News

Professor Gregory Germain Discusses the Potential for Consumers to Receive Tariff Refunds

Professor Gregory Germain spoke with Investopedia on the possibility of consumers receiving tariff refunds.

“In most cases, the consumers are bearing the burden of the tariffs through higher prices, but they can’t specifically identify that their money went to pay a particular tariff,” said Germain.

He continues, “There may be some businesses that—just like paying a sales tax or something—itemized it [the tariffs] on the receipt saying, ‘We’re charging $15 for a tariff.’ Those customers … would have a pretty good argument.”

Preparing Law Students for AI Transformation in Legal Practice

Artificial Intelligence (AI), and generative AI in particular, is no longer a distant concept for lawyers and soon-to-be lawyers. This is a new technological revolution in the legal industry. James Kelly L’99, member of the Board of Advisors of Syracuse University College of Law, and partner and chair, New York Private Equity, at DLA Piper LLP (U.S.), who has a role in helping shape his firm’s AI transformation efforts, shared insights on how AI is changing the practice and advice on what law students can do now to build their AI skills.

“AI is transforming legal service delivery models and empowering legal professionals in ways not previously possible,” Kelly says. 

At his firm, he helps lead a cross-functional team of lawyers and business professionals to integrate AI into its client service and its business functions. Responsible adoption of this technology by lawyers demands clear objectives, client transparency, and adherence to ethical and professional obligations. It should also leave some room for experimentation;

Kelly says, “This will allow lawyers to focus more on solving the complex problems of their clients.”

According to Kelly, the “true Nirvana state” is when “the technology, tools, and workflow design are able to seamlessly leverage subject matter expertise and proprietary practice data,” to deliver better solutions for clients.  

He notes that “This is somewhat quixotic at least in the near term because the practice of law is a living thing, and so too is the market, and the technology will chase that human capital and lawyering aspect when it comes to nuance, judgment, and experience. But it’s a big leap forward and changing the way things can be done. Students should be ready.”

Efficiency and Speed but With Accuracy and Trust

“Maintaining trust in the delivery of your services is paramount. If you don’t have trust, you don’t have a client,” Kelly says, emphasizing that efficiencies gained through speed and automation do not diminish the lawyers’ responsibility to always deliver their highest-quality work. 

“The sweet spot today is a task that is repetitive and time-consuming but easy to verify. You need to choose your spots carefully in terms of where, when and how you want to integrate AI into your client service delivery,” he adds. “A lot of thinking, planning, and training goes into making that choice. This is not so much about balancing something opposite of trust, as that the quality of the work can never be sacrificed. This is about leveraging AI as a tool to drive better outcomes for clients consistent with the duties we as lawyers owe to them.”  

Lawyers are now able to rapidly review vast quantities of documents or instantly analyze contracts while flagging critical provisions, tasks that may have been prohibitively time-consuming and costly in years past, depending on the volume of the data set.  

“This has the potential to enable lawyers to offer clients data-driven advice that is far more sophisticated than previous data sets,” says Kelly. “These capabilities free up attorneys to focus on higher-value work and creative problem-solving, making the overall delivery of legal services faster and more insightful without any compromise with regard to trustworthiness.”

A Big Mindshift

Only a handful of years ago, many clients prohibited their law firms from using AI. Today, some clients mandate that it be utilized in service delivery. And many clients remain neutral, leaving it to their lawyer to determine how and when to use AI ethically and responsibly. 

“I believe that it is generally expected at this point that leading law firms will leverage the best generative AI technology to deliver faster, cost-effective, and data-driven solutions. It is not just a select few using this,” Kelly says. “At my firm, every lawyer has the ability to use AI but only after completion of mandated ethical training.”

This is in part driven by the big mind shift in the market and with clients. “The notion that service businesses must strive to always be ‘faster, better, and cheaper’ has been subtly shifting in this AI era to what I call ‘immediate, perfect, and free,’ in certain aspects of the delivery model. But again, this may just allow for more time spent on what truly matters to our clients in a technology-enhanced way,” he says.    

AI can accelerate research, surface patterns in large data sets, and generate initial drafts—while attorneys remain responsible for strategy, judgment calls, client communication, and relationships. The result is technology-enabled subject matter expertise. 

“AI should be used to elevate, not replace, the human element in legal service. As fiduciary advisors rooted in trust, we’re uniquely positioned to deploy AI to enhance the human elements of our value,” Kelly says.  

AI in Legal Education at Syracuse Law 

The rapid rise of AI is transforming not only legal practice but legal education as well—and Syracuse Law is positioning itself at the forefront of that shift. Through a combination of coursework, practical learning, and real-world application, the College integrates AI across the curriculum, ensuring students understand both the opportunities and ethical considerations that come with emerging technologies.

“Syracuse Law’s forward-looking approach reflects the firm belief that today’s law students must graduate as AI-proficient professionals to excel in the modern legal landscape,” says Dean Terence Lau L’98. 

