graduate programs & online programs

#PROFspective: Degree in 3 Grad Now Earning MBA

Posted on by Adeline McDonald
Victoria Ieradi: Graduate student MBA

Today we feature Victoria Ieradi, a third-generation Rowan student (her paternal grandfather, maternal grandmother, father, brother and cousin all attended or currently attend Rowan). From Mount Laurel, NJ (Burlington County), Victoria is a graduate student in the master’s in business administration (MBA) program with a management concentration, after earning a bachelor of science in marketing in three years through our Degree in 3 program. Before the campus closed in response to COVID-19, Victoria lived in 220 Rowan Boulevard. 

Victoria (second on the left) with her family members who attended Rowan with President Ali Houshmand.
Victoria (second on the left) with her family members who attended Rowan, with President Ali Houshmand.

On-campus job? I worked at the Rohrer Center for Professional Development as a marketing intern for three years. Currently I’m a part-time graduate coordinator for the College of Business and the Wellness Center.

Clubs/Organizations: I was a ProjectNest competition winner. I pitched free colon cancer screening tests at the Rowan Medical Clinic in Lindenwold. I also compete with Rowan club swim, and was a part of the American Marketing Association and the Outdoors Club during undergrad.

Take us through one typical Rowan day for you.
My typical day at Rowan usually starts with waking up, then getting dressed and ready for the day while I make a cup of coffee. I grab a quick breakfast and walk to either Business Hall or the Wellness Center, depending on what job I am reporting to. I work from 10 – 3 then go back to my apartment to get some homework done. I make dinner in my apartment and walk to class. The MBA program has all night classes, online, or hybrid, so it is really convenient to those who work full time.

If my class is one of the hybrid courses, you can find me driving to my hometown where we meet for the class in person for half the semester at the RCBC campus in Mount Laurel. I’ll spend the late evening with my parents and then drive back to my on-campus apartment. If it is a Monday or Wednesday, I take my swim bag with me to class and go to the Rec Center to go to club swim practice. Here, I hang out with my teammates and get a great workout in.

Victoria competing at a club swim meet
Victoria competing at a club swim meet

Once I am settled into the apartment for the night, I make a cup of tea and watch Netflix or the news with my roommates (it seems like it is the only time they get to see me as I am out most of the day). Having a schedule that is pretty much full actually helps me focus on my homework, assignments, papers, and studying for exams. If I had too much time to myself, I would get distracted. Being busy may not work for everyone, but it definitely keeps me on task. During the weekends, I try to spend time with my friends and boyfriend outside if the weather is nice! We like to go hiking, skiing, rock climbing (at a gym or outside), and kayaking.

Why did you chose your major?
I chose this major because I want to work in product/brand management, where you develop the voice of a brand and how consumers perceive it. I also have an interest in healthcare management, and I knew that an MBA would be really beneficial for me to get into that field if I wanted to later on in my career. 

What is the most interesting thing you’ve learned this year in one of your classes?
The most interesting thing I have learned in my classes this year has been through my class Managing Organizational Strategy. My professor uses a lot of real time examples and helps teach us using current topics as to how not only internal, but external, factors can affect the success of a company. Especially as times are rapidly changing for corporations big and small right now, I am able to see what we learn in class being applied to companies every day. 

Victoria (second from the right) with some of her closest friends that made Rowan feel like home.
Victoria (second from the right) with some of her closest friends who made Rowan feel like home.

Tell us about one moment that made you feel that Rowan was the right fit for you:
One moment that made Rowan feel like the right college for me was freshman year on my birthday. My birthday is early in September, so I didn’t think I had close enough friends yet to celebrate. I called my mom a little sad that I wasn’t going to have a good time as I was walking to my statistics class that night. I got back to Holly Pointe and sat on the floor to wallow in self pity. Then, my roommate at the time (now forever friend), came bursting through the door with people from our pod and people I knew from high school with a cookie cake and chocolate covered pretzels! It made me feel so welcome I was grinning ear to ear knowing I was a Prof, had a new family, and belonged at Rowan University! 

