A Syracuse Student’s Journey from Nottingham High School to an Ivy League Campus
by Sari Signorelli
When Martine walked onto Yale University’s campus as a freshman, she wasn’t overwhelmed by anxiety about whether she could handle college-level work. She wasn’t panicking about her first syllabus or wondering if she belonged in the same classroom as students from elite prep schools across the country. Why? Because she’d already proven to herself that she could succeed in college courses—right in her own high school, through Syracuse University’s Project Advance program (SUPA).
“I think what intimidated me the most about college was whether I would be comfortable in the academic environment, when I arrived on campus would I be able to do as well in the classroom as my peers? But I think the SU classes really allowed me to test out those waters and build academic confidence.”
More Than Just College Credit
For Martine, SUPA wasn’t just about getting a head start on college credits—though that’s certainly a valuable benefit. The real transformation happened in how these courses changed her relationship with learning itself.
Take her Creative Nonfiction class (WRT 114: Introduction to Creative Nonfiction). “That was probably my favorite class,” she recalls. “It showed me the potential for what writing can be. It taught me about writing as communication.”
Unlike typical high school assignments where you follow strict guidelines and write what you’re told, the SU writing course gave her something she hadn’t experienced before: autonomy. “We had more autonomy over the sorts of papers we wrote and the topics we decided to pursue. I think it just reignited some academic excitement.”
That writing class turned out to be more than just interesting—it became foundational to everything that came after. “The skills I gained from that class have really helped me become a stronger writer,” she says. “Pretty much in all of the work and jobs, internships, I think the skills I gained from that class have been broadly applicable.”
The Stats That Actually Mattered
Martine almost took calculus instead of statistics during her senior year—a decision that could have gone either way. “It was a slightly arbitrary decision to pick between stats or calc,” she admits. But something made her choose statistics, perhaps sensing it might be more useful for the social sciences she was interested in.
That choice paid off in ways she couldn’t have imagined. “Statistics has been tremendously helpful here [at Yale]. I’ve taken a few data science classes and also, a lot of my political science thesis, I was able to use statistical knowledge that I gained in my SU stats class.” (MAT 221/222 Elementary Probability and Statistics I and II)
The Hidden Skills Nobody Talks About
Here’s something most people don’t tell you about college: the actual course content is only part of what you need to succeed. The other part? Learning how to learn. Learning how to advocate for yourself. Learning how to ask for help.
“Being in a college level course is a time that you really need to advocate for yourself, to be able to learn how to ask for help, use things like office hours and also lean on your peers and your classmates,” Martine points out. “Learning the skills of a psychology class or a physics class, that’s important, but also learning what are called the soft skills—skills in advocating for yourself—that’s key. And that’s something that I gained more from my SU classes than I expected.”
These aren’t skills you can learn from a textbook. You develop them by experiencing what it’s like to navigate a college course, manage your time differently, and take ownership of your education.
What Stood Out?
“I think the huge advantage of SU courses offered through Project Advance is that they are seminar‑style, with around 30 students,” Martine says. “Having that smaller environment actually made it easier for me to learn the material.”
The academic rigor, she notes, was fully comparable to the introductory courses she later took in college. What made the experience different was the format. “A lot of intro college classes are huge lectures,” she explains, “and it’s really difficult to have the time or space to discuss the topics you’re learning about.”
The Ripple Effect
Perhaps the most powerful part of Martine’s story isn’t just about her own success—it’s about how Project Advance shaped her vision for her future.
Seeing Syracuse University’s commitment to access and outreach in Syracuse city schools made a lasting impression. When she arrived at Yale, one of her first questions was: “Where is Yale involved in New Haven?” She’s spent much of her college career volunteering and working in New Haven public schools, and her career goals now center on “helping build pathways for higher education, especially people from less traditional backgrounds.”
“I think seeing how well that worked has influenced just—I’ve spent a lot of time working and also volunteering in public schools in New Haven since I’ve gotten to Yale,” she reflects. “Project Advance is a really exceptional example of a partnership that is really about access to higher education.”
Martine’s Advice
For students trying to decide whether to take SU courses through Project Advance, Martine’s advice is simple: “Just try it.”
You don’t have to have your whole future figured out. You don’t have to know for certain that you’re going to a four-year college. That’s the point. Project Advance lets you explore, experiment, and discover what excites you academically—all while earning college credit and building confidence that will serve you no matter what path you choose.
“High school is pretty prescriptive and you’re still doing all these general requirements,” Martine observes. “But I think the SUPA program allowed me to take that next step forward and explore my academic career for myself.”
Project Advance courses are available at select high schools in partnership with Syracuse University. Talk to your guidance counselor to learn which courses are offered at your school and how to enroll.
