Faculty PROFile: Molecular Biophysicist Dr. Nathaniel Nucci

Learn more about Dr. Nathaniel Nucci, associate professor and Biophysics coordinator within the Physics department at Rowan’s College of Science and Mathematics.

How long have you worked at Rowan?

I’ve worked at Rowan for seven years. This is my eighth year as a faculty member.

What is your area of expertise?

I’m a molecular biophysicist. That basically means that I study the physics of biological molecules. My main area of expertise is focused on understanding how the structures of proteins and the changes to those structures influence how proteins function. This is important because understanding how protein structures relate to function allows us to understand how living systems work, and by “work,” I mean that in the true physical sense.

Proteins are the molecules that do most of the work in our bodies, from moving our muscles to digesting our food to dictating how our tissues develop as we grow. Understanding how structure-function relationships can sometimes go wrong due to mutations or other factors is key to understanding the sources of most diseases. 

Dr. Nucci smiles inside his researvh lab.

What inspires you to continue teaching?

I LOVE the process of discovery that students go through in my classes. Helping them grow and broaden their worldview is incredibly fulfilling. Every one of my students leaves at the end of a semester with a different perspective than they had at the beginning of the semester, and with that expansion of knowledge and understanding comes power! Power to affect change in the world and power to pursue career paths that will help them be happy and fulfilled. At least, that’s what I aim for! 

What advice would you have for someone who is considering biophysics, but maybe doesn’t quite understand the field or what you can with the degree?

I came to Biophysics as a discipline because I was interested in living things. I thought they were fascinating (and still do!), and I wanted to understand how they work. While my biology and biochemistry/molecular biology courses helped me understand the parts and how they fit together, it wasn’t until I took a Biophysics course and saw the way the math helps quantitatively explain how life works that I found the level of understanding I was searching for.

So, to those considering the Biophysics major, I’d say … if you want to understand biological systems, living things (human or otherwise), or health-related problems and you like math, then the Biophysics major is the best of the bio-related majors at Rowan for you.

Dr. Nucci working in lab.

Share an “aha!” moment you’ve had within your discipline that made you feel passionate about your field. 

This is challenging because I’ve had so many! The first was when I read a book as an undergraduate called “Cells, Gels, and the Engines of Life.” It got me thinking about all of the components of cells, especially the ones that most scientists ignore.

But the biggest moment of amazement for me, I think, was when I saw a talk by Dr. Klaus Schulten at a Biophysical Society meeting about 10 years ago. In his talk, he presented computer simulations of an entire cell where the workings of all the molecules were visualized. This was an amazing achievement that required the efforts not only of his group but of the entire biophysics community because without the hundreds of researchers in the room having learned so much over the previous decades, the simulations would never have been possible.

That moment made me feel like our work was a part of a greater, and incredibly awesome, whole.  

What is one thing you wish people knew about your academic discipline or your research focus? 

It’s not at hard or as complicated as it sounds! When I tell people that I’m a biophysicist, they usually say something like “wow,” but my training is no different than anyone else’s. The work we do and our field in general is approachable and fun! It’s interdisciplinary, so we get to do lots of different things and focus on the problems we are interested in. It’s like an intellectual playground!

Dr. Nucci examines equipment in his lab.

Is there anything that I didn’t ask you about the Biophysics program that you’d like to share with incoming students?

I think it’s important for students to understand that our Biophysics majors get to bridge communities at Rowan. They are integrated in to the Physics department community, but they also get to build relationships with students and faculty in other majors across the college. That’s pretty unique, and it usually helps them have a pretty strong network by the time they graduate.  

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Faculty PROFile: College of Education Adjunct Professor Sherry Knight

Sherry Knight is an adjunct professor for the College of Education in the Interdisciplinary and Inclusive Education department. She received her bachelor’s degree at Mississippi State University and her M.A. at Cheyney University. 

Share an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field. 

My “aha” moment that makes me feel passionate is when students state that my storytelling about real educational experience is eye opening and sheds light on what their future may look like.

Sherry Knight outside James Hall entrance

Share with us one aspect of student engagement that you enjoy most, and why?

Listening to their apprehensions. I enjoy sharing with them how to overcome them and how important the job of a teacher is. I reiterate the impact they make in the life of their students and I encourage them to build relationships with the students.

What is your area of expertise?

My area of expertise is Early Childhood/Elementary Instructional practices.

Sherry sitting inside James Hall.

What is one thing you wish people knew about your academic discipline or your research focus?

The one thing I wish people knew is that I have a passion for perpetuating high-level practitioners to foster engaging learning experiences. When I start my doctoral program at Rowan University, my research towards my dissertation will be on active engagement and relationships.

When are you starting your doctoral program at Rowan? 

I am planning to start my doctorate in the fall 2021.

 Why did you choose to complete your doctorate at Rowan?

I chose Rowan because of the stellar doctoral programs in Educational Leadership that will enhance my skills and pedagogy. This program will also give me the opportunity to be a better professor for our future teachers providing them with research and data to drive instructional practices. 

Sherry Knight inside James Hall.

What made you become interested in pursuing a career in education, both primary and higher?

I pursued a career in education because I wanted to make a difference in the world. I believe that teachers are the catalyst to all professions and I wanted to be one who educated the future lawyers, doctors, and/or other educators.

Do you have a favorite lesson or topic you teach your students? If so, why is it your favorite?

My favorite lesson to teach is a lesson on how to build an amazing lesson plan using a menu. It’s m​y favorite because it teacher the students the key elements to develop a solid lesson plan with components of an effective lesson.  

 Is there anything else you’d like to add?

It is a pleasure to teach higher ed to future teachers. I prepare them for the next level of getting a job and being a master teacher. 

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Story by:
Caitlyn Dickinson, public relations and advertising graduate

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Faculty PROFile: Passionate Communicator Lisa Handt Fagan

Lisa Fagan and her students walk in the crosswalk in Abbey Road fashion.

Today we speak to Lisa Handt Fagan, an instructor of Advertising & Public Relations within the Ric Edelman College of Communication & Creative Arts. Prof. Fagan holds a B.A. in Communication – Mass Media & Writing, and an M.A. in Professional Communication (now called Strategic Communication). You can find her on LinkedIn here.

Professor Lisa Fagan, an instructor in the Public Relations and Advertising Department at Rowan.
Prof. Lisa Fagan, an instructor in the Public Relations and Advertising Department at Rowan.

Share an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field. 

There are a million moments in a year in this field that bring me tremendous satisfaction, both professionally and personally. Overall, I love the daily collaboration with my colleagues inside and outside of my department.

I think the most pivotal moment that led me to Rowan University happened in 2005 when I was preparing a summary of our marketing successes for the owners and operation department heads of our business who did not wholeheartedly support marketing. They thought advertising, public relations and events consisted of frivolous work. (They worked 80+ hours a week in the heat with millions of visitors, and we added to their workload!)

