Today, we talk to incoming freshman Casey Tettemer, an Early Childhood Education major from Hunterdon County, NJ. She will be an on-campus resident and is looking forward to starting her college experience at Rowan University and spending time on campus.
What are a few things you are looking forward to next year at Rowan? “I am looking forward to being in a new environment as well as making new friends.”
How or why did you choose your major? “I chose my major because I love to teach. Ever since I was little I knew I wanted to be a teacher. I love to teach and I love working with young children.”
What is one activity, club, sport or hobby that you did in high school that you’d like to continue with at Rowan? (Or a new one you’d like to try?) “I played Field Hockey in high school and I would like to continue playing for the Rowan Club Field Hockey team.”
Why Rowan? “I chose Rowan because when I first stepped on campus it felt like home. I feel comfortable at Rowan and it’s not too far away from home, but also just far enough.”
Today we feature Sarah Niles, a Leadership & Social Innovation major wrapping up her junior year. Sarah rents off campus, and calls Haddonfield, NJ (Camden County) home.
Describe for us your typical day as a Rowan student.
On my busiest day, I am juggling 2-3 in person classes and two online classes, a shift or two at the Student Center Information Desk, office hours for SUP, might be giving a tour for Admissions, probably do some volunteering with my fraternity. Depending on the day I probably will need to go to a bunch of meetings, taking time for homework and other work that needs my immediate attention, and try to find time to eat through all of this!
What is one of your favorite memories from your Rowan experience so far?
The fall of my freshman year I joined the Student Center and Campus Activities Homecoming team and thought it might be something fun to do because I was already so involved with that office. My favorite part of that week had to have been the Lip Sync Competition (which I coincidentally get to program and oversee next year!). Our dance was so fun, I met a ton of new people, and we ended up winning first place! Any time I’m asked what my favorite Rowan memory is or when I knew Rowan was for me, I think back to that event.
How did you manage the transition to Rowan as a freshman in college?
My transition to Rowan was fairly easy. I went on the Freshman Connection Adventure Trip with the Student Center & Campus Activities (which, unfortunately, no longer runs) the week before classes started. It was a great way for me to meet people before the semester even started and the leader of the trip ended up being one of my best mentors and helped my transition be a little bit better. I am a pretty independent person though, so I didn’t have much trouble living by myself or taking on more adult tasks. Whenever I got a little bit homesick, my family would come down to see me and it made me feel better!
What would you tell your high school self about college? Any advice for incoming freshmen?
I would tell my high school self not to be scared or worried about transitioning to college. Yes, it’s a big change, but it’s also a really fun change and you might end up doing things that you love that you never thought you would be doing or would have never done if you didn’t go to college.
Meet Candice Gavin, a first-generation college student, transfer student, commuter andEarly Childhood Education and Literacy Studies major from Mount Ephraim, NJ (Camden County). She reflects on her time at Rowan and tells us some of her favorite experiences and where she’s headed to next!
Tell us about your favorite moment with a faculty member or a favorite experience in one of your classes:
“I would have to say that my favorite experience was tutoring in the Reading Clinic during School Reading Problems and Supervised Clinical for Reading. I would tutor students in reading and writing who were struggling. It was rewarding to see such progress from the students. They would come in struggling and by the time the semester was over they had made great strides. I wasn’t expecting my student to master every topic because it was a short time spent with each other. Knowing that I made a little difference was a great feeling! It was fun to come up with engaging lessons and activities to use. It was just a great way to practice what I have learned and a great feeling to help students.”
What was your favorite or most meaningful personal moment at Rowan?
“I have had many moments that had a significant meaning to me during my time at Rowan. One of my favorites was when I participated with the Early Childhood Club for the Haunted Student Center. This was where I really connected with a lot of club members and had a lot of fun! We transformed a classroom into a circus theme and children would walk through and have a chance to do different activities. It was nice to have an opportunity to do something for children and have a lot of fun with club members while doing it.”
What are your career aspirations and how did the people or programs at Rowan help to support you with those aspirations?
“I hope to be a kindergarten or first grade teacher. Rowan has given me many opportunities to go out into the field and interact with students and teachers. It was a great way to network and learn hands on. In teaching we can read and study, but you really get the full experience when you are in the classroom actually teaching and working with students.”
Shout outs:
“I want to give a shout out to my mom, dad, and sister who have been there since day one. It has been a long ride, but they stuck by my side giving me support and encouragement when I needed it the most! I also want to give a shout out to Brandi White (the former Praxis Lab Coordinator) for helping me during this journey. She was always there as a mentor and friend! My group of friends all deserve a shout out too. They have experienced all the highs and lows of this journey with me too, so thanks for all your help! Lastly, my professors and advisor deserve recognition. They always wanted what was best for me and guided me in the right direction to get to this opportunity. I wouldn’t have made it this far without having the best support system, thank you all!”
Meet Genna Gaskill, a first-generation college student and Elementary Education and Liberal Studies Dual Major with sequences in Writing Arts and English. She is from Egg Harbor Township, NJ (Atlantic County). In her time at Rowan she spent half of her time living on campus and the other half in a house off-campus. She reflects on her time at Rowan and tells us some of her favorite experiences and where she’s headed to next!
What are your career aspirations and how did the people or programs at Rowan help to support you with those aspirations?
“I had some trouble when I first came to Rowan figuring out what I wanted to be. I started off as a Civil Engineering major, then I went into Music Education, and eventually Elementary Education and Liberal Studies. It took me a while, but through taking all of these different classes, I was able to realize my passion for education. I want to be an elementary school teacher and, one day, an administrator in a public school district.
The first professor who helped me realize this passion of mine was Dr. Adrian Barnes in my Music Education classes. He showed me a passion for education that I learned from and took with me in my future education classes and I will forever be grateful for his teachings. My other professors in my Education classes, such as Nancy Pagliughi, Arlene Stampa, and Gary Dentino, are who took that passion I had for teaching and shaped me into a real teacher. I will always remember their teachings when I have a classroom of my own. I would be remiss if I did not also mention my Writing Arts and English professors who helped me realize my talent for writing and showed me how to use that to make me into a better teacher. My professors Keri Mikulski, Dr. Jennifer Courtney, Amanda Haruch, and Dr. Yvonne Hammond, all saw my potential and shaped me into the writer and educator I am today. I have had so many amazing professors at Rowan that have given me knowledge and skills that I will be forever grateful for!”
What was your favorite or most meaningful personal moment at Rowan?
“My most meaningful moments at Rowan were when I was President of my sorority, Alpha Sigma Alpha. I met so many of my greatest friends there and almost every one of my good memories comes from them. Going to Greek Week, volunteering at the Special Olympics, and recruitment are just a few things that I will always remember and treasure from my time with ASA. My roommates, Rachael, Sara, and Nicole, were with me through three years of being at Rowan and they were the reason I called Rowan my home. Looking back at my time in college in the future, I know I will fondly remember the times I spent with them the most.”
Tell us about your favorite moment with a faculty member or a favorite experience in one of your classes:
“One memory I have of my experience in the College of Education that I think I will always remember was being in Professor Gary Dentino’s class. Almost every single day, he would email us a whole letter telling us how proud he was of us and how we will change the world. He took the time out of his day to handwrite personal letters to us as a class almost daily. Even when my classes were getting tough and I felt like I was falling behind, I would read his daily email and feel like I truly had someone in my corner. His dedication to forming a positive and uplifting relationship with his students is something I hope to carry with me when I become a teacher someday.”
Shout outs:
“I’d like to give a special shoutout to my best friends in the entire world: Sara Riegel, Nicole Traeger, and Rachael Kolmins. Thank you for always being there for me through it all. Another special shoutout to all of my ladies at Alpha Sigma Alpha, especially my big Rosie Nanfara and my little Emily Fishman. Keep on joyously living each day to its ultimate good! Shoutouts to other amazing people I met at Rowan like Hersh and Fraidy Loschak from Chabad at Rowan, Celeste DelRusso and Donna Mehalchick-Opal from the Rowan Writing Center, and all of my fellow Edgewood RAs. Thank you for making a difference in my life! One more shoutout goes to my boyfriend, Mark Kozak, for being my rock throughout my years at Rowan. My biggest thanks will go to my parents, who are the reason that I am where I am. Thank you Mom and Dad for everything, I love you!”
Today we speak to Health and Physical Education major Angela Lakatos, a new alumna from Pennsville, NJ (Salem County)! Angela is a transfer from Georgian Court University who lived off campus. Angela is a first-generation college graduate.
What was your favorite moment with a faculty member or a favorite experience in one of your classes? There are so many favorite experiences I’ve had at Rowan. Some of my favorite memories and moments are from my Physical Education classes! My group of classmates are so competitive and every class was so much fun!
What was your favorite or most meaningful personal moment at Rowan? One of my most meaningful moments was when I was told that I was not only nominated but I was awarded the Cone Award Medallion for Teaching Students with Disabilities. This award means so much to me because I have learned so much from teaching the students with disabilities at my elementary student teaching location and my passion for Health and Physical Education grew even more because of those students.
Angela (left) with her family.
What are your career aspirations and how did the people or programs at Rowan help to support you with those aspirations? I hope to become a Health and Physical Education teacher! Every professor has helped me get to where I am today, along with a few of my fellow classmates.
Do you want to give a thank you shout out to your family, friends, advisors or mentors? Shout out to Professor McCall and Professor Lieberman! These two awesome humans have taught me so much as a future educator. They are the best, and I know that all of my fellow classmates would agree with me on that!!! Also, of course shout out to my parents! If it wasn’t for them, I don’t know where I’d be or what I would be doing. They have always supported me and have been my back bone. I believe I have the best parents in the whole wide world (I might be biased)!!!
Meet Casey Urion, a graduating senior from Pilesgrove, NJ (Salem County) who double majored in elementary education and literacy studies. Casey looks forward to a career as a second grade teacher and thanks her mentors and friends for years of support.
Favorite moment with a faculty member: I can’t think of a favorite moment or experience but I do know that one of my favorite professors and classes taken at Rowan was Principles and Pedagogies with Corine Brown. Through this course, I was able to explore different topics centered around multicultural education and student diversity within the classroom. Corine Brown was always welcoming and engaging and her approach to teaching the material was eye-opening. I left that class with a greater appreciation for student diversity and more knowledge on how to create and develop an inclusive, safe, and nurturing learning environment for all students.