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Story by:
Julia McAleavey, senior advertising major

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Senior Prepares for Last Year of 4+1 Program, Gives Advice to Future Educators

Posted on by Adeline McDonald

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).

Chemistry major Jacob Emig sits at home in front of his open laptop.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.

Jacob Emig stands outside wearing goggles and a white lab coat.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.

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Finding My Place at Rowan as an Adult Learner

Posted on by Adeline McDonald
Rasheed sitting in business hall.

Today we speak with Rasheed McCord, a retired veteran and adult learner from Mount Laurel, NJ (Burlington County), about his Rowan experience. Rasheed is wrapping up his last semester of undergraduate studies as a Psychology major at Rowan and is preparing to earn a master’s degree in Clinical Counseling.

When did you start at Rowan? 

I became a full-time student at Rowan in 2015, after transferring from Rowan College at Burlington County.

Why did you choose Rowan?

At first I was going to Rowan College at Burlington County as a business major. I had an interest in owning my own business. I found that business can be very impersonal and I like being personal with people. One of the requirements for my degree was to take a psychology or sociology class, and when I took a psychology class it was the opener for me. I thought, ‘This is what I need to study.’ It was a no brainer for me. It gave me a way to help people and be fulfilled.

Rasheed stands outside the Rohrer College of Business.People in my life kept telling me I would be a good counselor or therapist or psychologist. People have always come to me with their problems and asked for advice. It wasn’t just my friends, but professionals in the field, who were telling me I had the right mindset for the psychology field. It was a sign for me. The more I learned, the more passionate I became. At first I was just going for my bachelor’s, but I realized I needed a master’s degree in order to help people more.

Has Rowan been accommodating to you as an adult learner and veteran? How so?

I can’t say enough about the faculty and the staff at Rowan. They really encouraged me all the way through this process. They all took time with me to let me know that I could do this. The staff at Rowan have been there for me professionally since day one. The Veterans Affairs [Military Services] office encouraged me [to pursue] this program and helped sponsor me for my master’s degree.

I haven’t had a professor that doesn’t love what they are doing. They all take a deep interest in their field. That’s something that aspiring students can look forward to at Rowan — knowing that they have a supportive, caring staff. That was a big driver for me to continue my education. 

Rasheed stands outside the modern outside of Business Hall, looking off to the side with hands in his pockets. You are working toward receiving your clinical counseling master’s degree. What has that process been like so far? 

I chose Rowan for my master’s because I already know what it’s like to be a student here, and I’ve had a great experience so far. Why would I want to go somewhere else, where I could stay somewhere I know I am cared for?

What are your goals for your degree? How has Rowan prepared you to achieve them?

I intend to become a licensed therapist or psychologist and work with veterans that may suffer from PTSD or depression. Or, I would like to work at a hospital facility where I would be counseling others who need my help. 

Any parting advice for Rowan students, specifically adult learners or those who are considering going back to school?

Don’t underestimate yourself. Don’t feel like because you’re an adult learner that you have to play catch-up. Be a constant learner, so it doesn’t matter what age you are. As long as you have your goals in mind, you’ll be successful. Being around some of the younger students gave me perspective on how they view the world, and it was good to see. I was able to share my experience with them, and it was a good exchange that we could both learn from.

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Story by:
Nicole Cier, senior writing arts major

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Brand Management, My Favorite Class at Rowan

Posted on by Adeline McDonald
Julia McAleavey- my favorite class at Rowan

This story is a part of the “My Favorite Class” series.

Today’s story features Julia McAleavey, a senior from Monmouth County, NJ, graduating with a bachelor’s in advertising. Julia transferred to Rowan her sophomore year, from Eastern University in Pennsylvania. 

During my time at Rowan, I have taken a lot of really incredible classes. These include classes within the Department of Public Relations and Advertising as well as general education classes.

My favorite class I ever took, however, was a graduate course called Brand Management.

Last year, during my spring semester advising appointment, I was told that I was eligible for a program called Senior Privilege. I learned that I had enough credits to take six credits of graduate courses as a senior. I hadn’t thought to much about graduate school, but figured this would be a great chance to find out if it is a good fit for me.