The curriculum is designed to evolve alongside the profession, incorporating practical exposure to tools such as generative AI, legal research platforms, and data-driven analysis, while also emphasizing responsible use, client confidentiality, and professional judgement.

Syracuse Law continually monitors which technology skills are most valuable in legal practice and adjusts its curriculum accordingly, often tapping into the expertise of experienced alumni like Kelly. 

Lau adds, “This collaboration between academia and the legal industry is particularly critical in times of great technological change to ensure that our programs are at the leading-edge—and to prepare our student talent for the challenges that await them in their legal careers.” 

Because AI tools evolve so quickly, what students learn as 1Ls may look very different by the time they enter practice. To stay ahead, Syracuse Law emphasizes early and consistent exposure to AI technology. Students are encouraged to familiarize themselves with common AI platforms by their second semester, as many will encounter these tools during 1L summer internships and externships. By the time they earn their J.D., Syracuse Law graduates will have a strong foundation in AI applications for law, giving them a competitive edge as they enter firms where junior associates are now expected to use AI tools as soon as they begin practice.

“If I were a law student or junior associate today, I would spend at least 90% of my free time figuring out generative AI and how it can be used in the practice of law,” advises Kelly, noting that advancing the skills to navigate this technology will be essential for career growth. “Overcoming fear of using this new AI machine will become a major differentiator of future talent.” 

By contrast, those who avoid the technology will likely fall behind their AI-prone peers. “Best to start now, in law school, while you can freely experiment and collaborate with your fellow classmates. It’s a wonderful time to be a student when a digital revolution is underway,” says Kelly. “I was a law student when the internet was just getting out of the gate in a real way. The internet created massive opportunities for new lawyers, and AI will too.”

Alumni Combine Law With AI, Technology in Fascinating Careers

Syracuse University College of Law alumni are putting their legal training to work at the forefront of Artificial Intelligence (AI) across various industries, combining law with other expertise to drive real impact.

Headshot of Jeff Saviano
Jeffrey Saviano L’92

Expert in Ethical AI Strategy and Governance; Business AI Ethics Leader, Harvard University Safra Center for Ethics; Senior Lecturer, Massachusetts Institute of Technology; Retired Partner, Emerging Technology Strategy and Governance Leader, EY
Pete Su L’94

Vice President and General Counsel, Moley Robotics; Expert in AI Robotics and patent strategy; Former Partner at Silicon Valley office of Dentons U.S.; Practiced intellectual property law at Fenwick & West; Co-chair of San Francisco Regional Council of Syracuse University; IAM Strategy 300 Global Leaders, IAM Strategy 300, Design Engineer at AMD
Headshot of Melissa Vierling
Melissa Vierling L’07

Assistant General Counsel, Technology Contracts, IP, and AI Attorney, Primerica, Inc.; Co-founder AI Governance Collective (AIGC); Speaker on Legal AI

Syracuse University College of Law Professor Develops Artificial Intelligence “Coach” as 24/7 Course-Specific Digital Study Aid

Syracuse University College of Law Professor Jack Graves has developed an Artificial Intelligence bot that uses curated, course-specific materials to assist students in mastering the applicable legal rules and their application. These digital “coaches” are available 24/7 to assist students in understanding challenging concepts and then to quiz students on the application of these concepts, providing immediate feedback in a variety of Q&A formats. Thus far, Graves has deployed the concept in his Evidence and Contracts courses.

Graves uses OpenAI’s private custom GPT feature, which allows him to provide students with an interactive experience that is narrowly tailored to Graves’s specific course. Graves accomplishes this with (1) a comprehensive set of instructions (i.e., prompts) telling the custom Coach exactly what to do and providing guardrails to keep it focused on the objective of assisting students in this course; and (2) uploaded copies of the course text and other key instructional materials that facilitate Retrieval Augmented Generation (RAG). This domain specific RAG layer increases the accuracy of the Coach’s responses in the context of this specific course and dramatically reduces the potential for errors, as compared to a generic LLM trained on generic data of varying quality.

This “walled garden” of course-specific material addresses the common issue with Large Language Model (LLM) AI platforms that indiscriminately draw from all information on the internet. “The LLMs pick up a good deal of erroneous information from unreliable sources, and they miss a lot of really good information that’s behind firewalls,” said Graves.

“The bot has been instructed to respond to students when they ask for answers by walking them through in a Socratic-style dialog much as I might in class or office hours,” said Graves. “When assisting students, the Coach relies first and foremost on the information uploaded in its RAG layer, not only helping to explain and quiz the students on accurate course doctrine but pointing students directly to appropriate sources within the course text itself.”

Of course, the key to this approach is a collaborative relationship between Graves and the publisher of his course textbooks. While Graves is a co-author of his Contracts textbook, the copyright is held by West Academic (the publisher of both the Learning Evidence and Learning Contracts textbooks used by Graves). Thus, Graves worked closely with West Academic in developing an approach that would appropriately protect all copyrighted material uploaded to the Coach’s RAG layer, and his use of both Learning Evidence and Learning Contracts is done under license from West Academic.