How did you meet your closest friends at Rowan? I actually met my two best friends, Julia Barr and Karlyn Harlow, prior to attending Rowan through a program called RUTA (Rowan Urban Teacher Academy). We attended this program the summer of our junior year in high school and I was lucky enough to come back the following summer, along with Karlyn, to be mentors for the program. Before coming into my freshman year at Rowan University, I signed up for the Freshman Connection Adventure program in order to meet new people and make my transition a little easier. Before official move-in day, the Freshman Connection groups held a picnic and that is where I reunited with Julia as she was in the Leadership program. I was so surprised but happy to see a familiar face and we hung out for the rest of the day. When school started, I bumped into Karlyn on campus and asked her to hang out with Julia and I and from that day forward, we grew to become best friends, roommates for 3 years, and sisters in Theta Phi Alpha. They are a huge part of what made my college experience so memorable and I’m so lucky to have them in my life.
Career aspirations: My career aspirations are to become an elementary school teacher (preferably second grade) and go back to school to receive my master’s in education. I hope to get involved as much as possible within the school community and eventually become a dean of students at an elementary school.
Shout outs! I want to give a special shoutout to my grandparents, Earl and Eileen Urion, for supporting me all these years and giving me the opportunity to achieve my dream in becoming a future educator. I want to thank all of my Rowan professors and advisors, Achieving the Dream Program, and the LLSC Department for the guidance and support. I want to thank Theta Phi Alpha Fraternity for the opportunity to grow as an individual and the amazing people and friendships I’ve made through this organization. I want to thank my cooperating teacher, Elizabeth Schneider, for being so welcoming, kind, and willing to help me succeed in every way possible. I appreciate all of your feedback and I am grateful to have had the opportunity to work with you. Thanks to my best friends, Dana Terry and Sarah McGoldrick, for always sticking by my side and being my biggest fans since we were in Elementary School. Without you two, I wouldn’t be the person I am today. I want to thank my other best friends, Julia Barr and Karlyn Harlow, for being my rocks throughout college. You are both so inspiring and I am so lucky to have you in my life. Last but not least, I want to thank my amazing, hard-working, and caring boyfriend, Brandon Bedilion. You have given me endless amount of support in everything I do and you push me to be a better person. I wouldn’t want to continue on this journey with anyone else by my side.
Meet Jessica Lynn Heady, a first-generation college student and graduating senior who commuted from her home in Mantua, NJ (Gloucester County). Jessica, who majors in Subject Matter English Education and minors in Psychology, transferred from Rowan College at Gloucester County (now RCSJ). Here, Jessica shares her favorite moments from Rowan and thanks those who helped her as she pursued her teaching education path.
Tell us about your favorite classroom experience.
One of my favorite experiences was in Dr. Viator’s Shakespeare class. The class was held in Winans Hall in a room with paper-thin walls, and the class next door was always loud. So one day he was not having it and decided to give them a taste of their own medicine. He shouted as loud as he could at the dividing wall to tell them to stop laughing. Ironically our class howled with laughter. Once we were all settled down Dr. Viator said, “You won’t remember anything from today’s lesson, but you’ll remember your crazy professor yelling at a wall.” And he was absolutely right.
What was your favorite moment at Rowan?
One of my favorite personal moments at Rowan is when I would hang out with my friends after class in the pit or on the third floor of the student center. We would always say we would get together to do homework, but we would really just sit there and people watch, laughing way too loud and way too hard.
What are your career aspirations? How did the people or programs at Rowan help to support you with those aspirations?
My career goal is to become a middle school English teacher to inspire students to learn. The professors and the staff members of The College of Education have supported me to do so. My professors have modeled excellent teaching strategies that I can use in my classroom and created learning environments that encourage and motivate me to do my best. The staff members of The College of Education have given me the guidance and support that I needed to succeed in my journey at Rowan University. Without them, I would not have the resources I need to have a successful future.
Do you want to give a thank you shout out to your family, friends, advisors or mentors?
I’d like to thank my mom, my dad, my sister, and my grandma. Thank you for all the love and support you have given me throughout my college career. Thank you for being there for me when I thought my best wasn’t good enough. Thank you for staying up late with me as I wrote my essay after essay. And thank you for always encouraging me. I love you.
I would like to thank my cooperating teacher and mentor, Christine Neri. Thank you for all your support and guidance during my student teaching journey. Thank you for having faith and confidence in me when I did not have it in myself. I have learned so much from you. And I appreciate all that you have done for me. You’re the best.
I would like to thank Dr. Timothy Viator. Thank you for creating classes that are both educational and meaningful. Thank you for all your teaching and life advice. But most importantly thank you for continued support even in your time of retirement. I am forever grateful for that.
I’d like to thank my friends. Thank you for the laughter and the tears we have shared. Thank you for our late-night study sessions that would always get us sidetracked. And thank you for not letting me be the only person who would jokingly say I was going to drop out at the smallest inconvenience. Without all of you, my college career would have been extremely boring.
Lastly, I would like to thank my advisor, Nadia Rahin. Thank you for all the support you have provided me during my college career. Through all the ups and downs you were always there to help me keep my eye on my goals. And thank you for introducing me to classes that I would have never thought of taking. Because of you, my original goals have expanded from being an English teacher to being an English teacher who loves history, psychology, and women and gender Studies. Thank you for all that you have done for me.
Meet Jodi Lynn Heady, a graduating senior concentrating in literacy studies under subject-matter education with two minors in education and psychology. Jodi commuted to Rowan during her last semester from her home in Mantua, NJ (Gloucester County). She’s a first-generation college student who transferred here from Rowan College of Gloucester County.
Favorite Classes at Rowan: My favorite experiences at Rowan with my classes would have to be School Reading Problems and Supervised Clinical Practice in Reading. In those classes, I got to tutor children, seeing how much they grew from the beginning to end of tutoring was wonderful. They were the best classes to look forward to each week.
Favorite Memory: My favorite moment at Rowan was working at Rowan University Early Childhood Demonstration Center. The children and staff there were all so sweet, and it was the best way to either start or end my school day!
Career Aspirations: My career aspiration is to teach and shape young minds and get them ready for the years ahead of them. The College of Education supported me throughout my journey. They have provided wonderful classes with great professors.
Shout outs! I would like to give a shout out to my family (my mom, my dad, my sister, and my grandma), my friends, the children I babysit and their families, Rowan University Early Childhood Demonstration Center, my advisor (April Ellerbe), and my favorite professors at Rowan (Dr. Lee, and Professor Atwood).
Favorite moment: A number of favorite moments come to mind so with that in mind I’d like to take this time to thank the entire mathematics department in Robinson Hall for always being there and willing to answer any questions that I had about my math courses!
Most Meaningful Moment: The most meaningful personal moment that I had at Rowan has to be the friends I made while student teaching. I never would have made it through it all without them! You know who you are!
Career Aspirations: I finished my degree in mathematics and it was one of the most difficult things I had ever done. Once I finally start teaching, I can’t wait to help my students overcome the obstacles that I struggled with for so long. None of this would have been possible without a select number of extremely helpful and kind math professors.
Shout outs! I’d like to thank my family for supporting me all through my college career and I’d also like to give a special thanks to Dr. Charalampos (Babis) Papachristou and Dr. Edward Dougherty both from the Rowan mathematics department who always went above and beyond whenever I asked for help.
Today we speak with Jacob Emig, a senior chemistry major pursuing a master’s degree in education as part of a five-year program at Rowan. Jacob transferred to Rowan from Rowan College at Burlington County and commutes to campus from his home in Marlton, NJ (Burlington County).
Why did you choose Rowan?
I went to Rowan College at Burlington County, and I knew a lot of my courses would automatically transfer over to Rowan, which made the financial aspect much better. I commute from home, which isn’t too far from Rowan, which makes it easier. My drive is usually around 30 to 40 minutes. I try to schedule my classes for two or three days a week, and stay on campus pretty much all day. This allows me to also work on the days when I don’t have classes.
What inspired you to choose chemistry and education?
I went into the chemistry major directly set on teaching — the end goal was to become a chemistry teacher the whole time. I studied autobody at a trade school, and I loved that, but I also had a love for chemistry and teaching in high school. Teaching came naturally to me, and I thought it could be a very rewarding career.
I am in the Combined Advanced Degree Program (CADP) with a BA in science for chemistry and a master’s in education, part of the five-year program. Over the past four years, I’ve been taking chemistry courses with some education classes mixed in, and next year I’ll be student teaching as part of the requirements for my master’s degree. I’ll be student teaching at a high school with students in the class probably ranging from freshmen to seniors.
How do you think your Rowan education will benefit your student teaching experience?
What I learned at Rowan will definitely benefit me. You usually don’t get the chance to understand teaching until you’re actually in the classroom environment. A lot of my courses explain how students learn information and the most beneficial ways of teaching, and it’s all helpful information. I was talking to one of my old high school teachers, and she suggested definitely going for a master’s and gaining that student-teaching experience. It’s very helpful to have a teacher guiding you as you learn your way through navigating the classroom and its challenges.
Tell us about your favorite class in your major that might have had an impact on your studies.
I had a lot of fun chemistry classes because I just find [chemistry] interesting. A lot of them go into in-depth studies, and my professors are great. My favorite is the one I am wrapping up this semester, STEM Teaching and Research Methods. I was disappointed it was transitioned to an online format because of Covid-19, because it’s a very discussion-based class. We talk about how students learn and the things to keep in mind while teaching. It’s given me a perspective that people wouldn’t normally think about while teaching, like the way you approach a lesson, and the ways you can answer a question. I got to see the opinions of not only my professor but also my classmates.
Have you had any mentors or faculty role models to guide you?
Professors can really influence your experience as a future educator. Professor Trevor Smith is always encouraging to us as students and seems to genuinely enjoy his job. He’s passionate about his subject matter, and being in his class and seeing the way he teaches and seeing how excited he was about teaching was inspiring.
Any advice for future educators?
When you get into the higher level STEM courses, they can become pretty difficult. If you’re in the field more for the teaching side, it can seem like more work than necessary to become a teacher. But if you’re passionate and genuinely care about helping students and making an impact in their lives, it’s definitely worth it in the end. You just have to put in the work to get you there.