I had a few options to choose from within the program, but I chose Brand Management because I am someone who could talk about brands for hours and not be bored. Being that this was my first-ever graduate course, I was very nervous at first. It did help, however, that I already knew the professor from previous courses. The course was taught by Dr. Kristine Johnson, a well-known and loved professor in the Public Relations and Advertising department. Additionally, there were a couple other students who were still undergrads, which also made the situation more comforting. 

Graduate courses aren’t too different from undergrad, but there are a few distinctions that I really liked. The classes are smaller, so it’s easier to build relationships with peers. They are also much more discussion based. Every week, we sat in a circle so we can easily talk about brands and other topics. One discussion I remember having was when we compared and contrasted Sprite and Mountain Dew as if they were people. As I stated before, I could talk about brands forever and not get bored, so I loved activities like these. 

301 High St. building shot from aboveBrand Management also consisted of several projects and presentations, both group and individual. We did individual presentations on brands in the news, which kept us up to date on what was going on with different brands. We also did a ‘my brand’ presentation, where the presenter presented themselves as their own brand. I liked this one a lot because it showed that people are their own brand, that brands have personality, and it helped my classmates and I get to know each other.

For the group projects, we did a full brand audit and a case study. My favorite project, however, was one where we worked with real clients. Two men who owned a gym wanted help to get more people to join their gym, so we pitched ideas to them that they could use. Helping out actual projects made the project seem more worthwhile and rewarding. 

As a whole, Brand Management was an amazing class and a perfect fit for me. I would recommend it to any ECCCA major who qualifies for Senior Privilege.

As far as Senior Privilege goes in general, even if grad school isn’t in your final plan, try the program if you’re eligible. It’s a great way to find out if you’d like to try grad school in the future, and you might really enjoy the experience like I did. 

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Coping with Grief as a College Student

Posted on by Adeline McDonald
Allison Niemiec poses for a photo on the Bunce Green.

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.

Allison Niemiec poses in a gazebo on campus.Meet Allison Niemiec, a first year graduate student in the Higher Education Administrative Track program, 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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Story by:
Allison Niemiec, first year graduate student in the Higher Education Administrative Track program, Wellness Center intern

Photography by:
Alyssa Bauer, senior public relations major

References

Auer, M. (2019, November 8). Coping with Grief and Loss as a College Student. Retrieved from 

https://psychcentral.com/lib/coping-with-grief-and-loss-as-a-college-student/

Thai, C. L., & Moore, J. F. (2018). Grief and bereavement in young adult college students: A review of the literature and implications for practice and research. Communication Research Trends, 37(4), 4-29. Retrieved from http://ezproxy.rowan.edu/login?url=https://search.proquest.com/docview/2167696443?accountid=13605

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Pharmaceutical Sciences Grad Student Discusses Her Research

Posted on by Adeline McDonald

A passionate graduate student who works on computer-aided drug and molecular dynamic simulations, Holli-Joi Sullivan’s research primarily focuses on different cancer and neurodegenerative disorders. First drawn into this field after taking a course with Dr. Chun Wu, Holli-Joi has been in love with the work that she does every day since. A graduate student in […]

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Pandemic Profs: Clinical Internship Teaching Spanish Remotely

Posted on by Adeline McDonald
Rosalba standing with her cooperating teacher.

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.)

Portrait of Rosalba in woods, standing against a tree.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.

Yellow shoes customized with the word Ms. Trejo.
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. Rosabla in mid-jump, wearing a Rowan sweatshirt, in front of Bunce Hall.

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.

Rosalba stands with her cooperating teacher holding a book.
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.

Rosalba stands in her graduation gown holding her daughter, with Bunce Hall in the background.
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.

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How Construction Management Major Jeremiah Cason Earned a Degree From Across the Country

Posted on by Adeline McDonald
Photo of a banner located in the College of Engineering.

Jeremiah takes a selfie at a construction site.Name: Jeremiah Ryan Cason

Class of: 2019

Degree: B.A. in Construction Management

Hometown and county: I live in Beaumont, CA with my wife and 3 kids.

First-generation college student? Yes, I am the first student in my family to earn a bachelor’s degree.