I prepared an hour-long presentation for my boss. He was an impressive speaker — once the media spokesperson for a presidential candidate! As I prepped him on the slides moments before our meeting, he told me I was going to present. I had done many presentations but had never been comfortable with public speaking, especially with an unfriendly audience. Nonetheless, I took on the challenge, and in that meeting saw the power in what we do, the power of public speaking, and my ability to one day lead a classroom.

As the meeting began, the room of over 20 people entered, exhausted, disinterested, and disengaged. They sat back, slouched in their chairs. As we went through each of our accomplishments in advertising, public relations, events and research, they started to pay attention, sit up and ask questions. When the presentation was over, we had an overwhelming engagement and could not end the meeting! We were inundated with smiles, congratulations, feedback, ideas and respect.

Share with us one aspect of student engagement that you enjoy most, and why?

I am a people person by nature, but nothing gives me more enjoyment in teaching than working directly with students. I love hearing their opinions, discovering their hidden talents, and watching them blossom with ideas! To be honest, I am just as interested in watching their development as humans as I am as communicators.

For example, this year, one student told me she loved my class, but was more grateful that as a shy transfer student —online during Covid — that she could make friends in our class and find roommates for on campus next year. A 2021 graduate student made connections with my LinkedIn connections across the country and is well on his way to his dream job. Likewise, I connected a student who held back her quirky, creative side into a job as Marketing Director one week before she earned her B.A.

It isn’t all about grades; it is about people.

Professor Fagan collaborates with her students.

What is your area of expertise?

Advertising is my area of expertise. I have branded and rebranded company brands. I have led strategy and creativity. I have bought and placed media. I have managed and conducted market research. You name it; I have done it and love doing it!

What is one thing you wish people knew about your academic discipline or your research focus?

There is no perfect, fail-safe way to do this work. You have to try and try again. Failure is part of the process and is actually even more important than success. You learn the most when you fail.

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Story organized by:
Rachel Rumsby, junior communication studies and public relations double major

Faculty PROFile: Joseph L. Coulombe

Joe Coulombe sits in front of a stack of bookcases.

Meet Dr. Joe Coulombe, an English professor who has been teaching at Rowan University for 20 years.

An outdoor portrait of Joseph L. Coulombe a professor in the english department at Rowan University.
What is your area of expertise?

I’m a generalist in U.S. literature, but I’ve used that broad framework to develop research specializations in three areas: Mark Twain and the American West; contemporary Native American fiction; and the function of humor in literature.

What inspires you to continue teaching?
Two things: literature is endless, and my students are wonderful.

I’ve always been fascinated by the ideas and artistry of literature, specifically the ways that literary narratives shape our nation and its cultures. Literature involves so much – history, sociology, psychology, philosophy, cultural studies, etc. – that you can never reach the end! There are always new intersections and insights.

Second, I love talking with students about how literature informs our past and present. Rowan students bring such an exciting energy to the classroom, and they share unique and sometimes generational ways of thinking about issues and ideas. The classroom dynamic – that is, students’ interests and backgrounds – directs our discussion.  It’s always new!

How would you describe your teaching style?
My goal is to create a collaborative classroom that invites students to voice their own responses about assigned poems, plays, and novels. While I provide interpretive frameworks for our discussions, I adapt my approach to students’ interests. They often alert me to themes and questions that I hadn’t fully anticipated, and I use those moments to redirect our collective focus to how the text addresses their concerns. Ideally, my teaching style is one of informed versatility and structured exploration.

Joseph L. Coulombe sitting in a classroom in Bunce Hall.

Share an “aha!” moment you’ve had within your discipline that made you feel passionate about your field. 
My students and I were talking about a collection of very engaging and funny short stories by Sherman Alexie, and we noticed that the narrator repeatedly and explicitly stated when characters laughed. This seemingly minor detail led us to think about how humor can function in varied ways: as a signal of creativity and intelligence, or as an insulting put-down, or as method of fostering a connection between ostensibly different people.

We increasingly focused on this last possibility, theorizing that humor can create a sort of shared space for people to occupy together. Then we related these moments within the text to the reading experience itself, arguing that Alexie’s fiction builds bridges between groups that have historically been divided. These organic moments of realization and discover are very exciting.

What is one thing you wish people knew about your academic discipline or your research focus?
Majoring in English isn’t simply about learning correct grammar and punctuation. Sometimes the most expressive statements break the rules.  Vernacular language is rarely correct, but it can be engaging and insightful.

Second, literary texts don’t “mean anything we want them to.” We support our claims using textual evidence. If we can’t defend our interpretations with evidence, then they are unconvincing at best and wrong at worst.

Our English program prepares students for a variety of career trajectories, not only teaching. Our students learn to work and think independently; they develop their oral and written communication skills; and they build a broad yet detailed understanding of language and culture that facilitates their individual success.

Learn more about the English program at Rowan University.

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Faculty PROFile: Dr. Lisa Abrams’ Innovative and Inclusive Efforts Break Down Barriers to Education

Dr. Lisa Abrams sits in Robinson Hall.

Dr. Lisa Abrams, assistant professor of Psychology, joined the Rowan faculty in 2014. Dr. Abrams recently earned the Excellence in Online Learning Award from Rowan Global Learning and Partnerships for her work.

Dr. Lisa Abrams stands near a board for the Psychology department in Robinson Hall.

Dr. Lisa Abrams went above and beyond to assist students in transitioning to a “new normal.” 

Rowan Global’s Excellence in Online Learning Award primarily highlighted two of her courses, Statistics in Psychology and Research Methods in Psychology. Well before Covid-19, these courses were offered both in-person and online when created four years ago to accommodate the fully-online Psychology program here at Rowan. Dr. Abrams coordinated and developed these classes herself. 

Course materials within these classes are free thanks to the Textbook Alternative Program (TAP) grant provided by the university. After receiving the grant for both courses, Dr. Abrams and a colleague searched for free resources for students. She felt confident they would find a proper alternative to save students money. 

She found an open-source textbook that also had permissions to allow students to download the free textbook as a PDF. “For the rest of the course, there is nothing else [the students] have to pay for,” she says. Even the statistical software options, Jamovi and SPSS, used in the statistics course were free to the students. 

“Early on, I recognized that the textbook prices were a bit like a barrier for my students,” Abrams says. “And it’d be a month into the class, because they couldn’t get it. So it definitely takes away that issue.”

She also designed a one-credit course called Navigating Psychology for students who are new to the major. This course provides faculty with benchmarks to later measure students’ learning outcomes in the program. For the roughly 500 students who take the class each year, professors incorporate an introduction to the program into the course material, explaining who’s who within the psychology department, how students can meet with their college advisors, school policies, Rowan’s academic integrity policy and more. 

Many students have attested the most important takeaway they received from the course was simply knowing essential, practical and timely information about psychology and the resources available to them at Rowan. The course serves as a roadmap to succeeding in Rowan’s psychology program and the university community in general. 

Dr. Abrams strategically considered what it must be like for students to take on “the mental load of existing in a pandemic” as well as having to switch to a remote or hybrid college experience. In doing so, Dr. Abrams had to choose the most meaningful assignments to keep in the course. 

Dr. Lisa Abrams sits inside Robinson Hall.

