STUDENT SUCCESS INSIDER
WELCOME
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COVER STORY: MOUNTAINVIEW COMMUNITY
The Mountainview Community is devoted to providing access to higher education, resources, a sense of agency, and security for its unique population.
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DATA DEEP DIVE
Considerations for addressing CSI results
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DIVISION HIGHLIGHTS
Ensuring student engagement: Promoting success throughout and beyond our beloved campus community
The Student Success Insider e-magazine is produced by the Division of Student Academic Success
SPONSOR Dr. Marsha L. Lowery
EDITOR-IN-CHIEF Dr. Jason L. James Jr.
ASSOCIATE EDITOR Jordan Meyers
CONTRIBUTORS Lindsay Peck, Dr. Randi Mayers, Angela DeRocini, Heather Harris, Matthew West, Brandon Quiles, Laura Collins, Christopher Gebhart, Christian Grimando, LaToya Gibbons, Caroline Waters, and Madeline Levy
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RAPTOR RECOGNITION
Interviews with our student success champions
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STAY TUNED
Upcoming events and initiatives
SAS employees are committed to student academic success, and the work of the members of the SAS Division aligns with our mission, vision, values and pillars. Those are:
SAS MISSION
The Division of Student Academic Success leads persistence efforts that result in improved educational equity, retention, and timely graduation from Rutgers University-Camden. Our team empowers students to develop identity consciousness, sense of belonging, self-efficacy, and academic responsibility to become the best versions of themselves in and out of the classroom. Through personalized and holistic supports, we provide students with resources, tools, and opportunities to define success for themselves.
SAS VISION
Student Academic Success will be a national leader in utilizing student-centered approaches to improve success outcomes. Our team fosters student academic success by using data to identify and nimbly address student needs to eliminate any gaps in graduation rates. Through our work, our students will build on their existing strengths and demonstrate their development in pursuit of their goals in college and beyond.
SAS VALUES
Identity Consciousness
Contributing to a person’s understanding of their values, goals, attitudes, and beliefs.
SAS PILLARS
PILLAR 1
Data-Driven Decision Making
Sense of Belonging
Fostering a level of respect, value, acceptance, care, inclusion, and mattering.
Data-informed practice is at the core of all SAS efforts. To effectively advance the achievement of our students and the campus overall, we must regularly seek out empirical evidence and use it responsibly to meet our students’ needs. We accomplish this by contextualizing our decisions using data and theory.
PILLAR 2
Self-Efficacy
Developing a person’s belief in their capacity to execute behaviors necessary to produce specific performance attainments.
Academic Responsibility
Instilling a person’s sense of duty to their academic progress; to become accountable for their own journey.
Proactive Approaches to Cohort Engagement and Transition Programs
Proactive Approaches to Cohort Engagement and Transition Programs: SAS is committed to developing a sense of belonging amongst those we serve, with holistic services to onboard first year and transfer students to the University. We foster affinity-based communities to help students realize their intersectional identities.
PILLAR 3
Centering Students in Operational Procedures
Centering Students in Operational Procedures: SAS is dedicated to enhancing student experiences through process improvement, efficiency, and consistency. We aim to do so by identifying and addressing problematic procedures and holding ourselves accountable for eliminating known barriers.
PILLAR
4
Increasing Partnerships; Developing Deeper Collaborations
Increasing Partnerships; Developing Deeper Collaborations: Cross-campus collaboration and mastery of essential skills are key to fulfilling our mission. To nurture continued excellence and maximize campus community engagement, we must invest time into building trusting and reliable relationships with partners and resources into developing new talent. Efforts to do so include normalizing transparency and data sharing, collectively addressing student challenges, serving as subject matter experts and thought partners, and exposing staff and students to skill-building opportunities.
PILLAR 5
Intentional and Differentiated Supports for Diverse Populations
Intentional and Differentiated Supports for Diverse Populations: As our campus becomes increasingly diverse, it is our responsibility to ensure that we meet the unique needs of all our students and that we honor their intersecting identities. Thus, expanding support offerings, exploring additional funding opportunities, and celebrating student success remain priorities for our future.
The Mountainview Community
The Mountainview Community, connected to NJ-STEP (New Jersey Scholarship and Transformative Education in Prisons Consortium), has been a significant part of the folds of Rutgers–Camden’s campus since 2019. Focused heavily on holistic support services for justice-impacted individuals, the Mountainview Community is devoted to providing access to higher education, resources, a sense of agency, and security for its unique population. This academic year, there are 18 active undergraduate and graduate student Mountainview community members.
Tiece Riddick, MSW, LCSW
“You need someone [to lead the Mountainview Community] who is an advocate, who is supportive, and relatable. As a social worker, alumni, and first-generation person of color, I value supporting justice-impacted individuals,” said Riddick.
Each student within the Mountainview Community is championed through their journeys at RutgersCamden by the efforts of Ms. Tiece Riddick, MSW, LCSW. Riddick, a 2005 Rutgers-Camden alum, was drawn to work with the Mountainview Community because of her innate desire to empower and support marginalized and disenfranchised individuals.
Riddick believes that the impact of the NJ-STEP to Mountainview pipeline is transformative, especially for first-generation students of color, who face these additional barriers due to their status. Having a trusted, consistent, and dedicated campus staff member, such as Ms. Riddick, to assist in navigating modern technology and other challenges is an important part of student success for Mountainview students.
Mountainview exemplifies diversity: supporting nontraditional, first-generation, justice-impacted students hoping to make generational change in their families and communities.
Let’s meet some of the current Mountainview Community members!
COVER STORY
Duane Horne
Duane Horne, a junior in EOF pursuing health sciences, is quite an active member of the Mountainview Community. When he’s not hosting his WCCR radio talk show, Keep it a Bean, where he discusses masculinity, politics, entertainment and misinformation, he’s pursuing a variety of co-curricular activities off campus, including an internship through Aspiring Scholars and Professionals (ASAP) Program at Princeton University and working as an Eagleton Undergraduate Associate in New Brunswick.
A former veteran in the marines who experienced homelessness firsthand, Horne has been conducting research on veterans’ homelessness through the ASAP Program in Princeton, helping to create the first national database on evictions. It was this passion and dedication that sparked his pursuit in applying for the Harry S. Truman Scholarship, a graduate fellowship reserved for undergraduate juniors who demonstrate leadership potential and a commitment to public service.
Horne has worked closely with Laura Collins, director of Office of Scholar Development and Fellowship Advising (OSDFA), in preparing his application for the Truman Scholarship, practicing interviewing skills, and articulating his experiences to showcase his dedication to advocating for other veterans. Rutgers University-Camden named their first-ever Truman Scholar, Paul Boyd--also a member of the Mountainview Community--in April of 2024, who introduced Horne to OSDFA and the Truman Scholarship.
“When he [Boyd] won the Truman, it opened my eyes. He felt I would have the same success, as we have lots of similar experiences [including our shared membership in the Mountainview Community],” said Horne.
Working with OSDFA has been valuable for Horne as he recalls it provided him with a new perspective. “Laura has the ability to take what I deem as insignificant [about my experiences] and change my perspectives. She also helped me to narrow down my life goals; [now that I have gone through this process of applying for the Truman] I know I want to be a public servant in the Department of Veterans Affairs,” said Horne.