This article is part of a running series with Rowan University’sWellness Center. This collaboration aims to educate students about personal well-being options. For further updates, follow @RowanUWellness on Twitter, Instagram orFacebook.
Meet AllisonNiemiec, a first year graduate student in theHigher Education Administrative Trackprogram, from Cedar Grove, NJ (Essex County). She shares, “I wanted to write about coping with grief in response to a lot of the current events that surround mental health in higher education. There was a lot of conversation about these topics in my graduate classes, and I was able to see the impact that these events have on college students.”
Death is a sensitive topic and unexpected event that can cause an individual to experience a variety of different emotions and reactions. The emotions or reactions an individual has in response to loss is often referred to as grief (Thai and Moore, 2018). In college, students already deal with multiple stresses such as with academics, finances, friendships, adjusting to campus, and many more, which can be amplified when dealing with loss and grief.
A Residential Assistant named Meghan Auer (2019) explains her experience of coping with grief after receiving the shocking news of the death of a dormitory resident that she used to work with. Meghan provides some insight as to what potential steps are toward coping with grief as a college student and student leader. For one, Meghan discusses the importance of processing and taking time to breathe immediately after hearing the news about death (Auer, 2019). She suggests that at this moment an individual will be faced with a variety of emotions at once such as frustration, denial, or feeling overwhelmed. Taking deep breaths helps to clear your mind from feeling these emotions as intensely and calling a close friend can provide positive support (Auer, 2019).
Second, it will be important to let employers or professors know about your loss so that they are aware of the situation and can provide accommodations (Auer, 2019). For example, informing a professor about your loss may be important in the event that you need to travel for services or need an extension on an assignment.
Third, the most important part of the healing process is engaging in self-care. Self-care can appear in a variety of different ways, but can include activities such as creating a routine that provides structure to your day, surrounding yourself with positive people, participating in hobbies that bring forth joy, exercising, and many more (Auer, 2019). In some cases, wellness resources such as group or individual counseling can also help an individual have another environment to talk about their experience with loss and learn more tips on how to cope with grief (Auer, 2019).
Overall, dealing with loss can cause a range of different emotions and reactions in an individual and is most commonly referred to as grief. As a college student the feeling of grief can seem overwhelming especially when dealing with other stressors such as finances, relationships, academics, and getting used to the college environment. Giving yourself time to process the news of the death, informing professors and employers about your loss, and participating in self-care are all beneficial steps towards coping with grief as a college student.
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Welcome to Rowan at Home, our new series to give you a glimpse into Rowan University, our campus culture, and the lives of our students, while practicing social distancing to protect society from the spread of coronavirus. Today’s story is from Sarah, a junior isolating from her home in Pennsylvania.
My hometown was Haddonfield, NJ in Camden County, although I currently live in Havertown, PA in Delaware County.
I am working at my dad’s coffee roasting company, House Cup Coffee Roasters, while on break. He roasts and sells coffee direct to customers in the town we live in (right outside of Philadelphia), and he also serves as a wholesale coffee distributor for restaurants.
Part of the House Cup Coffee Roasters’ product line
He recently just opened a cafe called House Cup Cafe, although it is currently closed due to the pandemic.
I’ve been bagging, grinding and delivering coffee and it’s a lot of fun (plus it smells great!).
He has lots of different kinds of coffee. He sources beans from different countries all over the world wherever coffee is grown.
“Somewhere” is the house blend, which is a secret mix of different beans, and is by far the most popular.
The kinds range from lightest to darkest roasts, like Ethiopia, Columbia, Brazil, Nicaragua, and Sumatra, which coincidentally, are named from where the beans of that roast are from.
Welcome to our series to give you a glimpse into Rowan University, our campus culture, and the lives of our students, while we’re practicing social distancing to protect society from the spread of COVID-19. Today’s story is from Maria Rosalba Trejo-Mendiola, a student in the master of science in teaching program. She is isolating from her home in Vineland, NJ (Cumberland County.)
My name is Maria Rosalba Trejo-Mendiola. I was born in Querétaro, Mexico. I moved to the United States at the age of 11. At an early age, I discovered my biggest passion in life was helping others. I knew that I wanted to pursue a career that allowed me to work with people. Of all the possible careers that I could have pursued, I fell in love with the one profession that makes all other professions possible: teaching. I attended Cumberland County College, now known as Rowan College of South Jersey, where I completed my associate degree in Liberal Arts. I then transferred to Rowan University where I completed my bachelor’s in Spanish. Then, I started working as a Career Placement Developer for Pathstone, a non-profit organization.
Currently, I am earning my master of science in teaching and completing a full-year clinical internship as a Spanish teacher at Vineland High School. My student teaching experience has been one of the most rewarding experiences. I have learned many strategies that I plan on incorporating in my own future Spanish classroom. From my professors, I have learned that to serve all students, it is very important to implement a Universal Design for Learning and that developing meaningful lesson plans goes a long way.
I love these custom shoes that will help me to kick off my teaching career!
My classes at Rowan University have allowed me to go into my field placement and put into practice what I have learned in class. This year, as part of World Language’s methods sequence: Curriculum, Instruction, and Assessment I: World Languages and Curriculum, Instruction, and Assessment II: World Languages, I learned about High Leverage Teaching Practices (HLTP) for World Languages (Glisan & Donato, 2017). One of the biggest takeaways from these classes was learning about these practices and being able to incorporate it into my lessons. This also allowed me to learn about my own strengths and weaknesses.
From my classmates, I have learned that it is very important to be supportive of each other; to give each other feedback and to be willing to share ideas. From my Cooperating Teacher, Sra. DeJesús, I have learned that it is important to develop positive relationships with the students. I have also learned different methods of teaching. One of my favorites methods of teaching is learning centers. Through Sra. DeJesus, I have become a strong believer that learning centers offer students the opportunity to be responsible for their own learning. If learning centers are well-designed, students will be able to walk away with valuable information. I am very thankful that my cooperating teacher has been very supportive throughout this learning experience. Sra. DeJesús allowed me to be involved in the classroom since day one of my field experience, allowing me to have as much practice as possible. I have developed strong bonds with the students, confirming for me that I have chosen the correct field to pursue a career in, teaching. From my field supervisor, I have learned about lesson planning. I have learned to reflect on what worked well and what can use improvement.
My cooperating teacher, Sra. DeJesús (left) and me.
I am very thankful to everyone that has helped me grow as a professional in one capacity or another. I also want to thank my family for always supporting my daughter and myself, throughout this learning process.
As far as my remote work, the transition has been really smooth. My cooperating teacher has been using Google classroom for a long time now. We have been collaborating together to teach remotely. We have incorporated Zoom meetings and Google meets on a weekly basis. Other technological applications that have been useful are Quizlet, Kahoot, and FlipGrid. Through this transition we have been maintaining communication with students and parents.
My daughter and I at my undergraduate graduation ceremony.
We understand that the transition is not easy for students, therefore we continue to be available to support our students. I am currently working part time from home with Pathstone, completing my field hours at Vineland High School via virtual communications, and spending quality and instructional time with my four year old, Suheily Carrasco.
Although it can be challenging at times, I love what I do. I learned that in this profession it is very important to love what you do and the rest comes with hard work and determination. In May 2020, I will complete my master’s of science of teaching. Although I never imagined that my last year of graduate school would be the one that forced us to practice social distancing to protect us from the spread of COVID-19, I want to remain focused and positive that it will end soon.
This article is part of a running series with Rowan University’sWellness Center. This collaboration aims to educate students about personal well-being options. For further updates, follow @RowanUWellness on Twitter, Instagram orFacebook.
Meet Jessica Hassell, a second-year Higher Education Administration graduate student from Owings Mills, Md. Jess wrote this article to help the Rowan community. She shares: “Fear can be paralyzing. I was inspired to write this article because I was so worried about success that it was stopping me from being my best self. I hope that this article will help other Rowan University students not be afraid to fail and to persevere.”
Failure is a scary word. In the collegiate environment, failure is associated with under-achievement, incompetence or a lack of trying. As college students, there is a tendency to get stuck in the dichotomy of success or failure. This manner of thinking can result in every nonsuccess: raising stress levels, being demotivating, or even debilitating (Shelton, 2017). Therefore, students must reorient their thinking to understand each “failure” as a growth experience.
When success is determined by grades, deadlines, expectations and a long list of involvements, it is difficult for college students to manage coursework, jobs, clubs and a social life with health and emotional well-being. If an individual finds themselves incapacitated by a nonsuccess, employing mindfulness can help manage the stresses being experienced (Shelton, 2017). Having an awareness of oneself, challenges and support systems can cultivate an internal shift wherein growth from failure is acceptable.
That being said, there exists no person who sets out to undertake a task and enjoys it when their efforts lead to a lack of success. The result of an unexpected outcome can leave individuals questioning their abilities, but this should not be the case. Mistakes or unexpected outcomes are necessary for experimentation, problem-solving and increasing efficiency (Driscoll, 1989; Shelton, 2017). As such, it can be helpful to remember that success is only the expected or desired outcome. Understanding what does not work can only help when developing strategies to inform future courses of action. Without unexpected results, there is no push for innovation, so the opportunity to fail should be embraced (Driscoll, 1989).
Grit is a better word. To have grit means to have the courage and ability to overcome obstacles and challenges. Recognizing one’s capacity for psychological grit, wherein an individual has the passion and perseverance to achieve their long-term goals, can ease the stress of a failure (Duckworth, Peterson, Matthews, & Kelly, 2007; Vonderheyde, 2017). Moreover, each nonsuccess and subsequent attempt to continue teach us a greater lesson about our capacity to persevere.