Since creating her statistics course four years ago, Dr. Abrams redeveloped parts of it last spring. She made the quizzes as access gates to the next module to make sure students would not skip ahead and rather learn on schedule. The quizzes were designed more so as a practice test that would only accept a certain grade to move on, but can be taken as many times as needed to learn the material. Each quiz is different because the questions are chosen from a pool of questions that are given to different students and narrowed down. 

She made this major change because she realized the importance of formative assessments. She aimed to make assignments that tested students’ knowledge without making them overly intimidating. Then the students will receive feedback immediately to quickly understand what they can improve on. This can guide the students to alter their study habits and remain on track with Dr. Abrams’ course goals. By doing multiple quizzes within a chapter, the students can find their level of understanding easily and at multiple points in the course. 

Dr. Abrams’ favorite part of student engagement focuses less on the actual course material and more on developing positive relationships with the students. She enjoys being able to guide students in their learning process as well as making the teaching process easier — building trust between students and the professor can help students ask more questions. 

She misses one-to-one interactions with students outside of class, which she still experiences now through Zoom or phone calls. Dr. Abrams continues to make time for students outside of class, which is invaluable for students, especially during the pandemic. 

Her current research focuses on the topic of teaching, with multiple projects in the works at different stages. Dr. Abrams shares: “I tested if team-based learning is effective in teaching statistics in psychology. I have a project that is in big data collection right now about inclusive teaching practices and what students and faculty think about them and how much [the faculty] are using these types of strategies.”

Dr. Lisa Abrams smiles outside on Rowan's campus.

Dr. Abrams wishes people knew that psychology is a science. She explains that psychology uses the same scientific method used in other “hard sciences” to test all theories and in every field within psychology. She knows that many people misconceive this science because it deals with humans, making it appear “softer in a way.” She appreciates the fact that Rowan placed psychology under the College of Science and Mathematics (CSM), which did not match Dr. Abrams’ experiences at other colleges.

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Story by: Marian Suganob, public relations major



Faculty PROFile: Journey into the Entrepreneurial Mindset with Dr. Susana C. Santos, Rohrer College of Business

Dr. Susana Santos stands outside Business Hall.

Meet Dr. Susana C. Santos, assistant professor of Management and Entrepreneurship within the Rohrer College of Business. Rowan Global Learning and Partnerships awarded Dr. Santos its Excellence in Online Learning faculty award last year. Learn more about Dr. Santos, her teaching and how she created an inventive, daily exercise to build online engagement with her students. 

Dr. Susana C. Santos is teaching her students chasing business dreams the skills to leverage those ideas into real ventures, to improve their lives and, perhaps, to make the world “a little bit better.” 

An assistant professor of Management and Entrepreneurship, Dr. Santos joined the Rohrer College of Business faculty in 2018.

Dr. Susana Santos stands inside Business Hall.

Santos’ family lay the foundation for her future career in entrepreneurial research and scholarship. 

She was drawn to teaching by her parents, both of whom were educators. 

Growing up in her native Portugal, she was actively involved in her extended family’s ceramics business, which, like many at the time, was affected by the economic crisis of the late 2000s. This shift, according to Dr. Santos, showed people they couldn’t wait for someone else to develop, generate and launch their own businesses. 

“To have your own job, to be self-employed, was becoming very important,” she notes. 

Observing this movement through the lens of her family’s business shaped her research and study in entrepreneurship. 

“I realized how it could be important to teach our students these … comprehensive mindsets and skills of how they can be self-employed, how they can be launching their own companies,” she says. 

Dr. Santos teaches Entrepreneurship and Innovation, a course she describes as hands-on, experiential and one that thrives on experimentation. As she quickly converted her sections from in-person to online delivery due to the COVID-19 pandemic, her research into entrepreneurship handed her a distinct advantage. She explains: “The online environment really asked me as a teacher to be entrepreneurial in thinking about how I could adapt and change my own exercises that we used to have in the classroom and how we can change it.”

She believes entrepreneurship is a life skill, and with COVID-19, students needed this know-how more than ever before. In her course, “we define entrepreneurship as a way of thinking, acting and being that combines the ability to find and develop new opportunities and the will to act upon them. This mindset is something you do daily,” she says. 

Dr. Susana stands by a railing inside Business Hall.

Inspired by the work of Dr. Heidi Neck from Babson College, Dr. Santos developed a mindset exercise. She sent her students what she calls a “a daily mindset vitamin” and launched an accompanying classroom chat via the What’s App application. Her “vitamins” took the forms of questions such as “What is the difference between learning and failure?” or an action item prompt like “Today, smile a lot more than usual.” 

“I didn’t expect anyone to actually answer them, they weren’t required to answer. But guess what — they actually did!” Dr. Santos says. “People started chatting every day about whatever it was I was sharing with them. I wanted to send this daily mindset vitamin to be absorbed and to be connected in such challenging times.”

She adds, “I believe this was a unique way to build connections between students themselves and also with me during online classes.” 

This isn’t the first time Dr. Santos has used technology to engage with students. 

She also sources YouTube and podcasts to extract the most up-to-the moment resources for her courses, which simply cannot be replicated in textbooks.

One such source is the NPR podcast “How I Built This,” which deep-dives into businesses launched by entrepreneurs from Chipotle to Instagram. A self-described fan of the program, Dr. Santos connects these real-world stories of successes and struggles with key concepts or theories in her courses. 

She also collaborates with Rowan’s Center for Innovation and Entrepreneurship, with whom she is a faculty partner. The Center supports budding entrepreneurs throughout the university by hosting guest speakers and offering competitions, events and workshops. Without missing a beat, RCIE has delivered its programming online since the pandemic. Dr. Santos connects her course content to the people and workshops offered by RCIE.

Dr. Susana Santos smiles by a railing in Business Hall.

Dr. Santos’ infusion of tech with daily doses of engagement prompted colleagues from the College of Business to nominate her for Rowan Global Learning and Partnerships’ second annual Excellence in Online Learning award. She says will extend her “vitamins” to her upcoming summer course and continue her teaching and research on the entrepreneurial mindset, which she says is more universal than most assume: 

“When I do research in so many different fields, it’s thinking about how people can use this mindset in different contexts. One of my research [interests] is on low-income people. They have few resources, they live in a very complicated world. But they find a way to turn around, they leverage the resources they have and the courage to act on those opportunities. So in offering my research I make an effort to understand better how this entrepreneurial mindset can be really relevant in many others rather than just having your own company.”

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Faculty PROFile: Adjunct Professor and Esports Manager Gidd Sasser

Stock photo of an Esports competition.

Meet Gidd Sasser, an adjunct professor in the Ric Edelman College of Communication and Creative Arts with a concentration in Esports. When he’s not teaching, he is the general manager of Simplicity Esports, an organization whose mission is “to increase gamer and fan involvement at a grassroots level.” Learn more about Prof. Sasser, his teaching and his thoughts on the Esports industry.  

A selfie of Gidd wearing a black shirt and grey cardigan.

How would you describe your teaching style?