The use of the primary course text within the RAG layer effectively expands the value of the text far beyond the initially assigned readings. At the core of the Coach’s domain-specific content, the textbook continues to anchor the Coach’s role in assisting and quizzing students as they better learn to apply that content.

Graves is quick to explain, “The Coach does not replace basic course prep or attendance. It is purely a supplement to these traditional teaching and learning tools—albeit a very effective one, arguably far more effective than traditional generic study aids or generic LLMs often used by students today. Perhaps most valuable is the Coach’s ability to provide students with unlimited opportunities to apply the course material in a variety of assessment formats, all of which are subject to immediate feedback. At the end of the day, this is often the single most effective teaching and learning tool for law students, and the Coach provides this tool in a manner that is always available and fully aligned with course content and course outcomes. Graves emphasizes, “the teacher’s role is not being outsourced to the Coach—it is being supplemented in new ways for which narrowly tailored AI is uniquely suited.”

Students access the Coach through a dedicated course link, which provides for private interaction between student and Coach, unless the student voluntarily decides to share the unique link generated by a specific conversation. The initial privacy of the conversation encourages students to ask questions they might otherwise be uncomfortable raising (the proverbial “dumb question,” which is often anything but). However, it also allows students to use the Coach in collaborative study sessions or to forward a conversation to Graves for further exploration. This latter feature is particularly useful in terms of quality control of both student prompts and responses by the Coach.

Graves explains, “During the past two semesters, I’ve seen a few responses from the Coach that could be improved and one blatant error. However, the vast majority of interactive challenges arose from imperfect student prompts.” Thus, the students get two additional benefits from using the Coach: (1) they learn the importance of effective inputs (prompts); and (2) they learn the importance of verifying outputs. While the Evidence and Contract Coaches have proven very accurate (Graves directly tests them regularly himself, in addition to frequent student feedback), AI remains imperfect, and Graves has continued to “fine-tune” his Coaches by uploading additional course-specific material based on his own testing and observations of student/Coach interactions. And Graves further explains that his Coaches have thus far proven “far more dependable than generic LLMs alone or generic traditional study aids.”

Graves teaches exclusively in the College of Law’s JDinteractive hybrid online program, so the 24/7 availability of his Coaches is particularly important to a body of students located around the world. “This has allowed me to be more efficient and effective with my time while giving our global students a uniquely tailored experience that will help them master course material, while being available at any time that is convenient to them,” said Graves.

Graves also teaches the “AI and the Virtue of Law” residency.

College of Law Dean Terence Lau Speaks with NPR on Tariff Refunds

College of Law Dean Terence Lau L’98 spoke with NPR News on the possibility of tariff refunds to consumers. The story notes that companies can try to pass refunds along to consumers, but it’s nearly impossible to determine how much individual consumers paid.

“How much of that price increase do you attribute to tariffs? Companies can’t even answer that question,” said Lau, an expert on tariffs.

The news segment can be found at 1:10 on the 4-21-26 4 a.m. News Now podcast.

Lau began his career in the Office of the General Counsel at Ford Motor Company in the International Trade and Transactions practice group. His practice focused on U.S. law for foreign affiliates and subsidiaries, among other topics. Later, he served as Ford’s director for the Association of Southeast Asian Nations Government Affairs.

The Class of 1968 Returns to Syracuse Law to Celebrate President Biden

Syracuse University College of Law celebrated a historic event with the unveiling of an official portrait of Joseph R. Biden Jr. L’68, H’09, the 46th President of the United States, now hanging permanently in the Bernard R. and Carol K. Kossar Reading Room in the College of Law library.

17 members of the Class of 1968 gather for a group photo in front of the Syracuse University step-and-repeat.
17 members of the Class of 1968 return to Syracuse Law for a reunion lunch before the Portrait Unveiling.

The Portrait Unveiling was preceded by a joyful Class of 1968 reunion lunch, which welcomed President Biden back among his classmates and introduced two students who embody the class’s enduring investment in the next generation: 3L Gabby Kehoe, recipient of the Class of 1968 Scholarship Fund, and 3L Lacey Caputo, the Beau Biden Memorial Scholar.

Devin McDuffie L’26, Anthony Ruscitto ’22, G’23, L’27, Lacey Caputo L’26 (Beau Biden L’94 Memorial Scholar), and Gabby Kehoe L’26 (Class of 1968 Scholar) join Dean Terence Lau L’98 to welcome President Biden and Dr. Jill Biden to Syracuse Law.

In meeting these students, the reunion achieved its most meaningful purpose — connecting a class that helped shape the law with the young men and women who will carry it forward.