When asked about what the Mountainview Community means to him, Horne shared that none of his successes would be possible without the community, as it was the most important part of this chapter in his journey as a RutgersCamden student.
“Without NJ-STEP and the Mountainview Community, I would not be in school, I would not have these opportunities. So much in my life is changing for the better because of this program,” said Horne. “We all strive for greatness and push each other to do better.”
Mountainview Community
Wali Palmer, a TRiO senior studying computer science, was incarcerated for 25 years. When he found out he had the opportunity to pursue his education through the NJSTEP/Mountainview Program, he chose to study computer science on a whim, despite his lack of knowledge on modern technology and having never used a computer before.
“I just keep going, even if it feels like I am not getting anywhere. That’s all because of Mountainview’s impact on me,” said Palmer.
Aside from working hard in his academics and being a line cook at iHOP in Cherry Hill, Palmer has taken on many cocurricular activities, including the RU-Flourishing program through RAISED—Rutgers Advanced Institute for the Study of Entrepreneurship and Development—within the Rutgers Business School, where research and community engagement intersect across entrepreneurial projects. He also serves as a mentor for Q&A Commons, connecting with individuals that are being released from incarceration in Minnesota, to help mold youth into becoming employable.
Notably, Palmer held two internship roles at Princeton University: one REU--research experience for undergraduates--in computational biology, and one through Coding Foundations of Research (CFR) under the Princeton Teaching Initiative.
Palmer recognized the value in coding, so much so that he founded his own nonprofit organization, Newalk of Life, in June 2024, introducing a program, “Coding for the Youth,” to introduce inner-city kids and at-risk youth education technology. Palmer brings his expertise to local schools, including Camden Higher School, where he works with the Youth Advocacy Program (YAP) to introduce kids to coding robots.
“If a kid is interested in coding, even at a basic level, it could open doors for them,” said Palmer.
Palmer weaved his narrative of founding Newalk of Life and aspiring to become a social and business entrepreneur into his Benjamin A. Gilman Scholarship application for the October 2024 cycle. The Gilman Scholarship is reserved for undergraduate students who need funding to pursue a study abroad trip. Palmer was one of four Rutgers-Camden recipients of the scholarship, and he credits OSDFA for helping him with the application process and holding him accountable.
“Winning the Gilman Scholarship means that I was able to accomplish something I never would have thought possible. I felt like people wanted to hear my story, and now I get to go to Paris, France this May: something I never thought I would be able to do,” said Palmer.
Ultimately, Palmer credits his time in the Mountainview Community for many of his successes. “They provide support services and resources for us, sharing information on upcoming events, job fairs, internships, fellowships, and more. Ms. Tiece Riddick even helped me find a place to live.”
“Mountainview is a lifelong community for me; if it wasn’t for them, I would not be here, and I would never have had the opportunity to do what I am doing now disparity between different urban/rural groups and gave me an idea on how I want to implement change.”
Wali Palmer
The members of the Mountainview Community want to be visible and relatable members of the community.
They are part of many organizations, and they fall into every major and department across campus. On a larger scale, Mountainview Community members are highly impactful, civically engaged students, raising visibility and connecting with organizations and local political bodies in our neighboring urban communities. They are passionate about lots of issues and concerns in these communities, sharing awareness of the needs of our campus community and community at large.
As they are seen as experts in criminal justice, they are often sought out for research participation and consultation in the Schools of Criminal Justice and Social Work, and they speak to law school and social work cohorts on how the criminal legal system has impacted them and transformed them into contributing members of society.
Something particularly noteworthy is the multitude of allies and partners in Rutgers, local communities within our campuses, and within local and state government, which enables Mountainview to do impactful work and recognizes the value of Mountainview students and alumni.
Mountainview Community members wish to feel included, valued, and more ingratiated in the Rutgers-Camden community. Mountainview students realize there is a stigma attached to being justice-impacted, but the Mountainview Community wants everyone to know that they are everyday citizens trying to make a difference in their lives and the lives of their community members, one opportunity at a time.
The Rutgers-Camden campus community is proud to support the Mountainview Community, and we look forward to continuous recognition of their success.
Learn more about Mountainview Learn more about NJ-STEP
MY COMMITMENT TO STUDENT SUCCESS
As mentioned in the Strategic Plan for the SAS division, all our work is focused on student success. With the leadership of the Vice Chancellor for Student Academic Success, the managers of the four units within the division carry out important commitments to student success.
CAREER AND ACADEMIC SUPPORT INITIATIVES
Madeline Levy, M.S. Director
“Hello, my name is Madeline Levy, and I lead the Career and Academic Support Initiatives unit for the division. Our team supports and promotes student success by developing studentcentered, data-driven programming within the scope of student learning assistance and career services. By developing internal and external collaborations, we provide all students with the necessary support to successfully develop and manage their academic and career goals.”
RETENTION AND STUDENT SUCCESS INITIATIVES
Lindsay Peck, M.Ed. Assistant Director
“Hello, my name is Lindsay Peck, and I lead the Retention and Student Success Initiatives unit for the division. Our team supports and promotes student success through identifying clues and patterns that help us better understand the behaviors, decisions, and experiences of our students. We collaborate with stakeholders across the university by equipping teams with information that points to the opportunities for support that lead to the greatest potential for impact.”
STUDENT ACADEMIC SUPPORT INITIATIVES
Randi Mayers, Ed.D. Executive Director
“Hello, my name is Dr. Randi Mayers, and I lead the Student Academic Support Initiatives unit for the division. Our team supports and promotes student success through personalized coaching services and programs focused on critical relationship building, resource acquisition and skill attainment. Through collaboration both across campus and externally, our goal is to ensure we are providing services that enable students to confidently engage in and take ownership over their academic experience.”
STRATEGY AND OPERATIONS SUPPORT INITIATIVES
Jason L. James Jr., Ed.D. Director
“Hello, my name is Dr. Jason James Jr., and I lead the Strategy and Operations Support Initiatives unit for the division. Our team supports and promotes student success primarily by centering our students in division and campus-wide policies, procedures, and practices. We collaborate with internal and external partners to manage special projects and initiatives, and we provide staff and faculty with development, engagement, and networking opportunities.”
DATA DEEP DIVE
Destination: Data
A Preview to the First Destination Survey
With the Career Center joining the Student Academic Success division, so too we get the opportunity to share a new data source in the student life cycle: where they land after graduating! What NACE (the National Association for Colleges & Employers) calls the “First Destination Survey”, this data collection effort captures students’ career statuses - whether they be employed, pursuing further studies, entering into military service, or even still looking.
In addition to better understanding the trajectories of our students up to 6 months after graduating, NACE collects results from individual campuses and generates a national snapshot with trends from previous years.
The 2025 survey completion window spans from mid-May through the end of December. Data are then analyzed and a report produced in the Spring semester.
We’re excited to connect with you (QR codes and all) at commencement ceremonies to drive completion!
Back to Basics: Crafting a Retention Strategy using an Assessment Cycle Approach
• STEP 1: REVIEW THE DATA
Data showed that First Year students who received multiple D, F, or W grades in their first term, on average, came back for their second year at a rate 21 points lower than their peers who only earned 1 or fewer. Finding large gaps like these emphasize the necessity of setting retention strategy to focus campus efforts where they can make the biggest impact.