Laid back. I prefer to teach through conversation and short lectures. Being online only unfortunately takes some of the interaction out of the experience.

Can you share a decision that made a tremendous impact on your career path?

Years ago I took a leap of faith by leaving my IT job to pursue a career full-time in Esports. I am now working in academia and with Simplicity Esports, the first NA publicly-traded gaming company.
 

For those who don’t know, what is Esports and how did you get involved?

It’s a p
rofessional competition held using video games — most commonly seen in the form of organized, competitive, multiplayer, team-based video game events played by professional players (salaried, sponsored, contracted) to crown a single victor. 

A promotional banner of an Esports competition with Gidd.

My first run through college, I studied simulations and development (made video games). After working a bit, I returned to a university. I became involved with the Esports program there, going on to several playoff & undefeated seasons. Followed that with some time coaching for the Detroit Renegades and then moved on to Simplicity/Flamengo and academia.
The rest is history.

What is the most challenging aspect of the Esports field?

I think some would say it’s proving to people that Esports is more than just playing video games. For me, making time for yourself is the challenging part. Chances are, you will work with people across the globe, different time zones, and with very small time windows to get things done. Make that time to unwind, it’s essential.
 

How do you ensure your continued growth as a leader in your field?

The industry changes every single day. I’m a believer of keeping an open mind, learning from the past (coaches, players, traditional sports) and adapting it to push the industry in a positive direction.
Non-stop learning, reading, and then putting newfound information/knowledge into practice. 

What is one thing you wish people knew about your academic discipline or your research focus?

This is a billion-dollar industry. It’s going nowhere but up.

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Story by:
Bianca Torres, senior music industry major

Photography provided by:
Gidd Sasser

Header photo courtesy of:
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Faculty PROFile: Rowan Global Senior Lecturer, Nurse Practitioner Dr. Matthew Kaspar

Matthew works in the facility where he cares for senior patients.

Meet Dr. Matthew Kaspar, who has earned many titles to his name: RN, DNP, MED, MSN, APN and FNP-C. His students know him as senior lecturer and coordinator of Rowan Global’s nurse practitioner programs. His patients know him for his homebound geriatric healthcare practice, which he has run with a physician partner since 2011. Learn more about Dr. Kaspar and how he manages his teaching and nursing positions.

How long have you worked at Rowan?

I started in 2014. 

What do you teach in the nursing program?

I teach the nurse practitioner courses: epidemiology, role of the nurse practitioner and the concentration courses. I generally teach four courses, but I’m a nurse practitioner, I have to practice so many hours per year in order to keep my certification and license, so I get credit for my practice. I get credits also for coordinating the three nurse practitioner programs as well. 

Matthew Kaspar in a facility where he cares for senior patients.

What is your role as nurse practitioner coordinator? 

I arrange student placements [for clinical practice], contracts, background checks, fingerprinting. I vet their preceptors to make sure that they don’t have any marks against their licenses and coordinate affiliation agreements with the clinical sites. 

Is it safe to say nursing at Rowan is a rapidly growing program?

Yes. When we started, we had two master’s concentrations: gerontology acute care nurse practitioner track and family nurse practitioner track. Now we have, in addition to those two, primary mental health nurse practitioner — so now there are three tracks for nurse practitioner — and nurse educator. We’ve grown a lot, and we’ve got a lot still in the pipeline. 

Can you tell us about your students?

Our typical students are seasoned. They already have their bachelor’s degrees in nursing. They’ve been practicing nurses for about three years. They generally work full-time, so the benefit of our program is that it’s predominantly all online, and it allows students to have that family work-life balance where they can work full-time as a registered nurse and then attend classes when it’s convenient for them since most of the classes are online … they can take them when they want to. 

We have students throughout the entire state. We have two or three students who are in North Jersey. They’re all over the place. It’s a real plus for them because they don’t have to spend the hour, two hours driving to campus, they can really just attend class when it’s more convenient for them. 

Can you tell us more about your homebound practice? 

I’ve been doing house calls since 2011. A physician and I started the practice. We generally see older patients, people who can’t get out of the house, we provide primary care services for them. We specialize in bringing services to their house, such as EKGs, labs, ultrasounds, X-rays, so we can do a lot of those primary care-type services for those patients who can’t get out. Somebody’s homebound status could be due to a physical, mental or respiratory disability. My patients generally range from 50s to, my oldest is 104. The practice has grown quite a bit. 

Matthew works inside the senior facility where he cares for patients.

What areas does your practice serve?

Our practice covers Burlington, Camden, Gloucester, parts of Atlantic and possibly parts of Salem and Mercer counties.

How many patients do you have, on average?

I manage about 300 patients. 

Is this you and a team of nurses? Or just you individually?

We manage our own patients regardless of if you’re a physician or a nurse practitioner provider. Just like if you go to your primary care provider, and that’s who you generally see. We do the same thing for our homebound patients. We assign them a provider and you follow that provider. We have our own caseloads. Most providers have a MA, or medical assistant, that goes with them, to help with charting and call box and patient care. I’m the only provider in the practice who doesn’t have one. I generally take students with me from our program … and serve as their preceptor. 

Do Rowan students need that clinical practice as part of their program completion? 

Yes, they’re required to get 600 clinical hours of direct patient time. Their clinical experience has to be done in the advanced practice role, working under either a physician or another nurse practitioner. I don’t know everything, so I like [students] to get exposure from other providers so their teaching instruction is not just done by one person.

I love taking students because not only does it allow me to give back to the community, and give back to nursing, it keeps me sharp, too, because you get some really good questions sometimes. It’s a great way to keep up with evidence-based nursing. 

Matthew smiles outside the senior facility where he cares for patients.

What is one thing you wish people knew about your academic discipline?

Nurses are lifelong learners. I always use the expression that the day you stop learning something is the day you retire. Nursing is constantly evolving and changing, and that’s our only constant is that [things] change so frequently. 

What inspires you to continue teaching?

My first career, I was a middle school science teacher, my first career choice was nursing. I didn’t have the grades to get into nursing, unfortunately. So I taught middle school science for a few years, went back and got my master’s in education, and I kind of focused more on academics, and once I figured out I could do it, I decided to go back to nursing. And after I graduated nursing, it was part of the calling. Nursing does a lot in education in terms of clinical practice. I always wanted to get back into education. And now it’s perfect for me because now I’ve got clinical and I also teach, and I love that marrying of the two disciplines together. 

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Faculty PROFile: Experiential Engineering Education Department’s Dr. Kaitlin Mallouk

Professor sits at her desk, hands clasped

Meet Dr. Kaitlin Mallouk, Assistant Professor within the Henry M. Rowan College of Engineering

What is your area of expertise? Currently, my main area of expertise is engineering education pedagogy – basically, what are the best ways of teaching engineering students. I am also working on developing expertise in faculty development and leadership practices and diversity, equity, and inclusion in engineering education. These new areas have synergies with each other and with my existing expertise, so I’m very excited to learn Dr. Mallouk sits at her desk in Rowan Hall.more.