Dean Terence Lau L’98 welcomed President Biden and his classmates in a speech that transported the room back to the spring of 1968 and the world they were preparing to enter as new lawyers. The Vietnam War raged on, and in the span of a single month, President Johnson announced he would not seek reelection, Dr. Martin Luther King Jr. was assassinated, and the Civil Rights Act of 1968 and the Fair Housing Act was signed into law.

Dean Terence Lau L’98 offers remarks to the Class of 1968.

“You were young. You were about to become lawyers. You had your whole lives ahead of you,” Lau reflected. “But the world outside these walls was on fire.”

Yet the class graduated, went out into that world, and many built careers dedicated to service, leadership, and justice. Lau drew a direct line from that turbulent moment to today, noting that current students are asking the same questions the Class of 1968 once asked: What kind of lawyers does this moment need us to be?

His answer, he said, was already written in their lives. “You show up. You do the work. You use your training not just to argue cases, but to build something.”

Lau also offered special thanks to Syracuse University Trustee William Brodsky ’65, L’68, whose dedication to honoring his classmate and their shared alma mater brought the project to life.

Syracuse University Trustee William Brodsky ’65, L’68’s dedication to honoring his classmate and their shared alma mater brought the Portrait to life.

Speaking to his classmates, Biden said, “Since the time I left Syracuse, life has handed me significant highlights and very low blows. The Syracuse community has been with me through it all.”

The 17 members of the Class of 1968 who returned to Syracuse Law made this occasion more than a ceremony. Graduating at one of the most consequential moments in modern American history, the class has maintained deep ties to Syracuse Law across six decades — returning not only to celebrate and support one of their own, but to mentor students and invest in the institution’s future.

Debby Goldman L’68, the only female in her graduating class, joined by the all-female presidents of Syracuse Law: Kayzjah Charles, 3L Class President, Class of 2026, Ariel Box, 1L Class President, Class of 2028, Emery Bielecki, Executive President of SBA, and Devin McDuffie, 2L Class President, Class of 2027.

Among those in attendance was Deborah Goldman L’68, who graduated as the only woman in her class. Today, 52% of Syracuse Law’s incoming Class of 2025 is female, and all four of the College of Law’s current student body presidents are women — a measure of how much, and how deliberately, the institution has changed.

For the Class of 1968, the reunion was a reminder that the bonds formed at Syracuse Law have proven as durable as the law itself.

President Biden welcomes his classmates and family members at the Class of 1928 reunion lunch.

Professor Shubha Ghosh Provides Perspective on the Live Nation Jury Verdict

Crandall Melvin Professor of Law Shubha Ghosh spoke with the Associated Press about possible remedies for concertgoers after the jury verdict in the Live Nation antitrust trial.

“There might be a few extra dollars that will come trickle down at consumers who bought tickets through Live Nation,” said Ghosh, a law professor who focuses on technology and antitrust law. “Whether ticket prices will go down in the long run, I think it largely depends.”

Professor Katherine Macfarlane Discusses Her Article “The Higher Education Accommodation Mistake” With the ABA

Professor Katherine Macfarlane, Director of the College of Law’s Disability Law and Policy Program, spoke with the American Bar Association Committee on Disability Rights about her article, “The Higher Education Accommodation Mistake,” which was recently published in the Georgetown Law Review.

The article argues that Wynne v. Tufts University School of Medicine—which gave higher ed institutions an extra-textual layer of deference when they deny reasonable accommodations—was wrongly decided.

In the Q&A, Macfarlane notes that “Wynne applies the affirmative defense of fundamental alteration to a medical school’s decision to deny a student’s reasonable accommodation request regarding the format of multiple-choice questions. In considering whether the defense applied, it added a layer of deference to an institution’s description of what is and isn’t fundamental about its program, instead of leaving the decision to the finder of fact. In essence, institutions are left to determine what is fundamental, ensuring that whatever they label fundamental will suffice to defeat a disability-based accommodation request.”

Macfarlane also notes that the Wynne-style deference has crept into primary/secondary education and workplace litigation. “Scholars have suggested that because the Wynne standard is easy to apply, it should reach cases in which academic employees have sought accommodations in their workplace. Wynne is also often cited in the K-12 context. Simply put, a standard that is easy to apply is not necessarily one that is right,” said Macfarlane.

The Higher Education Accommodation Mistake, 219 Geo. L.J. 114 (2025).

Before the Bar: How Syracuse Law’s Innovation Law Center Prepares Students to Practice Patent Law Prior to Graduation

In 2025, Samsung Electronics had 7,054 patent grants in the U.S. alone. Apple Inc. had 2,277, and Google/Alphabet, Inc., received 1,782. And, it is estimated that more than 152,000 patent applications specifically related to artificial intelligence (AI) were recorded in the U.S. last year with Google, Microsoft, and IBM leading the charge. Add to that the thousands of innovators and researchers across the country filing individual patents every day, and it’s apparent why patent agents and patent attorneys are in high demand.