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Story by: Jessica Hassell, second-year higher education administration graduate student, Wellness Center intern
Photography by: Alyssa Bauer, senior public relations major
References
Driscoll, D. (1989). The Benefits Of Failure. Sales and Marketing Management, 141(5), 46. Retrieved from http://search.proquest.com/docview/211806229/
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://doi.org/10.1037/0022-3514.92.6.1087
Muenks, K., Wigfield, A., Yang, J. S., & O’Neal, C. R. (2017). How true is grit? assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology, 109(5), 599-620. doi: http://dx.doi.org.ezproxy.rowan.edu/10.1037/edu0000153
Shelton, I. G., Jr. (2017). A generic qualitative investigation of academic stress in college students in the 21st century (Order No. 10608475). Available from ProQuest Central; ProQuest Dissertations & Theses Global; Social Science Premium Collection. (1947584353). Retrieved from http://ezproxy.rowan.edu/login?url=https://search-proquest-com.ezproxy.rowan.edu/docview/1947584353?accountid=13605
Vonderheyde, E. (2017). The relationship between mindfulness and stress among college students.
Dr. Rosetta Treece, a 2016 graduate of Rowan’s doctorate of educational leadership (Ed.D.) program, serves as Director of Curriculum and Instruction for the Hopewell Valley School District in Pennington (Mercer County) in what she calls her “dream job.”
Dr. Treece is in charge of K-12 curricula, school technology and programming such as equity and basic skills.
However, her spearheading of the school district’s mental health initiatives is deeply personal, as she lost her son to suicide in early 2017.
Dr. Treece and her superintendent crafted policies and professional development to support suicide prevention throughout the Hopewell Valley School District.
She partnered with Attitudes in Reverse (AIR), an outreach program, to train therapy dogs — even her own — for the schools. “It’s amazing to see a student that’s completely shut down, not open to talking … and then the dog would come in, and they would just open up,” she says.
Dr. Treece says mental health is a challenging issue to take on with schools because there’s a stigma around it. She’s making it her mission to break the stigma.
“I put myself out there. I let people know what I’ve been through so that I can start tearing down those walls of the stigma of what mental health looks like,” Dr. Treece says. “This is a lifetime commitment for me.”
Meet Adriana Simiriglio, a junior Elementary Education major specializing in Mathematics from Gloucester County. Today she shares how her mathematics professor changed her outlook on teaching and learning that ultimately made her a better problem-solver and soon-to-be teacher.
I’m an education major. This means that I will relearn nearly 12 years of schooling, but this time from another perspective.
I was a little hesitant to take my math class my first year. I was good at math, but I was never the strongest at it, and I was afraid that college math would be at least 50 times harder than what I experienced during my regular school years.
It wasn’t.
I walked into the classroom to meet my bright-eyed professor, William Smith, who welcomed me with open arms and was already practicing everyone’s names. He placed us sitting in different groups, where I was able to meet three other education majors who were scared of math just like me.
He started out by handing us all a pencil because he knew a lot of us would ultimately forget. However, it was what he had inscribed on the pencil that got my mind reeling.
“Math is not a spectator sport.”
Adriana still holds onto the pencil that Professor Smith gave to the class.
Professor Smith began to explain what this math class really was. We had to relearn all of math, starting with regular addition, subtraction, multiplication, and division, and then next semester, we’ll continue with fractions and probability. I was shocked. I had to relearn addition and subtraction? That was a kindergarten skill that I had already mastered many eons ago.
I thought I knew it all. I was wrong.
To help support us, Professor Smith made his own textbook and made it available in a PDF form. He explained he would never to assign too much homework because assigning book problems that don’t give us an answer and show us how to solve the problem are useless because we will never learn that way.
As soon as he was done explaining, he put addition problems on the board. Simple addition problems, but this started the epiphany of why math isn’t as scary as it looks.
The problems were easy, 2+2, 5+5, 20+10. When he asked us to explain our answer, we just simply said that “we knew it.” There was no explanation.
That’s the problem. We are never forced to explain. We are robots to the common knowledge, but we don’t know why or how we got the answers to the problems.
Now for the big guns, 367+83. Everyone was amused by what we thought was humor. So, we grabbed our papers, carried and borrowed with confidence, and all came up with the same answer. When we were asked why, it was just because “we were taught that way.” We had absolutely no knowledge of why we did math the way we did math.
This is when he explained the pinnacle of what math truly is:
We are forced in our classes to memorize formulas, patterns, ways of solving problems the quickest. We are never taught to look at the problem, become problem solvers, and think of our own way to solve it. He asked how many of us were told by our teachers “not to use your way,” or “don’t use your parents way, just stick to this” even though we were getting the right answers. We were forced to copy the work of our teachers, and expected to get the right answers. All of us raised our hands. He told us he is going to guide us through this class, but he is not going to teach it, we are.
We are going to explain our thinking of answers to the class, share our own ways of solving the problem so others can try, and most importantly: scrap all formulas and shortcuts because they will never show you what math truly is. No more carrying and borrowing, no more solving from the right to the left. He taught us so many different ways to add, subtract, multiply, and divide so we could find what works best for us. Tests told us on every question to use the method that works best for us.
Throughout the semester, he had us volunteer to lead the class lessons, and as I started to feel comfortable and confident with my own work, I took strides and led the class multiple times, even within the first week of school. He told us that if we are going to be teachers, we have to get up in front of the class and explain something that is our biggest fear to our peers first.
But why? Why did we feel confident? The answer is simple: We were allowed to let our brains work out and process problems in a way that we could figure out. We weren’t force-fed information that we had to mimic, but instead, we were given full range to expand our minds and understand what we were learning.
So yes, math is not a spectator sport. It requires effort, thinking, and problem-solving skills. But when you open your mind to the different possibilities that math has to offer, it is only the beginning of what you can accomplish. Not only did this class change my perspective on math as a future teacher, but it made me feel confident instead of belittled when I couldn’t solve a problem, it made me feel empowered that I could solve the problems the way that I saw fit, and most importantly: this class taught me that math isn’t something to be afraid of. It is only yourself that can make you afraid, but when you have the right teacher, math can be as easy as 3.14.
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Ketan Gandhi, from Asbury Park (Monmouth County), is well-versed in higher education, so his standards were high when considering the universities he could potentially earn his Doctor of Education (Ed.D.) degree. After completing his undergraduate studies at Bombay University in India, and earning an MBA in general administration at the Indiana University of Pennsylvania, he still wanted to learn more about the world of education.
His experience in leadership positions at Burlington County College, Rutgers University and Sussex County Community College (where he is currently the CFO and EVP of Administrative Services) inspired him to explore the differences in leadership styles between private educational institutes and higher education.
“What motivates people in higher education is different than in a private business scenario,” Ketan says. “Understanding the type of leadership required to govern a higher institution could set me up for a more successful career in education.”
He came across the Ed.D. in Educational Leadership program at Rowan University through recommendations from colleagues who had had a positive experience in it.
“I also looked at a few other institutions, but what I liked about Rowan’s program is that it is led by faculty members with higher levels of experience and education. The faculty are actual presidents or provosts at universities, and can give me direct, relevant advice based on their experience.”
The quality that secured Ketan’s decision to attend the Rowan Ed.D. program was its concentration in Community College Leadership Initiative (CCLI), which pertains directly to his professional experience and interests.
Though he has not been in school since 1986, Ketan was concerned about the transition back to intense learning. Luckily, “faculty members are open to allowing me to adjust, and I have support from my boss, my wife and my family,” he says.
“Each member of my cohort works at a different college or university, which allows us to share different experiences and perspectives,” he says. “It makes for better discussions and more learning opportunities.”
Leadership Theory, the first course he is taking for the program, has already ignited his passion for education and leadership. “This course has allowed me to truly understand the way I come across as a leader and who I want to be. I’ve already learned a lot about myself,” he reflects. A book that he has read during the course, “Discover Your True North” by Bill George, has also been an inspiration to him on this educational journey.
Ketan’s ultimate goal throughout Rowan’s Ed.D. program is to change and adapt to a new leadership style.
“I was very much a task-oriented leader,” he says. “In just a few weeks, I am already starting to see myself transforming into more of an entrepreneurial leader. It’s all about breaking habits that I’ve already established and improving them, really honing my skills.”
Hometown and County: Washington Township, Gloucester County
Do you commute? If not, where do you live? S: Both. I live on campus, and Madison lived on campus, but now she commutes.
M: I lived on campus for four years, but since I’m student teaching, it made more sense for me to live at home this year since I don’t spend as much time on campus.
Social clubs each of you is a part of: M: I am the President of Kappa Delta Pi, a teacher honors society, and I am a member of Circle K, a volunteer club. I also write for HerCampus, a girls’ college website, and I’m an Admissions Ambassador.
S: I’m on the executive board of the Pre-Law Society. I’m also the undergraduate coordinator for the Food Bank of South Jersey
Why did you choose Rowan? M: At first I didn’t like that it was close to home, but then it started to feel nice that I could go home whenever I wanted. I wanted to go further away, but the first year of the Rowan Choice program was my year, so I was able to do that program and not spend as much. It’s great to go to a school with big school opportunities but small school class sizes.
S: I would agree with that, I really like the small class sizes. I didn’t really apply to many schools and I felt I knew Rowan pretty well because Madison already went here and I had already been on campus twice before I applied. It felt like the natural choice.
How has having your sister at Rowan with you impacted your college career? S: It always gave us someone we could go to that wasn’t our roommates. It was good to have a change of scenery and a new voice to hear. It was definitely better than having to pick up the phone. It’s nice.
M: My sophomore year and her freshman here I lived in Edgewood and she lived in Chestnut, which was a minute walk from each other, and that year she had no kitchen and no air conditioning so she would come over if her room was hot or she wanted a meal that wasn’t dining hall food or made in a microwave. It was also nice to run into each other on campus or just see each other.
What is your favorite part about going to Rowan together? S: I like that we’re similar and we do similar things on campus, and it also showed us how different we are at the same time. We aren’t really in any of the same clubs despite being on campus together. It allowed us to be strong as individuals but still grow side by side.
M: I think that we have similar qualities and we do some of the same things, but we also bring similar qualities to the different things we do. We also have some friends in common, but also different friends. S: We do our own thing, but it’s nice to have someone supporting you along the way.
What are some favorite memories about being together on campus or funny sibling stories? M: Hanging out with our other sister on campus is a nice memory that we have together.
S: It was also nice when Madison invited me over for dinner a lot.
M: It was also cool that when Sophia turned 21 I was able to come over and spend the night with her and her friends.
