Anthropology is the scientific and humanistic approach understanding human origins, and biological and cultural diversity. Potential career paths can include becoming an anthropologist, archeologist, forensic science technician, curator, medical scientist, museum technician and conservator or geographer. What internships, clubs, networking, etc. are you involved in and how do they support your goals? “I am currently […]
anthropology
Meet Transfer Profs: Welcoming Students from the College of Humanities and Social Sciences
Today we feature incoming transfer students April Casey (she/her), an English major from Gloucester County and Emma Rodriguez (she/her), an Anthropology major from Ocean County. The two tell us about their majors, why they’re excited to start classes at Rowan, and give advice to future transfer students. Welcome to Rowan! Could you share with us […]
History, Anthropology Graduate Kathryn Seu Pursues M.A. in Holocaust and Genocide Education
Today we speak with Kathryn Seu, a recent Rowan University graduate with degrees in History and Anthropology. She will continue her studies by pursuing her master’s degree in Holocaust and Genocide Education, the first program of its kind, through Rowan Global. Kathryn is from West Berlin, NJ (Camden County) and is student association president of the Rowan Center for the Study of Holocaust, Genocide, and Human Rights (RCHGHR). In this article, she discusses her experience within her studies at Rowan, her goals and her responsibilities as within RCHGHR.
Why did you choose to pursue a master’s?
For my career goals, it feels like the natural next steps. I would like to pursue [a degree] higher than a master’s eventually, so it seems like for what I want to do and with research, it helps to have more of an advanced degree — especially with a specialized field. It definitely helps more to have academic experience.
Why did you choose to study Holocaust and Genocide Education?
Rowan is the only university to offer Holocaust and Genocide Education. You can get degrees in Holocaust and Genocide Studies or Conflict Studies, but Rowan is the only one that has the education aspect. I think it’s really important, especially with so much negativity and hate speech that we see almost everywhere, that we encourage accessible education to these subjects.
Most states don’t require Holocaust education in public school curriculum, so some people don’t even get that education. I think it’s really important to emphasize that and make it accessible for as many people as possible.
Are there any notable differences between the undergraduate program versus the graduate program?
Mostly the course load is different. It’s also interesting because you have a different relationship with your professors. It’s more professional rather than superior and inferior. Rowan already has small class sizes and the master’s or higher education classes are much smaller, so you have more time to have more in depth conversations because you’re not in a classroom with 25 people, it’s more like 10 people. Pretty much everyone knows each other. It’s easier to have a tighter community.
What are your career goals?
I would like to pursue an even higher education and apply for some Ph.D. programs this summer. I would like to go into some sort of research position or public advocacy. I think it’s really important and I love doing research. There’s just so much that we can learn and you can draw connections from the past to the present. I think it’s really important to spread that information to everyone.
What is Rowan Center for the Study of Holocaust, Genocide, and Human Rights (RCHGHR)?
This is a center on campus for interdisciplinary studies to help grow the next generation of educators. The center is run by the professors, but the student association focuses on student-led events on campus like International Holocaust Rememberance Day in January and student-led discussions.
Some of our more popular discussion events were “Antisemitic Tropes in Media” and “Rights on the Reservation,” which was about indigenous rights in America. The main goal is to get students and faculty alike more involved with talking about the Holocaust Genocide and human rights.
What was your role or involvement with the RCHGHR?
For the student association, I am the president, and one of the big responsibilities was planning International Holocaust Remembrance Day. That was at the beginning of January, and I would only have a couple of weeks to work it out because we weren’t a charter, so we didn’t have our own budget. It was really nice to have other organizations coordinate to help bring food, candles and lighters.
We have meetings every other week, and I would work on a presentation or a discussion topic. For example, the one that we had before the end of the semester was about The Boy in the Striped Pajamas and why it’s not a good book. Meetings are around discussion topics like this to get more people involved.
Why did you choose to be involved with the RCHGHR?
I took a Historical Methods class with Professor Manning and at that time I didn’t really know what I wanted to do with history and anthropology. I thought I was going to be an Egyptologist for a while, but after I took that class I thought that this might be it. Professor Manning told me about the student association and recommended that I joined so I did. I did that for a semester and at that time the President was graduating and thought that I should take on that role after he left.
Are you currently involved in any other activities or clubs at Rowan?
For the past two semesters I was involved with the Mixed Martial Arts Club as a recreational activity. I was also involved with Phi Alpha Theta, which is the National History Honor Society and Lambda Alpha, which is the Anthropology Honor Society.
