Lead Instructors

As Lead Instructors, faculty, staff and graduate students work in conjunction with a current undergraduate Peer Leader to guide discussions within a section of FYS 101, hosting up to 19 students during the Fall 2023 semester. Discussions are anchored around increasing the sense of belonging on campus. Lead Instructors are provided training and ongoing support throughout the duration of FYS 101. Throughout the semester, Lead Instructors lead weekly classes, host one office hour, and help students engage in class conversations as well as within the University community.

Mai DubeMaithreyee (Mai) D. Dubé, M.B.A. (she/her/hers)
Manager, D’Aniello IVMF Enrollment Services
Founder, Lasting Leaders, LLC

Mai is committed to giving her time and talent to the transitional military community through her role at the D’Aniello Institute for Veterans and Military Families (IVMF). She has served as lead facilitator to guide first year students from the start of FYS 101 in 2018 (then SEM 100). She is also involved in the Central New York community in her roles on the board of The Gifford Foundation and founder of Lasting Leaders, LLC.

“As an alumna, SU staff member, and a parent, I am passionate about cheering and advocating for the future global leaders. This is one way to set them up to succeed AND learn from this brilliant new generation.”

Carol RuffinCarol J. Ruffin, Ed.D.
Director of Academic and Career Advising | College of Visual and Performing Arts

Carol believes that it is her responsibility as a leader to insure that those that she impacts have a fair opportunity to utilize their talents, resources, skills and/or abilities to benefit the institution they are connected to, focusing on students but also supporting other constituents and key stakeholders. Her ultimate goal is to positively affect the greater good and/or those she works with and works for—her students, the administration, faculty and staff, and the interconnected global community at large.

“The themes of identity, socialization, prejudice, belonging that are woven throughout the course help to prepare each incoming class. I find great value in engaging with our new students through this lens.”

Derek SewardDerek Seward, Ph.D., LMHC, NCC, ACS (he/him/his)
Associate Professor, Department of Counseling and Human Services

Derek’s  scholarly interests focus primarily on the multicultural and social justice development of mental health professionals. He is a licensed mental health counselor in New York State, national certified counselor and approved clinical supervisor.

“The value of FYS 101 lies in the opportunity it provides for critical community dialogue to better our self-awareness, understanding of others, and constructively improve our communities.”

Kalpana SrinivasKalpana (Kal) Srinivas, Ph.D.
Director, Student Retention and Success; Adjunct Professor, College of Professional Studies

As director, Kal Srinivas assists campus stakeholders in thinking critically, analytically and creatively to meet the needs of our diverse student population, through programs, services and efforts. She supports success of all students by working collaboratively to identify areas of needed change that would increase student success and retention, discovering what causes attrition, developing recommendations, in addition to alternating systems and procedures to increase retention.

“What excites me about leading FYS 101 is that it provides intentional opportunities for students to develop the necessary skills to talk across differences (discuss, debate, disagree, and engage) on very relevant and important topics.”

Douglas YungPun To (Douglas) Yung (he/him/his)
Associate Teaching Professor | College of Engineering and Computer Science
Director, Bioengineering undergraduate program

Douglas has long been intrigued by the interfacing of microbes with engineering tools and is unraveling methods to study superbugs and extremophiles. He is an advocate of hybrid teaching and a learning environment replete with project-based hands-on work, experiential activities and peer collaboration, a style departing from traditional top-down expository pedagogies.

“Dialogue circles are essential to building rapport and a supportive space for students to talk about sensitive topics, building consensus and work through differences.”