Registration Materials (Fall 2025)
SUPA Guides (2025-26)
Forms and Additional Information
Important Dates (Fall 2025)
| Registration Steps | Dates and Deadlines |
| Online Registration Opens | August 25, 2025 |
| Online Registration Closes & Tuition Assistance Application Deadline | October 3, 2025 |
| TUITION PAYMENT DEADLINES | November 3, 2025 |
| DROP Deadline | November 14, 2025 |
| WITHDRAW Deadline | January 5, 2025 |
| Official Syracuse University Grades Posted | February 13, 2025 |
Dear SUPA Partners,
We hope that you are all enjoying your summer break!
We recently wrapped up our SUPA Summer Institute workshops on the Syracuse University campus. Over 100 instructors joined us earlier this month to train with Syracuse University faculty in over 30 different course areas, including SUPA’s newest course pilots: Esports, Design Thinking, Digital Photography, and Applied Data Science.
SUPA welcomed teachers from partner schools from across New York state as well as neighboring New Jersey, Massachusetts, Connecticut, and Rhode Island. Attendees from SUPA’s California and international school partners had the distinction of traveling the farthest to participate in our Summer Institute. The latter included partner schools in China, South Korea, and SUPA’s very first partner school in India.
Teachers spent the week preparing to become Syracuse University adjunct instructors by familiarizing themselves with the university curriculum, course learning objectives, pedagogy, textbooks, assessment standards, student support resources, etc. and exchanging best practices with SU faculty and their workshop cohort.
As a special shout out, SUPA would like to recognize 18 new school partners with teachers participating in our 2025 Summer Institute:
Our SUPA team of staff and faculty are looking forward to a rewarding 2025-2026 school year with our SUPA school partners and to hearing all about the inspirational instruction being provided by this talented group of educators and about the many achievements and successes of our SUPA students.
A Legacy of Passion and Innovation in Education
Tyna Meeks Siptrott has dedicated 28 years to teaching, leaving an indelible mark on her students and colleagues at Indian River High School in Upstate New York. Her career reflects a profound commitment to education, innovation, and student engagement.
It Started with a Postcard
“I remember my very first year as a newly hired teacher at Indian River, and a little postcard was in my mailbox that said, ‘Have you considered teaching college courses?’” says Tyna. She tells us that she immediately contacted Syracuse University Project Advance (SUPA) and trained to teach SU Chemistry that summer. “I have been teaching SU chemistry for 27 years.” A few years later Jim Spencer, the faculty liaison for SU Chemistry, asked if she would be interested in being a part of the pilot program for CHEM 113 Forensics. Tyna said yes and eagerly took on her second SU Chemistry course.
Professional Development and Collaboration
Throughout her career, Tyna has valued the professional development that SUPA provides. “The professional development with the professors, and other professionals who are at the top of their field, has always been fascinating to me,” she says. These experiences, she says, have enriched her teaching and allowed her to bring “cutting-edge knowledge” back to her students.
Tyna has also built strong connections with other SUPA teachers, creating a supportive network that has been invaluable, especially during challenging times like the COVID-19 pandemic. “We started a group text between four of us teaching SU forensics… and we still have it. We were on it all the time just to support each other,” she recalls. This camaraderie, she tells us, has been a source of strength and inspiration throughout her career.
Innovative Teaching
Tyna’s approach to teaching is characterized by creativity and a willingness to experiment. One of her more memorable initiatives included a forensic science project that provided students with a hands-on, interactive experience in collecting evidence. She began by enlisting her colleagues at Indian River to act as suspects for the students to gather evidence from. The suspects had the option of telling the students they needed a warrant before cooperating. If a warrant was needed, the students would present their findings to Tyna, who was the acting judge. Students had a five-minute wait as Tyna carefully reviewed the evidence before the warrant was granted. “It was the longest five minutes of their life as they waited for the warrant to clear,” she says, laughing. This approach not only engaged students, she says, but also fostered a deeper understanding of forensic science.
Impact on Students
Tyna’s influence extends beyond the classroom, affecting the academic and career paths of many students. Her commitment to promoting an interest in science has led numerous students to pursue careers in STEM fields. “Several students have gone into neuroscience, pre-med, and other scientific fields,” she notes.
A former student, Deanna Chavez, who is now working in media, contacted Tyna many years after graduating. She told Tyna, “I remember my forensics class I took with you, and we need somebody who’s willing to talk about their perception of police and investigations and evidence,” Tyna recalls. This interaction led to a video interview.