Name: Donn Matthew Garby Major:Ph.D. in Education Concentrations: Higher Education Year: Second year Ph.D. student Hometown and County: Naples, FL Resident or commuter: Resident Academic clubs: Founder and Council Member of Education Student Association (ESA), Graduate Student Government Association (GSGA) Do you work on campus?: Yes, I am a Graduate Coordinator for the Interfaith and Spiritual Exploration Center & Adjunct for the College of Education
Tell us about your transition into the graduate program. My transition was not too bad. I came directly from my master’s program, so I was still in that “student mindset.” The largest transition was coming from a large R1 university, in a large city, to a smaller institution in a [more] rural town. Saying that, though, the benefits of Rowan, and the faculty interactions make it so that I feel home in the College of Education.
Why did you choose Rowan’s graduate program? I chose Rowan’s graduate program because it offered me the opportunity to connect with faculty on a one-on-one level, provided me resources to conduct my research, and allowed me the space to explore different career and research paths. In addition, with it being a new program, it allowed me to help make a difference and work to shape the program for the benefit of future students.
What is one thing you wish people knew about your academic discipline or research focus? One thing I wish people knew about my academic discipline is that we are people outside of our research. A lot of times, people, and students specifically, see us as a researcher or faculty member. But we have lives, we have hobbies, and although our research is a large aspect of who we are, that is not all that we are.
What is one thing this field has allowed you to do, that you either dreamed of doing or thought you’d never get to do? One thing this field has allowed me to do is turn my research into practice. It has been so rewarding to see that happen, and I am so grateful.
On your busiest day, what academic, non-academic and social responsibilities are you juggling? On my busiest day, I am juggling two classes, a meeting for my program and Senate meetings.
Dr. Anna Sun, assistant professor of Educational Services and Leadership, saw the problem in both her teaching and research: how can faculty meet with students outside of class when the course is online?
Dr. Sun says she felt a range of emotions upon being recognized for her work.
“I feel honored, surprised and happy. I’m glad I’m recognized by peers, by students, by Rowan at large and as a community. And I’m surprised because online teaching relatively speaking is still new.
“I feel that more and more the community recognizes the importance of online teaching, sees it’s another way to meet the students’ needs, and it could provide the quality teaching and instruction in this pioneering format,” she adds.
The College of Education professor’s research focuses on social justice and school administration leadership in K-12 settings. She also studies how counterparts in other countries approach similar issues, debates and questions in education.
Dr. Sun joined Rowan six years ago, as her department collaborated with Rowan Global to launch an online teaching program to better meet students’ needs. The online courses are called light hybrid because there are two face-to-face times scheduled between faculty and students each semester. Dr. Sun saw how successful this model was and sought to incorporate an element of this in her office hours for online courses.
“I wanted to create a online learning community,” she explains. “The challenge or the debate sometimes would be, there’s no face-to-face time. So that’s the time I thought we need to create with this e-office hours, like the face-to-face office hours.”
Dr. Sun designates the second Monday of the month to e-office hours, where students can make appointments and meet with her via phone, email, videoconference or other digital format to ask questions on or talk about the course.
She says students have appreciated the courses with e-office hours.
“They feel I’m very approachable and I respond to students’ questions right away. They felt that this is exactly what they learned from face-to-face,” Dr. Sun says. “The research [also] shows that in the online setting we should have this instruction presence; I want the students to feel like they can reach me at any time when they have questions.”
Her e-office hours contribution is just one part of a more expansive goal of Dr. Sun’s to prepare future school leaders.
“In my teaching, we have a lot of discussions about social justice school leadership, transformational leadership,” Dr. Sun says. “And I feel my teaching, my interactions with students provide cutting-edge, effective approaches for them to become the reformers, the leaders, to make big changes in education.
“Our program prepares candidates with social justice approaches to make a big impact in the field. Both my teaching and the research are so important in this regard.”
Two generations of #RowanPROUD alumni live in the Wilner household.
Lisa, from West Deptford (Gloucester County), earned her degree from Glassboro State College (now Rowan University) in Communications — with a minor in Advertising and concentration in Marketing — in 1986. Her son, Ben, graduated with a Music degree in 2018 and is currently pursuing his master’s degree in Higher Education at the College of Education.
Lisa Ann Wilner graduated from Glassboro State College, now Rowan University, in 1986.
Lisa’s seasoned career included high-level management roles among nonprofits such as the Children’s Miracle Network and the Arthritis Foundation and production credits for Warner Brothers and Suburban Cable (now Comcast).
“I had access to things because Rowan was on my résumé,” Lisa said. “At that point I was competing with students from Syracuse and other [top-tier communication] schools.”
When it came time for her son to choose a college, Lisa’s alma mater was one of a few on Ben’s radar. He was also accepted to nearby Temple and received scholarship money from several other universities. But it was a chance meeting with John Woodruff, director of the Academic Success Center, that changed everything for Ben and soon, for Lisa, too.
“When [Ben] came to the Accepted Students Reception, and he sat down with John, he said, ‘They have the support systems here that I need to be successful.’ And obviously there are because he graduated magna cum laude,” Lisa proudly shared.
As a student with disabilities, Ben required individualized help for his specific needs, and the Academic Success Center was there to guide him. He utilized extra test-taking time in the Testing Center and sought the help of an academic coach. The Academic Success Center coordinated with the the Music department, which took great care in pairing Ben with an appropriate advisor. Lisa also noted that although Ben ultimately opted to commute, the Center had matched him with a roommate.
“These are steps above and beyond that Rowan does. What I have seen here through the Academic Success Center has just been outstanding,” she said.
Lisa is a featured speaker for the Academic Success Center’s College Prep Transition Conference and a parent network member with Rowan’s Autism PATH program, which aims to strengthen employment outcomes and networking opportunities for neurodiverse students.
Ben Wilner ’18 (left) and Lisa Ann Wilner at home. Ben is pursuing his master’s degree at the College of Education. Lisa speaks at parents’ groups and conferences for Rowan’s Academic Success Center.
“What I’ve seen [at Rowan] in the last four years, as a parent who sat through IEP (Individualized Education Plan) meetings for 14 years … I have never seen services like exist here. They may exist at other places, but it’s done right here. I talk to parents’ groups. Ben talks to high school students for New Jersey’s Dare to Dream conferences every year. He talks to students and says ‘You can go to college, this is the route to get there.’”
Lisa shared that, through his own academic advisor experience, Ben enrolled in the Higher Education advising track program so he could help fellow students down the road. In addition to his coursework, he’s now working as a part-time academic advisor at an area community college. She said there is “no doubt in [her] mind” Ben will find employment after earning his graduate degree this spring. Lisa also hopes Ben will eventually complete his doctorate in music theory after his successful undergraduate work in Rowan’s “incredible” music program.
“Rowan’s growth and support of all students make me incredibly proud to be an [alumna],” she said.
Future college students will be fortunate to have Ben Wilner as their academic advisor.
The Gloucester County native and aspiring academic counselor, who will complete his master’s degree in the College of Education’s Higher Education track this spring, didn’t initially set his sights on the program until his own interaction with an advisor.
“He’s been nothing but a huge help during the undergraduate process,” Ben says. “I want to give back because of my experiences in the undergraduate setting.”
Ben graduated magna cum laude from Rowan’s highly competitive Music program after what he revealed was a difficult transition to college life as a student with disabilities. He’s now empowered to “inspire students with disabilities to stay in college, so they can break obstacles to get where they need to go in the college setting because I’ve broken every obstacle up until this point,” Ben explains.
Ben says he wouldn’t be in college without a love of music, for which he’s a triple threat in voice, guitar and piano. He had just graduated from high school to pursue music at Rowan when the overwhelm set in.
“I overcame it that first semester, and my entire undergraduate years I got help when I needed it and asked for assistance for the resources I need to obtain, like the Disability Resources office [also called the Academic Success Center] or academic coaching or my professors,” Ben says. “I always say to have connections with your professors. I feel like this transition showed me that it’s a lot different.”
After his first semester, Ben, working with the Academic Success Center, met regularly with his academic coach, who he says honed his writing, editing and organizational skills.
He also registered with the Testing Center, which he says helped him with both test-taking and studying. The Testing Center was “welcoming and allowed me to do my tests and quizzes in a quieter space,” Ben adds.
Ben’s academic career flourished after that first semester. He joined the Delta Alpha Pi Honor Society and Sigma Alpha Lambda, a national leadership honor society. He presented at Rowan’s College Prep Transition Conference, which offers workshops and tools to support students with disabilities and their families as they head toward college life.
His own advising experience, along with the guidance he received through the Academic Success Center, pivoted Ben’s career path from music to counseling. He’s applying his graduate coursework to an internship this year with the Academic Success Center, working with students who may be struggling as he once was — which speaks to why he’s so passionate about his future career:
“I really was inspired by how much I have learned in the college setting, the resources I used to succeed in the college environment,” Ben says. He hopes to “help students advocate for themselves, making sure they do what they need to do to succeed. It’s not easy, but they’ve got to take one day at a time to break those obstacles.
“I’d like to help those students to keep going and never give up. Every student, no matter their differences are.”
As public relations and marketing spokesperson for New York Transit, communicating news for the bus division that transported seven million passengers a day, Stephen Nacco saw his long-term career prospects heading on a different path — toward higher education.
Nacco traded media for academia, where he rose to top administrative positions at two New Jersey-based community colleges.
Now, Dr. Stephen Nacco uses the skills he learned in his cohort from more than 750 miles away.
As president of Danville Area Community College (DACC), about 2.5 hours south of Chicago, Dr. Nacco leads a school that serves more than 6,100 part-time and full-time students. While the city of Danville has seen its population steadily decline over the years, DACC has seen its enrollment and graduation rates increase — which Dr. Nacco credits to his faculty and board, with whom he has built a collaborative leadership team.
“It’s the coalescing of ideas here, and that to me is what makes working at this college rewarding,” Dr. Nacco said. “Every month we do something — this is straight out of something I learned at Rowan — where a different department comes out with a ‘Big Hairy Audacious Goal.’ And it’s got to be out there. It might seem impossible, but you’re going to try to figure out a way to make it work.
“I think collaboratively in a small community college, it’s really a lot of fun to be able to work this way,” he added.
Convenient classes, offered right on the campus in which he worked at the time, initially attracted Dr. Nacco to the Ed.D. in Educational Leadership program. Yet the longer he immersed himself in his coursework, the more Stephen felt compelled to seek a community college president position post-grad.