Share an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field. A few years ago, I championed the inclusion of weekly reflections in our first-semester first-year engineering clinic course that all engineering students take. As I began reading my students’ first reflections, I was struck by how many of them so clearly needed an outlet beyond what we typically provide in engineering (i.e., problem sets and lab reports). Their reflections were personal and honest and gave me a window into their lives that I don’t normally get. It reminded me that our students are whole people, and I had newfound motivation to provide them the best classroom experience I could.

Describe for us an experience you’ve had with a student that made you feel excited about educating the next generation in your field. I developed a project for our first-year engineering clinic class during which students learn about Net Zero Energy buildings and sustainability – we talk about solar power, heat transfer, and low energy appliances in the context of the engineering basics students are learning (like engineering economics). I think the project is super interesting and relevant, but I was so gratified when a student emailed me after the semester was over to let me know that his internship was going to require him to analyze solar panels and energy reduction measures and that he felt totally confident going into the internship having worked on the Net Zero project in my class! Our current students are the people who will be solving the most challenging engineering problems our society has ever faced and I’m proud that I can contribute to their development as engineers and people.

What is one thing you wish people knew about your academic discipline or your research focus? Just because a particular way of teaching/learning things worked for you doesn’t mean it works for everyone (or even the majority of people). Our education system has been designed to select for particular strengths, which means we’re missing out on a huge amount of talent that doesn’t happen to thrive in our current system.

What is a current project you and your students are working on? I have several students working on analyzing the reflections our first-year students are writing in their engineering clinic course. We are taking a few different approaches to this work—one is to try to understand how students think about the entrepreneurial mindset (curiosity, connections, creating value) and another is investigating how students conceptualize themselves as learners based on their responses to the prompt “Tell me about yourself as a learner”. We have found some interesting results—the publications are forthcoming!

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Story and photography by:
Alyssa Bauer, senior public relations major

Faculty PROFile: World Language Department’s Kipp Matalucci

Kipp Matalucci, German adjunct instructor at Rowan, stands outside on campus.

Meet Kipp Matalucci, German adjunct instructor within the College of Humanities & Social Sciences

What is your area of expertise? I think the biggest strength I bring to the classroom is a knowledge of culture and civilization, particularly of Kipp Matalucci, German adjunct instructor at Rowan, stands outside on campus.Germany and Austria. I’ve acquired this not only through formal study but also through a lifetime of experience in those countries.

The fundamental underlying human value language teachers impart is respect for other people’s differences. We impart it not by preaching but by introducing students to the rich cultural achievements of the peoples whose language we teach.

Share an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field. There are so many “aha” moments in my many years of study that it is hard to single out just one. I must go back to high school, the summer of 1967, when I traveled to Germany and Austria for the first time with my teacher, Frau Cote, and several classmates. It was the overwhelming, life-changing experience one might imagine for a 16-year-old who had never left the country before. We spent three weeks in Germany and three weeks in Austria. I wasn’t back home much longer than a few days before I started thinking of ways I could return! A new world was opened for me. I returned from that trip knowing that I would do something with language and travel. It turned out to be teaching.

Share with us one aspect of student engagement that you enjoy most, and why? I enjoy interacting with students on so many levels. The youthful enthusiasm and intellectual curiosity they bring to classroom inspire me and help me to stay young at heart. Their questions keep me on my toes! They often have a keen interest in aspects of contemporary German culture Kipp Matalucci, German adjunct instructor at Rowan, stands outside on campus.that I know little about, the current music scene, for example. I think of Anna in “The King and I.”

It’s a very ancient saying,
But a true and honest thought,
That if you become a teacher,
By your pupils you’ll be taught.”

What is one thing you wish people knew about your academic discipline or your research focus? Again, I return to culture in terms of my academic discipline. When many think of Germany, it is Bavaria that comes to mind, the Octoberfest and brass bands, the Alps, and Mad King Ludwig’s fairytale castles. This is an irritant for my German friends. Although Bavaria is Germany’s biggest state, there are 15 other states in the country with diverse cultures.

How long have you taught at Rowan? What has inspired you to continue teaching? I am in my 17th year of teaching at Rowan. I love standing in front of a classroom of young people. Every class is different. Each offers its own rewards and challenges. One’s day is never the same. From my pupils I am taught.

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Story and photography by:
Alyssa Bauer, senior public relations major

How One Rowan Professor’s Digital Office Hours Help the Online Learning Community

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? 

Her solution — offering e-office hours for her classes — earned her accolades this fall at Rowan Global Learning & Partnerships’ inaugural Excellence in Online Learning awards

Dr. Sun says she felt a range of emotions upon being recognized for her work.

Dr. Anna Sun stands in front of the James Hall statue“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. 

Dr. Anna Sun meets with a Rowan student inside James Hall

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.”

Dr. Anna Sun stands in front of a bronze statue outside of James Hall

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Faculty PROFile: Philosophy and Religion Studies Department’s Matthew Lund

Matthew Lund taking a book from his collection

Meet Dr. Matthew Lund, Associate Professor of Philosophy within the College of Humanities & Social Sciences. 

What is your area of expertise? I am primarily a philosopher of science, and my principal work to date is concerned with epistemological issues in science. Philosophers traffic in questions, and here are the ones I am most concerned with: how do theory and observation relate? How are new scientific theories discovered? How do we distinguish good science from phony science?

My most significant publication is N.R Hanson: Observation, Discovery, and Scientific Change (2010), which is a study of the thought of N.R. Hanson, an important philosopher, who was both a renaissance man and a wild man, and who passed away in his early forties. I also teach Epistemology, Symbolic Logic, Philosophy of Physics and Nietzsche. My first publication was a translation of an article by the German Expressionist poet, Gottfried Benn, on Nietzsche.

One of my favorite courses I teach at Rowan is American Philosophy. For some reason, Americans are either unaware or ashamed of their philosophers. Folks like Thomas Paine, Ralph Waldo Emerson, Henry David Thoreau, C.S. Peirce, Elizabeth Cady Stanton, William James, Alain Locke and John Dewey are deep and interesting thinkers who can be read both for serious study and pleasure. I echo Tolstoy’s complaint that Americans celebrate politicians and industrialists to the exclusion of their fine writers and scholars.

Doorway entrance of Matthew Lund's officeShare an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field. My moment really came before I had ever studied philosophy in any serious capacity. I have always loved math and science, and it came as a surprise to me when I worked as an electrical engineer that those marvelously elegant theories and methods I had learned only applied to the real world in the most partial and approximate ways.

I think that a philosophical analysis of background assumptions and expectations is part of any sophisticated process of inquiry, whether it be in science, ethics, politics or personal decision making. I find the feeling of doubt and disillusion stimulating since this is often the first step on the way from error to the truth.

Describe for us an experience you’ve had with a student that made you feel excited about educating the next generation in your field.  Most of us drift through the world as sleepers or sleep walkers. We are told what to believe, what is valuable, what we should do with ourselves. I am always inspired when students are roused from these “dogmatic slumbers” and realize they have voices; they have their own lives and their own destinies that they must make real. I think of philosophy as the most potent source of empowerment. Emerson said in “The American Scholar” that each generation has to think through the problems of life for itself and write its own books. I love it when I see that process at work.