First the Patent Bar, Then the State Bar: Alumni Donation to Help Defer Costs for ILC Students

Syracuse University College of Law’s Innovation Law Center (ILC) received a gift from Rodney Ryan L’97 that will be used to officially establish a patent law program in summer 2026 to academically and financially assist students in preparing for the United States Patent and Trademark Office (USPTO) registration examination, commonly known as the patent bar. Passing the patent bar is a significant achievement as doing so gives students credentials to become a patent agent who can draft, file, and prosecute patent applications and is a necessary step to becoming a patent attorney.

To be eligible for the new program, students must have an undergraduate degree in science, engineering, or tech-related fields; complete required coursework and be actively engaged in the ILC.

For prospective students, the program represents a rare opportunity to enter the legal profession already credentialed as a patent agent and positioned for immediate career impact at law firms, corporations, and startups.

“We are very grateful for this gift, which will allow the ILC to formally establish a patent law program and reimburse students for the patent bar preparation and exam— removing a financial barrier that will open this opportunity to even more qualified students,” says Professor of Practice Brian Gerling L’99, executive director of the ILC.

“The program is designed so students will complete the patent bar exam well before having to study for state bar exams after graduation, while also giving them the opportunity to hone those skills as a patent agent during law school.”  

The patent agent law program at the ILC will also assist early stage entrepreneurs through filing of provisional patent applications, thereby avoiding public disclosure bars or risking their ideas to commercial theft.

Senior Research Assistants Carl Graziadei L’26 and Madison McCarthy L’26

3Ls Work as Patent Agents at Local Law Firm

Carl Graziadei L’26 and Madison McCarthy L’26 are Syracuse Law students who helped pilot the idea for the formalized program. Both have already passed the patent bar and are currently working as senior research assistants at the ILC and part-time law clerks at local law firm Bond, Schoeneck & King, PLLC.

Graziadei earned an undergraduate degree in mechanical engineering with a minor in electrical engineering at Clarkson University and passed the patent bar right out of college. When researching law schools that allowed him to mesh his engineering background with the legal field, he discovered Syracuse Law’s ILC.

“Professor Gerling is really the reason I decided on Syracuse, as he showed me how my engineering background would be a great fit for the ILC,” Graziadei explains. “He confirmed my belief that going into patent law was the right move and explained the demand was high, and the opportunities were endless in law firms, corporations, and startups.”

A professor and two students look at a laptop and collaborate in the Innovation Law Center

McCarthy studied biological sciences and neuroscience as an undergraduate at the University of Buffalo and also came to Syracuse Law with the goal of becoming a patent attorney. While working in the ILC, she passed the patent bar as a 2L.

Both excelled through the ILC, honing their research and writing skills, and building confidence communicating with actual clients, while also gaining experience through internships. Graziadei interned at Lallemand, a French company optimizing natural fermentation processes. McCarthy was an extern in patent litigation at Kiklis Law Firm, PLLC, in Virginia, which focuses on trials at the USPTO’s Patent Trials and Appeals Board, and a general counsel extern at Upstate Medical University.

“I fell in love with the faculty and the ILC because I had so much freedom and the chance to interact with entrepreneurs and innovators about their inventions through the law,” says McCarthy, who is currently editor-in-chief of the Syracuse Journal of Science and Technology Law.

As 3Ls, McCarthy and Graziadei are senior research assistants at the ILC helping 2Ls assist clients. Both are also working part-time at Bond, Schoeneck & King, using their skills as patent agents. They each have been offered positions as full-time associates at the firm upon graduating this spring.

“Because I am already a patent agent, I will be a licensed patent attorney once I pass the New York State bar, and the experience I have had through Syracuse Law has been incredible preparation,” says McCarthy. “I’m grateful to have found a program where I could combine my interests in science, innovation, and the law, and I look forward to what’s ahead.”

The Americans with Disabilities Act and Universal Design: Global Legacy and Potential in Higher Ed Symposium on April 10

The symposium will examine the transformative global impact of the Americans with Disabilities Act (ADA) and the evolution of universal design principles in higher education contexts worldwide. This symposium explores how the ADA’s foundational principles have transcended U.S. borders to influence international disability rights frameworks, accessibility standards, and inclusive design practices across diverse cultural and legal landscapes.

April 10, 2026, 8:30 a.m. – 3 p.m.

Dineen Hall, Melanie Gray Ceremonial Courtroom

Register

Schedule

8:30 a.m. Breakfast in the Atrium of Law School for participants. Unfortunately, registration for meals and parking is closed, but attendance is still welcome.

9:05 a.m. Welcome Remarks

9:15 a.m.  Panel 1:    Practical and Conceptual Tensions in Accessibility and Accommodation
The panel examines whether universal design truly advances equity or risks masking persistent inequalities. Panelists will navigate the intersection of disability rights, academic freedom, and pedagogical innovation, asking whether current frameworks adequately serve students with disabilities or perpetuate exclusion.