“I was able to study my own leadership and look at leadership theory,” he said. “As I was in the program more and more, I wanted to continue to move up in community colleges … that they’re not ‘junior colleges,’ what they do for workforce development and what they do for turning around lives.”
Dr. Nacco noted Rowan’s teaching faculty included community college presidents, who enhanced the program through their “war stories” and mentorship. He also acknowledged Dr. James Coaxum, associate professor in the College of Education, whom he said had “a style that was calm for people, not just with me, but for many students who were anxious to go back to college.”
After completing the Ed.D. degree part-time in three years, Dr. Nacco ultimately secured the top spot at DACC in 2016. The importance of the job is not lost on him.
“Being in DACC, you can’t imagine how important this college is to this community,” he said.
For future students considering the Ed.D. program, Dr. Nacco offers this advice:“Whatever your niche is, don’t be constrained by that niche. Go into it with the idea with you can be surprised with what you want to do. It doesn’t matter what your job is, if you know what you’re doing is important to the people around you, then it’s a good career. And Rowan can help you get there.”
Rowan Ed.D. alumnus Dr. Stephen Nacco, president of Danville Area Community College in Illinois, is especially proud of his school’s Wind Tech program, one of few in the country that trains students to maintain wind turbines and prepares graduates for work in the emerging wind energy industry.
First-generation college student Manuela Jiménez has always had plenty of ambition and little free time. After receiving her undergraduate degree from Rutgers University, the Perth Amboy, NJ (Middlesex County) teacher knew that she wanted to continue her education. She earned her master’s in Educational Leadership from Montclair State University while teaching secondary students, and attained her school principal and supervisor credentials. Jimenez believes that learning is a lifelong process, and in an effort to reflect on her practice as an educator, she decided to continue her studies.
A simple Google search led Manuela to discover the Doctor of Education in Educational Leadership (Ed.D.) program at Rowan, and she dove right in. “I came across this top-rated hybrid doctoral program and was thrilled to hear about it!” she says. “Being a full-time working individual, it’s so convenient to be in a program that gives me the flexibility I need to have face-to-face classes and online classes that allow me to also work.”
Manuela — or Ms. Jimenez, as her students call her — sits at her desk, ready for another successful day!
Flexibility was a requirement when it came to Manuela’s decision to enroll in a doctorate program. She currently teaches English to seventh graders at a local school, and is the Chair for the elective department — two time-consuming positions that require a lot of work and dedication. She met with a Rowan University advisor in order to determine the perfect schedule that would integrate with her work preferences. The face-to-face class meetings are convenient to her schedule, and she prefers to complete the online portion of her learning during her breaks from teaching. “Having access to all of my learning materials and professor office hours online is very helpful to me because of my schedule,” she says.
Though this schedule may sound overwhelming, Manuela loves every moment of it. “It’s a very rigorous program, but it makes me want to learn more! The more that I read, the more inquisitive I become about my current methods as a practitioner. My professors provide thorough feedback for every assignment, and prepare me to feel more competent and confident in the workplace,” she says.
The most rewarding part of the program is that the content Manuela learns through her courses can be applied to her teaching the very same day! Since she completes her online work throughout the school day, the lessons she learns are fresh in her mind, allowing her to apply the theories from her readings to her classroom to see real results. And since she’s started the Ed.D. program, she is already noticing a difference in the quality of her interactions with students and faculty.
“It’s not all about the concept but the implementation of it in the teaching environment,” she says. “I am becoming a more reflective practitioner, learning the difference between theory and practice by applying the curriculum of these courses to my real-life interactions.”
“It’s so convenient to be in a program that gives me the flexibility I need to have face-to-face classes and online classes that allow me to also work,” Manuela says of Rowan’s Ed.D. program.
“I’ve definitely made the right choice with Rowan,” Manuela says. “The program is hard but it’s worth it, because the quality of the education I’m receiving is truly impactful. It’s inspiring that first-generation college students like myself can make it in their career, and pursue a higher education degree while juggling everything else in life.”
This article is part of a running series with Rowan University’s Wellness Center. This collaboration aims to educate students about personal well-being options. For further updates, follow @RowanUWellness on Twitter, Instagram or Facebook.
Meet Jessica Hassell, a second-year Higher Education Administration track graduate student who wrote this article to start a discussion about toxic friendships. She shares, “I hope that this article will help Rowan University students become more conscious about how they are treated by others and whether or not they like that treatment.”
College students tend to not think much about the health of their relationships. When building friend groups, individuals can find themselves displaying patterns of behaviors that may or may not reflect their values.
Friend groups are social relationships that have complex dynamics, where everyone plays a role. There are some friends who play positive roles that help keep the group active and engaging. These friends act as the initiator; the one that always suggests something fun to do, or the consensus tester who checks to see how everyone feels about the next course of action (Benne, 1948). However, there are also friends who aggressors who dominate, degrade or distract others to get what they want out of the group. It is important for young people to be able to recognize toxic friendships that can negatively impact their wellbeing.
There is minimal research on toxic friendships, but there are a multitude of tactics that toxic individuals use to control others. Some of these tactics include being passive-aggressive to make the victim change without having an open dialogue, never apologizing when they overstep boundaries, and even holding grudges and using past favors or mistakes to guilt the victim into changing their behaviors (“Types of Abuse – Loveisrespect,” 2017). It is helpful for every person in a social circle to think about how these relationships make them feel and evaluate which members of that friend group make them feel empowered and disempowered.
Often, it is easier for young people to recognize abuse in intimate partnerships than in their immediate social circles. Commonly referenced in literature surrounding domestic abuse is the power and control wheel developed by the Domestic Abuse and Intervention Project in Duluth Minnesota (“Power and Control Wheels,” 2017). It details eight methods of power and control: coercion/threats, intimidation, emotional abuse, isolation, obfuscation, economic abuse, using children and using male privilege. While some elements of the Power and Control wheel may only apply to heteronormative intimate partnerships, others can be applied to all relationships.
Although many college friend groups may not have to worry about physical abuse or children, issues surrounding digital abuse, financial abuse, and emotional/verbal abuse can cause anxiety and be signs of toxic friendship. Many people have online access and digital abuse means using online means to take away an individual’s autonomy. It can include directly or indirectly putting someone down in status, spreading rumors online or video recording someone without their consent. Regarding financial abuse, it can include someone watching over another friend’s finances.
By one friend asking for money repeatedly or another friend using money to hold power over another person’s actions, or a friend making another feel guilty about their purchases — these are ways of controlling others. Even exerting emotional/verbal abuse can manifest itself in friend groups as individuals within the group tell members what to do or who to talk to, name-call and allow individuals to be degraded, or even those that make any member feel like their feelings are unimportant (“Types of Abuse – Loveisrespect,” 2017). Once an individual recognizes these toxic behaviors, they can speak out or exit.
College is full opportunities. If an individual finds themselves in a toxic friend group, it’s simple to create distance between oneself and the unhealthy relationship to find new friends elsewhere. Others might choose to use this time to practice their communication skills and attempt to confront the behaviors that make them feel controlled and powerless. No matter the choice, everyone should consider the role that they play in their friend group, take time to consider the health of their social circle and the impact that these relationships are having on their wellbeing.
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This article is part of a running series with Rowan University’s Wellness Center. This collaboration aims to educate students about personal well-being options. For further updates, follow @RowanUWellness on Twitter, Instagram or Facebook. Meet Allison Niemiec, a first year graduate student in the Higher Education Administrative Track program, who wrote this article because cosplay has been […]
What is your area of expertise? My area of expertise is program development and evaluation for minority communities, drowning prevention and aquatic safety among African American and Hispanic/Latino populations, youth development and culturally responsive teaching.
I currently serve as a member of the American Red Cross, Scientific Advisory Council, Aquatic Sub Council, and the director of education and research for Diversity in Aquatics, a nonprofit 501(c)(4) organization whose mission is to save lives and reduce the incidence of drowning through global efforts.
Share an “aha!” moment you’ve had within your discipline that made you feel passionate about your field? When I came to realize that I could transform the perception of the field of health and physical education by showing how physical education can have a positive effect on public health. The perception of physical education and health education often times has been limited to stereotypical images of the “coach” with a whistle using their “outside voice” to encourage students to participate in physical education classes, hence physical activity. When I came to understand that I could become a “change agent” in my community, combining my love of family, culturally relevant pedagogy, social justice, to encourage youth through physical education/health and wellness, I strive to teach my students to view themselves as agents of change who will teach in classrooms with more than walls and balls.
Share with us one aspect of student engagement that you enjoy most, and why? The opportunity to empower communities and students to empower themselves with relevant and inspiring educational experiences that will enable them to take control of their lives, shape their career goals, imagine future endeavors and become active participants in their scholastic journey.
Describe an experience you’ve had with a student that made you feel excited about educating the next generation in your field? One of the most challenging aspects of academia is finding out how you will be able to add to the body of literature in one’s professional field in the areas of research, service and teaching. At times, I have struggled with finding my voice among the structured parameters of research which defines worth by one’s ability to “conduct a systematic investigation of materials and sources in order to establish facts and reach new conclusions.”It is my belief that as an educator one must have or be willing to gain a true knowledge of the students and their world to present content that can evoke an intrinsic response.
From 2008 – 2013, I developed Project Guard: Make A Splash E.N.D.N.Y, an aquatic and water safety initiative developed for schools and community organizations to foster respect, responsibility and relevance. Project Guard: Make A Splash E.N.D.N.Y was a collaborative venture among the (ARC) American Red Cross of Long Island, USA Olympic Swimming: Make A Splash Initiative, Adelphi University, the Teaching for Personal and Social Responsibility (TPSR) Alliance and a neighboring local school district. It was this collaborative opportunity with students, at both the university and K-12 levels, that I believe that whether we are teaching in the local public schools or in an institution of higher education that we are supposed to provide students with relevant curriculum that will be meaningful and not dehumanizing to them. I believe we should design programs and opportunities because we believe that if we do not lead by example, we cannot expect our students to follow and model what they have learned and been taught.