• STEP 2: NAME THE TARGET
By identifying individual grade outcomes as the target around which we reinforced supports, it developed a common goal for SAS and campuswide investment.
• STEP 3: DEVELOP ACTION STEPS
Student Academic Success paired existing services like skill-building workshops and tutoring with new interventions like specific outreach to actively connect with students receiving multiple Progress Reports of concern. In addition to proactive supports, we leaned on our proven record of reactive academic recovery with the HARP program to ensure even those with multiple DFW’s received individualized connections to campus resources.
• STEP 4: MEASURE YOUR PROGRESS
Although retention rates for the Fall 2024 cohort won’t be reported until late 2025, we do know half of the equation: we measured DFW rates so that we could compare to the previous cohort of students to see if our proactive interventions made an improvement in reducing the size of the group who had that lower retention rate.
• STEP 5: MAKE ADJUSTMENTS
As we look to set our retention strategy for the coming 2026 Academic Year, we examine our successes, acknowledge where we may still need work, and continue surveying the data for our next “biggest gaps”.
How SAS is
to support our students DIVISION HIGHLIGHTS
doing its part
STUDENT ACADEMIC SUCCESS (SAS)
RU-C Celebrates National Student Worker Week
You might recall the cover story in the February 2025 SSI about student workers and how integral they are as a part of the college campus community. Every year, the National Student Employment Association (NSEA) declares the second full week in April to be National Student Employment Week. It was established to increase public awareness and to recognize students who work while attending college.
Student employees perform invaluable services with enthusiasm, dedication, and initiative. Setting aside a special week to draw the awareness of others, both on and off campus, is the perfect opportunity to show your appreciation.
This year, National Student Worker Appreciation Week was held during the week of April 14th –18th. The Career Center celebrated all Rutgers–Camden’s student workers with a week full of recognition and development events especially designed for the student workers. Events included a Kick-Off with plenty of swag and celebration, a workshop on being Fiscally Fit, sponsored by Citizens Bank, a panel discussion on the importance of soft skills, with Campbells, Emerson Group, Enterprise Mobility and Wyanoke, which sparked thoughtful discussion and a Career Pop Up resource fair which included campus partners like, Office of Disability Services, the Wellness Center and our very own LinkedIn Photo Booth. Over 130 student workers participated in these events!
The following are divisions and offices throughout campus where you will find our student workers learning, growing, and developing: Admissions, Athletics & Recreational Services, Housing, Law Administration & Clinic, Law library, School of Nursing, Campus Center, Carrer Center, Center for Biology, Childhood Studies, Civic Scholars, Community Engagement, Contact Center, Center for Strategic Urban Leadership, Digital Studies, Disability Services, Diversity, Inclusion & Community Engagement, Educational Opportunity Fund, Chemistry, Computer Science, Dean’s Office, English, Fine Arts, Foreign Languages, Health Sciences, History, Mathematics, Physics, Psychology, Sociology, Graduate School, Finance & Administration, IGNITE, International Student Office, Learning Center, Robeson Library, Rutgers Future Scholars, Rutgers Foundation, Rutgers IT, School of Business, Stedman Art Gallery, Student Academic Success, Student Health, TRiO, Veteran Affairs, Walter Rand Institute, and Writing & Design Lab.
The student workers on the RU-C campus genuinely enjoyed the week of celebration, here is what a couple of them had to say:
Bionca Coleman Senior, Computer Science Major
“Thank you for all of this. As a student it is really difficult to work and go to school at the same time. Working on campus makes it easier!”
Maya McKenzie Sophomore, Bachelors of Science in Nursing
“Kickoff was great and the discussion during the Soft Skills panel was interesting.”
We thank our Student Workers for being an enduring part of RU-C and we appreciate all they do to make our beloved campus run smoothly. We look forward to celebrating our student workers during next year’s National Student Worker Appreciation Week which is April 13th – 17th 2026!
Read more about the SAS student workers in the Raptor Recognition section!
SAS Hosts the 1st Student Facing Staff Meet and Greet
Dr. Marsha Lowery, Vice Chancellor for Student Academic Success, is also serving as the interim Vice Chancellor for Student Affairs. These two divisions and several other divisions, offices, departments, and centers across the campus are student facing – areas often visited by students and areas where students come to front-line support-coaching-mentoring. The student facing staff across the campus came together on March 26th in the Raptor Roost for community and team building, networking, and professional development activities. All student facing employees that had been with the organization less than 1 year gave a brief introduction that included their name, title, department / office / center, and a fun fact. The fun facts ranged from being an amateur singer to being a world traveler!
FIRST-GENERATION COLLEGE STUDENTS (FGCS s)
Alpha Alpha Alpha (Tri
Alpha)
Induction:
On Monday, March 31st Alpha Alpha Alpha (Tri-Alpha), Rutgers-Camden’s Beta Mu chapter of the National Honor Society for First-Generation Students, hosted its annual induction ceremony, welcoming 22 students and 5 faculty and staff to the organization. Established in 2018, Tri Alpha recognizes the academic achievements of students who identify as first-generation*. To be inducted, students must have a 3.2 cumulative GPA and have earned at least 24 credits. Tri Alpha also annually inducts first-generation faculty, staff, and alumni who are exemplary student advocates, willing to utilize their position to support the success of the first-generation student community. This year’s ceremony was full of celebration and reflection, led by our Co-Presidents: Harvey Patel and Junisse Ventura, with a keynote speech from Wandys Aquino who reminded everyone that their first-generation identity was a source of strength and pride.
The Tri Alpha Honor Society has been housed in the Division of SAS since its establishment on our campus in 2020, and is part of our larger efforts to recognize, celebrate, and enhance the experiences of firstgeneration students at Rutgers-Camden. In addition to recognizing students’ academic achievements, TriAlpha’s purpose is to create enthusiasm for scholarship, promote leadership, and provide a supportive network for first-generation students. The Beta Mu chapter invites members to participate in various activities, including first-generation college celebration week each fall, opportunities for mentorship and service, and workshops centered around scholarship, leadership, and soft skill development.
This year’s advisors were Mrs. Caroline Waters and Mr. Christian Grimando, who we thank for their service. For the 2025-2026 academic year, we welcome Mrs. Erica Reeves-Mukherjee and Ms. LaToya Gibbons as the new co-advisors.
*First-generation is defined as neither parent(s) and/ or guardian(s) having graduated with a four-year bachelor’s degree before the student completes their degree.
EDUCATIONAL OPPORTUNITY FUND (EOF)
EOF Celebrates Excellence at the 2025 OSHE Graduate Achievement Awards
On Thursday, April 17, 2025, nearly 1,500 EOF students from across the state gathered for the annual Office of the Secretary of Higher Education (OSHE) Educational Opportunity Fund Graduate Achievement Awards Ceremony, hosted at the Jersey Mike’s Arena at Rutgers University–New Brunswick. The event honored the exceptional academic achievements of EOF students who have demonstrated outstanding dedication and perseverance throughout their college careers.