Panelists:

10:45 a.m. Panel 2: Higher Ed Accessibility, AI, and Accommodation in Comparative Focus
The panel takes a global comparative approach to how different legal frameworks, economic contexts, and technological infrastructures shape accessibility. The panelists will explore whether the shift from the ADA’s civil rights paradigm to the Convention on the Rights of People with Disabilities (CRPD) human rights framework has transformed access to higher education worldwide.

Mercy Renci Xie is a disabled scholar who received her LL.M. and S.J.D. from Syracuse University College of Law on a full scholarship. She previously earned her LL.B. from Southwest University of Political Science and Law in China. Her research focuses on international human rights law, disability law, empirical legal studies, and law and society. Her work is forthcoming in the Columbia Human Rights Law Review. 

12:00-12:45 Lunch. Unfortunately, registration for meals and parking is closed, but attendance is still welcome.

Resource Distribution in the Atrium 

12:45 Keynote Speaker: Anastasia Somoza  (in person)

2  p.m. Concluding Remarks:  

Implementation and Institutional Buy-In: Futures and Transformative Potential of Inclusive Higher Ed Practice–interactive session with participants

2:30 pm Conference Ends

Resources

Accessible Syllabus 

UDL On Campus: About UDL 

The UDL Guidelines | CAST  

Universal Design for Learning: Planning with All Students in Mind | Ohio State University Teaching and Learning Resource Center 

What Is Universal Design for Learning? | RIT Center for Teaching and Learning 

Academic Ableism: Disability and Higher Education | University of Michigan Press 

Delivering Inclusive and Impactful Instruction: Universal Design for Learning in Higher Education | CAST  

Inclusive Learning Design in Higher Education: A Practical Guide to Creating Equitable Learning Experiences | Routledge 

Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education | West Virginia University Press 

Universal Design for Learning: Theory and Practice | CAST 

National Center on Accessible Educational Materials for Learning  

Not Another ‘Thing’: Practical Application of Universal Design for Learning to Higher Education |  AHEAD Journal  

UDL On Campus  

UDL On Campus: Getting Started 

UDL On Campus: Postsecondary Institutions with UDL Initiatives 

Universal Design for Learning (UDL) | UIC Center for the Advancement of Teaching Excellence 

Universal Design for Learning (UDL) | University of Maine Center for Innovation in Teaching and Learning 

Universal Design for Learning | Boston College CTE Resources 

Universal Design for Learning | Cornell University Center for Teaching Innovation 

Universal Design For Learning | UCI Division of Teaching Excellence and Innovation 

Universal Design for Learning | University of Denver Office of Teaching and Learning 

Universal Design for Learning | University of South Carolina Center for Teaching Excellence  

Universal Design for Learning | University of Tennessee Knoxville Teaching & Learning Innovation 

Universal Design for Learning | University of Vermont The Center for Teaching & Learning 

Universal Design for Learning | University of Virginia Center for Teaching Excellence 

What Is UDL, and How Can It Be Used in Higher Education? | Ed Tech Magazine 

Poster Display Guidelines and Requirements

Global Impact of the ADA and Universal Design in Higher Education Symposium

POSTER SPECIFICATIONS
Physical Requirements
● Size: 48 inches (width) × 36 inches (height) / 122 cm × 91 cm
● Orientation: Landscape preferred; portrait acceptable
● Format: Single poster panel
● Mounting: Self-supporting or designed for mounting on provided display boards
● Material: Durable material suitable for display (foam board, printed fabric, or laminated paper)

Digital Submission to Organizers
● Submit a PDF version (maximum 10 MB) by February 15, 2026
● Resolution: Minimum 150 dpi for final print quality
● File naming convention: LastName_FirstName_PosterTitle.pdf
● But please note that you will need to print your own posters for display at the symposium

CONTENT REQUIREMENTS
Required Elements
1. Title Section

●Poster title (clear, concise, engaging)
● Author name(s) and institutional affiliation(s)
● Contact information (email for primary author)
● Session identifier (will be provided upon acceptance)

2. Main Content Your poster must include the following sections, clearly labeled:

Abstract/Introduction (150-250 words)

● Research question or practice innovation
● Relevance to symposium themes
● Theoretical or practical framework

Methods/Approach (if applicable)

● Research design or implementation strategy
● Data collection and analysis methods
● Study context and participants

Findings/Outcomes

● Key results, innovations, or insights
● Data visualizations (charts, graphs, photos, diagrams)
● Evidence supporting conclusions

Discussion/Implications

● Significance for global disability rights and universal design
● Cross-cultural considerations
● Connections to ADA principles and international frameworks

Conclusions

● Summary of main contributions
● Future directions or recommendations
● Call to action or practical applications

References

● Minimum 5-8 key scholarly sources
● Use APA 7th edition format or Bluebook
● Include international and diverse perspectives where applicable