I believe we teach because we believe that students are supposed to be researchers, problem solvers, critical thinkers, learners and much more. I believe we teach because we believe that students should be able to believe that goals in life are always achievable as long as they do not give in. I believe we teach because we believe that providing relevant physical education and physical activity may require collaborations beyond school. We do it because we know that students must be “global citizens” and culturally aware and be prepared to use strategies that will sustain them whether in the classroom and in life, for “a new world order is in the making, and it is up to us to prepare ourselves that we may take our rightful place in it” (el-Hajj Malik el-Shabazz, Malcolm X, 1963).
What is one thing you wish people knew about your academic discipline or your research focus? One of the things that I wish people knew about the field? It is more than a field of play. One purpose of health education physical education methods courses is to help preservice teachers develop an understanding of, and acquire, the pedagogical skills needed to facilitate learning through movement. As a professional, I strive to engage stakeholders in the K-12 experience. I believe that through the creation of innovative programs, embedded in the richness of the culture, curricula, and communities, that we are all a part of, we will begin to create the next generation of effective teachers who are truly reflective of the students and communities they serve.
“I’m excited to become more social by meeting new people and getting involved in the clubs on campus.” — Courtney Morrone, an Early Childhood Education major from Bellmawr, NJ (Camden County).
“[Parents] need to understand that universities are not abandoning the IEP resources that your child had,” she said. “Your job is to teach your child to use the resources that exist and to find the proper university for your major that has the resources. Rowan has them.”
Lisa is a featured speaker for the Academic Success Center’s College Prep Transition Conference and a parent network member with Rowan’s Autism PATH program, which aims to strengthen employment outcomes and networking opportunities for neurodiverse students and alumni.
Lisa’s tips, gleaned from five years at Rowan with her son, Ben — who also earned his undergraduate degree in Music from the College of Performing Arts — offer a parent’s take into the university’s academic and wellness resources.
“If you have a student with a disability, you should register them with the Academic Success Center, even if you don’t think they’ll need it. If they think they can get extra test-taking time at the Testing Center, and they didn’t register and they ask the professor, they’re still going to have to take that test. It’s not like they can change it instantly. To register with the Academic Success Center, they need their senior year or [most recent] documentation of disability.”
“I highly recommend the College Compass [transition to college] program. Students come in early, before the rest of freshmen students, and they get familiar with the school. They get comfortable, before everything starts to happen. And whether your student is on the [autism] spectrum, has ADD, has emotional issues, no matter what challenges, it gives them a comfort zone within the school.”
“Register with Academic Success Center to work with an academic coach. I look at it as an insurance policy. If they never use it, that’s wonderful. But if they need it and you didn’t register them, you’re going to have issues because you can’t go backwards.”
“This is for all students — drop-in and math tutoring and writing labs, all students have [access to] those. We just have to teach our children to utilize the services.”
“[Students] have to build relationship with professors. Meet your professors. They have to know who you are by name. They have to go to their office hours. Get their email. When your student gets their accommodation letter, give it to the professor on day one, trust your student to do that.”
“Your student needs to utilize Blackboard and check their email. I get more calls from parents saying my son’s crashing because he never checked his email. Some students are really good about that, others aren’t. A lot of professors [also] communicate through smartphones.”
“The first two weeks of the semester and right before finals, your student will be freaking out. They will be a stress mess. So whatever their stress relief is, tell them to do it … it could be the gym or to just breathe. Rowan has something that is very unique — they have one counselor [at the Wellness Center] who specializes with working with students on the [autism] spectrum, ADD and such.”
Lisa Ann Wilner with son Ben (left) at home.
Lisa’s final tips: “Your student knows more than you think they know. You just have to get them to advocate for themselves. At this point, we’re letting the student go. We’re their emotional support and their encouragement. Rowan is their scholastic support.”
William Moylan graduated with his bachelor’s degree in Subject Matter Education/Math (2013) and master’s in Special Education (2015). From Park Ridge, NJ (Bergen County), William chose Rowan because he liked the small school feel and the respected education program. The distance was also perfect for him — Rowan was close enough for it to be “close to home” but also far enough away so he could “get away.”
William Moylan (top row, second from left) credits his on-campus experience in Unified Sports with inspiring his career as a special education teacher.
Bill worked in the Recreation Center when he attended Rowan. He says that many of the essential skills that helped him then and later in life were provided by the Rec Center, such as resume building, social skills and figuring out where he wanted to take his career.
Bill also worked with Unified Sports, a program where Special Olympics athletes and Rowan students come together to play competitive games; it also offered students volunteer coaching opportunities. This experience led Bill down the career path he’s in now in special education. It helped him realize how important working in a positive atmosphere is, and he wanted to instill that feeling to more students.
Bill recalled his idea to have he and the other coaches start wearing suits to their games. Along with suits, they’d wear different outfits for certain events, like pink for breast cancer awareness and Hawaiian shirts for the Hawaiian Invitational event. This tradition, along with others started by Bill and his friends, carries on to this day.
Bill said the most exciting thing he’s currently doing is working with the Special Olympics and Unified Sports, “being able to make an impact on individuals with intellectual disabilities and how that environment around Unified and the atmosphere can trickle into every day life and society,” he explained.
The most fulfilling part of his career now is working with the intellectually disabled, being able use his youth right now to show that he’s been in their shoes and that their struggles are OK. He shows them a perspective from an inclusive atmosphere to help them be able to grow.
Moylan speaks at a Unified Sports event.
Bill teaches math at Whippany Park High School, where he says he always talks to his students about the positive environment you can find in college and in general how valuable the experience of college can be.
This is Bill’s fifth year teaching, and the first year that he’s seeing students he’s been with throughout their high school experience graduate and move on to college. He says 12-15 of his students are coming to Rowan for the class of 2023.
When asked if he had any advice for students interested in his career path, Bill believes the biggest thing that made his application stand out from others was his involvement with the Rec Center, Unified Sports and the Special Olympics. Bill urges any student to start joining clubs and getting these valuable experiences as soon as they can. He mentioned that he started working with Unified Sports during his junior year and wishes he had started even sooner.
“I’ve always loved school and learning new things. Teachers always gave me hope throughout school.” — Natalie Rojas, an Early Childhood Education major from Perth Amboy, NJ (Middlesex County)
Meet Ariana, Connor and Kayla, three Rowan Choice freshmen who met at orientation this summer.
“I’m so excitedfor the new adventure here on campus,” says Ariana Trabucco, an incoming Marketing major from Wayne, NJ (Passaic County).
“I’m most looking forward to being on a such a diverse campus. Rowan is a cultural mixing pot, and I’m excited to meet all sorts of new people,” says Connor Stevenson, an incoming Theatre Arts major from Haddonfield, NJ (Camden County).
“I can’t wait to meet new friends from different areas and new places. Since nobody knows me yet, it feels like a fresh new start with all new friends,” says Kayla Szymanski, an incoming Early Childhood Education major from Old Bridge, NJ (Middlesex County).
Meet Dr. Danielle B. Jubanyik, a Rowan alumna and Sicklerville, NJ (Camden County) native with her Ed.D. in educational leadership. Danielle is currently working at the New Jersey Department of Labor and Workforce Development as the State Director for Adult Education & Literacy Services. She is responsible for $20 million worth of funds that are used to help New Jersey adults attain a stronger education and hopefully lead to a brighter future. Learn how Rowan’s Ed.D. program helped prepare her for making a powerful impact in the New Jersey community.
“Education has always been a passion of mine,” said Danielle. “One of my fondest memories is playing school as a child over summer breaks.” Danielle’s passion for education was easily matched at Rowan — a fact she knew early on as her mom attended the school when it was known as Glassboro State College. It became a “no-brainer” for her to attend, pairing the school’s positive reputation with its affordability.
“The rigor for this doctorate was intense, the amount of research requirements helped me to become a stronger writer and speaker, and the cohort portion allowed me to grow from others with different perspectives,” Danielle revealed. The cohort allows students to build off one another in the program, providing an experience with diversity and multiple facets for students to grow from.
At the beginning of the program you conduct research into a topic of your choosing associated with education, leading you to write the research portion (Chapter 1) of what will become a dissertation. Once this portion is completed, it must be presented to a dissertation chair (chosen by the student) for review and approval. “Presenting to the dissertation chair allows them to judge whether you can read, write, research, synthesize information and demonstrate your dedication,” Danielle explained.
Following this initial check-point you continue with the required coursework, with each class acting as a different puzzle piece for the dissertation. “You may begin to meet folks in-person and may be doing surveys or phone interviews,” said Danielle, referring to the bulk of the program. “In another class you’ll learn about social justice — potentially writing a chapter about why it’s important to learn about the perceptions and professional development people are receiving to produce a well-versed teacher.”
Once you’re finished writing the dissertation, you present a Rowan-formatted package to a dissertation committee (a group of individuals selected by the student to review and critique the work). After passing their approval, you schedule the dissertation symposium. This open event allows the student to present all findings while arguing their research to a committee that will judge whether you’re ready to receive the title of doctor.
The experiences Danielle had throughout her time in the Ed.D. program prepared her for her current role as the State Director for Adult Education & Literacy Services. As a representative for the state of New Jersey in Washington, D.C. she needs to hold strong communication skills that allow her to defend her views and argue for her opinions. “All of these pieces of the Ed.D. program: multitudes of research, the rigor, the accountability, speaking components all factor into my job,” said Danielle. Rowan’s Ed.D. program provides students all of these opportunities for an impactful career that can help change lives for the better.
Meet Christina DiDonato Dillon, mother of two (Luke, one year old and Filomena, 10 months old) and wife to Drew. Christina earned her undergraduate degree in early childhood education and sociology from Rowan University in 2011, graduated in 2016 with her M.A. in school administration, and is currently working toward earning her Ed.D. in educational leadership. Christina lives in Hammonton, NJ (Atlantic County) with her beautiful family while working as a real estate agent and assisting her parents with the family business, KMD Constructions. This is truly one woman who can do it all!
Christina, a lifelong Prof, found her love for teaching at an early age and knew Rowan University would be the school to help her achieve this dream. “I knew Rowan was the choice for me,” said Christina. “I was most impressed with the devotion its faculty and staff have towards education and truly teaching it like a calling.” During her time within the College of Education, Christina has had the opportunity to learn from inspiring professors. Creating connections that helped her find her first teaching position in the Deptford Township School District. Christina has had seven years within the public schooling system teaching pre-kindergarten, kindergarten, and second grade.