Pursuing a Ph.D.
Driven by her passion for chemistry, and with support from chemistry professor and SUPA faculty liaison, Jim Spencer, who was now a mentor, Tyna decided to pursue a Ph.D. Initially focusing on chemistry, Tyna had a defining moment that changed her path. Jim asked Tyna to step in and deliver a lecture to his SU campus class. A student approached her afterward saying she got so much out of the class that she wanted to take any class Tyna taught. At this point, Tyna realized her true calling was science education. With Jim’s support, a unique approach merging education and scientific inquiry was approved and Tyna transitioned to a Ph.D. in science education, conducting innovative research directly in a science classroom. “Tyna has a unique gift to quickly make a deep connection with her students. I believe this arises from Tyna’s own lifelong pursuit of learning and understanding of science. She is a truly outstanding and dedicated researcher, inspirational teacher, thoughtful colleague, and true friend.” Jim says.
Teaching Philosophy
Tyna’s teaching philosophy centers on fostering a love for learning and creating a supportive, engaging environment. She believes in being adaptable, open to new ideas, and the value of learning alongside her students. Tyna encourages students to explore and think outside the box. “If that means that you’re learning together, that’s okay because they love to see you in that scenario where you say, ‘Look, we’re going to do this together and it might not work out the first time, but that’s okay because we’re going to learn this together.’”
Tyna also stresses the importance of understanding each student’s unique needs. “When you’re looking at a class, you are looking at individuals. You are not teaching a group. You are teaching this student, and this student, and this student. And you must hit each of those kids at the levels that they need you,” she says.
Mike Sponsler, SU Professor of Chemistry, has visited Tyna’s classes throughout the years and says, “Tyna has always elevated the experience of her students in thoughtful and unexpected ways. She has also continually helped others in SUPA with her ideas and resources, including other teachers, faculty liaisons, and administrators.”
Advice for Future Educators
For those considering a career in teaching, Tyna offers sage advice: “No fear. You’re doing this because you love the students, and you want to bring them something new. So, no fear. It’s new. It’s going to be new to you, but it’s new to them too.” Her encouragement to embrace challenges and think creatively has undoubtedly shaped the careers of many educators. She’s often approached by teachers at STANYS (Science Teachers Association of NYS) asking for advice because they have heard of her teaching experience.
A Joyful Farewell
As Tyna prepares for retirement, she looks back on her decades-long career with joy and a sense of accomplishment. “I always said that I would know when I was ready to leave… I want to depart with the same joy with which I began,” she remarks. Her tenure at Indian River High School and SUPA is distinguished by her passion, innovation, and steadfast dedication to her students.
Jordan-Mathews High School, North Carolina (Pictured in Slides 1-4)
Teacher: Cynthia Brendenberg
“The SUPA students were tasked with developing an exhibit similar to one that would be seen in an art museum. We visited Nasher Museum of Art at Duke University and the students had to take a picture of something that represented their culture (in conjunction with Hispanic Heritage Month). The students then wrote a description in the languages that they speak, with their home language showing first, then their second and even third languages. We invited staff and students to a reception and the students spoke about their pictures in Spanish and English. The pictures were then on display during Hispanic Heritage Month.”
Dewitt Clinton High School, New York (Pictured in Slides 5-6)
Teacher: Kristina Schunk-Molina
“Based on our current court metrage (short video in French – le Courrier du Parc) students worked in pairs to write a 10 sentence summary of the film. Sentences were written on strips of paper. Then each pair of students swapped summaries and had to figure out the correct chronological order as quickly as possible. The fastest team to finish and get all of them correct won a croissant! Kids had a blast and did a great job. Afterwards students shared their summaries to the class. In the picture I sent you students are next to their partners holding the summaries they created! Everything was done in French!”
Pelham Memorial High School, New York (Not Pictured)
Teacher: Ariadne Livaditis
“My SUPA French students celebrated La Chandeleur, Crepe Day, on Monday, February 3rd, with our Foundations of Learning Students. These students need alternate learning standards and are a part of the special education program. This was a great day where the SUPA students got to prepare crepes, share fun French facts, and collaborate interdisciplinary with other students. The students were separated into four groups (one made the batter, one did the cooking, one did the preparing with Nutella, and one group colored). We had a great day!”
Spring 2025 Counselor Information Sessions will be held on the following dates:
If you are interested in attending one of the sessions, please RSVP here.