What is your most memorable experience at Rowan?
My situation was unique because I did my undergrad in three years and I started in Fall of 2019 and then we immediately went online next semester. I really only had three semesters in person, but even still, the whole experience was very memorable. Probably the most memorable experience was getting to speak at graduation, which was a pretty big deal to me.
What class during your studies in Holocaust and Genocide Education do you find most memorable? Why?
I just got back from a study abroad trip for the class, Nazi Germany & the Holocaust. It was 13 days and we were in Germany, Poland, Czechia and Austria. We got to see and do so much. We went to so many museums that I can’t even begin to list how many. It was really impactful because the furthest I had gone was Florida. This trip was the most memorable and the most enriching for my education because I had never been to a concentration camp before. I had never seen all these sights that we talked about.
It was really powerful to be there because we read about this all the time, but going to all these museums, talking to the locals, and seeing all these places and memorials in real life was really impactful.
How do you think Rowan has prepared you for your future endeavors?
My education at Rowan has been incredibly interdisciplinary. I feel like I’ve gotten so much out of my two majors and undergraduate programs than what I’ll get in graduate school. With Holocaust and Genocide Education, the principles that you learn can be applied to other areas of history. You’ll sometimes hear it referred to as the “hard histories,” like the Holocaust and slavery. The same principles of education can be applied to different areas, and I think that has been the main thing that Rowan has been able to do for me, and I’m very grateful for it.
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Story by:
Jessica Nguyen, elementary education and literacy studies graduate
Photos by:
Tyler Allen-Williams, radio/TV/film major
Kathryn Seu
University Publications
Meet #Rowan2026: Incoming Profs from the Colleges of Humanities and Social Sciences, Education
Today we welcome incoming first year students from the College of Education and the College of Humanities and Social Sciences at Rowan University. Haley Hill (she/they) is from Williamstown, NJ (Gloucester County) and will be living on campus as an Education and History major. Gianna Burgio (she/her) is also from Williamstown, NJ and will be […]
Passing the Torch: Passionate First-Generation College Student Shirley Celi-Landeo
A proud first-generation college student from Newark, NJ (Essex County), Shirley Celi-Landeo is an Anthropology and Modern Language and Linguistics double major. She has concentrations in medical and forensic anthropology, and concentrations in Spanish, German, and Arabic. Shirley is minoring in Latin American Studies and has three certificates of undergraduate studies in Spanish, German, and Forensic Studies.
Shirley looks back at how she made friends on campus.
“I made friends in the Educational Opportunity Fund through the Pre-College Institute and through all the clubs that I’m involved in, especially in Greek life. I just became a sister in the Lambda Theta Alpha Latin Sorority, Incorporated. With that involvement, I was able to make more bonds on-campus, make more friends, and do a lot more.”
Shirley advises her high school self to take risks.
“Don’t be scared. Take risks, even if it seems kind of cringey and scary, especially coming into a PWI and not having the family support. Do whatever is offered to gain the opportunity to gain the experience. I’m grateful for coming to school across the state.”
A mentor in the Dr. Harley E. Flack mentorship program, Shirley reminisces about her favorite moments being a mentor.
“My partner and I had to create an event or program for our mentees using a resource on campus. We paired up with the Flying First Task Force because a lot of our mentees are first-generation students. We were able to show them the resources on campus not only to them but open to the public. I was able to really get to know my partner as well as like getting to know my mentee a little more. I also developed a really good relationship with my supervisor.”
Shirley hopes to use her platform as a college graduate to help pave the way for others in her community and family.
“I am a minority coming from the city of Newark where the stereotype is that you don’t graduate high school, let alone go to college and graduate college and go to grad school. I am not only the very first college graduate in my family, but I have younger siblings. My goddaughter looks up to me. The babies from my church from back home, I’ll be able to help them navigate when it comes to their time for college.”
Shirley advises current and incoming students to find what they love on-campus, join Greek life, and more.
“Greek life has been a huge thing in my life, and I just became a sister last semester. Also, don’t be scared when you change your major like 20 times like I did. I don’t regret any moments of changing my major. Don’t be scared, do what you gotta do. If you’re the first, be the first and pave the way for your family. Take the risk, and inspire more people.”
In the fall, Shirley will finish up her degree while applying to Rowan’s M.A. in Diversity and Inclusion program. Shirley hopes to go to law school in the future.