What’s your favorite thing about being on campus on a typical Tuesday? I greatly enjoy walking to class with my head abuzz with all of the interesting ideas and arguments of the day’s lesson. How things will be framed, how students will respond and where the discussion will lead is always an adventure. There’s a reason that so many people forsake lives of mindless comfort for philosophy. When one is in the grips of a legitimate philosophical problem, one is most truly and vigorously alive. When I was in college, I had many 3 a.m. discussions of the big questions. I am lucky enough to have these kinds of discussions every day when I teach.

What is one thing you wish people knew about your academic discipline or your research focus? There’s an odd perceived belief that getting a philosophy degree is an invitation to the life of a useless ne’er-do-well. I could cite data that show the opposite to be true, that philosophy majors score the highest, on average, on post-graduate exams and that their lifetime incomes are among the highest of any major.

Professor Matthew Lund reads from a philosophy bookHowever, I think that is not the right approach, since philosophy is rarely chosen for these ulterior reasons — students choose it for intrinsic reasons: the study of philosophy enriches one’s life and can make even the most mundane experiences redeemable via philosophical reflection. Many students have told me that they didn’t really comprehend what other disciplines were for until they had studied philosophy. After that, they knew what kinds of questions to ask and where the other disciplines were coming from. The university evolved out of philosophical schools, so it is not a mystery that philosophy still provides the conceptual glue to bind everything together.

Finally, and I hate to wax apocalyptic, but I believe that humanity only has about a century left to walk the earth if it continues on its current path. How are we going to deal with the destruction of the environment, intolerance, terrorism, increased surveillance, the erosion of human rights, ceaseless war, incompetent and violent political leadership? I agree with Dewey that technology cannot save us since our capacity to develop new things always outstrips our capacity to understand and deal with their social consequences. I honestly don’t think philosophy will save us from final destruction. However, just as I think sober reflection on one’s own personal mortality is necessary, if fundamentally unpleasant and terrifying, so too is sober reflection on the mortality of our planet and species. All we can hope for is that the life of humanity be as good and meaningful as possible, and philosophy contributes essentially to that goal.

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Story and photography by:
Chad Wittmann, senior journalism major

Faculty PROFile: College of Education’s Angela Beale-Tawfeeq

Meet Dr. Angela Beale-Tawfeeq, Associate Professor of Health and Physical Education Teacher Education within the College of Education.

What is your area of expertise? My area of expertise is program Dr. Angela Beale-Tawfeeq sitting at her desk.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.

Dr. Angela Beale-Tawfeeq sitting in James Hall.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 Dr. Angela Beale-Tawfeeq typing at her desk.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.

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​​Story and photography by:
Alyssa Bauer, senior public relations major

Faculty PROFile: Marketing Department’s Nina Krey

Meet Dr. Nina Krey, assistant professor of Marketing within the Rohrer College of Business

Assistant Professor Nina Krey photographed in Business HallShare an “aha!” moment you’ve had within your discipline that made you feel passionate about your field

“Before I became a professor when I was still studying marketing, I had an ‘aha!’ regarding international marketing. The fact that even large corporations sometimes neglect to adjust their strategies to different markets and then fail to be successful was very interesting to me. Plus, it leads to some funny examples of failed translations or cultural mistakes! No matter how large or successful a company might be in their home country, consumers are different and companies have to adjust their strategies to specific regions.” 

Describe an experience you’ve had with a student that made you feel excited about educating the next generation in your field

“For me, the best feeling is helping my students get a job and be successful in their career. Often times I get emails from students who say that they applied methods I taught them in their current positions. It makes me so happy to hear from them and know that I contributed to their success.

What’s your favorite thing about being on campus on a typical Wednesday? 

“I love the atmosphere and nature on campus. I enjoy taking moments to myself and walking through certain stops on campus — especially by the pond behind the Engineering Building, I enjoy looking for turtles in that lake when walking back from picking up coffee.”  

Assistant Professor Nina Krey photographed in Business HallWhat is your area of expertise?

“One of mine is sensory marketing. I study how the environment and the effects influence value perceptions and shopping behavior. Another area is more quantitative. I develop scales so other researchers can use them in their surveys. I also work with new technologies. I’m currently studying how augmented reality (AR) affects consumer experiences. 

What is one thing you wish people knew about your academic discipline or your research focus? ​

“Marketing is not just sales or advertising. It’s not only for creative people, it involves a lot of math and writing that you wouldn’t think of. There are so many subsections of marketing and one of them is marketing research, which drives everything else. If you don’t know who your consumers are, then you do not know how to get them in the door and to buy your product.” 

Assistant Professor Nina Krey with members of Rowan's branch of the American Marketing Association (AMA).
Assistant Professor Nina Krey with members of Rowan’s branch of the American Marketing Association (AMA); Dr. Krey is AMA’s faculty advisor. 

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Chad Wittmann, senior journalism major

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Nicole Cier, senior writing arts major

Faculty PROFile: Journalism Department’s Kathryn Quigley

Professor Quigley and a student sit in her office during a meeting

Meet Kathryn Quigley, Associate Professor of Journalism within the College of Communications & Creative Arts and Faculty Advisor for The Whit student newspaper.

Rowan Journalism Professor Kathryn Quigley in her officeShare an “aha!” moment you’ve had within your discipline that made you feel passionate about your field

When reporters at The New York Times and The New Yorker magazine produced solid, detailed and hard-hitting exposés of rampant sexual discrimination in Hollywood and other industries, ushering in the #MeToo movement. Good, dogged reporting can produce tremendous results — even in the face of intimidating and powerful people.

Describe an experience you’ve had with a student that made you feel excited about educating the next generation in your field

In July 2016, my colleague Mark Berkey-Gerard and I took a class of students to cover the 2016 Democratic National Convention in Philadelphia. Our students worked very hard and had so much fun. They reported on protests, politicians and celebrities. They worked in heat, torrential downpours and wind. The students got to mingle with journalism alumni who now work at NJ Advance Media, Fox News and the Burlington County Times. 

The name plaques of Professor Kathryn Quigley on her desk in her office

What’s your favorite thing about being on campus on a typical Wednesday

Since I have been advisor to The Whit student newspaper on and off for 13 years, a typical Wednesday means Whit production night. That is when the staff of editors and reporters gather in their office to put out the weekly newspaper — in print, on the website and via social media. I love discussing stories with the student journalists and hearing them chatting and bounding up the stairs to their office at 6 East High St.

What is your area of expertise?

I have several. As a journalist, I focus on news and feature reporting — teaching the nuts and bolts of writing and putting together a well-crafted story. As an educator, I focus on media ethics. This involves examining and discussing coverage of current events and how journalists can/should do their jobs in an ethical way. As a researcher, I focus on children and families journalism. My graduate school fellowship at the University of Maryland focused on issues and concerns of children and their families. That can be anything from the rising rate of children diagnosed with autism, to teens and technology to foster care trends. These topics sometimes get the short shrift in newsrooms, and I am passionate about their coverage.