3. Visual Elements

● Minimum 30% of poster space should be visual (images, diagrams, charts, infographics)
● All images must include alt-text descriptions in your digital submission
● Use high-quality, culturally appropriate images with proper permissions/credits

DESIGN GUIDELINES
Accessibility Requirements (MANDATORY)
Text and Typography

● Minimum font size: 24-point for body text; 36-point for headings; 72-point for title
● Sans-serif fonts (Arial, Calibri, Helvetica, Verdana)
● High contrast between text and background (minimum 4.5:1 ratio)
● Avoid italics and underlining except for citations
● Use bold for emphasis rather than color alone

Color and Contrast

● Avoid relying solely on color to convey information
● Use patterns or textures in addition to color in graphs/charts
● Test color combinations using a color contrast checker
● Consider color blindness accessibility (avoid red-green combinations)
● Provide a grayscale-friendly version in your digital submission

Visual Accessibility

● All charts and graphs must include text descriptions
● Images must have captions describing content
● Use simple, clear infographics rather than complex diagrams
● Consider providing QR code linking to accessible digital version with full alt-text

Language and Readability

● Write in clear, plain language (avoid unnecessary jargon)
● Define technical terms when first used
● Use active voice and short sentences
● Organize content with clear visual hierarchy
● Include glossary for specialized terminology if needed

Design Best Practices
Layout

● Organize content in logical flow (typically left-to-right, top-to-bottom for Western contexts;
note cultural reading patterns)
● Use white space effectively (avoid cluttering)
● Group related information together
● Create clear visual pathways through content
● Balance text and visual elements

Visual Design

● Maintain consistent style throughout
● Align elements for professional appearance
● Use borders or background colors to define sections
● Limit color palette to 3-4 complementary colors
● Ensure professional quality of all images and graphics

CONTENT FOCUS AREAS
Your poster should address at least one of these symposium themes:

Theme 1: International Legal and Policy Frameworks
● Comparative disability rights legislation
● ADA influence on international laws
● National accommodation policies
● Enforcement mechanisms across jurisdictions

Theme 2: Universal Design in Practice
● Implementation case studies from specific institutions
● Curriculum design and pedagogical innovations
● Physical campus accessibility
● Digital and technology accessibility

Theme 3: Cross-Cultural Perspectives
● Cultural models of disability
● Indigenous and non-Western approaches to inclusion
● Intersectionality in global contexts
● Translation of accessibility concepts across cultures

Theme 4: Innovation and Technology
● AI and machine learning for accessibility
● Assistive technology developments
● Digital learning platforms
● Emerging accessibility tools

Theme 5: Advocacy and Social Change

● Disability rights movements globally
● Student and faculty activism
● Community partnerships
● Policy advocacy strategies

SUBMISSION PROCESS
Proposal Stage (Initial Submission)
Submit by March 15, 2026

1. Extended Abstract (500-750 words) including:

○ Research question or innovation description
○ Methodology or implementation approach
○ Preliminary findings or expected outcomes
○ Significance to symposium themes
2. Author Information Form:

○ All authors’ names, titles, affiliations
○ Primary contact information
○ Brief biographical statement (50 words per author) or CV

3. Keywords: 5-7 keywords identifying your topic area

Review Criteria
Proposals will be evaluated on:

● Relevance to symposium themes (30%)
● Originality and significance of contribution (25%)
● Methodological rigor or implementation quality (20%)
● International or cross-cultural perspective (15%)
● Clarity and organization (10%)

Final Poster Submission
Upon acceptance, submit by March 1, 2026

● PDF of final poster design

● Accessible version with complete alt-text for all visual elements
● 100-word plain language summary for program
● High-resolution author photo (optional)

PRESENTATION REQUIREMENTS
Poster Session Format
● Duration: 60-minute poster session
● Presence: At least one author must be present for entire session
● Engagement: Prepare 2-3 minute verbal summary for attendees
● Materials: Bring business cards or handouts with contact information

Accessibility During Presentation
● Prepare large-print handouts (18-point minimum) with poster summary
● Offer to describe visual elements verbally
● Stand to the side of poster (not blocking view)
● Be prepared to discuss in multiple languages if possible
● Have digital version available on tablet or laptop for closer viewing

Interactive Elements (Encouraged)
● QR code linking to:
○ Extended research paper or report
○ Video demonstration or presentation
○ Accessible digital version
○ Additional resources or data
● Handouts with key takeaways
● Contact information for follow-up collaboration

EVALUATION AND RECOGNITION
Poster Competition Categories
● Best Overall Poster
● Most Innovative Approach
● Best Visual Design
● Outstanding International Perspective

● Best Student Poster
● Excellence in Accessibility

Judging Criteria
● Content quality and significance (40%)
● Visual design and accessibility (30%)
● Clarity of communication (20%)
● Engagement and presentation (10%)