What inspired you to choose Construction Management?

Honestly, it was the need to provide for my family that caused me to enter the field. Money as a union tradesman was good, and I knew I was good at building things and putting things together with my hands. It felt natural and I have excelled at the field of construction. I now work for the 4th largest general construction management firm in the U.S. I love seeing the final result of a project and knowing I was a part of the greater picture. I feel like a conductor of a concert hall music symphony, and I love knowing I made this group of people come together to make a beautiful sounds (or building).

Jeremiah poses with a coworker.What would you share with a future student interested in Construction Management?

This program is a great way to get your feet and mind into this line of work. The teachers are great, and they have amazing experience in the line of work that they can offer great advice and even suggestions on paths toward future employment. However, don’t go into construction management unless you understand it is challenging, stressful, and you work a lot of hours. There are a lot of times where you are going to struggle to and even fail, but that is how you learn and become better and grow.

Did you ever have a moment of uncertainty within your major? How did you get through the challenge?

I never had any uncertainty, I was and am fully invested in this line of work. I have poured myself into this career. I did not go to college like most at a young age, I went back to school in my 30s to finish my degree after I had already started my path in construction. I knew I wanted to advance and I knew I was going to need a degree to do it, so I had to go back to school.

Did you feel supported throughout your college career by the Rowan community? 

I took a study abroad class and got to meet some Rowan students face-to-face for the first time. I live in Beaumont, CA and I never got to meet anyone or even any teachers at Rowan until this study abroad class. Not only did the students and teachers from the study abroad class embrace me and help me, they have all been there for me after the class and given me help and advice after in other classes as well. If fact, Dr. Hague from the WWII Study abroad class and I have stayed in touch since my graduation and we still text back and forth. My fellow students (Dan Cirino) even came to graduation and gave me a personal tour of the campus during my trip out to Rowan [for] graduation.

How does your field impact the world? What impact would you like to have on the world in your field?

I think my line of work (and what I do) is the cornerstone of building America’s infrastructure. I am proud of what I do, and I look forward to being a part of my line of work in the years to come because I think methods for construction are going to get very high tech and demanding for new, “greener,” methods to improve building life cycles and reducing waste in the industry.

What is your biggest career accomplishment so far?Jeremiah takes a selfie with his family in Hong Kong, Korea.

Aside from providing for my family (because that was my whole motivation and drive when I started my line of work), I think it was, and is, earning my degree. I think that it’s going to open doors to finally get to the next step and place in my career. Not only that, but I also felt so blessed and proud that my family (especially my children) got to see me earn my degree. My kids now know that you can never be too old to go back to school and better yourself and your chances at advancing your career.

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Story by:
Alyssa Bauer, senior public relations major

Photos courtesy of Jeremiah Cason

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Grit & Greatness

Posted on by Adeline McDonald
Jess Hassell poses outside of Bunce.

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.

Jess Hassell poses for a photo outside of Bunce.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.  

Jess Hassell speaks to another Healthy Campus Initiatives intern on Rowan BoulevardThat 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.

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Dr. Rosetta Treece, Ed.D. ’16, Spearheads Mental Health Initiative [VIDEO]

Posted on by Adeline McDonald
Rosetta shaking hands with another dog trainer.
https://youtu.be/EFuGFOkhxNI

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.”

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Ed.D. Program Paves the Path to Success for Educational Leader

Posted on by Adeline McDonald
Exterior shot of Sussex County Community College, where Rowan Ed.D. student Ketan Gandhi works

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.

Rowan Ed.D. student Ketan Gandhi meets with students as CFO of Sussex County Community College 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.”

Rowan Ed.D. student Ketan sits at a desk with his laptop open, smiling.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.

Rowan Ed.D. student Ketan Gandhi meets with students as CFO of Sussex County Community College

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.”

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Story by:
Nicole Cier, senior writing arts major

Photos courtesy of:
Ketan Gandhi and Sussex County Community College

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#PROFspective: Graduate Education Student Donn Matthew G

Posted on by Adeline McDonald

Name: Donn Matthew G Donn G stands outside of Hawthorne Hall.
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 Rowan PhD student Donn G working at his cubicle in Hawthorne Hall.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.