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Story by:
Rachel Rumsby, junior communication studies and public relations double major
Photos by:
Stephanie Batista, junior business management major
A Look Inside the Translational Biomedical Sciences Major with Abigail Muccilli
Story by: Natalie DePersia, junior public relations major
Beyond the Classroom (Literally): Dig Exploration in Forensic Anthropology Class with Archie Katz and Dawson Kipphut
See more from the Forensic Anthropology class in this video. Story By:Natalie DePersia, junior public relations major
Alumni Success: New Jersey State Police Sergeant Danyel Barnes
Danyel Barnes, a 1994 alumnus, shares his Rowan story and how it shaped his life today as a Sergeant with the New Jersey State Police.
Danyel’s college journey is an amazing story in and of itself.
In high school, Danyel considered joining the military and was being recruited by the Army and Air Force. A guidance counselor at Camden High School, Ms. Sanders, encouraged him to apply to college. After getting into Rowan (then Glassboro State College), he told his grandmother that he got accepted but didn’t have the money for school, so he’d have to choose the military. That same day, his grandmother wrote him a check and told him to go to college.
As you can tell, education was very important in the Barnes’ family. Danyel comes from three generations of college, so he was happy to keep the legacy going.
When Danyel got to campus, he had an awesome experience. He lived in Chestnut Hall his freshman year and got involved in Greek life early on. Being in a fraternity was one of Danyel’s “musts” going into college, so his second-semester freshman year he pledged Phi Beta Sigma. Danyel speaks about the strength of this brotherhood. “Our kids call each other aunties and uncles. We all keep in touch and are close to this day,” he says.
When asked about any influential people at Rowan, Danyel easily recited a whole list. One of the people mentioned was a former Rowan president. “Herman James was always on the ground with students — we would see him every day in the Student Center just walking around and talking to people, he had a quiet calm about him,” he says. “I learned a lot from the way he carried himself. Professors and staff at Rowan really taught me how to be a benevolent leader.”
Danyel, who majored in Sociology, also mentioned a really influential Women’s and Gender studies course. “Dr. Gallant taught me all about real feminism. I was the only boy who didn’t drop the class because I really wanted to learn.”
Currently, Danyel serves as a Sergeant for New Jersey State Police. He got into law enforcement from inspiration from his brother and recruiters who visited Rowan’s campus. Danyel got information from the recruiters, passed a written exam, and went to the New Jersey Department of Corrections to start his career. Danyel felt that Rowan prepared him for his career by giving him a strong foundation in writing. He also learned a lot about human behaviors from being a sociology major and taking courses like anthropology.
When asked what his advice to graduating Rowan students would be, Danyel says, “Everything you do isn’t about you, it’s about everyone else — you have to give back.”
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Story by:
Loredonna Fiore, junior public relations and advertising major
Photos by: Rachel Rumsby, sophomore communication studies and public relations double major
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“Your Major is WHAT?” 10+ Unique & Interesting Majors at Rowan University [VIDEO]
Real Insights from Real Students on Their Majors
3 Anthropology Majors Share How They Became Interested In Their Major
Today, we speak to 3 Anthropology majors from Rowan’s College of Humanities and Social Sciences. They tell us what sparked their interest in the major.
“I took a Human Variation class as an elective for, at the time, my Biology major that I later switched. I loved the class and the teacher so much that I decided to make it my minor, but as time went on I decided to make the full commitment to make it my major.” – Kasia Krzton, senior, Anthropology major, Cherry Hill, NJ (Camden County)
“I love history and learning about cultures, so anthropology was a natural choice.” – Jessica DeJesus, junior, Anthropology major, transfer student from Rowan College of South Jersey, Millville, NJ (Cumberland County)
“[I became interested] through a TV show I used to watch when I was younger. The main character was a forensic anthropologist, and I thought that was the coolest job out there.” – Kimberly Proctor, junior, Anthropology major with minors in Law & Justice Studies and Sociology, Burlington County
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Story by:
Bianca Torres, senior music industry major
5 Juniors Share Why They Changed Their Majors
These students recognized their majors weren’t the right fit and took the time and energy (which isn’t much) to make the switch. If you don’t absolutely love what you’re studying, it might be good idea to make a switch to improve your college experience!