IMPORTANT DATES
● Proposal Submission Deadline: March 1, 2026
● Notification of Acceptance: first week March 2026
● Final Poster Submission Deadline: March 20,2026
● Symposium Dates: April 10
● Poster Session: April 10 11:50am -1 pm

ACCESSIBILITY COMMITMENT
We are committed to ensuring this symposium exemplifies the principles of universal design and
accessibility. If you require accommodations for the submission or presentation process, please
contact Anna Dallam at atdallam@syr.edu at least a week before relevant deadlines.
Accommodations available include:

● Alternative submission formats
● Extended deadlines for documented accessibility needs
● Presentation support (sign language interpretation, live captioning)
● Accessible presentation technology
● Dietary accommodations

QUESTIONS AND CONTACT
Symposium Coordinators:

Anna Dallam atdallam@syr.edu

Professor Cora True-Frost, Laura L. and Douglas Meredith Professor of Teaching Excellence Website
Link

ADDITIONAL GUIDELINES
Ethical Considerations
● Obtain informed consent from research participants
● Respect cultural sensitivity in representations
● Acknowledge funding sources and conflicts of interest
● Credit all contributors appropriately
● Obtain permission for copyrighted materials
● AI use should be focused on editing

Style
● Avoid ableist language and deficit models
● Define acronyms on first use

International Considerations
● Include geographic diversity in references
● Acknowledge limitations of context-specific findings
● Consider multiple legal and cultural frameworks
● Translate key terms where helpful
● Note currency conversions and equivalents

PUBLICATION OPPORTUNITIES
Selected posters may be invited for:

● Extended publication in symposium proceedings
● Possible webinar presentation for broader audience
● Inclusion in edited volume on global disability rights

We look forward to your contributions to this important dialogue on the global impact of
the ADA and universal design in higher education. Your research, innovations, and perspectives are essential to advancing accessibility and inclusion worldwide.

Collegian Hotel & Suites

Hotel Skylar Syracuse 

The Parkview Hotel 

Dineen Hall is located at 950 Irving Avenue, Syracuse, New York 13244

When driving, Syracuse University is most easily reached from Interstate 81.

New York State Thruway travelers should exit at Interstate 81(Thruway Exit 36) and proceed south. Both northbound and southbound travelers on Interstate 81 should exit at Adams Street (Exit 18.) Continue up the Adams Street hill to the third traffic light. Cross University Avenue and continue past Dineen Hall and the Carrier Dome. Turn right onto E. Raynor Avenue and right onto Stadium Place. The entrance to the Irving Parking Garage will be on your right.

Dineen Hall is located on the corner of Irving Avenue and Raynor Avenue, directly across from the Carrier Dome. Parking arrangements will be made for you in the Irving Parking Garage, located between Dineen Hall and the VA Garage which is accessible via Stadium Place.

Map of Campus

The Symposium is supported by:

  • Burton Blatt Institute
  • Center on Disability and Inclusion
  • D’Aniello Institute for Veterans and Military Families at Syracuse University (IVMF)
  • Disability Law and Policy Program
  • Disability Law Students Association
  • Impunity Watch News
  • Journal of Global Rights and Organizations
  • National Veterans Resource Center
  • Office of Veteran and Military Affairs
  • Syracuse Journal of International Law and Commerce
  • Syracuse University Center for Disability Resources
  • Syracuse University Center for Teaching and Learning Excellence

Event Contact

Contact Anna Dallam with any questions.

College of Law Team Reaches the Semifinal Round of the National Military Trial Competition

The College of Law team of Alexander Gundry L’28, Nicholas Hardy L’27, Sydney Schappell L’27, and Brady Sterpe L’27 reached the semifinal round of the National Military Trial Competition (NMTC). In addition, Sterpe won the Best Direct Examination award.

Dennis Scanlon L’ 19 and Marc Washburn L’99 coached the team

“This competition is both uniquely challenging and highly competitive, bringing together top advocacy programs to litigate complex issues within the distinctive framework of military justice. Advancing to the semifinals is a significant accomplishment and a testament to the team’s preparation, adaptability, and advocacy skills,” said Professor Todd Berger, Director of Advocacy Programs.

Several College of Law alumni returned to judge and evaluate the competition: Ariel Blanco L’29 (USMC); COL Cynthia Kearley (U.S. Air Force); LT Sydney Krause L’24 (U.S. Navy); and Joseph Nosse L’08 ( U.S. Army.)

NMTC, hosted by Syracuse University College of Law, introduces law students interested in Military Justice and the Judge Advocate General’s Corps to the trial process in military courts. The competition brings together eight teams to compete in a case involving a military court-martial, tried under the Uniform Code of Military Justice (UCMJ) and the Rules for Courts-Martial (RCM). Teams argue both sides of the case, serving as Trial Counsel (Prosecutor) and Trial Defense Service (TDS) attorneys. Each team is guaranteed four rounds of competition, with rounds potentially judged by current or former Military Trial Judges.