The EOF Board of Directors and the New Jersey Office of the Secretary of Higher Education (OSHE) invited graduating EOF students who had achieved academic excellence, including those graduating in Summer 2024, Winter 2024/25, or Spring 2025, with a cumulative GPA of 3.20 or higher. The event recognized students across several categories, each reflecting the highest standards of achievement:
• Distinguished Scholar Award: For students with a GPA of 4.0
• Outstanding Academic Achievement Award: For students with a GPA between 3.5 and 3.99
• Academic Achievement Award: For students with a GPA between 3.2 and 3.49
• Outstanding Achievement Award: This award is given without GPA requirements and recognizes one student per EOF program who exemplifies the spirit and intent of EOF.
Rutgers University–Camden’s Exceptional Scholars
Rutgers University–Camden was proud to honor 33 of its 57 graduating seniors at the event, with 20 students and their families joining in the celebration. The recognition was a testament to the hard work, resilience, and commitment of EOF students to overcome challenges and achieve success in their academic pursuits.
This year’s honorees included:
• 3 Distinguished Scholars with a perfect 4.0 GPA
• 16 Outstanding Academic Achievement Awardees with GPAs ranging from 3.5 to 3.99
• 13 Academic Achievement Awardees with GPAs ranging from 3.2 to 3.49
• 1 Outstanding Achievement Awardee (Spirit of EOF Award), recognizing an individual who exemplifies the core values of the EOF program
A Celebration of Resilience and Success
Matthew West, Program Manager for the Educational Opportunity Fund (EOF) at Rutgers University–Camden, reflected on the significance of the event: “This ceremony is not just about grades—it’s about the strength, resilience, and perseverance of our students. The awardees represent the best of what EOF stands for: dedication, hard work, and the relentless pursuit of success despite obstacles. We are incredibly proud of these students and honored to celebrate their achievements with them and their families.”
Honoree, Nicole Rodriguez’25, Reflects on Her Achievement
Nicole Rodriguez, a Biology major with a minor in Health Sciences, is also a member of My Sister’s Keeper, Alpha Kappa Alpha Sorority, EOF, and TRiO. She was recognized with the Outstanding Achievement Award for her dedication to what it truly means to be EOF-empowered. Nicole shared her gratitude on LinkedIn:
“Beyond grateful to receive the Academic Achievement Award at the EOF Graduate Achievement Ceremony. Thank you to the EOF community for the support throughout my journey—this recognition means the world! Thank you to my dedicated EOF counselors—Mrs. Waters, Ms. LaToya, Mr. Perez, and Mr. West—for their unwavering support and guidance throughout my academic journey.”
Nicole has grown into an amazing scholar, and we are excited to watch her continue to excel in the future. Nicole plans to enroll in graduate school for Fall 2025 and we can’t wait to see the great things she will accomplish next!
Looking Ahead
As EOF students at Rutgers University–Camden prepare for life beyond graduation, the program remains committed to supporting them as they pursue their careers, further education, and contribute meaningfully to their communities. The achievements of the awardees are a reflection of the strength of the EOF community, and the program is proud to continue its mission of supporting and empowering students in the years ahead.
DIVISION HIGHLIGHTS
EOF Women of Color Luncheon
On Saturday, April 26th, 2025, the Educational Opportunity Fund (EOF) proudly hosted its first-ever Women Empowered: Women of Color Luncheon, marking a significant milestone for the newly minted BLOOM: Building Leadership Opportunity & Mentorship Women of Color Affinity group. The event, held at 10 AM, brought together 75 women and girls from EOF and high school support programs across New Jersey, all united by the theme: Building Bridges and Breaking Barriers.
BLOOM was created to provide a dedicated space for women of color within the EOF program to access leadership opportunities, mentorship, and support tailored to their unique experiences. The group aims to empower women of color to thrive academically, personally, and professionally by building a network of resources and connections. BLOOM’s inception was inspired by the need for a supportive community where these women could foster leadership skills, navigate systemic barriers, and create opportunities for success— both individually and collectively. This event marked a significant step in fulfilling that mission.
The luncheon’s theme, Building Bridges and Breaking Barriers, emphasized the importance of redefining success and creating pathways that benefit not only the women and girls attending but also the broader community. The event offered a space for powerful conversations about overcoming challenges, achieving personal and professional goals, and supporting each other in the process.
The keynote speaker for the event was Jeannine A. Cook, a business owner, educator, and advocate who has found tremendous success as the owner of Harriet’s Bookshop in Philadelphia, PA. In her keynote, Cook spoke candidly about blazing her own pathway in life, not only by thriving as an independent bookseller competing with industry giants like Amazon but also by exploring and celebrating the culture of Philadelphia and South Jersey. Her conversation centered on the idea of breaking barriers for herself and others while building bridges to Paris to enhance the lives of youth in Philadelphia. Through her work, Cook emphasizes the power of literature and its deep connection to Black culture as a means of opening up the world and offering young people a chance to see beyond the confines of their immediate environment.
Dr. Stacey Haynes, a renowned expert in mental health, also led a thought-provoking discussion on the importance of protecting one’s mental health while navigating life’s challenges. Her session focused on strategies for maintaining well-being, especially when faced with obstacles in school, family dynamics, or other areas of life.
The luncheon was not only a celebration of the strength and resilience of women of color but also a powerful reminder of the importance of supporting one another in building bridges and breaking barriers. As the BLOOM: Building Leadership Opportunity & Mentorship Women of Color Affinity group continues to grow and thrive, this event marks the beginning of many more empowering initiatives to come.
STUDENT SUCCESS COACH OFFICE (SSCO) AND TRIO SSS
Increasing Partnerships; Developing Deeper Connections: The Student Success Coach Office’s Discovery Fair
On Wednesday, March 26th, the Student Success Coach Office proudly hosted its 2nd Annual Discovery Fair—an exciting event designed to introduce students to the wide range of majors, minors, certificates, campus resources, and organizations available to them.
Represented academic departments included:
• Childhood Studies
• Mathematical Sciences
• World Languages and Global Studies
• The School of Business
• The School of Social Work
• Psychology
• Criminal Justice, Anthropology, and Sociology
• Economics
• History
• Physics
• Computer Science
Participants included campus resource offices such as the Office of Scholar Development and Fellowship Advising, The Success Coach Office, and the Career Center, as well as student leaders from B1GS (Bridging First-Generation Students), HombRes, MujeRes, The Black Student Union, and The Latin American Student Organization.
New this year was an interactive “BINGO”-style activity for attendees, with the goal to engage with as many departments, organizations, and campus resources as possible. Those who successfully visited and engaged with 6 to 10 tables earned a prize from the Division of Student Academic Success. The activity was a hit— boosting student participation and creating a fun, lowpressure way to explore academic and extracurricular opportunities.
Over 65 students from various majors and academic years attended the fair, taking full advantage of the opportunity to engage with faculty, staff, and student leaders. Thanks to strategic cohort outreach and targeted advertising, this year’s Discovery Fair saw double the attendance compared to last year. Notably, 20% of attendees identified as Undecided majors, underscoring the fair’s value in helping students find their path. The SSCO will continue to utilize data driven decision making to elevate the event.
The Discovery Fair continues to grow as a signature event dedicated to helping students chart their academic journey and connect with the broader campus community. If you are interested in participating next year, please email Heather Harris Dalton at hnh15@rutgers.edu.