“I was exploring a couple different paths such as addiction counselor, teacher and community health educator, but I realized they weren’t for me. Then what really drove me to add world religions was just my own personal experiences with spirituality, and I realized that I really value critical thinking and multicultural competency … everyone having peace with one another and getting along.” – Bria Riley, junior Psychology major (previously Writing Arts) from Washington Township (Gloucester County)
“I wanted a place where I could do music business and not have to deal with the recording and playing an instrument. My ex-boyfriend took me to see ‘Wicked’ and that was the deciding factor for me. I wanted to do theatre and I wanted to make amazing theatre like ‘Wicked.’ I just always really loved the technical aspect of everything. I do live sound, so I mix musicals here and I do lighting.” – Michaela Navarro, junior Musical Theatre-Design/Technical major (previously Music Industry) from Howell, NJ (Monmouth County)
“I was a Mechanical Engineering major up until the fall of my sophomore year. I wasn’t really enjoying the classes that were more specific to it, I was trying to go to the clubs to figure out more what to do. But all the career stuff wasn’t really stuff I wanted to do. I want to get as much diverse experience as I can, I’m not really sure what I specifically want to get into, but I kind of want to learn a little bit of each field.” – Jackie Charlton, junior Civil & Environmental Engineering major (previously Mechanical Engineering) from Boonton, NJ (Morris County)
“I changed a bunch of times. I came to Rowan as a Biochem major, then I switched to Psychology, then I was undecided for like two seconds, then I was Physiological Sciences, and I became an Anthropology major and I recently doubled majored in Modern Language & Linguistics. Spring semester [sophomore year] I had to take an Anthropology class and I was given Natives of South America with Dr. Maria Rosado, and she changed my perspective on everything. Coincidentally, the major just became a major that same semester, if I’m not mistaken. – Shirley Celi-Landeo, junior Anthropology / Modern Language & Linguistics dual major (previously Biochemistry) from Newark, NJ (Essex County)
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Story by:
Luke Garcia, junior music industry major
Photos not submitted taken by:
Stephanie Batista, sophomore music industry major
Quintin Stinney, sophomore Radio/TV/Film major
20 Classes at Rowan to Further Education on Race & Social Justice
As the Division of Diversity, Equity & Inclusion stated earlier this month, “Universities are not exempt from facing issues that plague our society and threaten our democracy.” It is extremely important to recognize these issues and take the necessary steps to educate ourselves and those around us on the dangers of racism, to start making the changes the world needs to see.
These courses* are available to Rowan students, focusing on the history of race, the dangers that racism instills in society, and ways that we can prevent racism as a community.
- Black Lives Matter: An Ethnographic Perspective of The Movement (AFST 11350)
Oppression, injustice, and violence has plagued black and brown lives through a history of colonization in the United States. Beyond the black nationalist movements of the 19th and 20th centuries, the New Jim Crow has given rise to the #BlackLivesMatter movement. The #BLM Movement has erupted as a platform that has fueled social media activism and creates space for grassroots organizing that emboldens narratives of rupture and resilience and asserts the voices and dignity of all.
This course will cover topics related to the socio-cultural, political, legal, and education foundational aspects of the Black Lives Matter Movement. Students will gain real-life perspectives on the impact of the BLM Movement on America’s current social justice landscape as well as their own personal assumptions. Students will engage in critical reflection, in-class discussion and debates, as well as an analysis of the constructs of culture, race, and class in order to gain a better understanding of their identity and social categorizations in America’s established systems of oppression.
- Anthropology of Race and Ethnicity (ANTH 02275)
This course focuses on the historical development and current status of the race concept, a purported descriptor of human diversity and potential. Using the perspectives of four-field anthropology, this course covers the historical development of the race concept as well as current scholarship, controversies and consequences of race. Students will read relevant texts from biological anthropology, linguistics, cultural anthropology and archaeology.
- Examining Intersectionality in Critical Theories of Race, Class, Gender, Sexuality & Citizenship (CASE 90512)
This course provides an overview of intersectionality and selected theoretical lineages which intersectionality often draws from including feminism, critical theory, critical race theory, ethnic studies, queer studies, nationalism, and de/post-colonialism. Beyond studying and summarizing relevant work, the course challenges students to critically synthesize and apply these frameworks to the study of urban education and communities.
- Race, Ethnicity, Class & Justice (CJ 09532)
This course will include an in-depth study of race, ethnicity and class, and their evolving impact upon the U.S. criminal justice system, as well as the system’s impact on minorities, the poor, and their communities. A major focus of this course will be a critical examination and analysis of how race, ethnicity, and class have impacted the nature, content, and quality of justice that is rendered within the nation. One major purpose of our study is to provide students with an opportunity to gain sophisticated understanding of the inequities that minorities experience within our system of justice and in the wider community. Students will learn to critically assess significant research concerning race, ethnicity and class and the criminal justice system, and understand the practical applications of this research.