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

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Higher Education Master’s Program Sounds Like Sweet Success For Rowan Music Alum Ben W

Posted on by Adeline McDonald
Ben Wilner stands outside James Hall

Future college students will be fortunate to have Ben W 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 W on the first floor of James HallBen 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 W standing on the third floor of James HallBen’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.”

Wide shot of Ben W on the first floor of James Hall

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Ed.D. Graduate, Community College President on His Game-Changing Rowan Experience

Posted on by Adeline McDonald

Alumni Success Stories Explore how our alumni propel their Rowan University education into lasting success, as highlighted through our alumni success series. From Rowan University student to lifelong member of the Rowan University Alumni Association, Rowan Profs thrive at every stage of their journey. Go Profs!

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Hybrid Doctoral Studies Program Offers Flexibility for Aspiring Educational Administrator

Posted on by Adeline McDonald
Exterior shot of James Hall, home of the College of Education

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.” 

Rowan Ed.D. student Manuela sits at a desk with the name "Ms. Jimenez" in colorful letters pasted to the front of the desk.
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.”

Drone shot overlooking Rowan's Glassboro campus at sunset
“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.”

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Story by:
Nicole Cier, senior writing arts major

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Toxic Friend Groups

Posted on by Adeline McDonald
Jessica Hassell, a Higher Education Administration track graduate student and author of story, sits in woods on Rowan University's campus

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 Higher Education Administration track graduate student Jessica Hassell sits near a bush on Rowan University's campus.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.  

Higher Education Administration track graduate student Jessica Hassell (left) talks to another student on Rowan Boulevard. 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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Story by:
Jessica Hassell, second-year higher education administration graduate student, Wellness Center intern

Photography by:
Alyssa Bauer, senior public relations major

References

Benne, Kenneth D, and Sheats, Paul. “Functional Roles of Group Members.” Journal of Social Issues. 4.2 (1948): 41–49. Web.

“Power and Control Wheels.” Domestic Abuse Intervention Programs, 2017, https://www.theduluthmodel.org/wheels/.

“Types of Abuse – Loveisrespect.” Loveisrespect.org, National Domestic Violence Hotline, 2017, https://www.loveisrespect.org/is-this-abuse/types-of-abuse/.

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The Mental Health Benefits of Cosplay

Posted on by Adeline McDonald

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 […]

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Pre-College Institute Alumnus Shares His Story

Posted on by Adeline McDonald
PCI alumnus Minelson Louis-Baptiste

Rowan and PCI alumnus Minelson Louis-Baptiste in the Chamberlain Student Center

Meet Pre-College Institute (PCI) alumnus Minelson Louis-Baptiste, a first-generation student and 2016 graduate from the College of Science & Mathematics. Baptiste lives in Lindenwold, NJ (Camden County) and is currently pursuing two master degrees. Today, he will share with us how PCI helped shape him and his Rowan experience.

Major: Biological Sciences; now studying Biomedical Sciences at Rowan Global 

First-generation college student? YesRowan alumnus Minelson Louis-Baptiste with fellow PCI graduates at the Student Leadership Conference

What inspired you to choose your major? “I always wanted to go into the health field. I love science, I love questioning and figuring out things. Biology was one of my strongest subjects in high school. I really wanted to learn more about biology, so I decided to go into biology.”

What are you currently doing? “Right now, I’m working on my second master’s in public health and looking out for job options.”

How did PCI help shape you and your Rowan experience? “Well, I always look back at my high school self. I was not very outgoing and was afraid to speak in front of people. PCI helped shape me and showed me there’s way more out there and to be open. This is a very lively campus with a lot of things going on. I used to be in my own world, so going into the six-week process, Rowan and PCI alumnus Minelson Louis-Baptistelearning how to talk to people and networking that put me out there and opened my eyes.

I still have some close relationships with some of my PCI sisters and brothers. I thank them all the time because when I’m feeling down, I reach out to them and when they’re feeling down, they reach out to me. I would say my counselor from PCI, Mr. [Israel] Laguer, has been one of my rocks. He’s one person I can go to and talk to. He knows me and knows what I’ve been going through in my personal life and school life as well. He’s always been there for me.”