It Starts Early: Student Academic Success
Prepares Incoming Students for Success
Supporting the transition of first-year students is crucial for fostering an inclusive and equitable educational environment and ensuring retention. Early interventions help promote a sense of belonging, introduce students to their support teams, enhance academic achievement, and minimize the anxieties felt around starting college. Student Academic Success supported 3 early interventions this semester to ensure various cohorts are properly welcomed to the university.
LEAP STEAM + E Academy Puerto Rico Cohort
In March, Rutgers University–Camden staff welcomed 10 incoming students and their families from LEAP STEAM + E Academy in several locations across Puerto Rico.
The inaugural cohort met with Dr. Randi Mayers, Executive Director for Student Academic Success, Madeline Levy, Director of Career & Academic Success Initiatives, and Brandon Quiles, Assistant Director for Student Success, to learn about the academic and career resources that will support them during their transition to and persistence through Rutgers University–Camden.
Student leaders Yoel Bernard (HombRes), Viviana Bordon (MujeRes), and Naomi Revueltas (B1GS) also met with the scholars to share their Rutgers UniversityCamden journeys and introduce the incoming scholars to various campus engagement opportunities that could consider participating in, such as student organizations, Greek life, campus employment, and campus athletics.
Memphis Pipeline Program – 3rd Cohort
The Memphis Pipeline Project at Rutgers University–Camden is a program that provides full-ride scholarships, mentorship, academic support, and professional development to Memphis, Tennessee high school graduates. This initiative aims to increase college enrollment and graduation rates for students from Memphis, with a particular focus on first-generation college students. SAS welcomed 5 incoming students from Memphis for 3 days in April. Their visit was coordinated by Senior Program Coordinator for First Generation and First-Year Initiatives Erica Reeves-Mukherjee. During the stay, the Memphis students had an opportunity to meet staff from various Student Academic Success offices, connect with current Memphis pipeline students from previous cohorts, explore Camden and Philadelphia to gain comfortability with the area, and attended our Admitted Students Day.
Inaugural LEGACY Day
Co-lead by the Division of Student Academic Success and the Division of Inclusion, Equity, and Community Engagement, LEGACY Day is a new campus initiative to increase the enrollment of Camden City high school students to Rutgers Camden. LEGACY day focused on providing an opportunity for meaning reflection, mentorship from current student leaders, and introduction to key campus resources and the staff who will support these students.
The day provides local students with an opportunity to engage with the university in a new way. Prospect and incoming high school students started the day asked to reflect on the question, “What do you want your legacy to be in college?” They proceeded to hear keynotes from varying current student leaders on what their RUC legacy has included so far – highlighting academic programs, high impact practices like internships, research, and study abroad, and leadership in student organizations. Scholars then played interactive games to learn about campus resources and followed by breakout sessions about EOF and TRiO SSS. The scholars ended their day crafting their own vision board of what they wished to be included in their legacy as first college graduates at Rutgers Camden.
DIVISION HIGHLIGHTS
Beyond the
Campus:
How TRiO’s Cultural Excursions Empower Underrepresented Students
On a brisk, damp Saturday morning, our group of TRiO scholars waited patiently to enter a series of powerful exhibits chronicling hundreds of years’ worth of ancient arts and architecture. For many of our scholars, this was a first-time experience enjoying the worlds of The Metropolitan Museum of Art. Later that afternoon, those very same students found themselves wrapped in the sights and sounds of theatre on Broadway, watching The Outsiders fill the room with passion and art. These moments – where our students have the space to reflect, to open themselves to other histories, cultures, and mediums – are at the heart of our TRiO Cultural Excursions. These are no mere field trips, no, these are experiences that provide opportunities for students who often find themselves navigating college, their jobs, and their personal lives, without a map. Here at Rutgers University – Camden, for our TRiO eligible students, these excursions open the gateway to identity, to history and to possibilities the walls of a traditional classroom are unable to reach.
Our recent visit to the MET focused on their Greek and Egyptian exhibits, histories only previously encountered through textbooks and maps. Seeing these relics up close – the symbolism, the details – lends a different perspective. For our scholars, this made history come to life. Several of our TRiO men found themselves lingering throughout the great armory of the Greek empire, moved by its representation of power from a time and place seldom the focus of their educational experiences.
Seeing The Outsiders brought our trip home in a different but equally powerful way. A large group of those students experienced seeing a musical for the first time, let alone sharing an audience on Broadway. Some were skeptical – they had heard the stereotypes about live theatre – some could not be more excited. But once the lights throughout the seating area dimmed, everything faded and was replaced by nothing but engaged eyes as art enveloped the space.
The Outsiders dives deep into themes that hit home for our scholars – class divides, resilience, and the human need to be understood. After the show ended, as the applause came to a fluttering silence, we found ourselves outside, gathering and discussing this concept of what it is to be “an outsider.” What a label like that means to be a burden and an honor and in a rare circumstance, where only a trip like this can provide, the line between us staff and our students blurred in wonderful ways.
Our TRiO scholars constantly find themselves carrying more than a backpack – there is not one who does not carry any variety of responsibilities, hopes, and doubts. Our jobs as counselors involve supporting our students in academics, but we also serve as catalysts who create moments to affirm who each scholar is and who they will become. TRiO’s Cultural Excursions are just one of the ways we can do that, whether we stand ready to take in the history of the world or watch as artists make stories come to life on a stage on Broadway. These trips remind us of one simple truth – learning and belonging can happen anywhere.
OFFICE OF SCHOLAR DEVELOPMENT AND FELLOWSHIP ADVISING (OSDFA)
You Hit Submit
On Wednesday April 16, OSDFA hosted its third annual “You Hit Submit” celebration. This event is an opportunity for members of the campus to come together and visibly demonstrate our support for those students who bravely seek to expand their horizons with these transformative opportunities. In 2024-2025, 73 students and alumni successfully submitted applications for national awards, a 74% increase in applicants from last year. This year, we were also able to recognize applicants to new award opportunities, including the Public Policy and Leadership Conference, and familiar favorites like the Fulbright US Student Program and Truman Scholarship. This year’s celebration included opening remarks from Provost Sandra Richtermeyer, as well comments from graduating senior Paul Boyd who, in 2024, was named Rutgers - Camden’s first Truman Scholar. The event acknowledges ALL of our applicants, regardless of award outcome, and celebrates the vulnerability and determination demonstrated by these applicants. “You Hit Submit” recognizes our support for their decision to believe in themselves– as we do – and “hit submit” on their applications!
Spring Successes
Critical Language Scholarship
This academic year, 12 Rutgers-Camden students ‘hit submit’ on the Critical Language Scholarship application, and four were named semi-finalists! The Critical Language Scholarship (CLS) provides immersive languagelearning opportunities for 12 critical languages of importance to the United States’ engagement with the world, including Portuguese, Urdu, and Chinese, among others. Most languages require no prior knowledge or experience, which makes this an excellent opportunity for students at all levels.
The Critical Language Scholarship is offered in two modalities: virtual (CLS Spark) and in-person. Students who have been selected as CLS Spark recipients for this summer will be automatic semi-finalists for in-person study next summer.