- African American Literature I (ENGL 02354)
This upper-level survey course examines African American literature from its beginnings in the colonial period through the Harlem Renaissance. We will engage in close readings of seminar vernacular, autobiographical, poetic, creative, and critical tests, exploring the relationship between literary expression and the highly charged American social, cultural, and political histories that form its context.
- Diversity, Equity, and Inclusion in U.S. Literature (ENGL 02530)
This class explores the ways literary texts enforce, subvert, or otherwise complicate constructions of race, ethnicity, class, gender, age, physical ability, religion, and/or sexual orientation. The course will address topics such as the formation of identity, both personal and cultural; privilege and exclusion; assimilation and the myth of the melting pot; immigration; geographical and metaphorical borderlands; and the complexities of ethnic, religious, and political nationalism.
- Hip Hop Culture: Music, Lifestyle, Fashion and Politics (MUS 40344)
The main objectives of this course are to discuss the origins of Hip Hop culture and study its influence around the world. Students will explore the key elements of Hip Hop, understand the importance and necessity of entrepreneurship and analyze how the Hip Hop Culture has evolved into a dominant force over the years. Students will examine the impact that Hip Hop has on fashion by helping to catapult the sales and positioning of major fashion and sneaker brands as well as creating independent clothing lines by way of entrepreneurship. The course will discuss and analyze the unprecedented effects and influence that Hip Hop has on global lifestyles, language, and politics.
- History of American Education (FNDS 21150)
This course provides an in-depth study of American education from 1600 to the present, covering preschool through post-secondary education. It focuses on the social forces, sources of conflict, major educational figures and patterns of schooling during each period. In addition, the course will highlight the ways in which diversity has been accommodated, marginalized, or rejected in American education. Students will be able to identify and discuss ways in which diversity has been accommodated, marginalized, or rejected in American education.
- Songs Of Praise/Protest (INTR 01172)
This course will examine the ways in which music has served as an instrument for social change. African-American music in the form of Spirituals and Blackface Minstrelsy will provide a mechanism for exploring social change, tensions between races, confused dynamics of racial identity, and stereotypes. Hymns of the late 18th and early 19th century will demonstrate how women used song as a means of self-expression denied them in other spheres. Finally, the civil rights and protest songs of the 60s and 70s will provide a backdrop for exploring issues of race and social culture.
- Minorities, Crime And Criminal Justice (LAWJ 05205)
In this course students critically examine the involvement of minorities with crime in the U.S. both as perpetrators and victims. Additionally, they will be afforded the opportunity to understand, critically examine, and apply significant theoretical perspectives for the study of minority criminality. They will develop an understanding of the impact of race and class within the law-making process, the content of the law, and the quality of justice afforded minorities within the American criminal justice system.
- Philosophy and Race – WI (PHIL 09327)
This course will explore philosophical issues related to “race,” including the role of modern European philosophers in the development of the concept of ‘race’ and historical and contemporary critical examinations of ‘race’ and racism.
- The Politics of Race in American Society (POSC 07324)
This course examines the central role of race in American political culture and American politics at large. We will examine concepts through the use of interdisciplinary resources including film, biography and scholarly materials. The course will approach the study of race through an intersectional lens.
- Psychology Of Racism And Ethnocentrism: Causes, Development, Consequences, Solutions (PSY 01310)
This course provides an opportunity for students to develop critical understanding of psychological perspectives regarding the root causes, complex patterns, and the individual, group, and societal consequences of racism and ethnocentrism in the United States of America. The course will draw upon comparative data regarding the psychological factors involved in historic or contemporary race and ethnic relations within selected international contexts to explore parallel and unique cross-cultural phenomena.
- Environmental Justice: Race, Class, and Gender (SOC 08442)
This course examines issues of environmental equity and social justice. It examines the rights of people to live in a clean environment free from hazardous pollution or contamination and to access the natural resources necessary to sustain health, safety, and livelihoods. A primary focus of this course will be the topics of race, class, and gender as they relate to environmental disputes.
15. Critical Race Theory: Social Justice, Advocacy and Intervention (SOC 08488)
Students will explore the social construction of race and the subsequent implications this phenomenon has for particular members of this society. Building upon the origins of the Critical Legal Studies Movement and Critical Race Theory (CRT), students will examine their own dispositions for significant issues from the centrality of race to better understand the need for becoming social justice advocates while learning a variety of social justice intervention strategies.