Any advice for future freshmen? “Make sure you take every opportunity seriously and make the best use of it, because you never know where a connection might come from or where you might get your next opportunity.”

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Story by:
Iridian Gonzalez, senior journalism major

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TRANSFERmation Tuesday: Casey Pregartner

Posted on by Adeline McDonald
Future transfer student Casey Pregartner standing on Rowan Boulevard

Today we speak with Casey Pregartner, a junior Construction Management major at Rowan Global. She is a transfer student from Rowan College of South Jersey.

Name: Casey Pregartner
Year: Junior
Major: Construction Management (Rowan Global)
Hometown: Franklinville, NJ (Gloucester County)
Transfer student? Yes
Where do you live? Off-campus

What gets you out of the bed in the morning?

“As an adult I realized that I want to do better than what everyone guessed my odds would be. I am motivated by the idea that I have made it into a college that I never expected to be at. I am passionate about being in a career that will lead me into a direction where I can support myself and my future family.”

Were you nervous starting at Rowan? How did you overcome it?

“When I first got to Rowan I was nervous because it was such an unknown experience. When I was in the middle of my [first] semester I started to struggle in all my classes. I had a few of my professors reach out to me expressing that they really wanted to see me succeed. That was the first experience I had that I felt like a professor really cared, and I realized how personable Rowan is and that I chose the right school.”

Casey in the library at rowan barnes & nobleAnd lastly, why did you choose Rowan?

“I picked Rowan because it was very close to my home, it allowed me to have the experience of being at college and still having a close relationship with my family. After a few semesters I realized I would not have wanted it any other way. Rowan is a great university, and it gave me a lot of experiences I wouldn’t been able to have if I had [gone] to a different school.”

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Story and photography by:
Justin Borelli, senior advertising major

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The 3+1 Program that Creates a Balanced Lifestyle

Posted on by Adeline McDonald
Susan Hacker talking with her mentor at Virtua

Meet Susan Hacker, a mother and first-generation college student from Burlington, NJ (Burlington County) currently pursuing her Bachelor of Science in Nursing (BSN). Today she shares her experience on how convenient Rowan’s RN to BSN program through Rowan Global has been for her.

“Returning to school at middle age and becoming a registered licensed nurse provides a sense of pride,” said Hacker.

Susan posing in front of the donor wall at Virtua
Hacker, a registered nurse for Virtua Health System, will earn her bachelor of science in nursing (BSN) degree in spring 2020.

Hacker, a registered nurse for Virtua Health System, decided to further her education at Rowan for a few reasons. The 3+1 program offers partnerships between Rowan and local community colleges — making the transfer process easier and faster. “Rowan allows one to obtain a university degree at a well-known research school while simultaneously limiting costs and the prospect of long-term college debt,” said Hacker.

For Hacker, finding a work/life balance was important, and the 3+1 program has given her that balanced opportunity. “College is considered higher level learning, as is life. Much like life requires development and growth, through self-management of experiences, Rowan Global does the same. The online learning environment allows for self-management of study time through the limited log-in requirements,” said Hacker.

Attending Rowan has not only impacted her life in a positive way but her children’s lives too. Her children get to see her achieve each educational goal she sets, and for her, that is important.

Susan and Anne in the nurse station
Hacker (right) reviews a patient’s record with Anne Bertino-Lapinsky (left), advanced nurse clinician for Virtua Health System.

“Rowan has allowed me to develop professionally as well as personally, and [that] has not only changed my life but also the course of my children’s lives,” said Hacker. “Witnessing my passion to never give up as well as for learning and educational development later in life, Rowan has enabled me to instill the importance of education and the prospect that anything is possible in the eyes of my children.”

Hacker recommends anyone who is thinking in getting their degree through Rowan Global to do it. She said “it’s a convenient learning experience” while concurrently developing growth and maintaining a healthy balance between school, work and life.

“Every further step in education is an opportunity for new beginnings,” said Hacker.

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Story by:
Iridian Gonzalez, senior journalism major

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