Of the four who were named semi-finalists, three were chosen to receive the scholarship, and one was chosen as an ‘alternate.’ These scholars include:
Aubrē Blake, first-year animation major, recipient of CLS Spark in Korean
Amy Glasser, MPA student, recipient of CLS in Swahili
Jonathan Pamel, MPA student, recipient of CLS in Russian
Adayna Wallace, first-year animation and graphic design major, alternate for CLS Spark in Japanese
Fulbright Semi-Finalists
Earlier this year, we shared our excitement after supporting our largest cohort of applicants for the Fulbright US Student Program. In January, we learned that 4 of those applicants have been named Semi-Finalists. They are:
Hermina Garic, a graduate student in history, is a finalist for a research fellowship in Bosnia and Herzegovina
Sophia Westfall, a senior majoring in English and digital studies, is a finalist for a graduate degree in Creative Writing at Cardiff University in Wales
Maryam Johnson (CCAS’24), is a finalist for a graduate degree in Economics at Sabanci University in Turkey.
Samira Lari (CCAS’24), is a finalist for an English teaching assistantship in Indonesia
These applicants are currently under review with each of their proposed host countries and will learn their final status March - May of this year. Best wishes to each of them!
Phi Beta Kappa Key into Public Service Scholarship
This spring, sophomore Amaya Solar applied to and was awarded the Phi Beta Kappa Key into Public Service Scholarship. Funded and supported by Phi Beta Kappa, the nation’s most prestigious academic honor society and a leading national advocate for the value of a liberal arts and sciences education, this award includes a $5,000 undergraduate scholarship and professional training and mentorship. The Key into Public Service program cultivates the next generation of public service leaders at a critical time and often recognizes early talent who go on to earn other prestigious awards, including the Truman Scholarship, Fulbright, and Rhodes Scholarship. Earlier this year, Amaya was also selected from a highly competitive pool of applicants for the Public Policy and Leadership Conference at Harvard’s Kennedy School.
Barry Goldwater Scholarship
In January 2025, on behalf of Rutgers University - Camden, OSDFA nominated 3 outstanding undergraduate student researchers for the Barry Goldwater Scholarship. The Goldwater Scholarship provides financial support for U.S. students who demonstrate potential in the realms of mathematics, the natural sciences, and engineering.
Nominees included:
Each of these scholars is engaged in research in their various disciplines and aspire to graduate study and careers in research. In March 2025, our campus received the exciting news that Tiffany and Alan were each named Goldwater Scholars, a first for Rutgers-Camden!
Students who are interested in learning more about these and other opportunities are encouraged to meet with the Office of Scholar Development and Fellowship Advising to find your fit!
Tiffany Chan, a sophomore Biology and CCIB major
Alan Rozenblit, a junior Biology major
William Aluoch, a junior Biochemistry major
CENTER FOR LEARNING AND STUDENT SUCCESS (CLASS) DIVISION HIGHLIGHTS
Center for Learning and Student Success
Peer Tutoring Program
The Center for Learning and Student Success (CLASS) Peer Tutoring Program provides essential academic support to hundreds of students each semester, playing a crucial role in their educational journeys. The Peer Tutoring Program is designed to empower students by connecting them with peer tutors who assist them in navigating their coursework, enhancing their understanding of complex subjects, and developing effective study strategies. With a dedicated team of more than thirty peer tutors, comprising both undergraduate and graduate students, the program collectively covers more than 80 courses, making it a vital resource for students in all majors. The program’s collaborative and engaging approach fosters a supportive environment where students can thrive academically. With a focus on collaboration and peerto-peer learning, the CLASS Peer Tutoring Program enhances not just academic performance but also the overall student experience.
Additionally, the program proudly acknowledges those tutors who have earned their College Reading and Learning Association (CRLA) Level I Certificates. This certification signifies a tutor’s commitment to professional development and mastery of effective tutoring practices. To achieve this level, tutors undergo 10 hours of comprehensive training that covers essential tutoring techniques, learning styles, and effective communication strategies, and have at least 25 hours of direct tutoring experience. Tutors who earn this certification are better equipped to support students with diverse academic needs, significantly enhancing the effectiveness of the tutoring provided.
As the academic year comes to a close, the CLASS Peer Tutoring Program reflects on the successes of its tutors and looks forward to continued growth and impact. By providing essential resources and recognizing the achievements of its tutors, the program remains committed to fostering student success and building a vibrant community of learning and support.
Spring 25 Award Winners:
Excellence in Peer Tutoring
Samantha Caruso, Senior – Psychology
David Barcklow, Junior – Accounting
Avery Ang, Junior – Mathematics
Gretchen Purvis, Senior – English
Leyna Nguyen, Junior – Biology
CRLA Certifications
Avery Ang
Leah Thudiyan
Haga Ezzo
Leyna Nguyen
Harvy Patel
Samantha Caruso
CAREER CENTER DIVISION HIGHLIGHTS
Record-Breaking Success at Spring 2025 Recruitment Events: Students Land Jobs on the Spot
Career opportunities were blooming this spring as students packed into the Spring 2025 Nursing Recruitment Event and the Spring Job & Internship Fair, both of which saw record-breaking attendance and immediate job offers for dozens of students.
Held on March 11th at the Nursing School Building, the Nursing Recruitment Event drew healthcare recruiters from across the region, including top hospitals, clinics, and specialty care centers. With 15 employers in attendance and over 100 nursing students participating, the event was the largest in the department’s history. At least two students were offered positions on the spot and many more landed interviews. One Nursing student indicated that “Cooper was excellent, and I already scheduled a meeting to discuss about the opportunity.”
The momentum continued the following month with the campus-wide Spring Job & Internship Fair, hosted by the Career Center on April 1, 2025. Over 65 employers representing industries from tech and finance to nonprofit and media set up booths in the Campus Center MPR, eager to meet the university’s diverse talent pool. Close to 300 students and alumni attended, making it the largest attendance since before the pandemic. The Enterprise Mobility LinkedIn Photobooth made its debut during the fair with over 100 students taking advantage of the easy-to-use device to create a headshot for their LinkedIn Profile.
Career Center staff reported an increase in resume critiques and interview preparation meetings in the weeks following the fair, as students prepared for interviews. Employers praised the professionalism and preparation of students.
“These events show the strength of our students and our programs,” said Madeline M. Levy Director of Career and Student Success Initiatives. “The level of opportunity and success we’re seeing reflects our campus-wide commitment to preparing students for life beyond the classroom.”
Students who missed the fairs can still connect with participating employers through HANDSHAKE and are encouraged to schedule follow-up appointments with the Career Center for guidance. The Fall 2025 Career and Internship Fair will be on October 7, 2025, and we look forward to seeing you there!
RAPTOR RECOGNITION
The SAS student workers come to us from all kinds of backgrounds and experiences, and they have several varied experiences with us during their time RU-C.
Check out the profiles of some of the SAS student workers on the following pages.
TIFFANY CHAN
What kind of student worker are you?
CLASS Tutor
What is your official academic year? Sophomore
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Computational and Integrative Biology & Biology
What is your academic minor? Chemistry
What are your hobbies/interests? Running
What’s best about your student worker job?
I am passionate about supporting my peers and creating an inclusive environment where everyone feels valued and empowered to succeed.
What skills have you developed because of your student worker job?
One skill I have learned as a student worker that I can use in real life is time-management.
What is a challenge you face as a student worker?
Something I had to overcome as a student worker was time-management. I navigated this challenge by organizing my schedule more effectively.