- Critical Race Theory: Application and Intervention (SOC 08578)
Students will explore the social construction of race and the subsequent implications this phenomenon has for particular members of society. Building upon the origins of the Critical Legal Studies Movement and Critical Race Theory (CRT), students will examine their own dispositions for significant issues from the centrality of race, class and gender to better understand the need for becoming social justice advocates while learning a variety of social justice intervention strategies. Specific attention will be focused on the medical/clinical setting where issues of race, class and gender can pose barriers to culturally competent care for clients.
- Black Americans and American Politics (POSC 07324)
This course examines the role of Black Americans in the political system, the forms and changing nature of their participation and a review of judicial and administrative decisions affecting the political and social status of Black Americans. This course may not be offered annually.
- African American History to 1865 (HIST 05376)
This course surveys the major social, economic and cultural developments of the black community from Africa to the Civil War. It emphasizes a comparison of the transition from Africa to slave culture and studies the contribution of blacks to the making of America.
- African American History Since 1865 (HIST 05377)
This course studies the development of the black community from emancipation to contemporary America, tracing such major themes as the pattern of migration and the various methods of black protest developed and employed in the 20th century.
- Sociology of Minority Groups (SOC 08230)
This course analyzes the nature of the relationships among ethnic, racial and other groupings in our society. It examines and tests sociological theories by the study of specific past and present minority group situations.
*Disclaimer: Not all of these courses are offered this fall, and some may already be full; check for availability when it is time to register.
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4 Juniors Who Are Reppin’ North Jersey
We spoke with juniors Shirley Celi-Landeo, Jackie Charlton, Julia Majerscak and Liz Kenlan about making the change from living in North to South Jersey. Their answers varied slightly except for one collective opinion: it’s different here in Gloucester County!
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Story by:
Luke Garcia, junior music industry major
Photos by:
Stephanie Batista, sophomore music industry major
Quintin Stinney, sophomore Radio/TV/Film major
What Profs Are Listening To: Gianna Witasick
Name: Gianna Witasick
Major: Psychology with a Pre-Med concentration, might pick up an Anthropology major!
Year: Junior
Hometown and county: Ocean City, NJ (Cape May County)
Off-campus resident? Yes
First-generation college student? No
What are you listening to right now?
“I chose five songs that remind me of this time of year for the whole fall vibe. I chose “Petulia” by The Kooks, “Livewire” by Oh Wonder, “Mykonos” by Fleet Foxes, “Pale Blue Eyes” by The Velvet Underground and “Heavenly” by Shoobies, which is a new song they just released!
Why did you pick these songs?
“I think that they all have a very similar fall-type vibe, like when you’re walking down the street and it’s starting to get colder outside and there’s all the colorful leaves on the ground. These are the songs I want to be listening to to put myself in the mood for this time of year. It’s a very specific type of mellowness that’s a little bit more calm than the summer. I have playlists for every time of year!”
Do you have a favorite from those five songs you picked?
“That’s a really good question! I really like ‘Petulia,’ I think it’s upbeat for a fall song. I think a lot of fall songs tend to be on the sad side for some reason because I guess it’s the end of the summer season. It makes me happy, it’s a really good feeling. Also the new Shoobies song ‘Heavenly’ is so good. It’s a bit different from their other music and their old sound but in a really good way. Shoobies are a local band from the Asbury Park area and they rock! Shameless plug, they’re the best band in New Jersey and the world.”
Like what you see, come visit us!
Story and photography by:
Enzo Ronchi, senior public relations major
Compare/Contrast Freshman Housing
Chatting with Rowan University on campus residents on a frigid, hectic morning just before finals (seriously, is it really spring yet?!), one thing was clear: the sense of community within their residence halls is what they love most. However, what “community” means in each residence hall is different. I learned that Evergreen is known for […]
#PROFspective: Psychology Major Miles Cordero
Today we speak with Miles Cordero, a junior psychology major and passionate anthropology minor from Freehold, Monmouth County, who lives off campus. Miles will share his #PROFspective with us on what it’s like to be a Rowan University student and how he’s getting the most out of his college experience as a Rowan Prof. Name: […]
#PROFspective: History Major Riley Anne Ferry
Today we speak with Riley Anne Ferry, a senior history major from Seaville, Cape May County, who lives in an off campus house with friends. Riley Anne will share her #PROFspective with us on what it’s like to be a Rowan University student and how she’s getting the most out of her college experience as […]