Now, working toward her Ed.D in educational leadership, Christina looks back and reflects on the accomplishments she’s already achieved and the dedication she’s put into the program. When entering the Ed.D program you can expect to conduct heavy research into a topic you choose and must get approval for by faculty within the program. You will grow your understanding of qualitative and quantitative data, build more on courses from previous graduate and undergraduate programs, and eventually complete a dissertation. “The coursework is incredibly reflective,” Christina explained, referring to the educational leadership program. “It’s something that helps you to better understand ‘who am I,’ allowing you to apply the concepts in real-world situations.”
Through this program, Christina learned about the strength she’s always had within her and discovered what she was capable of accomplishing. “The program is so motivating and also difficult, but it brings you to a point of ‘what kind of person am I as a leader, as a teacher, and as a person in a family?” Christina revealed, referring to juggling all her responsibilities. The program, though challenging, benefits its students in ways one might not expect. As Christina has shown, you may learn more about yourself through working towards an Ed.D while still gaining that higher education.
“Leadership influences change toward a shared vision through empowerment and built relationships. The concept that leadership is an influential process is the thought and definition I endorse. When thought of as an influential process, we can combine the ideas that leadership is complete as a trait, ability, skill, behavior and relationship.” An excerpt from Christina’s dissertation, which is titled Organizational Culture, Partnerships, and Placemaking — Social Emotional Learning via the Perspectives of School Leaders and Parents in an Early Childhood Setting: An Ethnographic Case Study.
Today we speak with Christian Pineda, a junior English and education dual major. He transferred to Rowan University last fall semester after two semesters at Rowan College at Gloucester County.
Name: Christian Pineda Year: Senior Major: English & Education Hometown: Franklinville, NJ (Gloucester County) Transfer student? Yes Where do you live? Off-campus
“What gets me out of bed in the morning is my writing,” said Christian. He is currently in the process of writing a book, having always had a passion for creative writing he is finally able to make his own creation.
“I would tell someone interested in English or education that either field is full of opportunity but they are also fields that you have to love what you do!’
“Something that inspired me and made me know that I was in the right field was after I started class for my programs specifically. A common response from many students, most say after their second year at college they really started enjoying learning about their future field,” Christian shared.
Sean Lowry, a senior elementary education major with a dual major in geography from Caldwell, NJ (Essex County), feels most at home within the education honor society at Rowan, Kappa Delta Pi. A transfer student from the County College of Morris, this year Sean is president of Kappa Delta Pi and lives on campus in 220 Rowan Boulevard Apartments.
Video by: Alexander Belli, senior public relations and advertising major Edited by: Nicole Cier, junior writing arts major Music by: Don Dewitt, junior music industry major
I have had two “a ha” moments that really stand out for me, and both directly tied to my teaching and research interests.The first “a ha” is regarding group counseling, which is my expertise. During a supervision session with my mentor we were discussing a session I led, which was part of an 8-week personal […]
Marcus King feels most at home around his friends and classmates in the Rowan Praxis Lab in James Hall. Get a sneak peak into the area that’s important to this junior health and physical education major from Willingboro, NJ (Burlington County.)
Today, we speak with Sanaz Shahi, a Ph.D. candidate in Education from Iran-Tehran, who lives off campus. Sanaz will share her #PROFspective with us on what it’s like to be a Rowan University international student and how she got the most out of her college experience as a Rowan Prof. Year: Ph.D Candidate. (expected year of graduation: […]
Meet Rebecca Schnier, a senior Education and Liberal Studies dual major from North Brunswick, NJ (Middlesex County). She has a Teachers of Students with Disabilities endorsement and student teaches at John H. Winslow Elementary School in Vineland, NJ. Today we chat with her about the opportunities she has had to engage in her majors at Rowan University, […]
Today, we speak with Molly Moore, a junior art and secondary education major from Robbinsville, NJ (Mercer County), who rents a house off campus. Molly 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 a Rowan […]
Today, we speak with Amiel Holliday, a senior history education major from Burlington, NJ (Burlington County) who lives on campus in Edgewood Park Apartments. Amiel 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: […]
Today, we speak with Lawrance Stephenson-Mosley, a freshmen Mathematics and Education major from Bridgeton, NJ, who lives on campus in Holly Pointe Commons. Lawrance will share his #PROFspective with us on what it’s like to be a Rowan University student and how he got the most out of his college experience as a Rowan Prof. […]
Co-presidents of Unified Sports, seniors Kaitlee Francisco, an elementary education and mathematics major from Washington Township (Gloucester County) and Joseph Egan, a mechanical engineering major from Fairfield (Essex County) contribute to the Rowan and South Jersey communities in ways that go far beyond the classroom. On Nov. 3, Kaitlee and Joseph were elated to see […]
“It’s liberating being able to walk around and do what you want to do on your own at your own pace. I like the classes, it’s the perfect time length. Teachers are great so far too,” Ethan Mersing. Secondary Education and History major, Montville Township, NJ (Morris County). Like what you see, come visit us! […]
“I like my private single Chestnut dorm a lot and exploring the Student Center with my friends is fun and always gives us something to do,” Timothy Stathokostas. Jazz Studies and Music Education major, Woodstown, NJ (Salem County). Like what you see, come visit us! VISIT CAMPUS Enter for a chance to win a Rowan […]
Check out Rowan University from Naveen’s perspective. Like what you see? Register for a tour or open house. VISIT CAMPUS Created by: Justin Knecht, Vanessa Vause, Molly Purcell, Dan Ledden
We check back in with Sha Vlimpse, Rowan College of Education alumnus and #ROWAN17 graduation winner with his original rap music video “I Used to Be a Rapper.” What’s he up to now? Take a look at our behind the scenes video. Recorded and edited by: Vanessa Vause, senior double major, public relations and advertising Featuring: […]
Coming from a big family, Darius Brown had the teaching bug in him naturally, and didn’t even know it. “I never thought I’d be a teacher growing up, but I guess it’s just a part of me,” says the junior elementary education and history major from Willingboro (Burlington County.) “I’m practically bilingual. When I transferred […]
Today, we speak with Mark A. Ziegler-Thayer, a junior psychological science major from Stratford (Camden County), New Jersey, who lives on campus, in the Rowan Boulevard Apartments. Mark will share their #PROFpective with us on what it’s like to be a Rowan University student and how they’re getting the most out of their university experience […]
The College of Education at Rowan University recently held an Accepted Students Banquet for incoming freshmen looking to pursue a major in education. A busy schedule of events invited prospective students to explore all that Rowan has to offer and learn more about what being a Prof is all about. Ambassadors were eager to speak […]
Today we speak with Jennifer Fagan, a senior elementary education and liberal studies major from Kenilworth (Union County), New Jersey, who rents a townhouse off campus. Jennifer will share her #PROFspective with us on what it’s like to be a Rowan University student who is completing her student teaching this semester. Name: Jennifer Fagan Major: […]
Hey! I’m Henry, a junior at the College of Education. Welcome to my College, and to Rowan University. Like what you see? Register for a tour or open house. Video Created By: Alexander Belli, public relations and advertising double major Carlo Lingesso, public relations major Courtney Hopper, marketing and advertising double major Jayce Williams, music […]
Today, we speak with Melissa Martinique, a junior early childhood education and literacy studies major from West Milford Township (Passaic County), NJ, who lives on campus in townhouses. Melissa 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 […]
Today, we speak with Destiny Shoultz, a senior elementary education and liberal studies major from Pine Hill (Camden County), NJ, who commutes from home. Destiny 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 a Rowan […]
Today, we speak with Melissa Glenn, a recent graduate this fall with a bachelor’s degree in art education from Randolph (Morris County), NJ, who lives in a rental house off campus. Melissa will share her #PROFspective with us on what it’s like to be a Rowan University student and how she got the most out […]
Today, we speak with Chrissie McCabe, a senior early childhood education & American studies major from Mantua (Gloucester County), NJ, who commutes from home. Chrissie 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 a Rowan […]
Living at Rowan University is something incoming resident students look forward to. It’s an exciting time to grow and learn about living away from home. For many, this is the first opportunity to live independently without any family close by. It’s the first stepping stone into adulthood. Brinsley Granatella, freshman chemistry education major from Egg […]
Today, we speak with Evan Newlin, a senior subject matter education and English major from Mount Laurel (Burlington County), NJ, who commutes. Evan 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. Major: Subject Matter […]
Never in a million years did Shafayeth Syed, “Sha”, think that his pastime activities of vlogging and making humorous videos would go viral, but here he stands today with 132,000 views, 2,200 reactions and 1,400 shares on his latest video This Kid Made A Music Video At His Graduation. This Muslim rapper was raised in New York and […]
Today we speak with Katherine Brown, a senior elementary education and literacy studies major from Cherry Hill, Camden County, who lives off campus. Katherine 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 a Rowan Prof. Name: Katherine Brown – […]
Today we speak with Naveen Khan, a senior early childhood education and history/Spanish double major from Cherry Hill, Camden County, who commutes from home. She 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 a Rowan Prof. Name: Naveen Khan […]
Today we speak with Erin Anderson, a junior education and history major from Marlton, Burlington County, who lives off campus. Erin 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 a Rowan Prof. Name: Erin Anderson Major: Subject Matter Education: History […]
Today we meet Joseph Bittmann, a senior secondary education and history double major from Washington Township, Gloucester County. Joe talks about his #PROFspective on his final year at Rowan and how he’s successfully balancing being a club president, honor student, and Rowan Prof! Name: Joseph Bittmann Major: Dual major in Secondary Education and History within the College of Education […]
Today we speak with Lila Kelley, a junior Elementary Education and English dual major from Sicklerville, Camden County, who commutes to Rowan. Lila 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 a Rowan Prof. Name: Lila Kelley Major: Elementary Education […]
Today we speak with Nicole Wyglendowski, a senior elementary education and English dual major from Washington Township, Warren County, who rents a house off campus. Nicole 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 a […]
Over 75 education majors in Kappa Delta Pi, the education honor society, transformed the College of Education’s James Hall into a winter wonderland to welcome dozens of excited children to their annual pajama party, held on Friday, Dec. 9 from 6 p.m. to 8 p.m. As each child walked into the “December Around the World” themed […]