How have you changed because of being a student worker? I have learned that I need time for myself.
What impact has being a student worker had on your college experience? Being a student worker taught me things that I otherwise would not have learned, such as multi-tasking and communication skills.
What is something you have become good at doing after becoming a student worker?
Something that I have became good at after becoming a student worker is being able to explain concepts in a more approachable manner.
WILLIAM ALUOCH
What kind of student worker are you? CLASS tutor
What is your official academic year? Junior
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Chemistry
What is your academic minor? N/A
What are your hobbies/interests? Pickup basketball
What’s best about your student worker job? I enjoy reinforcing forgotten concepts.
What skills have you developed because of your student worker job? I feel more confident communicating professionally as a result of my student worker job.
What is a challenge you face as a student worker? I have faced the challenge of managing my workload.
How have you changed because of being a student worker? I’ve become more aware of the different activities on campus to participate in.
What impact has being a student worker had on your college experience? I have become a more well-rounded individual.
What is something you have become good at doing after becoming a student worker? I am better at explaining confusing concepts more simply.
SUMMER PIOTTI
What kind of student worker are you?
CLASS Tutor
What is your official academic year?
Bachelor’s Degree - Junior
What is your academic school?
The School of Nursing
What is your academic major? Nursing
What is your academic minor? N/A
What are your hobbies/interests?
Thrifting, reading, going on walks
What’s best about your student worker job?
I love being able to make. a difference and help other students feel confident in their abilities to succeed.
What skills have you developed because of your student worker job?
Breaking down large and difficult tasks into smaller and specific actions makes everything easier to manage!
What is a challenge you face as a student worker?
A challenge that I had to overcome was making time for myself, school, and my job. I wanted to give lots of time to tutoring but was having trouble keeping up with my own work. I overcame this by identifying that I could change some of my tutoring to a virtual modality to decrease my time spent commuting to campus. This helped a lot!
How have you changed because of being a student worker?
I have become more aware and empathetic to my peers through being a student worker. I went to school in a rather privileged area and was largely unaware of the disparities in education through different school systems. Tutoring has showed me that not everyone has the same educational background and may not find the same things to be “common knowledge.” This has helped me approach topics and conversations without a preconceived notion that everyone would have the same background on the information as me.
What impact has being a student worker had on your college experience?
Being a student worker has made my college experience very worthwhile. Being a commuter, I’ve never had a large oncampus presence or experience outside of my classes. As a tutor, I feel immersed within a community that I am so lucky to be a part of.
What is something you have become good at doing after becoming a student worker?
I’ve become good at communicating efficiently and effectively through meeting and conversing with so many different kinds of people.
SAMANTHA CARUSO
What kind of student worker are you? CLASS Tutor
What is your official academic year? Bachelor’s Degree - Senior
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Psychology
What is your academic minor? Biology
What are your hobbies/interests?
Going to the gym, boxing, hanging out with friends
What’s best about your student worker job?
The best parts about my job include seeing the students I have tutored succeed in their courses and building a relationship with students, so they feel comfortable asking for help.
What skills have you developed because of your student worker job?
One skill I have learned as a student worker is how to properly study. I often help my peers study, and the techniques I share with them also help me in my own studies.
What is a challenge you face as a student worker?
A challenge I have had to overcome as a student worker is being able to manage my time properly. I have to balance not only my own classwork and studies, but also set aside time to tutor and create study sessions for students.
How have you changed because of being a student worker?
Being a student worker has made me come out of my shell. I was always very shy when it came to meeting or talking to new people, and now I feel confident enough to introduce myself and get to know others.
What impact has being a student worker had on your college experience?
I think being a student worker has made my college experience much better. I really enjoy helping students in their classes; it makes me happy to see them get good grades and watch them find successes in and out of academics.
What is something you have become good at doing after becoming a student worker?
Something that I have become good at after being a student worker is simplifying difficult information so students are able to understand material better. It may be a mnemonic that helps them memorize things or just simplifying how to solve problems. After doing this so many times, I am able to simplify my own class material, which helps me when studying for exams.
RABIYATU SOW
What kind of student worker are you?
TRiO Ambassador
What is your official academic year?
Bachelor’s Degree - Junior
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Criminal Justice & Global Studies
What is your academic minor? Legal Studies
What are your hobbies/interests? Sports/Athletics
What’s best about your student worker job?
The best part about my job is being a connection for TRiO scholars.
What skills have you developed because of your student worker job? I have learned how to be more responsible and multi-task more efficiently.
What is a challenge you face as a student worker?
A challenge I face is managing my time between school, student leadership, different jobs, networking, sports, personal life, and hobbies.
How have you changed because of being a student worker? I was more introverted and shier before, but I am now more extroverted and vocal about what I believe is best.
What impact has being a student worker had on your college experience?
Being a student worker has provided me with various connections and resources and has taught me the value of networking.
What is something you have become good at doing after becoming a student worker?
I am able to manage my time more effectively.
QUEENTEJA COOPER
What kind of student worker are you? TRiO Ambassador
What is your official academic year? Bachelor’s Degree - Junior
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Criminal Justice/Sociology
What is your academic minor? Pyschology
What are your hobbies/interests?
Poetry, music, dancing, singing, reading, making bracelets & watching Dance Moms with an appetizer of Law & Order: SVU
What’s best about your student worker job?
I love engaging with students and being a part of their success stories!
What skills have you developed because of your student worker job? I have developed the skill of patience as a student worker.
What is a challenge you face as a student worker?
I find maintaining my boundaries to be a challenge. I have to be able to draw a line of what I am willing to do for others, while still making sure I am not over-exerting myself.
How have you changed because of being a student worker?
I have found my identity; I feel comfortable being my unique, unapologetic self.
What impact has being a student worker had on your college experience? It has given me the tools to continue to fight even when the going gets tough, and continuing to push past my limits. Sometimes work is hard or slow, and it’s easy to feel unmotivated, but we never stop pushing—even if we’re tired.
What is something you have become good at doing after becoming a student worker? I have improved my confidence; I now have an easier time going up to different people and striking up conversation.
DOMINIC DRURY
What kind of student worker are you?
SSCO Ambassador
What is your official academic year?
Bachelor’s Degree - Freshman
What is your academic school?
The School of Business
What is your academic major? Marketing
What is your academic minor? N/A
What are your hobbies/interests?
Gaming, photography, homelabs, writing
What’s best about your student worker job? I enjoy working on projects that pertain to my degree (i.e: flyers, graphic design, marketing-oriented objectives.)
What skills have you developed because of your student worker job? I have honed my graphic design skillsets.
What is a challenge you face as a student worker? I struggle with tardiness, but through adjusting my schedule, I built better habits for myself.
How have you changed because of being a student worker? I am able to learn professional skills while also gaining an income for myself.
What impact has being a student worker had on your college experience? Being a student worker helps me to earn my degree and socialize more deeply with the Rutgers–Camden community.
What is something you have become good at doing after becoming a student worker? I believe I am a better marketer as a result of being a student worker.
BRAEDYN RICHARDSON
What kind of student worker are you? CLASS and Career Center Front Desk Associate
What is your official academic year? Bachelor’s Degree - Sophomore
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Sociology
What is your academic minor? N/A
What are your hobbies/interests? Basketball
What’s best about your student worker job? I enjoy meeting new people who come in every day
What skills have you developed because of your student worker job? Being able to ask for help whenever I need it.
