kyrissa Maria Difabio
Business Management

College of Professional Studies OTHC Scholarship

Kenneth Iheanyichuckwu
Creative Leadership

Leondra Jeanne Tyler
Psychology

Elizabeth (BJ) Ryan Metz Scholarship

Olivia Grace Sauta
Management
 
Class of 1950 Continuing Education Scholarship

Timothy Moses
Liberal Studies

To learn how to establish a scholarship through the College of Professional Studies, contact Jeffry Comanici, executive director, post-traditional advancement, at 315-443-1409 or jjcomani@syr.edu.

By Cheryl Abrams

College of Professional Studies Graduate Learns Leadership Inside and Outside of the Classroom

Tamrie Oliver speaks at the College of Professional Studies 2023 convocation.

Tamrie Oliver ’23 retired her putty knife after spackling her living room walls for the final time. The sun crept through the windows, casting a spotlight for Oliver to examine her work. Each groove would soon be sanded down and splashed with a layer of “Glamour,” a paint mixed with tints of light pink and soft brown.

Although it took 350 hours of sweat equity, Oliver was finally seeing her vision come together. Not just in her home that she was building through Habitat for Humanity, but in life itself. From raising three children as a single mother to attending college part-time at Syracuse University’s College of Professional Studies, Oliver could envision the next phase of life approaching—the one she spent ten years preparing the blueprint for.  

“I once heard someone describe a student who studies online as a nontraditional student. Over the course of my life, the phrase ‘nontraditional’ has always followed me,” Oliver said.

Phase One: Preparing the Blueprint

It was three months before Oliver’s high school graduation when the term nontraditional began to cling. Oliver, a spunky 18-year-old ready to embark on adulthood, stared at a positive pregnancy test. A cluster of emotions bubbled in her chest as she realized her life was taking a nontraditional route.

Filled with anxiety about what motherhood would mean, Oliver enrolled in community college and held tightly onto the lingering moments of a normal teenage life. Like lightning, a nontraditional occurrence struck again when Oliver delivered her baby at only 26 weeks. With a 2-pound newborn in the neonatal intensive care unit (NICU), Oliver was forced to take a medical leave of absence.

College would have to wait.

Soon after, Oliver gave birth to her second child at 25 weeks. This time, she would have to juggle raising a baby at home, working overnight shifts, and commuting 45-minutes to visit her newborn in the NICU.

College continued to wait.

Three years went by, and Oliver was now a single mother of three children. As her family continued to evolve, Oliver knew she wanted more for them. It would require taking a step backward and moving into her parent’s home, but it was time for Oliver to finally attend college. Two years later, Oliver graduated with an associate’s degree in business management. Although delighted that she obtained a degree after an unexpected hiatus, Oliver couldn’t help but feel that this was merely the blueprint for the goals she wanted to achieve. If she wanted to build a better future for her family, she needed to lay the foundation.

Shortly after, Oliver enrolled in the College of Professional Studies at Syracuse University.

“I was shocked that Syracuse offered bachelor’s degrees online. I called immediately to make sure it was real,” Oliver said. “After talking with an advisor, I chose to study a bachelor of professional studies in creative leadership.”

Phase Two: Building the Foundation

From 6 a.m. to 2 p.m., Oliver would go to work, while the remainder of the day was spent taking classes online. Oftentimes, Oliver’s children could be seen peeking through the bedroom door while they watched their mother attend class through a video camera and computer screen. Oliver’s father corralled the children back to playtime so she could focus on her studies. It was a controlled chaos, and Oliver was thankful for it, but she knew it was time to move into a space just for her and her children.

With one degree completed, another in progress, the kids a bit older, and Oliver a bit wiser, she knew this was the perfect time to build a house through Habitat for Humanity, a home-buying program for low-income homebuyers.

The program required 350 hours of sweat equity, which Oliver tackled each weekend from 7 a.m. to 3 p.m. Oliver spent her time installing drywall, painting the interior, and dodging splinters from the raw wood, while the other home building volunteers and professionals focused on the more advanced work.

When moving day arrived, Oliver’s vision finally came to life. She took in the freshly painted walls—the ones she spackled, primed, and coated with pigment herself. Oliver felt a sense of pride unlike any other.

“Habitat for Humanity had this whole ceremony when the house was completed,” Oliver said. “Building a house while going to school and raising my children was a big accomplishment. I felt really proud.”

With another goal completed, it was time for Oliver to finish her degree. Tucked away in her newly decorated office nook, Oliver continued to attend classes online. A tapestry hung behind her, replicating the set of Oliver’s favorite YouTube show, “Good Mythical Morning,” which depicted a mid-century modern aesthetic combined with a collection of random trinkets, instruments, and forest print wallpaper. Surrounding her computer were various awards, ones that reminded her of the goal she was working towards.

“I kind of tried to put in a little bit of everything. I like to show my personality through the camera,” Oliver said.

Phase Three: Movin’ on Up

Tamrie Oliver takes a picture with her professor at the College of Professional Studies 2023 convocation.

Although she was online, Oliver felt connected to her cohort. Classes conducted through video calls offered a different kind of enrichment that still allowed Oliver to interact with her peers and professors. She connected with other post-traditional students, learning that their life experiences and wealth of diverse perspectives were celebrated. Suddenly, Oliver’s nontraditional life felt empowering. The adjective now held a positive connotation, and she was proud to be a nontraditional student.

“When my academic journey first began, I felt like I didn’t really have confidence or a voice,” Oliver said. “But I’ve proven myself. I’m the first graduate of my family.” 

Oliver closed out her courses for the last time and soaked up the excitement of the unknown. The possibilities of the what-ifs circulated in her mind as she felt blissful knowing she had accomplished what she set out to do ten years ago. The obstacles Oliver endured, academically and personally, allowed her to grow into the best version of herself. Now, it was time to pass the wisdom on to her children.

By Hope Alvarez 

Ukrainian Student Finds New Opportunities Through English Language Institute

It started with an opportunity. Eduard Gusak sat down with his family and friend as they presented the life altering news to him. Months had passed since Russia invaded Ukraine on Feb. 24, 2022, and Gusak was unsure of what his future held, but he knew he had to move forward.

“They told me I had an opportunity to study in the United States,” Gusak says.

With a bachelor’s degree in political science from Taras Shevchenko National University of Kyiv, Gusak dreamed of continuing his education at Syracuse University. He wasn’t sure if he would ever be able to attend, but the U.S. government pathway program “Uniting for Ukraine” gave him the chance to see his future clearly.

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