Professor Quigley speaking with Professor Garyantes in her office

What is one thing you wish people knew about your academic discipline or your research focus?

Journalism is NOT “fake news” and journalists matter now more than ever. The printed newspaper as a product may be in steep decline, but consumers’ hunger for news is greater than ever.

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Story and photography by:
Chad Wittmann, senior journalism major

Faculty PROFile: Assistant Professor of Chemistry Dr. Erik Hoy

Dr. Erik Hoy teaching his interns

Meet Dr. Erik Hoy, Assistant Professor of Chemistry & Biochemistry within the College of Science & Mathematics and the School of Health Professions

Share an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field.

As a theoretical scientist, one of the most exciting moments for me is when a new theory or method is “born.” Developing a new computational or theoretical method can take weeks or months of work and study, but I find that there is often an “aha” moment right at the end where the ideas and equations finally come together.

Rowan Chemistry Assistant Professor Dr. Erik HoyI will never forget when, as a postdoctoral scholar at Northwestern University, I created the new theoretical approach for studying electron transport that is the basis for much of my research today. The “aha” moment came when I finally figured out the final form of the transport equations. The excitement of bringing a new idea into the world that I could call my own was a moment that validated all of the hard work and study required to get to that point.

Describe for us an experience you’ve had with a student that made you feel excited about educating the next generation in your field.

Although I’ve been at Rowan for less than a year, I didn’t have wait long to meet an impressive student. After my very first day of teaching, a student came up to me asking to join my research group. He had a strong interest in nanoscale and materials science problems, so my group was a perfect fit. I was deeply impressed by the level of self-motivation that the student had. He has since become one of my top research students and is currently writing his own research software.

Rowan Chemistry Assistant Professor Dr. Erik HoyWhat’s your favorite thing about being on campus on a typical Tuesday? 

On a typical Tuesday I often find myself walking around the third floor of Science Hall, and I often find students from my classes. Students usually sit in the central area of the floor and will often stop me to ask questions or just chat. This kind of organic interaction with students is one of my favorite things about Rowan. It brightens my day when I’m able to see how they are doing and answer their questions promptly.

What is your area of expertise?

Rowan Assistant Chemistry Professor Erik Hoy

My general area of expertise is theoretical and computational quantum chemistry. Basically, I focus on developing new theories within the field of quantum mechanics and then build computer models to study problems in chemistry. I’m particularly interested in problems that involve the transport of electrons at the quantum level. One major area of interest for me are electronic components (such as the transistors, resistors or switches) based on common organic molecules for use. These devices can replace the current generation of silicon-based components, yielding faster and more efficient consumer electronics like phones or laptops.

What is one thing you wish people knew about your academic discipline or your research focus?

As my area of research is a fairly technical field, many people have the impression that you need special skills or talents to do undergraduate research in quantum chemistry, especially since some of what we do is not covered by any course.

You don’t need any previous experience or skills to start research researching in quantum chemistry. I currently have students in my group ranging from freshmen to juniors all with varying levels of prior knowledge. In fact, those same technical skills, such as programming or working with supercomputers, can be seen as an advantage rather than a barrier. Computer skills in particular are always valued.

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Dr. Erik Hoy, Department of Chemistry & Biochemistry

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Justin Borelli, senior advertising major

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Dean Powers, sophomore radio/television/film major

Faculty PROFile: Art Department’s Dr. Robert Whyte

Meet Dr. Robert Whyte, Assistant Professor of Web and User Experience (UX) Design and Graphic Design & Digital Media within the College of Communication & Creative Arts.

What is your area of expertise?

Robert Whyte standing at a table in the Campbell Library Web and User Experience (UX) Design and Graphic Design & Digital Media

Share an “aha!” moment that you’ve had within your discipline that made you feel passionate about your field.

I have been hooked on the immediacy and sheer scope of the internet since the late 90s when I went back to school. Early on I had no idea how many seriously sharp folks were working in the background trying to connect with people in contextual communication.

Describe for us an experience you’ve had with a student that made you feel excited about educating the next generation in your field.

After a crash course in learning new XD software in web class and the usual OMGs from all the students, one student returned next class with a full blown series of user-experience designs, along with task analysis and customer journey maps. It made cohesive sense and all the right questions were asked and answered. Something kicked in, I was blown away.

Robert Whyte helping a student with a project in the Campbell Library

What is one thing you wish people knew about your academic discipline or your research focus?

How important it is to make things that are useful, meaningful and impactful for our fellow humans, not just look good. This requires human research and iterations.

What’s your favorite thing about being on campus on a typical Thursday?

I love the smell of Westby Hall on Thursdays. Students have been working on art and design for days — bad ideas in the trash cans and good ideas on the board for further critique. Art is a process.

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Story and photography by:
Chad Wittmann, rising senior journalism major

Faculty PROFile: Engineering’s Dr. Cheryl Bodnar

Meet Dr. Cheryl Bodnar, Assistant Professor Experiential Engineering Education (ExEEd) within the Henry M. Rowan College of Engineering and Assistant Director of Faculty Programs Rowan Center for Innovation and Entrepreneurship (RCIE)

What is your area of expertise?

My research areas focus on game-based learning and engineering entrepreneurship. With both of these research areas, my focus is on how to improve the classroom experience so that engineering students can leave my classes well-rounded and ready to tackle the variety of Dr. Bodnar working with students in her freshmen clinic course.challenges that are integral to the engineering field. More specifically, my work within engineering entrepreneurship focuses on the development of an entrepreneurial mindset.  This doesn’t necessarily mean that students will start their own businesses, but that they will develop an innate curiosity about the world around them, be able to connect ideas and concepts from different classes, and, together, create products and/or services that will provide great value to the community around them.

Share an “a ha!” moment that you’ve had within your discipline that made you feel passionate about your field.

One of my greatest “a ha!” moments was when I could see differences in my students a few years after they had been exposed to the game-based learning techniques that I apply in my classes for developing an entrepreneurial mindset. I knew deep down that these methods of teaching would make a difference in the students and help them develop into individuals who would be prepared to take on the challenges of today’s world. However, when a student came back to me a few years after I taught them to share that they used one of the games they played in class as an example in a job interview, it really brought home that the use of these techniques is leaving a memorable impression on my students. This experience reinforced to me how leveraging teaching methods that actively engage our students and challenge them to work outside their comfort zone can really help in their overall professional development and lead to lasting memories they can draw upon.

Describe for us an experience you’ve had with a student that made you feel excited about educating the next generation in your field.

I have had several great experiences with students in my time at Rowan.  With regards to Engineering Entrepreneurship, I believe one of my most memorable experiences is engaging with students as both a teacher and advisor.  I have one student that I had the fortunate opportunity to teach and then advise as they are moving through the Engineering Entrepreneurship program.  This student brings such a passion to Dr. Cheryl Bodnar flipping through a book in her office at the engineering building.everything that they do and is eager and open to learning whatever is necessary to be successful.  The student often challenges the status quo and looks for opportunities to improve their and other students’ experiences on campus, thus applying an entrepreneurial mindset in and out of the classroom.