What is a challenge you face as a student worker? I had to overcome how to use the phone and how to solve the issues that people had.
How have you changed because of being a student worker? I’ve become closer with the TRiO and EOF counselors here. They share resources and information with me on how to be successful in college and beyond.
What impact has being a student worker had on your college experience? Everyone here is nice, welcoming, and loves to help out. It provided me with an opportunity to gain leadership skills while also making money to put myself in a better financial position.
What is something you have become good at doing after becoming a student worker? I am a better communicator from my role as a student worker.
BIONCA COLEMAN
What kind of student worker are you?
CLASS Tutor
What is your official academic year? Bachelor’s Degree - Senior
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Computer Science
What is your academic minor? N/A
What are your hobbies/interests? I enjoy sending time with my son.
What’s best about your student worker job? In my role, I love meeting new people and helping them.
What skills have you developed because of your student worker job? I have developed my skills in helping others and being more patient.
What is a challenge you face as a student worker?
I find working with different people and their differing personalities a challenge at times.
How have you changed because of being a student worker? I believe I am now more understanding of how others think and feel.
What impact has being a student worker had on your college experience? I’ve met a lot of people that I would not have, had I not worked at the front desk.
What is something you have become good at doing after becoming a student worker? I love making people feel better and helping them with the little things.
ELIAKIM BONALES
What kind of student worker are you? TRiO Ambassador
What is your official academic year? Bachelor’s Degree - Freshman
What is your academic school? The School of Nursing
What is your academic major? Nursing
What is your academic minor? N/A
What are your hobbies/interests? Gym, basketball, music, cars, research
What’s best about your student worker job? I love being able to create events and help those around me feel included at these events.
What skills have you developed because of your student worker job? I have developed my communication skills and ability to create bonds with those around me who have different backgrounds.
What is a challenge you face as a student worker? A challenge I have faced is learning how to navigate different platforms TRiO uses, and I learned the platforms through repetition.
How have you changed because of being a student worker? I have become more open-minded.
What impact has being a student worker had on your college experience? I believe I am able to connect more with the campus and the people who run it.
What is something you have become good at doing after becoming a student worker? I am better at managing my time.
EDEN HAUSER
What kind of student worker are you?
CLASS Annex Office Receptionist
What is your official academic year? Bachelor’s Degree - Sophomore
What is your academic school? Camden College of Arts and Sciences
What is your academic major? Physics, transferring to Biology or Entomology
What is your academic minor? Spanish
What are your hobbies/interests? Music, nature, crocheting, art, taxidermy, entomology
What’s best about your student worker job?
The best part about my student worker job is being in an office surrounded by staff and students who are always there to help in a number of different ways.
What skills have you developed because of your student worker job? I am now a more effective communicator.
What is a challenge you face as a student worker?
I had to overcome many challenges in my personal life and still get myself to come into work on days it may have felt impossible. I navigated this by reminding myself that having the great opportunity to work where I do further supports my academic goals.
How have you changed because of being a student worker?
I have become more comfortable on campus and with my peers as a result of being a student worker. I have also gained many tools to help me in my academic and personal life.
What impact has being a student worker had on your college experience?
Being a student worker has impacted my college experience by providing me with the opportunity to connect with my peers when I was too nervous to reach out and do it on my own. Having a larger circle of support also broadens the opportunities I find myself presented with.
What is something you have become good at doing after becoming a student worker? I am able to better evaluate my academic strengths and weaknesses.
FAITH MITCHELL
What kind of student worker are you?
Marketing Intern
What is your official academic year?
Bachelor’s Degree - Junior
What is your academic school?
The School of Business
What is your academic major?
Business Management
What is your academic minor?
Music
What are your hobbies/interests?
Singing, painting, planting
What’s best about your student worker job?
My internship with Rutgers–Camden Student Academic Success has given me hands-on experience in creating marketing materials that support student engagement and academic resources. I’ve enjoyed collaborating with campus professionals and contributing to initiatives that directly impact student success.
What skills have you developed because of your student worker job?
One skill I learned is effective communication, which I use in real life to clearly share ideas, ask questions, and connect with others in both professional and everyday situations.
What is a challenge you face as a student worker?
A challenge I had to overcome was learning how to create content that appeals to a diverse student audience while staying consistent with the university’s branding and tone. To overcome that challenge, I researched past marketing materials, sought feedback from supervisors, and practiced using design tools to create flyers that were both engaging and on-brand.
How have you changed because of being a student worker?
I’ve become more confident in my creative abilities and more comfortable taking initiative on projects. I’ve also developed a stronger understanding of how effective marketing can support student success.
What impact has being a student worker had on your college experience?
This internship has made my college experience more meaningful by allowing me to contribute to campus life and connect with the Rutgers–Camden community in a deeper way. It’s also helped me clarify my career goals in student affairs and higher education.
What is something you have become good at doing after becoming a student worker?
I’ve gotten better at making media flyers since working there, strengthening my abilities to design visually appealing and informative materials that effectively communicate key messages to students.
TAYLOR SPENCER
What kind of student worker are you?
TRiO Ambassador
What is your official academic year?
Bachelor’s Degree - Junior
What is your academic school?
Camden College of Arts and Sciences
What is your academic major? Animation
What is your academic minor? N/A
What are your hobbies/interests? Art, animation, cheerleading, thrifting
What’s best about your student worker job? I enjoy getting to help organize events behind the scenes.
What skills have you developed because of your student worker job? I have been able to develop my connections with my peers.
What is a challenge you face as a student worker?
Time management during midterms was a challenge while being a student worker. I communicated with my supervisor and came up with a plan so that I could still work my shifts and get my midterm projects done on time.
How have you changed because of being a student worker?
I have become more confident with approaching peers that I’m unfamiliar with.
What impact has being a student worker had on your college experience?
Being a student worker made it so that I wasn’t cooped up in my dorm all the time because all my free time is spent in the TRiO office outside of class.
What is something you have become good at doing after becoming a student worker? I am able to delegate more effectively.
We are pleased to congratulate and celebrate our Rutgers University–Camden graduating students! The faculty and staff support for these students remains without question and remains unparalleled!
GRAD WEEK
Congratulations, Rutgers University–Camden graduating students! Celebrate your achievement at one or both of these fun events:
BRUNCH AND CAP DECORATING
Tuesday, May 13
10 a.m. – 2 p.m. Campus Center Multipurpose Room (MPR)
Stop by for brunch treats, decorate your cap for commencement, catch up with friends— and make new ones! This event is free and includes an R Alumni swag item.
CHEERS AT THE VICTOR
Thursday, May 15
6 p.m. – 9 p.m.
The Victor’s Pub 1 Market Street, Camden NJ
Join your peers for Cheers at the Victor! $10 ticket includes heavy appetizers, drink ticket, R Alumni swag item, and music.
WE APPRECIATE YOU!
All students who update their contact information with the Rutgers University Alumni Association at these events will receive a special gift.
STAY TUNED
There is always something interesting happening on campus. Keep up to date with us!
• EOF Summer Bridge
• Next Steps for Admitted Students and New Student Orientation
• Welcome Week 2025
• Year of the Arts