Engineering Entrepreneurship focuses on providing students with a technical foundation within engineering while providing students with the necessary business skills to become innovators within existing organizations or start their own businesses.  I think that we too often overlook how essential business skills are to the engineering profession; this degree brings to the forefront that blending these skillsets can lead to new possible career directions that our engineering students may not have considered. 

What is one thing you wish people knew about your academic discipline or your research focus?

I really wish that individuals would realize that Engineering Entrepreneurship is not exclusively for individuals that would like to start a business.  Although this is one potential career pathway, most of the program is really focused around providing students with the technical and business skills necessary to take on critical and essential roles in the engineering industry.  The jobs our students will excel at include business developers and technical sales positions, and other positions that interface directly with customers.  The skillsets taught within this program focus on the cultivation of an entrepreneurial mindset which means students can recognize opportunities, are comfortable with ambiguity, can persist A portrait of Dr. Bodnar at her desk located in the engineering building.through failure, and can manage risk.  These are skill sets that are so important to today’s society when the economy is constantly changing and individuals are having to pivot their careers.

What’s your favorite thing about being on campus on a typical Tuesday?

My favorite thing about Tuesdays is my chance to interact with junior and senior engineering students through our junior and senior engineering clinic program.  As part of this program, students are grouped into teams that are assigned to work on different faculty projects.  I always enjoy having discussions with my student teams and seeing how their curiosity has led them to new areas of investigation.  Several of these projects are grant funded, which means the students are working towards publications that allow them to showcase their work to regional and national audiences.  The amount of growth I observe in the students over the course of a semester is incredible and although not explicit, I believe that many of these students develop aspects of an entrepreneurial mindset as they start to recognize opportunities for further development, persist through failure, and deal with the ambiguity associated with research.

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Story and photography by: Alyssa Bauer, junior public relations major

Faculty PROFile: Dr. Mahbubur Meenar

Dr. Meenar and students sitting outside analyzing rocks and grass

Meet Dr. Mahbubur Meenar, Assistant Professor of Planning in the Department of Geography, Planning, and Sustainability & the Director of Community Planning and Visualization Lab at Rowan University. Dr. Meenar has a multi-disciplinary background in architecture (B.Arch.), urban planning (MUP), and geography (PhD). 

portrait of Dr. Meenar outside of Wilson Hall

What is your area of expertise?

My academic training comes from multiple disciplines. I studied architecture and practiced for a short period of time before I decided to get a masters degree in urban and regional planning and finally a PhD in geography and urban studies. Currently I am an assistant professor in the Department of Geography, Planning, and Sustainability within the School of Earth and Environment. I teach courses connected to three of our majors: Community and Environmental Planning, GIS, and Geography. If I had to pick a specific area of expertise, it would be environmental planning.

I am interested in the intersection of natural and built environments and how it overlaps with the social environment. My current research projects are focused on brownfield redevelopment, green stormwater infrastructure, civic engagement, geo-spatial technology and visualization, and community food systems. My research lab website offers more information: https://www.planviz.org/

Share with us one aspect of student engagement that you enjoy most, and why?

I try to engage students using various methods suitable for different courses. I incorporate my professional planning experience in my classes as much as possible. The assignments for my “Community Planning and Site Design” course, for example, are based on real world projects—either a small part of a big research project or a replica of a mid-size project. These projects have real life clients (e.g., nonprofit organizations, local municipalities). Students visit project locations (e.g., Glassboro, Camden), meet clients or community partners, and complete site observations. They utilize that experience in class and engage in a design charrette—one of my favorite student engagement activities. 

Dr. Meenar pointing to a camera outside with students

I create a replica of real-world design charrettes in class where students work in groups, with the help of a lot of prompts (e.g., maps, tracing papers, drawing supplies, cutouts of design ideas). Students brainstorm, debate on ideas and visions, and finally develop a design proposal. They present their group proposals in front of the class and students vote for the best proposal. We end the class with a group discussion reflecting on the process and outcomes.           

Dr. Meenar talking to students outside on the rocks near Wilson Hall

What is one thing you wish people knew about your academic discipline or research focus?

Urban and regional planning professionals need to have intensive education and training specific to the profession, but they cannot and should not create plans on their own. In the real world they need to work together with policy makers, media representatives, and relevant professionals (e.g., architects, engineers, GIS analysts, landscape architects, public health professionals) depending on the type of plan/project. More importantly, planners must work closely with the community organizations, residents, businesses, and other stakeholders living or working in the community. They need to actively and meaningfully engage the stakeholders in the plan development process. It is not the professionals but the locals who have a greater understanding of their community’s strengths and shortcomings. We need to listen to their stories and visions in the beginning stage of any project in order to make a meaningful connection to the whole project.

Dr. Meenar and students outside on a class trip looking up into the sky

Do you have a favorite Rowan memory?

It is difficult to pick just one because I have a collection of fond memories in my (almost) three years at Rowan. The success of our students—either in the classroom or in the professional field—define us in many ways. I have sweet memories attached to several class projects and students’ professional achievements.

I try to keep in touch with my students even after their graduation as the GPS department’s small size allows for meaningful connections between our students and staff to take place. In addition, I really enjoyed some field trips and community events that I organized with the help of my students. I am looking forward to make more memories here at Rowan.

Dr. Meenar pointing to a map inside a classroom with students and map on the board

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Photography by:
Vanessa Vause, senior public relations and theatre major

Faculty PROFile: Analytical Chemist Dr. James Grinias

Analytical chemist James Grinias at Rowan University sits with a student

Meet James Grinias, Ph.D., assistant professor in the Department of Chemistry & Biochemistry, who earned his Ph.D. in Analytical Chemistry from the University of North Carolina at Chapel Hill and a B.S. in Chemistry from Eastern Michigan University. What is your area of expertise? I am an analytical chemist with a focus on chemical separations […]

Faculty PROFile: Sports Cam Emil Steiner

Professor Emil Steiner standing outside Rowan Universitys football stadium

Emil Steiner, Ph.D., Assistant Professor Program Coordinator: Sports Communication & Media Program Department/College: Journalism; College of Communication and Creative Arts Twitter: @EmilSteinerPhD Degrees: Ph.D., Media & Communication – Temple University, 2018 M.A., Journalism – Temple University, 2012 B.A., Political Science, Psychology – University of Pennsylvania What is your area of expertise? My research areas are […]

Faculty PROFile: Jordan P. Howell, Environmental & Sustainability Studies

Professor Jordan Howell outside the Student Center

Jordan P. Howell, Ph.D., Assistant Professor Program Coordinator: Environmental & Sustainability Studies Department/College: Geography, Planning & Sustainability; in the School of Earth & Environment His website: users.rowan.edu/~howellj His Degrees: Ph.D., Geography – Michigan State University, 2013 M.S., Geography – Michigan State University, 2010 B.A., Anthropology – College of William & Mary, 2008 What is your […]